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LESSON ONE: INTRODUCTION TO NON-FICTION ANALYSIS THROUGH PROTOCOL
By the end of class, you will be able to... compare two perspectives about indigenous peoples of the North American continent.
Let's Get Started! Mini-Lesson: Elements of Critical Thinking
- Observations. From a series of observations, we can come to establish...
- Facts. From a series of facts, or from an absence of fact, we make...
- Inferences. Testing the validity of our inferences, we can make...
- Assumptions. From our assumptions, we form our...
- Opinions. Taking our opinions, we use evidence and the principles of logic to develop...
- Arguments. And when we want to test our arguments and to challenge the arguments of others, we employ...
- Critical Analysis, through which we challenge the observations, facts, inferences, assumptions, and opinions in the arguments that we are analyzing.
The New Common Core Standards require you to read and deconstruct early American literature. We'll do so through a protocol called The C - A - R - E Protocol for Non-Fiction. It requires us to answer questions about a non-fiction text's composer, audience, reason for composing, and explanation/ significance.
First, let's read excerpts from the non-fiction book, Black Elk Speaks. As you read, cull out seven (7) textual excerpts that can help you to deconstruct the text in our subsequent activity. You can write them down on a sheet of paper, or you can create your own Google Doc to capture the excerpts.
Next, let's dig into The C - A - R - E Protocol for Non-Fiction together. This first textual examination will be a low-stakes practice for you. Incorporate short excerpts (5-7 word phrases) in various sections to support your research and analysis.
Finally for today's class,, let's read "Columbus, The Indians, and Human Progress," excerpted from A People's History of the United States by Howard Zinn. Again, cull out seven (7) textual excerpts that can help you to deconstruct the text in our subsequent activity. You can write them down on a sheet of paper, or you can create your own Google Doc to capture the excerpts. If you do not finish this today in class, please do so as part of the homework assignment.
Homework: Complete the The C - A - R - E Protocol for Non-Fiction middle column for the Zinn textual excerpts above.
LESSON TWO: HOW PERSPECTIVES CAN CHANGE HISTORICAL MEANING
By the end of class, you will be able to... identify and explain composer, audience, and reason in two or more historical texts.
Let's Get Started! Please retrieve your The C - A - R - E Protocol for Non-Fiction. It should be complete in two columns: Black Elk Speaks and "Columbus, The Indians, and Human Progress," In today's class, we'll extend the textual analysis with a third text.
Read the (lengthy) Thomas Morton essay, "Manners and Customs of the (New England) Indians, 1637." Cull out seven (7) textual excerpts that can help you to deconstruct the text in our subsequent activity. You can write them down on a sheet of paper, or you can create your own Google Doc to capture the excerpts.
You are now prepared to complete the third column of The C - A - R - E Protocol for Non-Fiction. As in our previous work, you'll need to complete some slight research to fully comprehend the four categories within the protocol. Here are two helpful links: Thomas Morton: Background and Life and
Optional Homework: Read each of these non-fiction historical texts: When the World Ended: The Diary of Emma LeConte and A Voice of Thunder.
Cull out seven (7) textual excerpts for each text that can help you to deconstruct the text in our subsequent activity. You can write them down on a sheet of paper, or you can create your own Google Doc to capture the excerpts. Complete a C- A- R- E Protocol to complete your Extra Credit assignment.
LESSON THREE: USING CRITICAL THEORY TO COMPARE WORLDVIEWS
By the end of class, you will be able to... apply critical thinking concepts to historical non-fiction to better understand today's world.
Let's Get Started! Participation Aspen check: completion of three protocols--- Black Elk, Zinn, and Morton texts--- across the four areas of consideration (Composer, Audience, Reason, Explanation).
Preview of end of term: today's class, another paragraph writing (this one graded), and Quizlet check-in's: English 12 Technical Terminology and the Language of Interpretation.
Carousel Posters: Sharing what we learned about Howard Zinn and Thomas Morton through reading and developing the C - A- R -E protocols.
Then, we'll do synthesis writing.
Morton as Composer--- Sample Ideas: Morton complained about the Puritan community's intolerance. He encouraged indentured servants to rebel. He was accused by the English of "heathenism--- going native." He was imprisoned by the English after joining in with native ceremonies.
Optional Extra Credit Assignment: You had the option of reading each of these non-fiction historical texts: When the World Ended: The Diary of Emma LeConte and A Voice of Thunder. You were to cull out seven (7) textual excerpts for each text that can help you to deconstruct the text in our subsequent activity. Finally, you were to complete a C- A- R- E Protocol to finish all aspects of the Extra Credit assignment.
LESSON FOUR: POST-ASSESSMENT, ARGUMENT WRITING PARAGRAPH
By the end of class, you will be able to... design a persuasive paragraph as textual analysis
Let's Get Started! Please follow the directions below. Please remember to skip lines as you write.
Instructions:
- Read the selection, "Red Jacket Defends Native American Religion, 1805".
- Respond to the following prompt in a well-crafted paragraph (see requirements below and rubric on next page).
PROMPT: Does Red Jacket effectively defend Native American religion?
Your paragraph should:
- 1. Begin with a topic sentence that makes a persuasive claim.
- 2. Include multiple reasons supporting the claim.
- 3. Support each reason with evidence in the form of a quotation or specific example.
- 4. Pose and evaluate the counterclaim
- 5. Conclude with a persuasive statement to disprove the counterclaim and reinforce your claim.
You will be given a print copy of the rubric. Please put your name on it. When you are done writing your argument paragraph, please staple the rubric on top of your writing.
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