"American Born Chinese" Unit Content by

dhyanagonzalez — 2025-03-09 03:56:29 UTC

Students will be able to answer the question, “What elements of myth are in the first chapter of American Born Chinese?” by responding with writing and a panel drawing through knowledge they’ve acquired in class discussion.

Myth Activity (Jigsaw)

Students work in groups of 3 to:

Choose a writer, facilitator, and speaker.
Watch one myth video together as a group.
Work together to create a summary of the myth.

dhyanagonzalez — 2025-03-09 03:56:29 UTC

Students will learn about the concept of internalized racism as the product of being bombarded by white supremacist messaging, both subtle and overt. They will then use this knowledge to consider current issues and how all of us as individuals and (in) groups behave in ways that uphold white supremacy.

dhyanagonzalez — 2025-03-09 03:56:29 UTC

After the chapter in which the main character’s mother delivers a message to him by way of an allegory, students could have a discussion with caregivers about their histories/motivations, and why they made particular choices for their children’s lives. Students will be able to answer questions about how the meaning of including a parable in Chapter 2 of American Born Chinese.

dhyanagonzalez — 2025-03-09 03:56:29 UTC

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dhyanagonzalez — 2025-03-09 03:56:29 UTC

As we read Gene Luen Yang’s often humorous graphic novel about serious issues, where he is reflecting on years of elementary and middle school, students will identify key moments, people, beliefs, customs and events of their childhoods. Students will endeavor with multi-genre creative anthologies about formative moments in their lives and identity and how they have been effected by the American Dream. Their own pieces, using multiple genres and exploring symbolism, allegory, and magical/mythical elements will borrow from the styles of Yang and other featured content. They will answer central questions about internalized racism and what it means to be American.

dhyanagonzalez — 2025-03-09 03:56:29 UTC

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dhyanagonzalez — 2025-03-09 03:56:29 UTC

Students will learn about different mediums for writing (composing graphic panels is an option) and the benefits and limitations each has for conveying personal experiences.

dhyanagonzalez — 2025-03-09 03:56:29 UTC

Gene Luen Yang writes Chapter 3 of American Born Chinese in 90's Sitcom style! "Ironically, it is these exaggerations that empower readers to feel the shame of racial stereotyping from all sides — those who embrace the stereotypes, those who abuse and make fun of them, and those who are stuck in the middle, uncomfortable with these actions and reactions, and often uncertain how to respond" (Jaffe, 2013).

dhyanagonzalez — 2025-03-09 03:56:29 UTC

Students could do an analysis of a Sitcom as part of their multi-genre research project

dhyanagonzalez — 2025-03-09 03:56:29 UTC

While we study different texts and mine for layered meaning, students will again be asked (bringing essential questions back from the start of the year) to consider the ways in which characters find themselves as outsiders, what it means to be an outsider, and in what ways we are all outsiders.

Through interviews, students will consider the bigger picture of the texts we've read across different genres included in the curriculum and why what we take in matters. We will consider representation in literature, and what is lost when students are not exposed to diverse perspectives.

Visit from Cornell students/discussions on these topics planned for 2pm-3:30 on 4/21