Appendix on Applying District Standards
CC.1.2.11–12.A Determine and analyze the relationship between two or more central ideas of a text, including the development and interaction of the central ideas; provide an objective summary of the text.
Throughout the unit, students will compare the central ideas of multiple texts on similar topics, examining how ideas interact both within and across time periods through the use of the layered-texts strategy.
CC.1.2.9–10.B Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
In class discussions and annotations, students will cite textual evidence to support their analysis of the meaning and purpose of education in the different materials.
CC.1.2.9–10.D Determine an author’s particular point of view and analyze how rhetoric advances the point of view.
Especially when reading the materials regarding the Institute for Colored Youth, the Carlisle Indian School, and the Lumumba-Zapata College, students will assess the different rhetorical moves of the writers and how they argue for or against different functions of literacy.
CC.1.2.11–12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text.
Students will assess how the authors they are reading express their beliefs for or against the different functions of education, and the ways in which Dunbar and Harper adopt specific personae to make their points in their poetry.
CC.1.2.9–10.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
Students will closely read and annotate texts from as far back as the late 18th century as well as materials currently designed for college-educated teachers, identifying words they do not recognize. Students will also apply etymological analysis to words with Greek or Latin roots, building on the classical education applied in the Institute for Colored Youth.
CC.1.5.9–10.A Initiate and participate effectively in a range of collaborative discussions on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
With each case study, students will continue their ongoing debates about the purpose of literacy and what texts should or should not be added to their personal syllabi.
CC.1.2.9–10.I Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
Students will review primary sources from key figures and institutions in local and national history and use these sources to set their own literacy goals.
CC.1.4.9–10.A Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.
In generating their final personal syllabi, students will draft a persuasive argument for the texts they include.
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