What defines who we are? How are characters a product of their environment?
DAY 1 - OPENER
DAY 2 - PLAN 1
DAY 3–5 - SEED 1
DAY 3–5 - SEED 2
DAY 3–5 - SEED 3
DAY 3–5 - SEED 4
DAY 3–5 - SEED 5
DAY 11–13 - PLAN 2
DAY 17 - SEED 6
DAY 19 - SEED 7
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds,
teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
Persepolis and Lipstick Jihad (excerpts)
"It ain't necessarily so, The textbooks children learn from in school reveal and shape national attitudes- and should provoke debate" 10/12/12 by: Braunschweig of The Economist (available at: http://www.economist.com/node/21564554_ )
What role do education and educational institutions play in pre and post-revolutionary settings?
After reading Persepolis and the "Veil" chapter in Lipstick Jihad, conduct a close reading of the nonfiction article in The Economist, "It aint' necessarily so…" in order to write an explanatory essay.
Explanatory Essay Question:
Based on the article, determine the role of education and educational institutions in pre and post-revolutionary settings. Explain and analyze how these themes emerge in Persepolis and Lipstick Jihad.
TEACHER NOTES: (Concepts to consider in discussion: Educational institutions as shaping, reinforcing, or opposing national identity and their ability to help or hinder a ruling government.)
Reading: Informational Text