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Threads of Change in 19Th Century American Literature: a Language Arts Unit for Grades 7-9

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Threads of Change in 19Th Century American Literature: a Language Arts Unit for Grades 7-9 DOCUMENT RESUME ED 380 951 EC 303 825 AUTHOR Crossett, Becky F.; And Others TITLE Threads of Change in 19th Century American Literature: A Language Arts Unit for Grades 7-9. INSTITUTION College of William and Mary, Williamsburg, Va. School of Education.; Washington-Warren-Hamilton-Essex Counties Board of Cooperative Educational Services, Hudson Falls, NY. Southern Adirondack Educational Center. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 94 NOTE 210p. AVAILABLE FROMCollege of William & Mary, School of Education, Center for Gifted Education, 232 Jamestown Rd., Williamsburg, VA 23185 ($20 plus 10% shipping and handling). PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) Tests/Evaluation Instruments (160) Reference Materials Bibliographies (131) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Change Agents; Computer Software; Feminism; *Gifted; Industrialization; Junior High Schools; Lanulage Arts; Lesson Plans; *Literary Criticism; Literature Appreciation; *Nineteenth Century Literature; Romanticism; Student Educational Objectives;Student Evaluation; Teaching Models; *United States Literature; *Units of Study IDENTIFIERS Abolitionism; Transcendentalism ABSTRACT This unit of study for junior-high level high-ability language arts students explores five themes in 19thcentury American history through literature of the times: romanticism, transcendentalism, abolitionism, industrialism, andfeminism. Each of the five "isms" has its own "literature box" thatcontains appropriate documents to serve asa resource for small investigative teams of students. The "isms" are investigatedas change agents in American life through the study of key writingsof the period, including writings of Nathaniel Hawthorne,Herman Melville, Edgar Allen Poe, Henry David Thoreau, and Ralph WaldoEmerson, among others. Speeches, essays, short stories,poems, and novels were selected to illustrate the principles of the fiveinfluences on the thinking of writers of the time. Inresponse to the literature selections, students produce both written andoral presentations of their findings and their ideas. This guidepresents goals and outcomes, an assessment model, apaper analyzing the concept of change, teaching models, 23 lesson plans,assessment forms, a list of 42 works taught in the unit andresources used in its development, and a list of 41 computer softwareresources. (JDD) *********************************************************************** * Reproductions supplied by EDRSare the best that can be made from the original document. ***********************************************************..*********** U S DEPARTMENT OF EDUCATION Office of Educations' Research and ImprovemT EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ohm document has been reproduced as received from the person or organization originating A Minor changes have been made to improve Ne- reproduction guilty Points of new or opinions stated in this docu- ment do not necessarily reroliont oHicgl OE RI position or policy A Language Arts Unit for Grades 7-9 4 &del a e4o44e1,1 T. yoh#140/4 yolce '/J 1'.244cia Real Boyce kale efiaoundi Ai lad if Vailamylat-Swkdocia-144446%-ilamiltost-t4sig abets Siitalay4441494140 VO4 % WO 10 giod thadim schooietiikaiiO4 eau,.gauk. I Ai, 199* funded by the Jacob K. Javits Program, United States Department of Education 2 Timpait A LanguageArts Unit forGrades 7-9 4(fr Bee luf q. .2)cata lalus4444 Alex 1/a4,tgla&el-Batilza _eioda Peal&vex Katie ollawunett Pgaidwt ist 11.4tifiellos-Sau194-14%4441wealloa-rum@CCU saw S 4,1/44 Gsd 14,C.dgic4Q41,,i .5,4041edoioalioof Call". Rs" 199* a Jed*Athe JacobK. Javits Program, UnitedStates Departmentof Fri' IrPfirN^ Acknowledcments for their helpful comments We would like to thankthe following reviewers on this unit: Phyllis \V. Aldrich Project Director. NationalDavits Language Arts Coordinator, GiftedEducation BOCES Wasliirigton-Saratoga-Warren-Hamilton-Essex Dr. Penny Koloff Curriculum Director Cranbrook School Di. Gail McEachron-Hirsch ASS/Stant Professor.School of Education The College ofWilliam & Mary inVirginia Gilder McKim Humanities Teacher nSatatosa-Wanen -Hamilton-EssexBOCES Getalciine Nawrucki-Cutie Hirmaniries Teacher BOCES ',,,shirii; -.Sitatog3- Warren-Hamilton-Essex Df. A. Harry Passm.v Schiff Professor ofEducation Emeritus, Teachers College Columbia University Paul R. Phillips Humanities Teacher 'sex Rocr,L; Wachino,r,,n -.,;,-11,3roga-Warren-Hamilton plane; Scholars Program lic had Clay Thompson A ssis(ant leadmas ter Ihriversity School ollacl,s( ,r? BEST COPY AVAILABLE Table of Contents I. Introductory Framework 1 II, The Concept of Change 18 Teachinc Models 31 IV. Lesson Plans 48 V. Assessments 179 VI.Appendix 190 VII.Unit Bibliocraphies 198 I. Introduction to the Unit This unit explores five themes in nineteenth century Americanhistory through literature of the times: romanticism, transcendentalism, abolitionism, industrialism, and feminism. Each of the five "isms" hasits own "literature box" that contains appropriate documents to serveas a resource for small investigative teams of students. The "isms"are investigated as change agents in American life through the study ofkey writings of the period, including Hawthorne, Melville, Thoreau,and Emerson. Students produce both written and oral presentations oftheir findings and ideas. 1 Rationale and Purpose This unit was developed toexpose 7-9 grade students to the highest quality literature of 19th Century America throughthe study of significant influences and movements of that period:romanticism, transcendentalism, feminism, industrialism, and abolitionism. Speeches,essays, short stories, poems, and novels were selected to illustrate the principles ofthose five influences on the thinking of writers of thetime. Writing assignments, oral communication, and language study evolved froman understanding of key works of the period. Students also exploredan issue of significance from this literary period. The 19th Century provides a rich and importantliterary landscape to study. Short stories gave form and meaningto nineteenth century American literature for the first time through the works ofPoe and Hawthorne. A unique form of American poetrywas developed by Dickinson, and the earliest known American work about the underclasswas written by Rebecca Harding Davis. The novels of Hawthorne, Melville,and Twain gained an international reputation. 2 Differentiation for High Ability Learners A.ctivities that are used in this unit represent advancedwork at enhanced levels of complexity that are essential curriculum elementsfor high ability learners. Specific adaptations made throughout the unit to accommodatethese learners include: 1. Literature selections have been selected usingspecific criteria for high ability learners. A detailed description of the criteria is given inSection III. In addition, the inclusion of multicultural literatureadds another dimension of complexity. 2. The inquiry model of discussion moves studentsfrom initial reactions to analysis and interpretation of a reading or speech. It invites students to consider multiple perspectives. 3. Vocabulary studs' in the units goes beyonddefinitions.It models the study of challenging words including investigation of etymology, antonyms. synonyms, and related words. 4. Consideration of issues is treated at several levelsof sophistication. Individual points of view are supported and argued through techniquesof persuasion. Students are also required to consider and addressother points of view. 5. Grammar is treated as a system of thought rather than a setof rules. 6. Interdisciplinary connections are made in the units not only by integrating the language arts with the "sister" arts of music and visual arts but also by addressing changes in social, cultural, economic, and political aspects of various societies. 3 S Goals and Outcomes Content Goals and Outcomes: GOAL #1: To develop analytical and interpretive skills in literature. Students will be able to: A. Describe what a selected literary passage means. B.Cite similarities and differences in meaning among selected works of literature. C. Make inferences based on information in given passages. D. Create a title for a reading selection and provide a rationale for the creation to justify it. Applications for the unit: 1. A preassessment and a postassessment using literary analysis and interpretation were embedded in each unit. 2.Literature webs and other graphic organizers were used in each unit to promote literature understanding and response. 3.Response journals were used to link literature to writing in the immediacy of the classroom discussion. 4.Specific study of vocabulary and language was embedded in key selections of literature to enhance literary understanding. 5.Each selected literary piece was used in a shared inquiry model of discussion that focused on students' constructing meaning based on their reading. 4 Content Goals and Outcomes: GOAL #2: To develop persuasive writing skills. Students will be able to: A. Develop a written persuasive essay (thesis statement, supporting reasons, and conclusion), given a topic. B. Complete various pieces of writing using a three-phase revision process based on peer review, teacher feedback, and self-evaluation. Applications for the unit: 1. A preassessment and a postassessment using a persuasive writing model were embedded in each unit. 2. Students wrote expository paragraphs and essays using the persuasive writing model throughout the unit. 3.Students engaged in the writing process throughout
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