Singled Out: The True Story of Glenn Burke Educator Guide

Singled Out: The True Story of Glenn Burke by Andrew Maraniss (Philomel Books 2021) provides a mentor text to examine how the "American Dream" is not always achievable for even the most talented. By researching the threads of Burke's life alongside other historical figures, students will come to understand how attitudes and structures embedded in American society affect people's success in the United States.

SUBJECT:	Social Studies
GRADE LEVEL:	High School
OBJECTIVES:	Students will analyze the historical structures that limited Glenn Burke's opportunities in order to understand how his story fits into the history of the United States. Students will conduct independent research on other people who faced similar issues in order to understand how historical structures and beliefs continue to affect people's success in the United States today. Students will present a summary of their research to demonstrate an understanding of historical structures in America and to solicit feedback.
MATERIALS:	"What Students Are Saying About: The American Dream, Mindfulness in Schools and How to Define 'Family,'" https://www.nytimes.com/2019/02/14/learning/what-students-are-saying-about-the-american-dream-mindfulness-in-schools-and-how-to-define-family.html Singled Out story map created by Andrew Maraniss, https://uploads.knightlab.com/storymapjs/ab418e07bf958f2f749f0a816cdb642a/singled-out-glenn-burke-story-map/index.html Research Topics list (see list at the end of this lesson) Websites or books on the people on the list of research choices in various reading levels and complexity American Dream handout, which includes Quotes Homework Chart, Research Checklist, and Presentation Feedback form View the PDF
TIME NEEDED:	Five to six days

INSTRUCTIONAL PROCEDURE

Day 1: Introduction

Warm up: As a class, read the section on the American Dream from the New York Times article, "What Students Are Saying About: The American Dream, Mindfulness in Schools and How to Define 'Family.'" Have the students write a one- to two-paragraph reflection on what they believe about the American Dream.

Mini-lesson: Read the first pages of Chapter 10 in Singled Out, ending with the paragraph after Note 1. The teacher or librarian can ask the students if they understand the references leading up to Note 1. If not, refer to Note 1 for the background information. This provides a chance to review the use of notes and nonfiction text structures. Ask the students if they think things have changed for LGBTQ athletes since 1974; and if so, how.

Assignment: Students pick a name from the list of research possibilities (other names can be added or students can suggest names with teacher approval). The list can be differentiated so that students who need to work in groups or have a topic with access to lower reading levels are assigned those topics where the material is available. Introduce students to the Research Checklist (see handout in Materials). If students work in groups, give the groups time to meet and assign elements (biography, struggles/challenges and Why?, Skills/Source of Fame, etc.).

Exit ticket: Each student should write down one thing they know about the person they're researching, one thing they want to learn about that person, and one question they would ask the person if they could.

Homework: Review the story map to gain an overview of Glenn Burke's life. Have students brainstorm three to five world-wide, or national, events that may have happened during their assigned person's life that affected their life (like the events in the story map). Keep these in mind as you research.

Day 2: Research

Warm up: Read Chapter 11 and discuss how identity can affect work life or career growth. Discuss what kinds of identity factors have historically affected, or continue to affect, a person's career.

Assignment: Students will research their selected person.

Exit ticket: Each student should write down one new thing they know about their topic, one new thing they want to learn about their topic, and if their question from Day 1 was answered (or could be answered, if their person is deceased).

Homework: Students pick two quotes from the American Dream Quotes Homework Chart and fill out the reflection rows for those quotes.

Day 3: Research

Warm up: Read the section of Chapter 18 when the Dodgers attempt to persuade Burke to get married. Discuss the lengths to which people will attempt to change others. Have the students think about how this issue affected their topic, as they are researching.

Assignment: Students continue to research their selected person.

Exit ticket: Each student should write down one event from their person's life that they don't think would occur today and one new thing they have learned about American history during their research.

Homework: Students pick two quotes from the American Dream Quotes Homework Chart and fill out the reflection rows for those quotes.

Day 4: Organize Presentation

Warm up: Read the second full paragraph on page 195 (Chapter 25), and discuss how people are or are not prepared for life after fame.

Assignment: Using the Research Checklist, have students create a presentation on computer, poster, or other approved format (format offers a chance for differentiation) about their person that addresses their life as a minority in America and answers the question: Did your person find the American Dream? (may take longer depending on the format chosen)

Exit ticket: Each student writes their own definition/version of the American Dream.

Homework: Students pick two quotes from the American Dream Quotes Homework Chart and fill out the reflection rows for those quotes.

Day 5: Presentations/Feedback

Warm up: Students complete any last-minute organizing.

Assignment: Students will rotate in groups of three to four to view each other's presentations. Students should be prepared to ask at least two questions of each presenter and give written feedback on the presentation using the Presentation Feedback form.

Exit ticket: Students will vote on a definition/version of the American Dream, compiled from the previous day's exit ticket. If this can be done as an electronic poll, time should be reserved to discuss the results or could be discussed the next day.

ADDITIONAL RESOURCES

For more on Singled Out, see our author Q&A with Andrew Maraniss and Suzanne Libra's curriculum ideas and book pairings. For more titles from Andrew Maraniss, see our Games of Deception Educator Guide.