Rhonda Mills

Teacher of English

Walton High School

Bronx, New York

Nerds

Geeks

Teens

Terrorists

Bikers

Introduction

In our class reading of Diane Hoh’s “Nightmare Hall, The Biker” this suspenseful murder mystery presents us with several suspects in a series of on campus and college town violence by a disguised motorcyclist who seems to randomly kill or maim several victims. The plot encompasses an initially lone biker, who later envelopes the main character into his/her life of destruction, thrill seeking and murder.

The story revolves around several characters. The biker is described throughout the novel as a “black-gloved, snakeskin, boot-wearing, helmeted cyclist” whose true identity is revealed in the last chapters. Echo Glenn, the main character is drawn into the biker’s life through poor choices and curiousity. She is a young college student on her own, having no real family and has to work on campus. She is depicted as studious and determined and anti-social. However, she is sure that she knows who the villain is. She becomes drawn into the terror of the Mad Biker because of her decisions, attributing the acts to the “villain” who deceives her.

Her peers, on the other hand, are portrayed as having many advantages, and their descriptions vary among, “athletic, fair, studious, frivolous, wealthy, social, extroverted, engaging, well bred” and seemingly all-American.

As we studied the novel our students revealed their opinions and we were drawn to realize that we had stereotyped the characters and had subconsciously negated the other characters as suspects because of their stereotypical depictions as “all-American girls.” We also realized that we needed to deeply research the nature of stereotyping in all aspects; race, gender, and social status to fully understand what stereotyping really is, and how it shapes our perspectives. We studied this mid-way in the novel, examining inferences and how it can lead us all to conclusions. We won’t reveal the surprise ending, but it led us all into the conclusion that nothing and no one is what it seems if we carry the baggage of stereotyping.

This led us to our task; to consider a day of not being anything…nothing…having the fantasy of being invisible or even rich, for a while.

Problem

We understand now that we are using our subconscious mechanism of stereotyping. We must re-learn how to evaluate characters. We must re-learn what characterizations mean by understanding stereotypes.

Class discussion over several weeks exposed our experiences with stereotyping and led us to examine their inferences and how it affects our lives on a daily basis. The decision was to examine it, face it, and use an escape mechanism to understand it.

Task

Using the guidelines of the TIPS PPA http://www.maxwell.syr.edu/plegal/ppae/ppae1.html we will identify the nature of stereotyping. You will gather evidence on its effects and then produce a PowerPoint presentation on how it would be to be invisible; free of any vision that would enable you to move around without judgment from the public.

Task

Following the steps of the PPA you will follow the guidelines of researching stereotyping and several of its implications as applied to our current studies. You will produce a PowerPoint slide show of your fantasy of escaping from judgment; being invisible for a day or two. Based on your research you will show how it is to be free of stereotyping for one day. What would you do with that day? Your presentation will be read by you in class from the projector to our department’s Assistant Principal before semester’s end.

Process

Using the guidelines of the PPA, http://www.maxwell.syr.edu/plegal/ppa/intro.html

you will research and identify the problem of stereotyping, its definitions and some examples. You will then be able to resolve the judgment process of stereotypes and understand the way we make inferences about literary characters.

When your research is completed, you will avail yourself of all stereotypical conclusions. You will then be given the opportunity to be anyone you want to be (invisible or rich) so that you could be judged or not judged by your actions.

You must define the stereotypes by referring to these PPA resources and other internet links as investigated in computer classes.

Define the problem.

http://www.maxwell.syr.edu/plegal/TIPS/select.html

You must gather the evidence by using the PPA guidelines http://www.maxwell.syr.edu/plegal/TIPS/gather.html and other links as described in class.

In addition, see if you can come up with possible solutions to the problem of stereotyping in society. http://www.maxwell.syr.edu/plegal/TIPS/solutions.html

You must support and write your PowerPoint essay on “invisibility” only after you have researched the various evidences of stereotyping.

General Search Engines

https://www.google.com/

http://www.yahoo.com/

http://www.altavista.com/

Stereotyping Websites

http://www.newsbyteens.com/forum/viewtopic.php?t=628

http://www.tearaway.co.nz/people_header.asp?ViewStory=1&StoryID=595

http://www.newexpression.org/apr00/stereotypes.html

http://www.media-awareness.ca/english/special_initiatives/toolkit/stereotypes/youth_stereotypes_news.cfm

Conclusion

O

ur class has now researched the problem of stereotyping. You have now examined the possibilities of being in the position of not being targeted for anything related to stereotyping or profiling. You have had a free day to be yourselves. What did you do? How did you use your powers? Your presentations will show it.

RUBRIC

You must include graphics

Each slide must include information about your fantasy

You must have at least 4 slides

You must have animation on at least two slides, and…

You must have fun with this project!

A - Exemplary: 45-50 points
B - Proficient: 40-44 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 39 points

PowerPoint Rubric

ACTIVITY	Exemplary	Proficient	Partially Proficient	Incomplete	POINTS
Research and Notetaking	6 points Notecards indicate group members accurately researched varied information sources, recorded and interpreted statements, graphics and questions and evaluated alternative points of view.	4 points Notecards show group members recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	2 points Notecards show group members misinterpreted statements, graphics and questions and failed to identify relevant arguments.	0 points Notecards show group members recorded information from four or less resources, and ignored alternative points of view.
Preproduction Plan - Storyboard	6 points The storyboard illustrates the slide presentation structure with thumbnail sketches of each slide including: title of slide, text, background color, placement & size of graphic, fonts - color, size, type for text and headings, hyperlinks (list URLs of any site linked from the slide), narration text, and audio files (if any). All slides are numbered, and there is a logical sequence to the presentation.	4 points The thumbnail sketches on the storyboard include titles and text for each slide and are in sequential order.	2 points The thumbnail sketches on the storyboard are not in a logical sequence and have incomplete information.	0 points There a very few thumbnail sketches on the storyboard and do not provide an overview of the presentation.
Introduction	3 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	2 points The introduction is clear and coherent and relates to the topic.	1 point The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.
Content	8 points The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from * primary sources.	6 points The content is written with a logical progression of ideas and supporting information. Includes persuasive information from *primary sources.	4 points The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. *Primary source use is not always clear.	0 points The content lacks a clear point of view and logical sequence of information. Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.
Text Elements	3 points The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	2 points Sometimes the fonts are  easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	1 point Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	0 points The text is extremely difficult to read with long blocks of  text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting.
Layout	3 points The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.	2 points The layout uses horizontal and vertical white  space appropriately.	1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	0 points The layout is cluttered, confusing, and does not  use spacing, headings and subheadings to enhance the readability.
Citations	6 points Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using MLA citations throughout the project.	4 points Most sources of information use proper MLA citation, and sources are documented  to make it possible to check on the accuracy of information.	2 points Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations.	0 points No way to check validity of information.
Graphics, Sound and/or Animation	3 points The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	2 points The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.	1 point Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	0 points The graphics, sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
Writing Mechanics	6 points The text is written with no errors in grammar, capitalization, punctuation, and spelling.	4 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	2 points Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	0 points Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
Teamwork	6 points The group documents how members brainstormed, discussed, assumed roles and solved problems. Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product(s). The project is clearly a group effort.	4 points The group documents how members divided tasks, shared the workload and managed problems in a way that advanced the group goal.	2 points The group occasionally helped one another but required teacher assistance to resolve differences. One person documents that he/she did most of the work and/or problems were not managed in a way that advanced the group goal.	0 points The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work.
TOTAL POINTS					/50

Standards Met

E 1 a Reading at least 25 books

E 2 Writing in response to literature

E 3 Speaking, listening and viewing

3c) Prepare and deliver an individual presentation

E4 Independently and habitually demonstrating and understanding of the rules of the English Language in written and oral work