Terms:

Write Literary Terms with examples from the text:

• Speech

• Oratory

• Poem

• Preamble

• Imagery

• Theme

• Tone

• Setting 

• Character

• Plot

• Imagery 

Notes:

Questions:

1. Where is Roosevelt's speech (what is the location)? 

2. What is the theme of Let America Be America Again? 

3. What theme is Roosevelt talking about in "The Four Freedoms"?

4. What are the "The Four Freedoms"?

5. "Growing up Asian" is about what...?

6. What is the theme of "Ellis Island"? 

7. The tone of Lincoln's "Gettysburg Address" is ...

8. What is an American is about what? 

9. In section 8 of the Preamble what does congress have the power to do? 

10. What is freedom is about what topic?

Test

Embedded Assessment #1:

Your assignment is to write a multi-paragraph essay that defines your interpretation of what it means to be an American. This essay should use the strategies of definition and different perspectives from the unit to help you develop a complex and thoughtful definition. If possible, incorporate an iconic image into your essay.

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Embedded Assessment #2: 

Your assignment is to synthesize at least three to five sources and your own observations to defend, challenge, or qualify the statement that America still provides access to the American Dream. This question requires you to integrate a variety of sources (three to five) into a coherent, well-written argumentative essay. Your argument should be central; the sources and your observations should support this argument.

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Compare and contrast the following two poems: 

• I Hear America Singing  Walt Whitman 

• I, Too, Sing America by Langston Hughes

Be sure to annotate both poems and explain why they are similar and why they are different. 

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Take final on https://testmoz.com/class/16400

Additional Curriculum Works for the Unit:

• Roosevelt’s speech on the 50th Anniversary of the Statue of Liberty 

• America and I by Anzia Yezierska

• What Is an American? from Letters from an American Farmer (1781) by J. Hector St. John de Crèvecoeur

• Growing Up Asian in America by Kesaya E. Noda

• Let America Be America Again by Langston Hughes

• From The Four Freedoms by Franklin D. Roosevelt

• The Preamble to the Constitution of the United States

• WHAT IS Freedom? by Jerald M. Jellison and John H. Harvey

• Ellis Island by Joseph Bruchac

• Verses upon the Burning of our House, July 10th, 1666 BY ANNE BRADSTREET

• The Gettysburg Address by Abraham Lincoln

Terms:

Write Literary Terms with examples from the text:

• Play

• Act

• Scene

• Epilogue

• Dialogue

• Soliloquy 

• Tone

• Meaning

• Literal Interpretation

• Figurative Interpretation

• Author

Notes:

Questions:

1. In "Ars Poetica" and "Poetry" by Archibald MacLeish and Marianne Moore: American poets found inspiration in- 

2. In "Ars Poetica" and "Poetry" by Archibald MacLeish and Marianne Moore: What aspect of a poem should carry its meaning and emotions: 

3. In "the River-Merchant's Wife: A Letter", "The Garden", "A Few Don'ts by an Imagiste" the following question can be answered: the line "Like a skein of loose silk" describes- 

4. Explain this Crucible quote:

• •  I want to open myself! . . . I want the light of God, I want the sweet love of Jesus! I danced for the Devil; I saw him, I wrote in his book; I go back to Jesus; I kiss His hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil! 

5. Explain this Crucible quote:

• Because it is my name! Because I cannot have another in my life! Because I lie and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul; leave me my name! 

6.  What rumor is circulating about Reverend Parris’s daughter Betty? 

7. For what does Reverend Parris condemn his niece, Abigail?

8. What does Reverend Parris fear?

9. Explain The Garden. 

10. What does it mean to "give me liberty or give me death"? 

Test

Embedded Assessment #1:

Your assignment is to write an original dramatic script in which you make a statement about a conflict that faces society. By doing so, you should be able to demonstrate your understanding of how Arthur Miller spoke out about a contemporary issue (persecution of suspected communists) while setting his drama in a time period with corresponding events (persecution of suspected witches).

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Embedded Assessment #2: 

Your assignment is to write an original, persuasive two- to three-minute speech that addresses a contemporary issue. It should include a clear claim, support, counterclaim, and conclusion/call to action. Incorporate rhetorical appeals and devices to strengthen your argument and to help you achieve your desired purpose.

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Take final on https://testmoz.com/class/16400

Additional Curriculum Works for the Unit:

• Arthur Miller’s play The Crucible (Intro)

•  The Crucible Act 1

• The Crucible Act 2

• The Crucible Act 3

• The Crucible Act IV

• The Crucible Epilogue

• Why I Wrote The Crucible: An artist’s answer to politics by Arthur Miller

• Salem Witch Trials 

• Sinners in the Hands of an Angry God by Jonathan Edwards

• The Raven (Edgar Allan Poe)

• from Nature (Emerson)

• From Resistance to Civil Government (Henry D Thoreau)

• The Minister’s Black Veil (Nathaniel Hawthorne)

• "the River-Merchant's Wife: A Letter"

• Ars Poetica

• The Garden 

• Declaration of Conscience by Margaret Chase Smith

• The Devil and Tom Walker (Washington Irving)

• Second Inaugural Address of Abraham Lincoln given Saturday, March 4, 1865, one month before the end of the Civil War

• Speech to the VIRGINIA CONVENTION March 23, 1775 by Patrick Henry

• Inaugural Address of John F. Kennedy January 20, 1961

Terms:

Write Literary Terms with examples from the text:

• Theme

• Tone

• Paradox

• Symbol

• Primary Source

• Secondary Source

Notes:

Additional Curriculum Works for the Unit:

• The Role of the Media in a Democracy by George A. Krimsky

• The Newspaper Is Dying—Hooray for Democracy Macleans, April 7, 2008 by Andrew Potter

• Facebook Photos Sting Minnesota High School Students The Associated Press

• Abolish high school football! NJ.com, September 20, 2007 by Raymond A. Schroth

• Facing consequences at Eden Prairie High from the Minneapolis/St. Paul Star Tribune

• Pro and Con: Raising Graduation Requirements for High School Students Time to raise the bar in high schools by Jack O’Connell

• New Michigan Graduation Requirements Shortchange Many Students by Nick Thomas

• Girl Moved To Tears by Of Mice and Men Cliffs Notes  from The Onion

• In Depth, but Shallowly  by Dave Barry

• The Feather Pillow

• Winter Dreams

• Letter to His Daughter

• Advice to Youth (1882)  by Mark Twain

• The War Prayer  by Mark Twain

• Gambling in Schools by Howard Mohr (See below for article)

Terms:

Write Literary Terms with examples from the text:

• Simile

• Theme

• Imagery

• Poetry

• Metaphor

Notes:

• Questions:

1. What is a simile?

2. What does theme mean?

3. Explain the term imagery...

4. In Songs of Myself Whitman states: "I am large, I contain multitudes." (Section 51)

This means... 

5.  In Dickenson's "Because I could not stop for Death" Why might the speaker not fear death? 

6. Emily Dickinson's “I heard a Fly buzz—when I died—...” is about the... 

7. Emily Dickinson's "Much Madness is divinest Sense" utilizes what contrary literary term in the title of the poem? 

8. Full Powers is about ________

9. What is your favorite Dickinson poem? Why?

10. What is the general theme in Whitman's poetry after reviewing the unit? 

Test:

Embedded Assessment #1: 

Your assignment is to write a and present multi-paragraph reflective essay about a significant personal experience that involves the pursuit of happiness and/or transcendental ideals, being sure to describe the experience and your immediate response to it, as well as to reflect on the significance of the experience.

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Embedded Assessment #2: 

Your assignment is to create a mutli-genre research project that expresses your research and perspective on a person, event, or movement that embodies the American ideal of the pursuit of happiness.

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Take final on https://testmoz.com/class/16400

Additional Curriculum Works for the Unit:

• “from Self-Reliance”by Ralph Waldo Emerson

• “Where I Lived and What I Lived For” from Walden by Henry David Thoreau

• In the Depths of Solitude by Tupac (2Pac) Shakur, 1971-1996

• Remember by Joy Harjo, b. 1951

• A Light Exists in Spring by Emily Dickinson

• Credo from All I Really Need to Know I Learned in Kindergarten by Robert Fulghum

• Songs of Myself (Walt Whitman)

• A Sight in Camp in the Daybreak Gray and Dim (WW)

• Specimen Days

• from Hospital Sketches (Louisa Alcott)

• Full Powers (Neruda)

• The Soul Selects her own Society (Emily Dickinson)

• If you were coming in the Fall (ED)

• Because I could not stop for Death

• I heard a fly buzz- when I died

• Much Madness is Divinest Sense (ED)

Terms:

• • internal conflict

  • external conflict

  • situational irony

  • verbal irony

  • oratory 

  • biography

  • autobiography

  • rhythm

  • mood

  • metaphor

  • repetition

  • refrain

  • blank verse 

Notes:

Questions:

1. What is the Harlem Renaissance?

2. What is war poetry? 

3. Describe the lost poets? 

4. Describe the life and tone of Fredrick Douglass? 

5. What did Robert E. Lee tell his son?

6. What is the theme of Go Down Moses? 

7. Harlem is about...

8. What is the meaning of swing low sweet chariot? 

9. Follow the drinking gourd is about______? 

10.  Go Down Moses is a spiritual. What is it talking about? 

Test:

Embedded Assessment #1:

Your assignment is to create an interactive multimedia research presentation about a topic related to the Harlem Renaissance. This should include a variety of media and must also include an annotated bibliography. Your presentation should focus on some aspect of the era that represents the values and ideas of the Harlem Renaissance, such as historical context, philosophy and beliefs, the arts, or daily life.

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Embedded Assessment #2: 

Write an analytical essay in which you discuss how Zora Neale Hurston’s writing is both a reflection of and a departure from the ideas of the Harlem Renaissance. Include aspects of the Harlem Renaissance that you see reflected in Hurston’s writing as well as characteristics of Hurston’s writing that are departures from selected aspects of the Harlem Renaissance.

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Take final on https://testmoz.com/class/16400

Additional Curriculum Works for the Unit:

• Tableau (Countee Cullen)

• Incident (Countee Cullen)

• America (Claude McKay)

• The Negro Speaks of Rivers (Hughes)

• The Weary Blues (Hughes)

• Harlem (Hughes)

• Heyday in Harlem (Hughes) see below

• The Mississippi river empties into the gulf (Lucille Clifton) 

• from Dust Tracks on A Road (Zora Neale Hurston)*

• from The Narrative of the Life of Frederick Douglas

• Incidents in the Life of a Slave Girl (Harriet Jacobs)

• from My Bondage and My Freedom (Douglass)

• Go Down, Moses

• Follow the Drinking Gourd

• Swing Low, Sweet Chariot

• The Most Remarkable Woman of This Age (Commonwealth & Freeman News Article)

• A Mystery of Heroism (Crane)

• War is Kind (Crane)

• Letter to His Son (Robert E. Lee)

• Gettysburg Address (Lincoln)

• from A Diary from Dixie (Chesnut)

• from Men at War: Shelby Foote (Ken Burns)