Sarah+Murphy


 * Name:** Sarah Murphy

**Context for using the text set:** I have chosen to do a unit on American prisons and criminal justice system by focusing on the novel //Orange Is the New Black: My year in a Women’s Prison// by Piper Kerman because it is a powerful and unique memoir that covers many important topics. This book is a fairly easy read but covers information that is relevant. I think everyone will be able to relate to some aspect of the book and enjoy its real world connection, as nobody is exempt from the law. My goal is for the students to explore the criminal justice system in America, how prisons operate, what it is like for prisoners, and for them to express their thoughts on what they have learned. I would teach this unit to twelfth graders who are about to graduate and embark on their journeys after high school ends and the real world begins. This unit is appropriate for all ability levels because the text sets reach out to everyone and use differentiated introduction to present the information in a coherent manner.

**Content and Reading/Thinking Objective:**

**RL.11-12.3** Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). **RL.11-12.7** Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) **W.11-12.1** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. **W.11-12.8** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. **SL.11-12.1**Initiate and participate effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

**A. Print Resources:** **Text #1:**

**Citation:** Kerman, P. (2010). //Orange is the new black: My year in a woman's prison//. New York: Spiegel & Grau.

**Summary:** The popular Netflix series //Orange Is the New Black// is based on Piper Kerman’s novel that explains her incarceration for a one time offense of carrying a suitcase of drug money. This book shows how one action can change your life and result in incarceration. Piper stands out at the prison as most of the inmates do not come from wealthy families and who have a long list of committed crimes. She experiences first hand what it is like to be incarcerated in an American jail, which has the largest incarceration rate in the world. The system is oftentimes unfair and she demonstrates the ins and outs of the not so glamorous jail life. **Rationale**: This will be useful for students of all academic knowledge because the memoir builds on common information and steadily introduces new information pertinent to the American criminal justice system. It gives an accurate portrayal of what it is like to be incarcerated in a modern day American prison. I think this book can appeal to anybody, especially young adolescents who might not always think through their decisions. This unit will be centered around the American prison system and how it affects everyone (right down to how your tax money is used).

**Use:** I will use this text for the students to initially read so they can understand the topic from a first person perspective. They will have all at least heard about the show and will be motivated to read the book because it delves further into the laws in America and how our prisons operate.

**Attachment:** This text is longer than 150 pages.

**Text #2:**

**Citation:** Comfort, M. (2008). //Doing time together love and family in the shadow of the prison// (pp. 5-10). Chicago: University of Chicago Press.

**Summary:** These five pages briefly describe statistics on American incarceration rates compared to the rest of the world and in certain states like California. It also discusses the hardships of maintaining family ties with letters, weekly visits, and occasional phone calls.

**Rationale:** This is another memoir by a modern female inmate and adds perspective to Piper’s situation by highlighting statistics that will further enhance students understanding of why American prisons are worth studying. The statistics are powerful and staggering because so many people are incarcerated based on the laws of our country- some of which are not exactly fair. This will aid ELL learners because they may come from another country and they will be able to see the staggering statistics of how severe incarceration is in the United States based on numbers alone.

**Use:** Students will be able to identify how many people are incarcerated in the United States and gain more background knowledge on the highest incarcerated country in the world. They will also catch a glimpse of how difficult it is to be imprisoned and have a family.

**Attachment:** This text is longer than 150 pages.

**Text #3:**

**Citation:** Sharpton, R. (n.d.). //Sentencing Disparity On Its Way Out -- And It's About Time//. Retrieved March 25, 2015, from http://www.huffingtonpost.com/rev-al-sharpton/sentencing-disparity-on-i_b_870676.html

**Summary:** This article discusses racism’s involvement with the law and incarceration. A black man who is caught selling crack cocaine receives a mandatory sentence and could be in jail for years, when a white male selling loose powder cocaine doesn’t have a mandatory sentence when crack and cocaine are virtually the same thing. President Obama signed the “Fair Sentencing Act” to create more equitable and fair sentencing.

**Rationale:** This will help everyone further understand the unit but more so those with matchup gaps. Unfairness and racism are topics covered frequently in the classroom and this applies to everyone. They will be able to connect this to the real world.

**Use:** Students will further understand the unjust nature that occurs when sentencing people to prison. This article shows that laws are being put forth to help fix the unfairness of the law. Prison time can ruin a person’s life and this example startlingly shows how race can play a part in determining a person’s sentence.

**Attachment:** http://www.huffingtonpost.com/rev-al-sharpton/sentencing-disparity-on-i_b_870676.html

**Text #4:**

**Citation:** Runnels, T. (n.d.). Empower Network. Retrieved March 25, 2015, from http://www.wordsbytravis.com/blog/category/death-row-prisoner-interview-project

**Summary:** This is a primary source, an interview with inmate Travis Runnels who is on death row. He admits to years of selling drugs as a means to get by but insists that he is innocent of the murder he has been accused of. He talks about the difficulties with the legal system and how the biggest problem is not having enough money to find a credible lawyer.

**Rationale:** The students are able to see the perspective of an inmate on death row and understand the complexity of his situation (which happens to many prisoners). He had a drug filled past of crime but claims to be innocent of murder, and yet he is on death row. The students will be able to see based on his interview that if you end up on the wrong side of the law things can go downhill fast.

**Use:** I would ask the students to share their thoughts on the man’s situation and identify the unfairness of his case although he does have a criminal past. We will have a class discussion about what we learned from this interview.

**Attachment**: http://www.wordsbytravis.com/blog/category/death-row-prisoner-interview-project

**Text #5:**

**Citation:** NAACP, ACLU File Lawsuit Against City of Philadelphia for Rejecting Criminal Justice Reform Ad. (n.d.). Retrieved March 25, 2015, from http://www.naacp.org/pages/BillboardLawsuit

**Summary:** "Welcome to America, home to 5% of the world’s people & 25% of the world’s prisoners. Let's build a better America together." This was a billboard in the Philadelphia Airport and they had lawsuits filed against them by multiple groups because they refused to accept this “issue or advocacy” advertisement although they had previously.

**Rationale:** This shows students that prison is a controversial topic, demonstrated by the airports unwillingness to post the billboard.

**Use:** I would have the students address the billboard and discuss whether or not they think its message of criminal justice reform should be displayed in public, why or why not.

**Attachment:** http://www.naacp.org/pages/BillboardLawsuit

**B. Media Resources**

**Text #6:**

**Citation:** Knafo, S. (n.d.). 10 Ways To Reduce Prison Overcrowding And Save Taxpayers Millions. Retrieved March 26, 2015, from []

**Summary:** This video discusses multiple ways to improve prisons by reducing overcrowding and how to save tax payers millions of dollars.

**Rationale:** This video would assist students with mismatches because it explains how to improve jails through video and written information. Some students may not know much background information or struggle with vocabulary but I feel like this video would be helpful so students can see and hear the information presented.

**Use:** This video shows that there are many options to improve prisons for inmates, employers, and the public. Students can then prioritize what they think are the most important points through written and verbal work.

**Attachment:** http://www.huffingtonpost.com/2013/11/08/prison-overcrowding_n_4235691.html

**Text #7:**

**Citation:** Death penalty: Pro or con? (n.d.). Retrieved March 24, 2015, from []

**Summary:** This video discusses the death penalty and the laws associated with it.

**Rationale:** This would be great for students with matchup assets because they probably have some background knowledge of the topic and they would be able to form a powerful argument based on whether they agree or disagree with the death penalty.

**Use:** The students are able to see multiple opinions of the death penalty from the public. They can then form their own opinion on why or why not they believe in the death penalty and express how they think improvements could be made. Then they could have a public class argument expressing their opinions.

**Attachment:** https://www.youtube.com/watch?v=fv9R6lDrZTY

**C. Online interactive resources** **Text #8:**

**Citation:** The Death Penalty in the USA - A webquest. (n.d.). Retrieved March 26, 2015, from http://www.michellehenry.fr/webquests/Death Penalty/deathpenwq.htm

**Summary:** This interactive website presents information about the death penalty and forms of execution used in the United States.

**Rationale:** This could help ELL students because it shows the information and they can take their time to learn it and then correctly answer the questions.

**Use:** For all students they will gain important information that can help them with later papers and projects regarding aspects of American prisons.

**Attachment:** http://www.michellehenry.fr/webquests/Death%20Penalty/deathpenwq.htm

**Text #9:**

**Citation:** About the Museum. (n.d.). Retrieved March 26, 2015, from [] **Summary:** This website is a museum of a Texas prison and shows the perspective of the inmates and those who worked there.

**Rationale:** Students with matchup gaps and mismatches will find this website useful because they can take their time to explore different aspects of the prison through both media and print resources on the website.

**Use:** The purpose of this website is to gain perspective on inmates and prison workers as well as see the ins and outs of a real prison.

**Attachment:** []

**Text #10:**

**Citation:**

Big Government. Small Brains. Dumb Laws. (n.d.). Retrieved March 26, 2015, from http://www.dumblaws.com/laws/united-states/south-carolina

NORML.org - Working to Reform Marijuana Laws. (n.d.). Retrieved March 26, 2015, from http://norml.org/laws/item/rhode-island-penalties-2

**Summary:** Both of these websites allow students to see the severity of laws, some of which make sense while others seem ridiculous.

**Rationale:** I chose these websites for students to see that some people face penalties for laws that probably should not result in jail time while others are viable reasons.

**Use:** Students can use these websites throughout the unit to support their arguments or make a point.

**Attachment:** []

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**D. Instructional Resources**

**Text #11:**

**Citation:** Marshall, T. (2013, April 10). Justice for All? Teaching About Crime and Punishment in America. Retrieved March 26, 2015, from []

**Summary:** This website asks very specific questions about the American criminal justice system and provides answers as well as suggesting activities to increase my knowledge of prisons in America.

**Rationale:** This is great for me because I have an decent amount of background knowledge on this topic but could definitely learn more specifics. This could also be good for students with matchup assets for the same reason.

**Use:** I would use this before teaching my unit so I can answer questions from the students with appropriate answers.

**Attachment:** http://learning.blogs.nytimes.com/2013/04/10/justice-for-all-teaching-about-crime-and-punishment-in-america/?_r=0

**Which texts/tasks selected for each type of learners:** (indicate by listing the # of each resource selected for that population)

Students with Matchup Assets: 7, 11 Students with Matchup Gaps: 3, 9 Students with Mismatches: 6, 9 Non-native English speakers: 2, 8

**Using these texts together in the classroom:** I want my students to have multiple perspectives and facts about the criminal justice system in America. The law applies to everyone and I feel that many people do not know much about the prisons we have in this country and the issues we have. These texts will all help students form their own opinions and create argumentative papers on changes they believe should happen regarding laws in this country. They will be able to have many opportunities to share out, ask questions, have productive arguments, and write an awesome argumentative paper about some aspect of our criminal justice system.