SWBAT integrate multiples sources of information to examine and convey in composing their perception of the Amerideserve to Dream and its place in society.

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Cite solid and also thostormy textual evidence to support analysis of what the message states clearly and inferences attracted from the text, including determining wright here the message leaves matters unspecific.
Write informative/explanatory texts to study and also convey facility ideas, concepts, and also information clearly and also accurately with the reliable selection, organization, and also analysis of content.
Initiate and also take part effectively in a variety of collaborative discussions (one-on-one, in teams, and also teacher-led) through diverse partners on grades 11-12 topics, messages, and issues, building on others' principles and also expushing their very own plainly and persuasively.
Integprice multiple sources of indevelopment presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make increated decisions and resolve troubles, evaluating the credibility and accuracy of each source and also noting any imbalances among the information.

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I begin The Great Gatsby by taking great lengths to encertain that my students are familiar via the concept of the Amerihave the right to Dream. Because thepursuit of the Amerideserve to Dream is the fuel that drives The Great Gatsby, students require tounderstandit as aexcellent motivational pressure that can be traced back to the beginning of our nation.

More importantly, I attempt to take off "the rose-colored glasses" by encouraging students to consider the 2 realities that the Amerihave the right to Dream conjures: one of chance and oneof perpetual struggle. Students will connect to the topic by identifying their very own desires and aspirations.

To start the lesboy, I write the words "The American Dream" on the board and also the course brainstorms feasible interpretations to the term. Usually, students responses are linked to typical adolescent searches such as a brand-new auto, many cash, gold chains, and so on Often, I have to restraight them and also ask them to take into consideration the American Dream from an adult suggest of see. I may say, "Picture yourself as an adult, out of high college, what would certainly be your Amerideserve to Dream?" Responses vary from having actually a family, owning house, or doing well.

Students are thenprovided a piece of oaktag, a couple of markers, and are asked to create a symbol of what they believe is the Amerihave the right to Dream. At the bottom of the paper, students compose a one-sentence summary ofexactly how they define the Amerideserve to Dream.

To acquire the course relocating and also motivated, I ask each student to walk to the front of the class and survey the room to research the multitude of symbols and definitions. This is done one at a time in a rotation. Finally, I ask the class to identify one preleading symbol that they noticed.