Hard Won Liberty
Unit One: Hard Won Liberty (21 days)
Standards:
Inquiry-Based Literacy Standards (I)
Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.
1.1 Use a recursive process to develop, refine, and evaluate questions to broaden thinking on a specific idea that directs inquiry for new learning and deeper understanding.
Reading - Informational Text (RI)
Language, Craft, and Structure (LCS)
Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.
11.1 Analyze in detail how the author’s ideas or claims are supported through the use of text features and structures.
11.2 Analyze and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Reading - Informational Text (RI)
Meaning and Context (MC)
Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and investigating multiple interpretations.
5.1 Cite significant textual evidence in order to articulate explicit meanings and meanings that can be inferred from the text; identify multiple supported interpretations.
Reading - Informational Text (RI)
Meaning and Context (MC)
Standard 6: Summarize key details and ideas to support analysis of central ideas.
6.1 Determine a central idea of a text and analyze its development over the course of the text including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Reading - Informational Text (RI)
Meaning and Context (MC)
Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.
7.1 Explain how the use of different mediums, modalities, or formats impacts the reader’s understanding of events, topics, concepts, and ideas in argument or informative texts.
Reading - Informational Text (RI)
Language, Craft, and Structure (LCS)
Standard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
8.1 Determine the figurative, connotative, or technical meanings of words and phrases; analyze the cumulative impact of specific words and phrases on meaning and tone.
8.2 Explain how the author’s meaning and tone are developed and refined by text features and structures.
Reading - Informational Text (RI)
Language, Craft, and Structure (LCS)
Standard 9: Apply a range of strategies to determine the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.
9.1 Use context clues to determine meanings of words and phrases.
Reading - Informational Text (RI)
Language, Craft, and Structure (LCS)
Standard 10: Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style.
10.1 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Reading - Informational Text (RI)
Range and Complexity (RC)
Standard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time.
12.1 Engage in whole and small group reading with purpose and understanding.
12.2 Read independently for a sustained period of time.
Communication (C)
Meaning and Context (MC)
Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
1.1 Gather information from print and multimedia sources to prepare for discussions; draw on evidence that supports the topic, text, or issue being discussed; and develop logical interpretations of new findings.
1.2 Initiate and participate effectively in a range of collaborative discussions with diverse partners; build on the ideas of others and express own ideas clearly and persuasively.
1.3 Develop, apply, and adjust reciprocal communication skills and techniques with other students and adults.
1.4 Engage in dialogue with peers and adults to explore meaning and interaction of ideas, concepts, and elements of text, reflecting, constructing, and articulating new understandings.
1.5 Synthesize areas of agreement and disagreement including justification for personal perspective; revise conclusions based on new evidence.
1.6 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.
Unit Essential Questions:
Why are individuals willing to make sacrifices for their causes?
How do people win their freedom from oppression?
Texts used in Unit:
Letter from Birmingham Jail: Dr. Martin Luther King Jr.
Speech on Women’s Rights: Susan B. Anthony
Civil Rights Message: JFK
Speech on MLK assassination: Robert F. Kennedy
Montgomery Bus Boycott: Dr. Martin Luther King Jr.
Various informational articles/editiorials/opinion pieces
Assessment:
Test on Rhetorical Devices
Essay on Letter from Birmingham Jail and select speeches
Various quizzes/writing/study guides
See Lesson Plans for day by day instruction.
Advanced students will complete more detailed writing assignments as well as do more work independently and be given additional assignments