Reading, Writing, Teaching, and Living Tools for Impassioned People
"White Privilege" and "White Privilege II" by Macklemore
I bet I know what you're thinking:
"Where does teaching white privilege and Macklemore fit into an ELA classroom?"
My answer to your silent question:
"Everywhere."
In case you haven't gathered this, I am the kind of teacher who likes to push. This lesson is controversial for some. It shouldn't be.
Those who have problems with teachers educating students about white privilege probably feel this way because they're in denial about the facts. They worry that white students might feel like they're being blamed for history. Inciting these feelings is not my intent at all; I teach to provide awareness to my students. I want them to know and understand reality, and then it is up to them what they decide to do with this knowledge.
This lesson combines teaching reading comprehension and literary analysis with pop culture and passion. In my experience, students were engaged with this activity because they are familiar with the artist, and the music is intriguing and challenges the status quo.
Without me writing out a super boring lesson plan with standards and rationale, I will briefly explain my process and provide some materials I used.
1. Talk about Macklemore. He's actually a really good guy with tons of talent. If you're into teaching lyrical poetry, both Macklemore and Tupac Shakur make great contemporary artists. Ask your students what they know about this artist. Have them do some research on him. Why is he controversial? Why do people like him?
2. Play his music. You could start with more well-known songs just to pique their interests. Note: make sure they are school appropriate! ;)
3. Discuss white privilege. What are your students' perceptions of this term? Does it make them uncomfortable? Why? How does it make them feel that we're talking about it? You could also show the MTV documentary White People or use other Socratic seminar to introduce this subject.
4. Have your students read the lyrics to both "White Privilege" and "White Privilege II" . When I did this, I used genius lyrics (in previous links) because they provide background to Macklemore's previous experiences and intentions. This would help guide your students' thinking. You could prompt students to analyze poetry in a variety of ways (use the TP-CASTT analysis, small group discussions, table-topic discussion, etc.).
5. Discuss and/ or write. Either way, you can't go wrong. You are asking students to think critically, challenge their previous beliefs, open their minds, and engage in meaningful learning.
Here is a handout I have used before that could easily be used in a Socratic seminar: