Exploring Social Injustice through 'The Hate U Give'

Created byJamie Bain

1 views0 downloads

Exploring Social Injustice through 'The Hate U Give'

Grade 9English7 days

In this project, 9th-grade students explore social injustice through the lens of 'The Hate U Give' by Angie Thomas. They engage in multiple activities such as lyric analysis, character diaries, and community campaigns to critically analyze and connect themes of identity, activism, and injustice to the real world. The project emphasizes critical thinking, textual analysis, and personal engagement with social justice issues, encouraging students to make connections between the novel and their own communities.

Social InjusticeCritical ThinkingTextual AnalysisActivismIdentityCommunity EngagementReal-World Connection

Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.

📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can exploring the characters, setting, and themes within 'The Hate U Give' help us understand and respond to social injustice in our own communities?

Essential Questions

Supporting questions that break down major concepts.

What are the various forms of social injustice depicted in 'The Hate U Give'?
How do the characters in the novel respond to social injustice, and what does this reveal about their personalities?
In what ways does the setting of 'The Hate U Give' influence the events of the story?
How do themes of identity and community play a role in the novel?
What is the importance of activism and personal voice in addressing social justice issues as shown in the book?
How does the author use literary devices to convey the theme of social injustice in 'The Hate U Give'?
What parallels can be drawn between the issues highlighted in the novel and real-world social justice movements?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will critically analyze the characters, setting, and themes in 'The Hate U Give' to understand their roles in depicting social injustice.
Students will explore and articulate the various forms of social injustice depicted in the novel through group discussions and written assignments.
Students will evaluate how character responses to social injustice reflect their personalities and contribute to the novel's themes.
Students will analyze the influence of the novel's setting on the narrative and events, linking it to themes of social injustice.
Students will connect themes from 'The Hate U Give' to real-world social justice issues, enhancing their understanding of the novel and contemporary activism.
Students will articulate the role of identity and community as depicted in the novel, evaluating their impact on characters' actions and the storyline.
Students will develop arguments and written pieces on social injustice themes, supported by textual evidence and logical reasoning.

Common Core Standards

CCSS.ELA-LITERACY.RL.9-10.1

Primary

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Reason: Students will need to use textual evidence to explore characters, settings, and themes in 'The Hate U Give', supporting their analyses with citations.

CCSS.ELA-LITERACY.RL.9-10.2

Primary

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.Reason: Analyzing the themes of identity, community, and social injustice is central to the project's exploration of the novel's themes.

CCSS.ELA-LITERACY.W.9-10.1

Primary

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Reason: Students will need to formulate and write arguments about social injustice based on their analysis of the novel, requiring reasoning and evidence.

CCSS.ELA-LITERACY.SL.9-10.1

Secondary

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.Reason: The inquiry framework encourages discussions around social injustice, requiring students to engage collaboratively and express their ideas clearly.

CCSS.ELA-LITERACY.L.9-10.5

Supporting

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Reason: The analysis of literary devices used in the novel to convey social injustice aligns with this standard on understanding language.

Entry Events

Events that will be used to introduce the project to students

Music of Oppression Playlist Creation

Students create playlists that reflect the themes of social justice and oppression from 'The Hate U Give'. They research songs, analyze lyrics, and present their playlists, offering a musical exploration that resonates with their own experiences and interests.

📚

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Lyric Analysis Lab

Students will dive into the music playlist created around themes from 'The Hate U Give'. They'll analyze the lyrics of each song, identifying literary devices such as metaphor, simile, and symbolism, and connecting them to the novel and its themes.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select one song from your playlist that strongly resonates with the themes of 'The Hate U Give'.

2. Print or access the lyrics of the chosen song.

3. Highlight or annotate lines that depict social injustice or the fight against it.

4. Identify and label any literary devices.

5. Write a short response connecting the song's themes and literary devices to those in the novel.

Final Product

What students will submit as the final product of the activityAn annotated lyric sheet along with a written analysis connecting the song to the themes of 'The Hate U Give'

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.L.9-10.5 on understanding figurative language.

Activity 2

Character Deep Dive Diaries

Students will create a series of diary entries from the perspective of a chosen character from 'The Hate U Give'. These diaries will explore how the character perceives, interacts with, and responds to different forms of social injustice.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a character from 'The Hate U Give' that you connect with or find interesting.

2. Research examples of social injustice the character experiences in the novel.

3. Write a series of three diary entries from the character's perspective, each focusing on a different event or interaction regarding social injustice.

Final Product

What students will submit as the final product of the activityA collection of diary entries providing insight into the character's mindset and their response to social injustice.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RL.9-10.1 by using textual evidence to explore characters and their responses.

Activity 3

Community Connection Campaign

Students will identify a current social injustice issue within their own community. They will design a campaign or project that addresses this issue, drawing parallels to the themes and actions within 'The Hate U Give'.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research different forms of social injustice present in your community.

2. Select one issue to focus your campaign on.

3. Create a detailed campaign plan, including goals, strategies, and resources needed.

4. Prepare a presentation explaining your campaign and its connection to 'The Hate U Give'.

Final Product

What students will submit as the final product of the activityA comprehensive campaign plan and presentation linking local social injustice issues to themes in 'The Hate U Give'.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.9-10.1 by writing arguments to support claims about social issues.

Activity 4

Theme Mapping Expedition

Students will map out the development of a central theme from 'The Hate U Give', considering events, character actions, and dialogues that shape the theme throughout the novel.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Identify a central theme from the novel 'The Hate U Give'.

2. Create a graphic organizer to map out how this theme develops throughout the novel.

3. Include specific events, character actions, and dialogues that contribute to this theme.

4. Provide an objective summary of the theme and its significance in the novel.

Final Product

What students will submit as the final product of the activityA detailed thematic map and summary capturing the development of a chosen theme in 'The Hate U Give'.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RL.9-10.2 by analyzing theme development and providing a summary.

Activity 5

Literary Devices Detective

In this activity, students will investigate how Angie Thomas uses literary devices such as symbolism, imagery, and tone to convey themes of social injustice in 'The Hate U Give'.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose a passage or chapter from 'The Hate U Give' that significantly addresses social injustice.

2. Annotate the text, identifying and labeling literary devices.

3. Analyze how these devices contribute to themes of social injustice.

4. Write an analysis discussing your findings.

Final Product

What students will submit as the final product of the activityA comprehensive analysis of a novel passage focusing on literary devices and their role in conveying social injustice.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.L.9-10.5 by analyzing figurative language and their effects.

🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Understanding Social Injustice through Novel Study

Category 1

Textual Evidence and Analysis

Assessment of students' ability to use textual evidence to support their analysis of characters, settings, and themes in the novel.

Criterion 1

Use of Textual Evidence

Evaluates how effectively students use specific textual evidence to support their insights and analysis.

Exemplary

4 Points

Consistently integrates textual evidence fluently and insightfully to support complex analysis of characters, settings, and themes.

Proficient

3 Points

Effectively includes relevant textual evidence to support clear analysis of characters, settings, and themes.

Developing

2 Points

Includes some textual evidence, but may lack clarity or relevance in supporting analysis.

Beginning

1 Points

Rarely includes textual evidence or uses it ineffectively, resulting in weak analysis.

Criterion 2

Analysis of Themes

Measures the depth of analysis regarding themes of social injustice and personal voice in the novel.

Exemplary

4 Points

Demonstrates a nuanced and thorough understanding of themes, offering original insights into social injustice and personal voice.

Proficient

3 Points

Shows clear understanding of themes and provides relevant analysis of social injustice and personal voice.

Developing

2 Points

Displays a basic understanding of themes with limited analysis of social injustice and personal voice.

Beginning

1 Points

Struggles to identify themes or analyze social injustice and personal voice.

Category 2

Creative Expression and Personal Connection

Assessment of students' ability to creatively express their insights and connect the novel's themes to contemporary social issues.

Criterion 1

Personal Connection

Evaluates students' ability to relate themes of the novel to personal experiences and real-world social issues.

Exemplary

4 Points

Makes insightful connections between themes of the novel and personal or real-world experiences, showcasing deep understanding and empathy.

Proficient

3 Points

Makes meaningful connections between novel themes and personal or contemporary social issues.

Developing

2 Points

Makes superficial connections between novel themes and personal or social issues.

Beginning

1 Points

Struggles to make connections between novel themes and personal or social issues.

Criterion 2

Creative Project Execution

Assesses how creatively and effectively students execute their projects, demonstrating understanding and original thought.

Exemplary

4 Points

Exhibits exceptional creativity and originality in project execution, reflecting deep engagement with the novel.

Proficient

3 Points

Demonstrates creativity and originality in project execution, reflecting solid engagement with the novel.

Developing

2 Points

Shows some creativity in project execution, but may lack originality or depth.

Beginning

1 Points

Projects lack creativity and originality, showing minimal engagement with the novel.

Category 3

Written and Verbal Communication

Evaluation of students' ability to communicate their ideas clearly and persuasively in both written and verbal forms.

Criterion 1

Clarity of Writing

Measures how clearly and coherently students express their analyses and arguments in writing.

Exemplary

4 Points

Exhibits exceptional clarity, coherence, and fluency in writing, with well-structured arguments and insightful analysis.

Proficient

3 Points

Presents clear and coherent writing, with well-structured arguments and relevant analysis.

Developing

2 Points

Writing is often unclear or lacks coherence, with weak arguments and analysis.

Beginning

1 Points

Writing is unclear and disorganized, with little to no coherent arguments or analysis.

Criterion 2

Effectiveness in Discussion

Assesses how effectively students engage in discussions, expressing ideas and building on others' contributions.

Exemplary

4 Points

Engages confidently in discussions, expressing ideas clearly and building on others' contributions insightfully.

Proficient

3 Points

Participates actively in discussions, expressing clear ideas and building on others' contributions.

Developing

2 Points

Participates in discussions, but may express ideas unclearly or struggle to build on others' contributions.

Beginning

1 Points

Seldom participates in discussions or struggles to express ideas and engage with peers.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the ways your understanding of social injustice has evolved through our study of 'The Hate U Give'. How did the activities and discussions impact your perspective?

Text

Required

Question 2

Which character from 'The Hate U Give' did you connect with most, and why? How did their experiences and responses to social injustice resonate with your own experiences or beliefs?

Text

Required

Question 3

On a scale of 1 to 5, how effectively do you think 'The Hate U Give' addresses real-world social justice issues?

Scale

Required

Question 4

In what ways can you apply the lessons learned from 'The Hate U Give' to engage with social justice in your community?

Text

Required

Question 5

Which activity or project during this unit on 'The Hate U Give' did you find most beneficial for understanding the themes of the book?

Multiple choice

Required

Options

Lyric Analysis Lab

Character Deep Dive Diaries

Community Connection Campaign

Theme Mapping Expedition

Literary Devices Detective