Past projects 13
East Meets West: Literature and the Construction of Identity
Funded Feb 9, 2022Thank you so, so much for providing our juniors with the novel "Balzac and the Little Chinese Seamstress" and the play "Pygmalion". Students were deeply engaged in the opportunity to explore gender and class dynamics in two such different contexts.
In particular, students were fascinated by the power dynamics embedded in the education process. We read "Pygmalion" first, and students were somewhat outraged by Henry Higgins' conduct toward Eliza Doolittle. This outrage primed them to examine more closely the behavior of Luo toward the Seamstress. As we engaged in close reading of Luo's perspective on the Seamstress, students identified what they called a very "Higgins-ish" attitude, noting his word choice to anchor their claims.
The humor that is laced through Shaw's "Pygmalion" definitely engaged some of our more reluctant readers, and it was especially heartening to have students who had not heretofore participated in discussion show an authentic eagerness to share their observations in class. Because the language of the play ("draggle-tailed guttersnipe") is so particular and eccentric, they were gleeful to share their thoughts, making class discussions distinctly joyful.”
With gratitude,
Ms. Rodeback
This classroom project was brought to life by Black History Month Partners and 6 other donors.Performing Class, Performing Gender: Shaw's "Pygmalion" in the 21st Century
Funded Dec 18, 2021Thank you so much for making this timeless text, "Pygmalion" by George Bernard Shaw, available to our students. As we worked through this play, our discussions about language, gender, class, and education opened up rich opportunities for students to draw comparisons between the world of the text and the world they inhabit.
Class discussions about the attitudes and beliefs of even seemingly minor characters facilitated thoughtful explorations about the relationship between money and happiness. As we considered the play, students worked in small groups to develop richer understandings of specific characters, and the presentations they made demonstrated their engagement with the language and the concepts of the play.
These discussions inform the lens this cohort brings to the novel "Balzac and the Little Chinese Seamstress," a novel that explores similar themes in a much different context. As we begin to read that novel, students are already noticing connections between the texts. This work would not be possible without your generous support.”
With gratitude,
Ms. Rodeback
East Meets West: Revolutionary Texts
Funded Mar 3, 2020Your extraordinary generosity truly inspires me. With your gift, you make it possible for our IB students to experience a range of texts by international writers, exposing them to important historical and cultural events in a rich, relatable context. This work would not be possible without you and your kindness.”
With gratitude,
Ms. Rodeback
This classroom project was brought to life by A group of anonymous donors and 8 other donors.Just Mercy: Inspiring Social Justice for Sophomore Readers
Funded Oct 29, 2019Thank you so much for providing our students access to Bryan Stevenson's "Just Mercy," which allowed us to engage in a meaningful and nuanced discussion about the purpose of the criminal justice system and the challenges of reforming a system fraught with structural racism. Through an examination of this memoir, students gained a richer understanding of how narrative can function as a persuasive tool.
The study of rhetoric can often feel dry and disconnected from meaningful contexts. The real-world life-and-death stakes at the center of Stevenson's work brought students into an exploration of nuanced rhetorical analysis in a way that helped them feel the importance of using language well. As we read, students kept "Ethos/Pathos/Logos" journals, analyzing how Stevenson's use of these types of appeal allowed him to solidify his argument. We watched Ava Duvernay's film "13th" to add some consideration of how directors use appeals in a visual text. We also read a number of opinion pieces, examining the appearance of bias and the introduction and refutation of counterargument.
As a culminating project, students chose a related text of their own and performed rhetorical analyses of those texts. Over the course of the unit, students saw their own growth, reflecting on how much more nuanced their own habits of reading and viewing have become. This growth could not have happened without your extraordinary generosity, and my gratitude to you all is boundless.”
With gratitude,
Ms. Rodeback
This classroom project was brought to life by District Partnership Program and 13 other donors.Justice on the Big Screen
Funded Dec 20, 2019Your generosity is truly overwhelming. We drafted this proposal just two days ago, and your remarkably speedy response feels a bit like a miracle. Thanks to you, our students will have the opportunity to see the film adaptation of a book that has had a powerful impact on them.
Our students deserve the very best, and donors who contribute through DonorsChoose are making the most positive impact on students across the country. I'm appreciative beyond words for the work that you do on behalf of American kids.”
With gratitude,
Ms. Rodeback
This classroom project was brought to life by An Anonymous Classroom Supporter and 3 other donors.Make 'em Sweat: Lynn Nottage Brings Drama to the Classroom
Funded May 20, 2019I cannot thank you enough for making Lynn Nottage's Pulizer-Prize-winning play "Sweat" available for my students this year. Many students have told me that this has been their favorite text so far, and when I've probed them about what they like about it, they've spoken about the complexity of the characters and the ways that the play helped them feel empathy for people they might otherwise find problematic.
Before reading the play, we spent time building critical background for the play. Students learned about the effects of automation and globalization on American manufacturing and industry; they read about NAFTA and discussed the impact of trade agreements on the American economy; they learned about income inequality, the collapse of the housing market, and the effects of the 2008 recession, especially as all three impacted Reading, Pennsylvania. With this context, they then read the play.
Often, when students are asked to read a text aloud, there is resistance. But by the end of Act One, Scene One, students were clamoring to read roles. They loved the raw, emotional characters and the relevant issues engaged in the play. They expressed admiration for the realistic dialogue and the authentic way each character revealed their layered, nuanced identity over the course of the play.
Now, they are engaged in writing collective narratives of their own, based on research they are conducting and modeled on Nottage's work. This opportunity allows them to apply research to creative writing and gives them an opportunity to explore an issue that they see as critically important to the world we inhabit. You have given them an enormous and impactful gift, and I am so thankful.”
With gratitude,
Ms. Rodeback
Dreaming in Context: Contemporary Contexts for Gatsby's American Dream
Funded Dec 3, 2019Thank you so much for coming together to support this project. Your generosity makes a significant and lasting impact on students in our community, giving them access to relevant, engaging contemporary literature. Imbolo Mbue's "Behold the Dreamers" is an important novel that lends a new relevance to to F. Scott Fitzgerald's "The Great Gatsby," raising key questions about the challenges income inequality presents to the 21st century American Dream. Your gift makes it possible to engage in these important conversations.”
With gratitude,
Ms. Rodeback
This classroom project was brought to life by CRUNCH and 9 other donors.Justice: It's All in the Family
Funded Sep 26, 2019Thank you so much for making Chimamanda Ngozi Adichie's compelling novel "Purple Hibiscus" available to my students. as pre-IB sophomores, they are more than ready to dig into a challenging, engaging, and literary novel, and Adichie's book has readers thinking, talking, and feeling.
Because the novel is set in Nigeria, students have had the opportunity to research issues that they want to know more about, expanding their understanding of the novel's context. With a meaningful context for their research, they are teaching one another about the world well beyond our classroom walls.
This title is part of a larger literature circle, and the anchor text, Sophocles' classic "Antigone," provides an important touchstone as we consider the moral dilemmas at the center each novel in the unit. As students make their way toward the end of Kambili's story, the sense of how the novel might reach a rust resolution hovers uncomfortably over our conversations. The novel does not yield up easy answers, giving our students real ideas to talk and write about--the greatest gift to these hungry young minds.”
With gratitude,
Ms. Rodeback
Justice on the Borders: Families Fractured
Funded May 27, 2019Thank you so much for providing my students access to these titles. By giving students choices when it comes to reading literature, you are letting them take control of their education, pursuing issues and contexts that connect more closely with their own lives.
In this unit, students are reading titles that address moral dilemmas across a range of contexts around the world. Students have conducted research to work toward understanding more particularly what's at stake in the contexts in which their stories take place. Together, they are debating what justice might look like for the characters they are coming to know.
Our "anchor text" is Sophocles' "Antigone," and as we discuss the novels, students refer back to the main characters in that classic play, considering where they see traces of Creon's tragic hubris and where they see glimmers of Antigone's resolute honor in the modern fiction they're reading. These conversations show the intellectual strength of these fine students, and I'm so grateful that you have made these discussions possible. We are beyond grateful.”
With gratitude,
Ms. Rodeback
Give Choice to Choosy Readers
Funded Oct 12, 2016Giving students the opportunity to read two books that introduce different aspects of Afghan culture provided us with the opportunity to discuss a range of significant issues, including New Orientalism and cultural relativism. We engaged in a range of class activities, analyzing specific elements of Pashtun culture as it is exhibited in characters in the novels, exploring Hosseini's use of motifs in his fiction, and considering the impact of hybrid identity on the representations of Afghanistan in the two novels.
Students read these texts during the winter break, and they returned to class prepared to engage in vigorous discussion about the ethical dilemmas posed in both texts. We spent several sessions digging into specific aspects of each text, then closed our conversations with an animated debate about a range of moral issues raised in the narratives. As a culminating activity, students wrote literary analysis essays to demonstrate their understanding of specific elements of the novels.
Students had strong feelings--positive and negative--about the characters and the choices those characters made, and the discussions we had propelled them to do additional research. It is especially gratifying to hear students so invested in their points of view about literature. Their passionate engagement was a treat to experience, and the quality of writing they produced as a result was a true reward. Thank you for making this happen for them.”
With gratitude,
Ms. Rodeback