Teacher:Suggested Unit3Date: October 1 – December 16,2011/Revised March 14, 2016School:BCPS
Title: Looking Back onAmerica Unit:3
5.5weeks Grade Level:8th
Overview–Studentsreadworksofhistoricalfictionanddiscusshowauthors'perspectivesmightproduceaccountsofhistoricaleventsthatdifferfromwhat we know happened. Students work collaboratively to reconcile different authors’ points of view and discuss why these differences occur.Students read“PaulRevere’sRide”byHenryWadsworthLongfellowandalsostudytheactualeventsofthatnight,thusrevealingtheimpactthatpoetrycanhave onhistoricalmemory.Anin-depthresearchprojectaccompaniedbyamultimedia presentationisahighlightofthisunitbecausetheprocessintegrates skills and meaningful content. Last but certainly not least, this unit ends with an open-ended reflective essay response to the essentialquestion.
Reading -Literature Reading -Informational Writing Speaking &Listening Language
RL.8.9: Analyze how a modern work of fictiondraws on themes, patternsof events, or charactertypes from myths,traditional stories, or religiousworks such as the Bible,including describing how thematerial is renderednew.
RI.8.9: Analyze a case in which two or moretextsprovide conflictinginformation on the same topic andidentify where the texts disagreeon matters of factor
W.8.7: Conductshort research projects toanswer a question (including aself- generatedquestion), drawing on severalsources and generatingadditional related, focusedquestions that allow formultiple avenues ofexploration.
W.8.8. Gatherrelevant information frommultiple print and digitalsources,
SL.8.5: Integratemultimedia and visual displaysinto presentations toclarify information, strengthenclaims and evidence, andadd interest.
SL.8.6. Adapt speech toa variety of contexts andtasks,demonstrating commandof formal English whenindicated orappropriate
L.8.3: Use knowledgeof language and itsconventions when writing,speaking, reading, orlistening.
1 The Unit Template created by Toni Weddle,BLMS The Unit Plan created bycommoncore.org.
using searchterms effectively; assessthe credibility and accuracyof each source; and quoteor paraphrase the dataand conclusions of otherswhile avoiding plagiarismand following a standardformat forcitation.
•Having Our Say: The Delany Sisters' First 100 Years (Sarah L. Delaney and A. ElizabethDelany)
•We Were There, Too!: Young People in U.S. History (Phillip M.Hoose)
•The Boys’ War: Confederate and Union Soldiers Talk About the Civil War (Jim Murphy)(EA)
•Girls: A History of Growing Up Female in America (PennyColman)
•Johnny Tremain (Esther Forbes) (easier toread)
•America’s Paul Revere (Esther Forbes and Lynd Ward) (easier toread)
•Code Talker: A Novel About the Navajo Marines of World War Two (Joseph Bruchac) (easier toread)
•The Year of the Hangman (Gary Blackwood) (easier toread) InformationalTexts
Picture Books (IntroductoryMaterial)
•We the People (PeterSpier)InformationalText
•"Letter on Thomas Jefferson" (John Adams)(E)
•Preamble to the United States Constitution (1787)(E)
•First Amendment to the United States Constitution (1791)(E)
•The Words We Live By: Your Annotated Guide to the Constitution (Linda R. Monk)(E)
•Freedom Walkers: The Story of the Montgomery Bus Boycott (Russell Freedman)(E)
•The Real Revolution: The Global Story of American Independence (MarcAronson)
•The American Revolutionaries: A History in Their Own Words 1750-1800 (MiltonMeltzer)
•Lincoln: A Photobiography (RussellFreedman)
•We Shall Not Be Moved: The Women's Factory Strike of 1909 (JoanDash)
•Day of Infamy, 60th Anniversary: The Classic Account of the Bombing of Pearl Harbor (Walter Lord)(EA)
•The Making Of America (Robert D.Johnston) Biographies
•George Washington, Spymaster: How the Americans Outspied the British and Won the Revolutionary War (Thomas B.Allen)
•Tell All the Children Our Story: Memories and Mementos of Being Young and Black in America (TonyaBolden)
•The Signers: The 56 Stories Behind the Declaration of Independence (Dennis BrindellFradin) Art, Music, andMedia
•Grant Wood, Midnight Ride of Paul Revere(1931) The Real Midnight Ride (KidsandHistory.Com)(RI.8.9)
Readthistimelineofeventstofind outthe “realstory.”Thenusethegraphicorganizertocompareand contrast“PaulRevere'sRide”withthisfactualaccount. Pocahontas married John Rolfe on this date in 1614 (ReadWriteThink)(RI.8.9)
It's Independence Day! Or Is it? (ReadWriteThink)(W.8.7)
Manypeople celebratetheFourthofJulyasthebirthdayofthe UnitedStates,but theactualeventsonthatdayinvolvedonlya halfdozenpeople.OnJuly4, 1776,theDeclarationofIndependencewasapprovedandsignedbytheofficersoftheContinentalCongressinPhiladelphia,Pennsylvania.
Myth and Truth: The "First Thanksgiving" (ReadWriteThink)(RI.8.9)
ByexploringmythssurroundingtheWampanoag,thepilgrims,andthe"firstThanksgiving,"thislessonasksstudentstothinkcriticallyaboutcommonlybelieved myths regarding the Wampanoag Indians in colonialAmerica.
The History Behind Song Lyrics (ReadWriteThink)(RI.8.7)
TheeventsdescribedinBillyJoel’ssong“WeDidn’tStarttheFire”spanaboutfortyyearsofU.S.history.Thelyricsincludereferencestopeople,placesand events from four decades of worldoccurrences.
Writtenmorethansixtyyearsago,JohnnyTremainisachildren'sliteratureclassicthatcontinuestofindaplaceinclassroomsaroundthecountry.EstherForbes published severalbooks,butisbestknownforherPulitzerPrize-winning1943biography,PaulRevereandthe WorldHeLivedIn,andJohnnyTremain,a1943 Newbery Medalwinner.
Picturing America: Grant Wood’s Midnight Ride of Paul Revere, 1931 (National Endowment for theHumanities) The Paul Revere House (Paul Revere MemorialAssociation)
The Unit Template created by Toni Weddle,BLMS
The True Story of Paul Revere’s Ride (Archiving EarlyAmerica) 15 Historical Events that Fascinate Us(Frikoo.Com
As you read historical fiction from this unit, take notes in your journal aboutthe story characters, plot, themes, patterns of events, and setting. As youtake notes about these categories, continue to think about how the historicalsetting impacts the story. Be sure to note page numbers with relevant information,or mark your text with Post-It notes, so you can go back and cite the textduring classdiscussion.
•Who are the majorcharacter(s)?
•Do they remind you of any character types from myths or othertraditional stories?How?
•What is the problem faced by the character(s)? How does he/she/theyresolve theproblem?
•What is the theme of the novel? (i.e., good vs. evil, overcomingchallenges, etc.)
•What is the impact of the historical setting(s) on the characters, plot,or theme?
•Are there any recognizable patterns of events? What are they and whatdo they remind youof?
Your teacher may give you the opportunity to share your notes with apartner who read the same text, prior to class discussion. (RL.8.5, RL.8.1,RL.8.2, RL.8.9)
Compare and contrast the impact of historical settings on characters, plots,and themes of the various novels read. Can you begin to make anygeneralizations about the impact historical setting has on these stories? What arethey? (SL.8.1a, b, c, d,RL.8.9)
Class Discussion/Informational TextResponse
Summarize what you learned by outlining the main ideas behind thePreamble to the Constitution and the First Amendment by creating a comic strip ofkey ideas. Be sure to note the page/paragraph numbers that each box refers tosoyou can go back and cite the text during class discussion. (RI.8.1,RI.8.2, RI.8.7, RI.8.9, L.8.3,SL.8.5)
Choose an event from America’s past to research, focusing on theconnections among individuals, ideas, and events. Draw on several sources, includinga variety of literary, informational, and multimedia texts in order to findmultiple perspectives on an event. Write a report and work with classmatesto strengthen the quality of your report. Prior to publishing, integratemultimedia and/or visual displays into your report to clarify information andstrengthen your claims with evidence. Present your report to the class and upload it toa class webpage for this unit. (RL.8.6, RI.8.3, RI.8.6, RI.8.7, RI.8.8, W.8.2a, b,c,
Write a response to the essential question: “How is learning historythrough literature different than learning through informational texts?” Make sureto include words and phrases learned as part of word study, includingfigurative and connotative language, and refer to literature and informational textsread. After your teacher reviews your first draft, work with a partner to editand
The Unit Template created by Toni Weddle,BLMS
Read the Preamble and First Amendment to the United States Constitutionand compare this to how they are presented in We the People by PeterSpier.
Discuss how the illustrations help you to understand the text. Then readWords We Live By: Your Annotated Guide to the Constitution by Linda R. Monkand discuss how the annotations help you further. Write responses tothesequestions in your journal and share with a partner prior to classdiscussion.
Then do thefollowing:
Girls: A History of Growing Up Female in America by Penny Colman presentsthe female perspective throughout history as revealed in diaries, memoirs,letters,photographs, and popular magazines. Compare this to John Adams’ “Letteron Thomas Jefferson.” What do these texts reveal about the historical timeperiod they were written in/about? Talk about your ideas with a partner. Then, inyour journal, describe how an author’s point of view influences readers’ thoughtsand feelings about America. Cite specific examples/page numbers from thetext.(RL.8.1, RI.8.1, RL.8.2, RI.8.2, RL.8.3, RI.8.3, RI.8.6, RI.8.9, W.8.9b, L.8.1a,b, c, L.8.2a, b, c,L.8.3)
Compare the two sides of the American Revolution as presented in Georgevs. George: The American Revolution As Seen from Both Sides byRosalyn Schanzer. Or, compare the “traditional” story you were told of Thanksgivingto the one presented in 1621: A New Look at Thanksgiving (I Am American)by Catherine O'Neill Grace. In your journal, describe how an author’s point ofview influences their thoughts and feelings about America. What specific linesor incidents helped you to re-examine your pre-conceived notions abouttheseevents? Cite specific examples/page numbers from the text. (RL.8.1,RL.8.2, RL.8.3, RL.8.6, W.8.9a, L.8.1a, b, c, L.8.2a, b, c,L.8.3)
Respond to this line from the poem “Paul Revere’s Ride” by HenryWadsworth Longfellow: “The fate of a nation was riding that night.” What is theliteral versus figurative meaning of this line? Discuss how literature can givea different view of history than informational texts. Why are we so drawnto poetry? Write responses to these questions in your journal and share witha partner prior to class discussion. (RL.8.1, RL.8.2, RL.8.4, RL.8.5, SL.8.1a, b,c, d, SL.8.3,L.8.3)
strengthen your writing. Be prepared to record your essay and upload it asa podcast, or other multimedia format, on the class webpage for this unit.(W.8.4, W.8.9a,b,SL.8.1a,b,c,d,SL.8.4,L.8.3,L.8.1a,b,c,L.8.2a,b,c,L.8.3)
The Unit Template created by Toni Weddle,BLMS
After reading “I Know Why the Caged Bird Sings” by Maya Angelou, discussthe meaning of this poem as it relates to life in America. How does the structureof poetry contribute to its meaning in a different manner than prose? Whatdoes the poem reveal about life in America? Does the caged bird remind you ofany character types from other stories read? Decide how to share lines/stanzaswith a classmate, and perform a dramatic reading of this poem for yourclassmates.(RL.8.5, RL.8.9, SL.8.6,L.8.3)
How does art help us to look back on America in a different waythan informational or literary texts do? How does the visual depiction of anevent, such as the painting Midnight Ride of Paul Revere by Grant Wood, tell adeeper story than text alone? Write responses to these questions in your journaland sharewithapartnerpriortoclassdiscussion.(RL.8.5,SL.8.1a,b,c,d,L.8.3)
[Continuing activity from the second unit] Add the words we’ve found,learned, and used throughout this unit to your personal dictionary (e.g., from“Paul Revere’s Ride”: moorings, muster, barrack, grenadiers, belfry,encampment, etc.) This dictionary will be used all year long to explore thesemantics (meanings) of words and their origins. (L.8.4a, b, c,d)