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Meredith Nicholson: a Writing Life TEACHER RESOURCE by Erica M. Christie, Curriculum that Matters, LLC for the Indiana Historical Society Press publication Meredith Nicholson: A Writing Life by Ralph D. Gray This is a publication of the Indiana Historical Society Eugene and Marilyn Glick Indiana History Center 450 West Ohio Street Indianapolis, IN 46202-3269 USA Teacher Resource available online: http://www.indianahistory.org Book orders (telephone): (800) 447-1830 Book orders (fax): (317) 234-0562 Copyright 2012 Indiana Historical Society All rights reserved Except for copying portions of the teacher resources by educators for classroom use, or for quoting of brief passages for reviews, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without written permission of the copyright owner. All inquiries should be addressed to the Indiana Historical Society Press. Overview ° 9-10.RI.2––Determine a central idea of Meredith Nicholson: A Writing Life is a compelling a text and analyze its development over biography of an Indiana author and diplomat. the course of the text, including how it Written by Ralph D. Gray, the book examines emerges and is shaped and refined by Nicholson’s life and work and provides an specific details; provide an objective important glimpse into the history of the summary of the text. golden years of Indianapolis and the prominence ° 9-10.RI.7––Analyze various accounts of Hoosier authors from 1880 to 1920. of a subject told in different mediums This teacher resource provides suggested (e.g., a person’s life story in both print and learning activities that relate to Meredith Nicholson: multimedia), determining which details are A Writing Life, a 2007 publication of the Indiana emphasized in each account. Historical Society Press. These resource materials ° 9-10.W.2––Write informative/ creatively integrate literature, writing, and social explanatory texts to examine and convey studies themes for high school students in grades complex ideas, concepts, and information nine through twelve. To enrich and deepen their clearly and accurately through the understanding of the text, students will engage effective selection, organization, and in a wide variety of learning activities. For analysis of content. example, students may write about their own Hoosier identity, map influential places in ° 9-10.W.3––Write narratives to develop real Nicholson’s life and in their own, analyze images or imagined experiences or events using of important Indiana landmarks erected during effective technique, well-chosen details, the golden years, conduct research on one of the and well-structured event sequences. four major Hoosier authors of this time period, ° 9-10.W.4––Produce clear and coherent read one of Nicholson’s essays or fictional texts, writing in which the development, consider the role of public figures as advocates organization, and style are appropriate to for social change, and write an obituary about task, purpose, and audience. Nicholson. Additionally, this resource provides suggested online resources and publications to ° 9-10.W.7––Conduct short as well as more supplement teaching with Meredith Nicholson: sustained research projects to answer A Writing Life and exploring this period in a question (including a self-generated Indiana history. question) or solve a problem; narrow or broaden the inquiry when appropriate; Grade Levels synthesize multiple sources on the High school grades nine through twelve subject, demonstrating understanding of the subject under investigation. Academic Standards ° 9-10.W.8––Gather relevant The learning activities in this teacher resource information from multiple authoritative meet the following academic standards. print and digital sources, using advanced searches effectively; assess the usefulness • Grades 9-10 Common Core English/ of each source in answering the research Language Arts Standards question; integrate information into the ° 9-10.RI.1––Cite strong and thorough text selectively to maintain the flow of textual evidence to support analysis of ideas, avoiding plagiarism and following a what the text says explicitly as well as standard format for citation. inferences drawn from the text. 1 TEACHER RESOURCE • Meredith Nicholson: A Writing Life • Indiana Historical Society ° 9-10.W.9––Draw evidence from literary ° 11-12.W.2––Write informative/ or informational texts to support analysis, explanatory texts to examine and convey reflection, and research. complex ideas, concepts, and information clearly and accurately through the ° 9-10.SL.1 Initiate and participate –– effective selection, organization, and effectively in a range of collaborative analysis of content. discussions (one-on-one, in groups, and teacher-led) with diverse partners on ° 11-12.W.3––Write narratives to develop grades nine and ten topics, texts, and real or imagined experiences or events issues, building on others’ ideas and using effective technique, well-chosen expressing their own clearly details, and well-structured and persuasively. event sequences. ° 9-10.SL.4––Present information, findings, ° 11-12.W.4––Produce clear and coherent and supporting evidence clearly, concisely, writing in which the development, and logically such that listeners can follow organization, and style are appropriate the line of reasoning and the organization, to task, purpose, and audience. development, substance, and style are ap- ° 11-12.W.7 Conduct short as well propriate to purpose, audience, and task. –– as more sustained research projects to ° 9-10.SL.5––Make strategic use of answer a question (including a self- digital media (e.g., textual, graphical, generated question) or solve a problem; audio, visual, and interactive elements) in narrow or broaden the inquiry when presentations to enhance understanding appropriate; synthesize multiple sources of findings, reasoning, and evidence and on the subject, demonstrating under- to add interest. standing of the subject under investigation. • Grades 11-12 Common Core English/ Language Arts Standards ° 11-12.W.8––Gather relevant infor- mation from multiple authoritative print ° 11-12.RI.1 Cite strong and thorough –– and digital sources, using advanced textual evidence to support analysis of searches effectively; assess the strengths what the text says explicitly as well and limitations of each source in terms as inferences drawn from the text, of the task, purpose, and audience; including determining where the text integrate information into the text leaves matters uncertain. selectively to maintain the flow of ideas, ° 11-12.RI.2––Determine two or more avoiding plagiarism and over reliance on central ideas of a text and analyze their any one source and following a standard development over the course of the text, format for citation. including how they interact and build ° 11-12.W.9 Draw evidence from literary on one another to provide a complex –– or informational texts to support analysis, analysis; provide an objective summary reflection, and research. of the text. ° 11-12.RI.7––Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. 2 TEACHER RESOURCE • Meredith Nicholson: A Writing Life • Indiana Historical Society ° 11-12.SL.1––Initiate and participate ° USH.3.8––Describe the Progressive effectively in a range of collaborative movement and its impact on political, discussions (one-on- one, in groups, and economic, and social reform. teacher-led) with diverse partners on ° USH.9.1 Identify patterns of historical grades eleven and twelve topics, texts, –– succession and duration in which and issues, building on others’ ideas historical events have unfolded and apply and expressing their own clearly them to explain continuity and change. and persuasively. ° USH.9.2 Locate and analyze primary ° 11-12.SL.4 Present information, –– –– sources and secondary sources related to findings, and supporting evidence, an event or issue of the past. conveying a clear and distinct perspective, such that listeners can follow the line ° USH.9.4––Explain issues and problems of reasoning, alternative or opposing of the past by analyzing the interests and perspectives are addressed, and the viewpoints of those involved. organization, development, substance, and ° USH.9.5 Use technology in the process style are appropriate to purpose, audience, –– of conducting historical research and in and a range of formal and informal tasks. the presentation of the products of ° 11-12.SL.5––Make strategic use of historical research and current events. digital media (e.g., textual, graphical, audio, visual, and interactive elements) in Big Ideaa/Concepts presentations to enhance understanding Hoosier authors, golden years of Indianapolis, of findings, reasoning, and evidence and Indiana history, and biography to add interest. • Indiana Academic Standards for Essential Questions Social Studies: United States History • Why were Hoosier authors able to be so successful in the late nineteenth century and ° USH.2.1 Describe economic –– early twentieth century? developments that transformed the United States into a major industrial • In what ways did Indianapolis experience its power and identify the factors necessary golden years during this time period? for industrialization. Instructional Objectives ° USH.2.2––Identify key ideas, movements and inventions
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