Difference between revisions of "American Literature (Course) Unit 2"

Latest revision as of 00:39, 2 December 2013

AMERICAN LITERATURE UNIT

This page is part of the American Literature high school curriculum page. To see the entire curriculum, click here.

DRAFT

This page is a draft.

The information on this page may be outdated, inaccurate, or incomplete. Use this page with caution.

Unit 2: Nation Building (1765-1828)

The Revolutionary and Early National Periods

The Revolutionary Period in American literature begins in 1765 with the passage of the Stamp Act by the British parliament, and ends in 1789, with the ratification of the United States Constitution. The Early National Period begins in 1789 and ends in 1828 with the election of Andrew Jackson to the presidency.

Enduring Understandings

Essential Questions

What could cause a people to fight for their independence?
How do you create a new national identity?
What is unique about the founding of the United States?

Standards and I Can Statements

CCSS.ELA-Literacy.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

I can define and identify various forms of figurative language. (K)
I can distinguish between literal language and figurative language. (K)
I can recognize the difference between denotative and connotative meanings. (K)
I can analyze how an author's choice of specific words evokes a particular meaning or tone in a text and how using language in a new way creates an engaging overall effect. (R)
I can analyze how specific word choices build on one another to create a cumulative (collective) impact on the overall meaning and tone of a text. (R)

CCSS.ELA-Literacy.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

I can determine how an author chose to structure his or her exposition or argument (R)
I can analyze the structure of an author's exposition or argument and evaluate whether the structure is effective. (R)
I can determine if an author's structure is effective in making his or her points clear, convincing, and engaging. (R)
I can evaluate how an author's choice of structure impacts his or her audience. (R)

CCSS.ELA-Literacy.RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

I can determine the purpose behind the creation of seminal U.S. texts. (R)
I can identify constitutional principles and/or legal reasoning found in seminal U.S. texts. (K)
I can delineate (outline) and evaluate the application of constitutional principles and the use of legal reasoning in seminal U.S. texts. (P)
I can identify the premises, purposes, and arguments found in words of public advocacy. (K)
I can delineate (outline) and evaluate the premises, purposes, and arguments found in works of public advocacy. (P)

CCSS.ELA-Literacy.RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

I can identify various foundational U.S. documents of historical and literary significance from different time periods. (K)
I can identify themes, purposes, and rhetorical features used in various foundational U.S. documents of historical and literary significance. (K)
I can analyze how different foundational U.S. documents utilize themes (e.g., freedom, independence, equality). (R)
I can analyze how different foundational U.S. documents utilize rhetorical features. (R)

CCSS.ELA-Literacy.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

I can analyze substantive (influential) topics or texts to determine an argument that causes or has caused a debate in society. (R)
I can choose a side of the argument; identify precise, knowledgeable claims; and establish the significance of the claim(s). (S)
I can identify alternate or opposing claims that counter my argument. (K)
I can organize claims, counterclaims, reasons, and evidence into a logical sequence. (S)
I can anticipate my audience's knowledge level, concerns, values, and possible biases and develop my claims and counterclaims by pointing out the most relevant strengths and limitations of both. (S)
I can present my argument in a formal style and objective tone. (P)
I can create cohesion and clarify relationships among claims and counterclaims using transitions as well as varied syntax. (P)
I can provide a concluding statement/section that supports my argument. (P)

CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

I can present information, findings, and/or supporting evidence clearly, concisely, and logically to convey a clear and distinct perspective.
I can present my information in a sequence that allows the listener to follow my line of reasoning. (S)
I can address alternative or opposing perspectives in my presentation. (S)
I can prepare a presentation with organization, development, substance, and style that are appropriate to the purpose, task, audience, and a range of formal and informal tasks. (P)

CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I can recognize the conventions of Standard English usage can change over time. (R)
I can recognize that certain standard English usage can be contested, and individuals can dispute what is correct or proper. (R)
I can consult reference materials to resolve issues of complex or contested usage of standard English. (S)

Lesson Sequence

Assessments

Diagnostic

Pretest over academic vocabulary.

Formative

Collaborate

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

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

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

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

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

Students will prepare and give a formal oral presentation of the research paper, fielding questions from peers. (SL.11-12.3, 4)

Literacy Resources

Wheatley, Phyllis (1753-1784)

Equiano, Olaudah (c. 1745-1797)

Selections from The Interesting Narrative of the Life of Olaudah Equiano (1789)

Franklin, Benjamin (1706-1790)

Selections from The Autobiography of Benjamin Franklin
Selections from Poor Richard's Almanack

Henry, Patrick (1736-1799)

"Speech to the Virginia Convention" (1765)
"Liberty or Death" speech (1775)

Paine, Thomas (1737-1809)

Selections from The Rights of Man (1791)
Selections from Common Sense (1776)
Selections from Notes on the State of Virginia
Selections from The Age of Reason (1794, 1796)
Selections from The Crisis

Jefferson, Thomas (1743-1820)

Selections from A Summary View of the Rights of British America (1774)
Selections from Notes on the State of Virginia
Selections from The Autobiography
Selections from "The Declaration of Independence"

Teaching Resources

Artworks

Leutze, Emanuel. Washington Crossing The Delaware (1851)
Trumbull,John. Declaration of Independence (1819)
Copley, John. Paul Revere (ca. 1768)
Rossiter, Thomas Pritchard. Washington and Lafayette at Mount Vernon (1859)
Stuart, Gilbert. James Monroe (ca. 1820-1822)
Hesselius, Gustavus. Lapowinsa (1735)
Couder, Auguste. Siège de Yorktown (ca. 1836)

Background Reading

Wood, Gordon S. The American Revolution: A History. New York: Modern Library, 2002.

Documentaries

Websites

The Declaration of Independence: "An Expression of the American Mind" from the National Endowment for the Humanities. (RI.11-12.2, RI.11-12.5) This lesson plan is divided into two parts; teachers can choose to use one or both of them:

Activity 1: The structure of the Declaration: introduction, main political/philosophical ideas, grievances, assertion of sovereignty.

Activity 2: The ideological/political origins of the ideas in the Declaration.

Jefferson vs. Franklin: Renaissance Men from the National Endowment for the Humanities. (RI.11-12.5)
Jefferson vs. Franklin: Revolutionary Philosophers from the National Endowment for the Humanities. (RI.11-12.1)
Africans in America (Part 2) from PBS. (RL.11-12.1, RI.11-12.1, LS.11-12.2)
The Declaration of Independence from WebEnglishTeacher.com.
Declaration of Independence (Rough Draft) from the Library of Congress.
The Declaration of Independence from Learn NC.
The Declaration of Independence #3503 from teachers.net.
Declaration of Independence Rhetorical Analysis from Mr. Gunnar.
Celebrate Freedom Week Lesson Plans from the Orange County Public School District.

Academic Language

Tier 2

ambiguity
atmosphere
autobiography
beliefs
biases
coda
cohesion
connotation
counterclaim
denotation
diction
elliptical construction
etymology
foreshadow
hyperbole
Idealism
Individualism
irony
oratory
parable
paradox
purpose
refrain
satire
symbol
tone
transitions

Tier 3

allegory
alliteration
aphorism
assonance
cadence
exact rhyme
free verse
Gothic short story
internal rhyme
lyric poetry
mood
Naturalism
onomatopoeia
primary source
Realism
Regionalism
Romanticism
slant rhyme
slave narrative
Transcendentalism

@@ Line 1: / Line 1: @@
 <noinclude>
 {{American_Lit_Unit}}
+{{Draft}}
 </noinclude>
 ==Unit 2: Nation Building (1765-1828)==
@@ Line 7: / Line 8: @@
 ===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?
+#What is unique about the founding of the United States?
 ===Standards and I Can Statements===
@@ Line 29: / Line 31: @@
 ====Diagnostic====
+:Pretest over academic vocabulary.
 ====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 A merican 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===
@@ Line 72: / 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''
@@ Line 79: / Line 83: @@
 ===Teaching Resources===
+====Artworks====
+*Leutze, Emanuel. ''Washington Crossing The Delaware'' (1851)
+*Trumbull,John. ''Declaration of Independence'' (1819)
+*Copley, John. ''Paul Revere'' (ca. 1768)
+*Rossiter, Thomas Pritchard. ''Washington and Lafayette at Mount Vernon'' (1859)
+*Stuart, Gilbert. ''James Monroe'' (ca. 1820-1822)
+*Hesselius, Gustavus. ''Lapowinsa'' (1735)
+*Couder, Auguste. ''Siège de Yorktown'' (ca. 1836)
 ====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.
@@ Line 84: / Line 97: @@
 ====Documentaries====
 ====Websites====
+*[http://edsitement.neh.gov/lesson-plan/declaration-independence-expression-american-mind The Declaration of Independence: "An Expression of the American Mind"] from the National Endowment for the Humanities. (RI.11-12.2, RI.11-12.5) This lesson plan is divided into two parts; teachers can choose to use one or both of them:
+:'''Activity 1:''' The structure of the Declaration: introduction, main political/philosophical ideas, grievances, assertion of sovereignty.<br />
+:'''Activity 2:''' The ideological/political origins of the ideas in the Declaration.
+*[http://edsitement.neh.gov/lesson-plan/jefferson-vs-franklin-renaissance-men Jefferson vs. Franklin: Renaissance Men] from the National Endowment for the Humanities. (RI.11-12.5)
+*[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)
+*[http://www.webenglishteacher.com/declaration-of-independence.html The Declaration of Independence] from WebEnglishTeacher.com.
+*[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.
+*[http://teachers.net/lessons/posts/3503.html The Declaration of Independence #3503] from teachers.net.
+*[http://mrgunnar.net/english.cfm?subpage=365081 Declaration of Independence Rhetorical Analysis] from Mr. Gunnar.
+*[https://www.ocps.net/cs/services/cs/currareas/soc/Curriculum/Documents/Celebrate%20Freedom%20Week%20lesson%20Plans.pdf Celebrate Freedom Week Lesson Plans] from the Orange County Public School District.
 ===Academic Language===