Contents of Curriculum Unit 01.06.04:

Contents:

Unit Introduction.

Who is this unit designed for?

Semantics of Intelligence and Reading.

Standardized Tests.

My Opinion.

Theories of Intelligence.

Of Mice and Men.

Lesson Plan I, II, III, Lesson IV

Student Resources.

Teacher Bibliography.

Introduction of Unit

Because intelligence is necessarily culturally defined, social policies are organized around an imaginary meritocracy that prioritizes intelligence. Indeed, one can be labeled handicapped or deficient for a lack of intelligence. Without a proper, standard definition of what exactly intelligence is, there are social markers like the SAT can determine college eligibility and limits social potential. Thus, I have chosen to teach students about the false concepts inherent in accepted definitions of intelligence and how this effects the individual within society. 6

To me, teaching history through literature relates a familiar sense of human nature-especially in Steinbeck--that helps students grasp the curricula's concepts easiest. Students can connect their life experiences to those of fictional characters, interpreting and thus analyzing the actions of the characters. Because it deals so well with social conventions and repercussions of constructed notions of intelligence, I use John Steinbeck's Of Mice and Men, focusing on the Lennie, the 'retard.'

Before going further, I would like to present the American Heritage Dictionary definition of terms that will henceforth appear often.

Intelligence:

1. The Capacity to acquire knowledge.

2. The faculty of thought and reason.

And also:

IQ: Intelligence Quotient.

The ratio of tested mental age, usually expressed as a quotient multiplied by 100. 5 (American Heritage Dictionary, 682)

1. Linguistics. The study or science of meaning in language forms.

2. Logic: The study of relationships between sign and symbols and what they represent. 5 (American Heritage Dictionary,1177)

Who is this unit designed for?

In Connecticut all public school students must take the Connecticut Academic Performance (CAPT) Test as sophomores, in some towns it is an exit-level examination. The challenge of the CAPT test is for a student is to concentrate hard enough and engage ideas long enough to provide a careful, thoughtful response. The CAPT and TAP require students to have a sturdy grasp of 'general' knowledge, as well as the ability to analyze and interpret material in specific disciplines, like literature. Moreover, the interdisciplinary section requires an thorough integration of history, literature, current events, and even seeks opinion. Thus, understanding definitions of intelligence (which so dictate the futures of our students) through literature offers an essential skill and comprehension of the social scapes pupils must functionally (and successfully) trek.

Semantics of Intelligence and Reading.

I see the act of reading actually as several of tasks. I think of teaching reading more to be reading development than teaching reading as an instructional series of steps. I don't teach reading to people, I teach people to read. One task in reading is analyzing the text for meaning beyond the immediate words. This is an exercise in critical thinking that can be strengthened through an understanding of semantics. It is the ability to question what you mean by what you mean, and what you mean by what you say. Thus, what is signified what someone deemed 'intelligent?' Still, this label also follows a categorical logic, and can lead to people being labeled as gifted, mentally challenged, learning disabled, or disabled that are engaged in our criminal laws. 6

Obviously, it is only human nature that causes us to yearn to simplify, reduce, and categorize language. I understand that not all students might readily understand labels, their construction, and their function. However, the primary goal of reading is to comprehend the written and visual world that engenders the interest vital to cultivate an appreciation for reading. Still, I feel strongly that the link can be made, after all my students have an expert's understanding in the production of image in advertising. Social 'images' of terms like intelligence doesn't necessarily paint the entire picture, which is manufactured by various groups with different interests.

Understanding the semantics of intelligence will also contribute to student's understanding of the academic preconceptions that figure into their future. Learning to navigate through life with an understanding of the role of semantics is. Self-fulfilling prophecy is indeed a potent variable that impacts student's success. Just as importantly, it will also impact the assumptions they cast on other members of society too.. In this unit students are challenged to think critically and subsequently. captures the author's intentions and the text's message. Students will be more discerning while they read and also learn to write more precisely. Also, it will help them more thoroughly discriminate between fact and opinion in the text, historical sequence, moral responsibility, and behavior and its consequences. 6

Of Mice and Men provides an opportunity to examine the label and meaning of what it is to be "mentally challenged". Intelligence is a continuum, and representing the lower-performing end is Lennie. His disability stems from a mighty blow to the head, and is an ideal opportunity to demonstrate to the students the science of the brain. It is important to remember that someone who is truly mentally challenged cannot not learn to tie his shoes or feed himself.

This unit is primarily used for a reading class but can be adapted to 8th through 12th grade English. The unit is interdisciplinary, addressing history, literature, science, psychology, neuro physiology. Making connections is essential to reading. Connections are easy to make in the character of Lennie. Lennie can be examined from many angles, socially, physically to understand intelligence in the novel Of Mice and Men. Analyze the characters of the novel Of Mice and Men will provide an opportunity to think critically about issues regarding intelligence labels. What would they have done if they had been George?

The dialogue used in the novel is a challenge students to be aware of spelling and phonics, since it is not proper English but a southern dialect. Students have remarked and even laughed at it. Reading orally increased their understanding of characters are unsophisticated and unschooled speech is obvious. There is an awareness of language that is displayed that is not usually presented to students because people are always present "proper" models.

There are many books and films that can be used to illustrate intelligence and the effects of emotions on intelligence. The film One Flew Over the CooCoo's Nest shows the humanity of the characters well, demythologizing its subject. Lisa Bright and Dark is a novel about a very intelligent girl who suffers from emotional illness. Lisa suffers from schizophrenia. There are non-fiction historical novelists to illustrate intelligence and emotional disturbance. Both Virginia Woolf, Earnest Hemingway suffered depression and were great novelist. There are endless novels and historic figures that model concepts of intelligence.

Standardized Test

One example of a test that is considered to be reliable and accurate is the ASVAB. The United States government has put an enormous amount of science and research into the development of it. The test is used to advise and place personnel in the armed services. It is legitimated by psychologists through their understanding of the nature of intelligence, and modifying the educational system and advising parents that a culture can raise it's measured IQ test scores.15

New technology ever-increases our understanding of the brain. Research has provided new information about the cranial location of the brains capabilities, such as speech and response to music. When an individual has a stroke or an injury to the brain science has discovered where certain brain activity is located. 15

My Personal Opinion

Educators and acute observers of human nature inherently know that the "IQ" test (Intelligence Quotient) cannot be the only way to assess intelligence. Now we have decided to be more tolerant of ways in which intelligence exhibits itself. Educators have adjusted teaching styles and the manner in which we do assessment

The "rational" west seems to be bowing to the current acknowledgement of the power of the irrational "subconscious" if you will. The psychologist Sigmund Freud was the originator of the idea of the subconscious. What happens to the intuitive in the Freudian idea? It was interesting for me to realize that Freud's ideas are not popular in China. Indeed they do not acknowledge psychology. Freud of course is the father of psychology. From Psychology we have the fields of psychiatry, social services, an entire industry that can be traced to Freud. Much of our educational system incorporates ideas that spring from this concept of how people are.

As a pluralistic society the United State faces challenges that many developing countries do not. We have many language groups, no one agreement about the "correct way" a child is to be disciplined". As for myself, personally, I have traveled and lived in Hong Kong and have spent time in England. I have become familiar with the British Primary schools. Hong Kong being an international city had schools from around the world; French, Norwegian, German, and Chinese. China has at least eighteen different dialects of Chinese. There were obviously different dress codes, expectations and standards for behavior. There are different ideas about when children should enter school and when they should be expected to read. That maximizes learning, which benefits society. For sure we are all different shades and have different ways of being human. The world for sure has shrunk through technology.

Howard Gardner is one of America's leading theorist has expanding our understanding of intelligence. He has expanded our observations though the writing of Frames of Mind, Theories of Multi-Intelligence. Gardner spent time in China and wrote about the style of education that is used. The Chinese style stresses copying the mentor.

I think that we in America have not yet developed the appreciation for the strength of a role model or the impact of a mentor in young lives. The family is still strong and the model is there for getting along with others. American's seem to struggle to decide what a good model of character is. We do have extraordinary models as heroes, but we seem to need more one site every day adults acting as adults.

Americans have a pragmatic purpose for education, such as having our students ready for employment which is essential to survive in a capitalistic system. We also have to wisely respond to advertisements, newsprint, and vote, be civilly involved. Skills which are not essential in many countries not governed through democracy.

Intelligence Theories

There is a strong connection between philosophy and psychology. Theories can be traced to Plato etc. How and why human nature is, is in itself a driving force for humanity to understand. as evidenced by world religions and philosophers. Now one has studied and derived view of intelligence through studying religions since psychology is not a view that is universally accepted around the world. There is the psychology of religion, not the religion of psychology, but both are possible.

The theory that intelligence can be observed and measured has been around for approximately one hundred years since Alfred Binet decided to compare his daughter to others. Since that time profiles of intelligence have been modified and the measures become more exacting. Exactly why there is this desire to do so is still a mystery. Piaget, one of the leading psychologist of our time, wrote approximately eight hundred papers observing and discovering human growth and development through the observations of his own children. Piaget has become one of the most influential theorists of our modern educational systems. 11

The General Factor

"Psychometricians have developed a large number of standardized tests designed to measure performance over broad areas. Such test are referred to as a measures of "intelligence," "IQ," "General cognitive ability," or "scholastic ability," just to mention a few terms.. No concept in the history of psychology has had or continues to have as great an impact on everyday life in the Western world." 13

Gardner's Multiple Intelligence

The following is the structure Gardner uses:

1. Potential isolation by brain damage.

2. Idiot savants, prodigies, etc.

3. Core set of operations

4. "End stage" performance

5. Experimental psychological tasks

6. Psychometrics

7. Superficial encoding of symbol system14 (Gardner, 34)

:

1. Linguistic, as used in reading a book or writing a poem;

2. Logical-mathematical, as used in deriving a logical proof or solving a mathematical problem

3. Spatial, as used in fitting suitcases into the trunk of a car

4. Musical, as used in singing a song or composing a symphony

5. Bodily-kinesthetic, as used in dancing or playing football

6. Interpersonal, as used in understanding interacting with other people

7. Intrapersonal, as used in understanding oneself

8. Naturalist, as used in discerning patterns in nature

9. Spiritual, as used in achieving a spiritual understanding of life and aspects of the universe

10. Existential, as used in understanding the nature and to some extent means of existence and existential issues. 14 (Gardner, 36)

I will discuss Sternberg's triarchic theory by describing his teaching method in the ensuing section. Sternberg's triarchic theory describes three aspects of intelligence:10

1. Analytical

2. Creative

3. Practical

Sternberg believes that people have patterns of ability in which they prefer to learn. So, he as developed a model for reading instruction "The Triarchic Model". Sternberg has written this model in reaction to the adoption of exclusive models as "whole language" or exclusively "phonetics". Sternberg believes his method can be used at any age or applied to any subject. 10

Inclusive of Sternberg's model, but not novel to me, is that good instruction includes analytical, judgement, evaluation, comparisons, contrast and critique. Creativity includes, imagination, discovery, inventing. Practical includes the application and practice. 10

Never before in human history have individuals been asked to expand and incorporate the multiple strategies that our increasingly complicated society requires. We also have available to education funds, materials, resources in which these dynamics can be addressed. Needless to say literacy has become increasingly important to just survive with dignity in a modern society .

Sternberg's model develops lesson plans to address his triarchic theory of intelligence and are being tested at selected locations in the United States currently. The hope is that reading performance will improve.10

I cannot help but to reflect on my own style of teaching and learning to see my prejudiced approach to students and the classroom. I have discovered through the personality test, personal reflection that feeling and creativity is my first preference. Statistics reveal that I am where only ten percent of the populations preferred mode of learning. I find myself in a minority. It has taken time for me to feel comfortable listening and learning and expressing myself from this position. I have also found through my experience in Hong Hong that my intuitive preference fits well in that culture. The beauty of "saving face" and protecting "face" or dignity is a value that I have learned to hold dear. This idea is in stark contrast to rageful interactions I have observed in the U.S.

From my own understanding and experience I believe some students have to control the manner in which they learn and respond to information. The classroom has to be rich with tolerance for students to flourish. It is commonly recognized that the way we feel about ourselves (self-esteem) drives us to "act out" in anger, or they have confidence to try new tasks, take risks to be different, to see our own view as equal. As the American culture develops science-quasi-science surrounding intelligence we have a drive to alter to perfect, or are we compulsive?

As we develop neuro-science and our capacity to research the "brain" we are not only understanding our potential but also understanding our limitations. When parts of our brain becomes damaged, that's it, until we perhaps discover altering methods to regenerate, or repair the damage. The brain seems to remain the most delicate of our organs, a regulating "computer chip.

Science battles religion, reducing theology to neuro theology. Currently neuro is connecting many disciplines, neuro-biology producing information equivalent to and in connection to neuro-psychology.

Of Mice and Men

The main part of the story takes place in one location on a farm, and in a farmhouse and barn. Lennie and George get jobs as farm hands. They begin settling in and making good friends. Lennie is given a puppy for comfort but ends up killing the pup because the pup won't stop barking. When Curly's wife finds the pup she wants to call others. Lennie wants her to stop yelling so not to understand how to get her to stop, and he kills her. 7

It becomes evident that Lennie is dangerous and the community wants to hang Lennie. Rather that letting Lennie die at the hands of mad strangers, George takes his own gun and shoots Lennin in the head. 7

Author John Steinbeck in his novel Of Mice and Men portray distinctions of intelligence in his characters. The book while written in 1937 was a socially, politically, commentary about the times of the 1930's. Steinbeck demonstrates the treatment of persons who are mentally challenged. We can get a sense of the changing view, and treatment of persons who have mental handicaps. John Steinbeck's Of Mice and Men portrays distinctions of intelligence in his characters. Steinbeck creatively develops his characters describing them in terms of human intelligence. 7

Lennie the main character who is mentally challenged clearly demonstrating some one whose social, emotional, moral, practical judgement is impaired. Lennie's cognitive ability is almost non-existent. 7

Steinbeck cleverly weaves in statements such as if "I were an intelligent man I would have land by now." "I would be growing my own food." Yet George's ability to care and love another human being is superior to others. George acknowledges Lenny's inability be cause he says Lenny "can't do no figuring.", dyscalcilia. In other words no logic. Lennie doesn't understand life and death. 7

George exemplifies a moral conscious and the ability to act morally. George gives up his entire life to save another by moving when Lennie has used poor judgment. Poor judgment caused then move along to the next town before consequences ensued. 7

The moral and ethical issues raised are considerable. It is obvious that Lennie's disability prevents him from the capacity to live productively on his own. Lennie accidentally commits murder because he loses control of his emotions because of his frustration at not being able to solve problems. George understands that Lennie cannot continue to destroy life. In order to solve the problem the community forms a vigilante justice posse. Before the posse can find Lennie, George decides to shot Lennie himself. 7

Because Steinbeck ends the novel at this point, there is no discussion the justice for George. Perhaps a trial for George could be set up. How would George be charged? Students can write the next chapter. Should Lennie be allowed to have children? We do not have any knowledge of the genetic make up of Lennie. 7

Curly the rich landowner son exhibits little capacity for empathic understanding. No moral responsibility to Lennie. No practical creative ability to get the job done. The stable person brings up the injustice of racial discrimination the (N). He names several discriminatory practices that anger him.7

Lennie was kicked in the head by a horse, which is the cause of his disability. We do not know if genetics was any part of Lennie's disability. We can stop and study the functions of the brain relating to intelligence. 7

Important questions can be addressed by classes depending on the appropriateness of the level of cognitive readiness of the class. The questions are as follows:

• After reading the title and observing the picture on the cover write ten predictive questions.

• Make ten statements about what you know about a person who is mentally challenged or who is "mentally" retarded.

• What is the history of the treatment of persons who are mentally challenged in the U.S.?

• What do you think happens to people who are mentally challenged in other countries?

• What responsibility do we as a society have to the person who are mentally challenged?

• How should the legal system rule regarding persons who are determined to be of "lower IQ".

• Do you believe a mentally challenged person should receive the same punishment prescribed by law as someone who is not mentally challenged?

• Should a mentally challenged person receive capital punishment for a heinous crime? What was your answer before reading Of Mice and Men? Did the book change your mind?

• What value do you place on human life? How do you decide what a human life is worth monetarily?

• Should Lennie have children?

Considering the relationship between the characters George and Lennie in Of Mice and men what value, did George place on Lennie's life?

• Why did George feel the way he did about Lennie?

• *What did George give up to take care of Lennie?

• *Compare Lennie to some one who is autistic.

• *Define and describe autism.

• *What was the social and emotional intelligence of Lennie?

• *What is emotional intelligent person?

• *What is street intelligence?

• How do you think most people feel about what George did?

Lesson I

Goals and Objective:

Activity: (90 minutes or 45 minutes) break according to your schedule.

• Reading marathon style, make it fun and risk free, students will the novel OF Mice and Men together. Orally to what they are reading.

• (Reading becomes a social shared experience).

• Read until a buzzer goes of and the reading student tosses a ball to the next reader.

• Before reading begins: Students will write ten predictive questions about what they think will happen in the ensuing chapter. Use the questions words: who, where,

When, why and how. Don't forget the question marks).

• Students review questions to see if they were correct. (Check right answers, discuss why they thought it would be this way.

• What description let you know that the setting and time of the novel was the 1930's?

• Why a mouse?

• Was there contrast in size of the mouse and the size of Lennie? Was this deliberate?

Assessment

Oral reading participation.

Discussion.

Lesson II

Goals and Objectives:

Activity (90 minutes)

What about ME?

• Rank Gardner's description of intelligence according to what you believe is the most important. (The list if found in the Intelligence section of this paper).

• Rank the strengths of you own intelligence.

• Which of the intelligence best describe you?

• Divide into groups of four, and compare your answers. If they know you did they agree with you self-definition?

• If the world was destroyed and you had to build a new civilization, which of the five intelligence qualities possessed by people would you prefer to have present in the new community?

• What occupations would you need to begin life again?

• Which of the intelligence descriptions were portrayed in the character of George?

• Why did you choose those descriptions?

• Name an individual either historical or currently recognized as a person of outstanding intelligence.

• Introduce Sternberg's idea of intelligence. (List in Intelligence theory section.

• Rank Sternberg's intelligence descriptions. Which of these descriptions of intelligence do you believe is the most and important and tell why? Which description best fits you?

Assessment:

Were students involved in the process?

Lesson III

Goals and Objectives

To understand the mind body connection.

Activity (90 Minutes)

Lennie was kicked in the head by a horse resulting in Lennie's disabilities. How did the accident cause him to have poor judgment?

• Break into groups of four and construct a brain using a model from a science source psychology source. Make a brain using newspaper shaping into parts. Which part of the brain is responsible for what behaviors? Consider the left brain right brain theories.

• Remove a random section and create a fictional character. Describe what he/she would be like.

• Measure the circumference of your head. Do you think the size of your head makes you more or less intelligent?

• How would drugs effect the brain?

• How does nutrition effect the brain

• What foods are considered brain food?

Assessment:

• Did students engage in the activity?

• Quality of product they produced.

• There is no rubric for measurement.

Lesson Plan IV

Goals and Objectives

Activity (45 minutes)

• List the characteristics that tell you that Lennie lacks intelligence.

• What behaviors or actions lead you to the conclusions that you reach about Lennie?

• Discuss student experience and knowledge of people in the city that are helpless. Why are they helpless?

• Discuss what would happen to Lennie if they did not have George.

• What is our responsibility to individual who is completely dependent like Lennie?

• Do you think Lennie should receive capital punishment for the death of Curly's wife?

Assessment

Written essay of their view.

Student Bibliography

Teacher Bibliography

Articles

Films

Website

Notes

Articles

9. Sternberg, Robert. "Stressful intelligence: finding a balance. Trends in Cognitive Science" (Opinion) Volume 3, No. 11, November 1999. Page 436.

10. Sternberg, Robert J., Grigorenko, Elena L. and Jarvin, Linda. "Improving Reading Instruction: The Triarchi Model" Educational Leadership, Association for Supervision and Curriculum Development. . March 2001

11 .Entries in Sternberg, RJ (editor). (1994). Encyclopedia Of Human Intelligence. New York: McMillian Publishing Co. "Binet, Alred." Matarazzo, JD Pg. 182

12. Entries in Sterenberg, RJ (editor) (1994) Encyclopedia Of Human Intelligence. New York. McMillian Publishing Co. Piaget, Jean. Bruchez-Hall, C and Grubner, HE Pg 810.

13. Entries in Sternberg. RJ (editor). (1994). Encyclopedia of Human Intelligence. New York: McMillan Publishing Co. "General Intelligence." Gustafsson, JE Pg. 469.

14. "The Structure of the Intellect". Chapter 2 in Brody, N 1992. Intelligence (2nd edition). New York: Academic Press, Inc.