American Literature (Course) Unit 2 - Revision history

Kenneth John Odle: /* Websites */

2013-12-02T00:39:46Z

Websites

Kenneth John Odle: /* Websites */

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Websites

Kenneth John Odle: /* Literacy Resources */

2013-11-18T14:24:14Z

Literacy Resources

Kenneth John Odle at 14:18, 18 November 2013

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Kenneth John Odle at 14:16, 18 November 2013

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Kenneth John Odle: /* Summative */

2013-11-17T22:45:52Z

Summative

Kenneth John Odle at 13:38, 13 November 2013

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Kenneth John Odle: /* Websites */

2013-11-12T00:40:58Z

Websites

Kenneth John Odle: /* Teaching Resources */

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Teaching Resources

Kenneth John Odle: /* Essential Questions */

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Essential Questions

@@ Line 106: / Line 106: @@
 *[http://www.loc.gov/exhibits/treasures/trt001.html Declaration of Independence (Rough Draft)] from the Library of Congress.
 *[http://www.learnnc.org/lp/pages/1246 The Declaration of Independence] from Learn NC.
 ===Academic Language===

@@ Line 103: / Line 103: @@
 *[http://edsitement.neh.gov/lesson-plan/jefferson-vs-franklin-revolutionary-philosophers Jefferson vs. Franklin: Revolutionary Philosophers] from the National Endowment for the Humanities. (RI.11-12.1)
 *[http://www.pbs.org/wgbh/aia/part2/title.html Africans in America (Part 2)] from PBS. (RL.11-12.1, RI.11-12.1, LS.11-12.2)
 ===Academic Language===

@@ Line 76: / Line 76: @@
 :* Selections from ''The Crisis''
-'''Jefferson, Thomas (1743-18260)'''<br />
+'''Jefferson, Thomas (1743-1820)'''<br />
 :* Selections from ''A Summary View of the Rights of British America'' (1774)
 :* Selections from ''Notes on the State of Virginia''

← Older revision		Revision as of 14:18, 18 November 2013
Line 31:		Line 31:

	====Diagnostic====		====Diagnostic====
		+
		+	:Pretest over academic vocabulary.

	====Formative====		====Formative====

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 ====Formative====
-'''Collaborate'''<br />
+:'''Collaborate'''<br />
-Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.11-12.1, SL.11-12.1)
+:Reflect on seminar questions, take notes on your responses, and note the page numbers of the textual evidence you will refer to in your seminar and/or essay answers. Share your notes with a partner for feedback and guidance. Have you interpreted the text correctly? Is your evidence convincing? (RL.11-12.1, SL.11-12.1)
 ====Summative====
-'''Essay'''<br />
+:'''Essay'''<br />
-Imagine that you are an early American colonist. Write a letter to a family member or friend persuading him or her to join your fight for American independence. Use at least three pieces of textual evidence to support an original thesis statement. (W.11-12.1, W.11-12.9b)
+:Imagine that you are an early American colonist. Write a letter to a family member or friend persuading him or her to join your fight for American independence. Use at least three pieces of textual evidence to support an original thesis statement. (W.11-12.1, W.11-12.9b)
-'''Essay'''<br />
+:'''Essay'''<br />
-Write and essay in which you explain Madison’s use of the term “faction” in Federalist No. 10. Use at least three pieces of textual evidence to support an original thesis statement. (RI.11-12.4, W.11-12.2, W.11-12.9b)
+:Write an essay in which you explain Madison’s use of the term “faction” in Federalist No. 10. Use at least three pieces of textual evidence to support an original thesis statement. (RI.11-12.4, W.11-12.2, W.11-12.9b)
-'''Seminar and Essay'''<br />
+:'''Seminar and Essay'''<br />
-Do The Declaration of Independence and The Constitution share similar tones? Why or why not? Use at least three pieces of textual evidence to support an original thesis statement. (RI.11-12.9, W.11-12.9b, SL.11-12.1)
+:Do The Declaration of Independence and The Constitution share similar tones? Why or why not? Use at least three pieces of textual evidence to support an original thesis statement. (RI.11-12.9, W.11-12.9b, SL.11-12.1)
-'''Research Paper'''<br />
+:'''Research Paper'''<br />
-Select one of the texts studied and write a research paper in which you trace the enduring significance of the work through contemporary American history. Cite at least three secondary sources to support an original thesis statement. (W.11-12.7, W.11-12.8, W.11-12.9).
+:Select one of the texts studied and write a research paper in which you trace the enduring significance of the work through contemporary American history. Cite at least three secondary sources to support an original thesis statement. (W.11-12.7, W.11-12.8, W.11-12.9).
-'''Oral Presentation'''<br />
+:'''Oral Presentation'''<br />
-Students will prepare and give a formal oral presentation of the research paper, fielding questions from peers. (SL.11-12.3, 4)
+:Students will prepare and give a formal oral presentation of the research paper, fielding questions from peers. (SL.11-12.3, 4)
 ===Literacy Resources===

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 <noinclude>
 {{American_Lit_Unit}}
 </noinclude>
 ==Unit 2: Nation Building (1765-1828)==

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 ====Documentaries====
 ====Websites====
 ===Academic Language===

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 ===Teaching Resources===
 ====Background Reading====
 *Wood, Gordon S. ''[http://www.amazon.com/gp/product/0812970411/ref=as_li_ss_tl?ie=UTF8&camp=1789&creative=390957&creativeASIN=0812970411&linkCode=as2&tag=mrodlshom-20 The American Revolution: A History.]'' New York: Modern Library, 2002.

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 ===Enduring Understandings===
 ===Essential Questions===
-# What could cause a people to fight for their independence?
+#What could cause a people to fight for their independence?
-# How do you create a new national identity?
+#How do you create a new national identity?
 ===Standards and I Can Statements===