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Redefining Masculinity TRM ELL Essential Guide Handout
An ELL Essential Guide for this section can chapter 4
An ELL Essential Guide for this section can
eacher’
s Resour
be found in the T
Masculinity is a term that many know but is difficult to define. Its meaning may depend on be found in the Teacher’s Resource Materials.
ce Materials.
who you ask, and in what context. The connotations of the term have evolved over time
and various cultural atmospheres, both public and private, including in the workplace,
DIFFERENTIA
TION
school, and media, as well as within families, romantic relationships, and friendships. DIFFERENTIATION
The following eight texts comment directly or indirectly on definitions and images of Conversation Connections to Self
Connections to Self
Copyright (c) 2023 Bedford, Freeman & Worth Publishers. Uncorrected proofs have been used for this sample chapter.
masculinity in today’s society. Carefully read the following eight sources, including the You might ask students to respond to the
ou might ask students to r
Y
espond to the
introductory information for each one. Write an essay that synthesizes material from at challenge described in the first two sen-
challenge described in the first two sen-
least three of the sources and develops your position on how masculinity should be tences: Ask them, in the context of your
tences: Ask them, in the context of your
defined today.
oom, how they would define “mascu-
classroom, how they would define “mascu-
classr
linity
linity.” What images come to mind? What
.” What images come to mind? What
SOURCES individuals come to mind? Does it have pos-
individuals come to mind? Does it have pos-
Distributed by Bedford, Freeman & Worth Publishers. Strictly for use with its products. Not for redistribution.
1. Paul Theroux Being a Man (1985) itive or negative connotations? How have
itive or negative connotations? How have
they experienced it among their peers? Has
2. Stephanie Coontz from The Myth of Male Decline (2012) they experienced it among their peers? Has
ou
it changed, in their experience, or not? Y
3. Roberto A. Ferdman The Perils of Being Manly (2016) it changed, in their experience, or not? You

might ask students to brainstorm some
might ask students to brainstorm some
4. Collier Meyerson Do We Need to Redefine Masculinity — Or Get Rid of It? (2018) qualities or examples; have them write them
qualities or examples; have them write them
5. Gender and Social Pressure (graph, 2018) down so they can return to them after the
down so they can r
etur
n to them after the
6. Kehinde Wiley Portrait of Oluranti Olaose (painting, 2019) r readings. They can later see if they would
eadings. They can later see if they would
eevaluate their initial impr
essions.
7. David French Grown Men Are the Solution, Not the Problem (2019) r reevaluate their initial impressions.
8. Andrew Yang The Data Are Clear: The Boys Are Not All Right (2022)
DIFFERENTIATION
DIFFERENTIA TION
Connections to Text
Connections to T e xt
You could choose to add, or substitute,
Y ou could choose to add, or substitute,
some other essays from this chapter.
some other essays fr om this chapter .
1 Being a Man Brady’ s “I W ant a Wife” would be apt, as
Brady’s “I Want a Wife” would be apt, as
might Morris’ s “My Mustache, My Self” and
might Morris’s “My Mustache, My Self” and
oolf
omen.”
’
W
s “Pr
Paul Theroux Woolf’s “Professions for Women.”
ofessions for W
In the following essay, part of the collection Sunrise with Seamonsters (1985),
American novelist and travel writer Paul Theroux (b. 1941) examines society’s views DIFFERENTIA TION
DIFFERENTIATION
of masculinity.
Scaffolding
Scaffolding
here is a pathetic sentence in the chapter man — and perhaps it is an important thing to
To help prepare your students for the AP
T “Fetishism” in Dr. Norman Cameron’s book know about us. T o help pr epar e your students for the AP ®
Language synthesis timed essay, you might
Personality Development and Psychopathology . I have always disliked being a man. The Language synthesis timed essay , you might
ecommend or r
equir
r
e specific annotations
It goes, “Fetishists are nearly always men; and whole idea of manhood in America is pitiful, in recommend or require specific annotations
ces. One
ead each of the sour
as they r
their commonest fetish is a woman’s shoe.” my opinion. This version of masculinity is a little as they read each of the sources. One
method would be to have them create a
I cannot read that sentence without thinking like having to wear an ill-fitting coat for one’s method would be to have them cr eate a
T-chart of pros and cons from each source
that it is just one more awful thing about being a entire life (by contrast, I imagine femininity to T -chart of pr os and cons fr om each sour ce
(for instance, beneficial qualities of mascu-(for instance, beneficial qualities of mascu-
287 linity versus detrimental ones). These can be
linity versus detrimental ones). These can be
simply bullet point statements or very brief
simply bullet point statements or very brief
quotations; students could write them at the
quotations; students could write them at the
end of each source or on a separate page.
end of each sour ce or on a separate page.
Some sources may have lots of points on
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TRM ELL Essential Guide Handout CLOSE READING one side and few on the other. Students
An ELL Essential Guide for this reading can could also, as they read, look for “quotable
be found in the Teacher’s Resource Materials. Theroux uses the pronoun “it” repeatedly in quotes”: shorter statements that they antici-
the first two paragraphs. You might consider pate being useful when using the source in
having students mark these instances or an essay. The goal of these notes is not to
TRM Vocabulary Handout at least review them. Notice that some of do rhetorical analysis work; it’s more for
Vocabulary in Context exercises based on the references are more general than pre- information retrieval or research paper–like
challenging words from this reading can be cise. Why might Theroux choose to use this note taking during an initial reading. As
found in the Teacher’s Resource Materials. approach? another option to help students begin to
synthesize the sources, you can have them
consider the key questions on page 144
before filling out the graphic organizer sam-
pled on pages 145–147 and available as a
student handout in the Teacher’s Resource
Materials (linked from p. 147).
Conversation / Paul Theroux 287
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