NYS Common Core ELA & Literacy Curriculum D R A F T Grade 12 Module 2 Unit 1 Lesson 14

Transcription

1 Lessn 14 Intrductin In this lessn, students read and analyze part 3, paragraphs f Threau s Civil Disbedience (frm They wh knw f n purer surces f truth t which als I have imagined, but nt yet anywhere seen ), in which Threau suggests that demcracy and its values are nt necessarily universal truths, but rather steps in human prgress. Students discuss and explre hw Threau develps his ideas abut demcracy and gvernment. Student learning is assessed via a Quick Write at the end f the lessn: Hw des Threau develp the idea f a free and enlightened State in part 3, paragraphs 17 19? Fr hmewrk, students add at least tw ideas t their Central Ideas Tracking Tls. In additin, students reread part 3, paragraphs and answer the fllwing questin: Which sentence f part 3, paragraphs is mst critical t yur understanding f Civil Disbedience and why? Students may als cmplete the ptinal Accuntable Independent Writing (AIW) assignment: Cmpare the appraches Bhutt and Threau take n the tpic f demcracy. Hw d their appraches add t yur understanding f their ideas abut citizenship? Use evidence frm part 3, paragraph 19 f Civil Disbedience and Bhutt s speech t supprt yur respnse. 1

2 Standards Assessed Standard(s) RI Analyze a cmplex set f ideas r sequence f events and explain hw specific individuals, ideas, r events interact and develp ver the curse f the text. Addressed Standard(s) W b L a Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. b. Apply grades Reading standards t literary nnfictin (e.g., Delineate and evaluate the reasning in seminal U.S. texts, including the applicatin f cnstitutinal principles and use f legal reasning [e.g., in U.S. Supreme Curt Case majrity pinins and dissents] and the premises, purpses, and arguments in wrks f public advcacy [e.g., The Federalist, presidential addresses] ). Demnstrate understanding f figurative language, wrd relatinships, and nuances in wrd meanings. a. Interpret figures f speech (e.g., hyperble, paradx) in cntext and analyze their rle in the text. Assessment 2

3 Assessment(s) Student learning is assessed via a Quick Write at the end f the lessn. Students respnd t the fllwing prmpt, citing textual evidence t supprt analysis and inferences drawn frm the text. Hw des Threau develp the idea f a free and enlightened State in part 3, paragraphs 17 19? High Perfrmance Respnse(s) A High Perfrmance Respnse shuld: Describe Threau s idea f a free and enlightened State (e.g., Threau s idea f a free and enlightened State (part 3, par. 19) is ne in which the state respects the individual; Threau s idea f a free and enlightened State is ne gverned by individual ethics rather than by the authrity f the state). Discuss hw Threau develps this idea (e.g., Threau develps the idea f a free and enlightened State (part 3, par. 19) as ne in which the state respects the individual. Threau sees the prgress frm abslute mnarchy t demcracy as a prgress tward a true respect fr the individual (part 3, par. 19), but suggests that this prgress is still incmplete. He claims that There will never be a really free and enlightened State until the State cmes t recgnize the individual as a higher and independent pwer (part 3, par. 19), meaning that a truly just state is ne in which the rights f the individual are respected.). Vcabulary 3

4 Vcabulary t prvide directly (will nt include extended instructin) reverence (n.) a feeling r attitude f deep respect humility (n.) mdest pinin r estimate f ne s wn imprtance gird up their lins (idim) prepare themselves fr smething requiring readiness, strength, r endurance funtain-head (n.) head r surce f a stream; a chief surce f anything legislatin (n.) the act f making r enacting laws ratrs (n.) peple distinguished fr skill and pwer as public speakers rectitude (n.) the quality f being hnest and mrally crrect sanctin (n.) fficial permissin r apprval enlightened (adj.) having r shwing a gd understanding f hw peple shuld be treated; nt ignrant r narrw in thinking repse (n.) a state f resting r nt being active alf (adj.) indifferent, disinterested Vcabulary t teach (may include direct wrd wrk and/r questins) Nne. Additinal vcabulary t supprt English Language Learners (t prvide directly) authrity (n.) the pwer t give rders r make decisins; the pwer r right t direct r cntrl smene r smething Lessn Agenda/Overview 4

5 Student-Facing Agenda % f Lessn Standards & Text: Standards: RI , W b, L a Text: Civil Disbedience by Henry David Threau, Part 3, paragraphs Learning Sequence: 1. Intrductin f Lessn Agenda 2. Hmewrk Accuntability 3. Reading and Discussin 4. Quick Write 5. Clsing 1. 5% 2. 20% 3. 55% 4. 15% 5. 5% Materials Student cpies f the Shrt Respnse Rubric and Checklist (refer t Lessn 1) (ptinal) Student cpies f the Central Ideas Tracking Tl (refer t Lessn 4) students may need additinal blank cpies 5

6 Learning Sequence Hw t Use the Learning Sequence Symb l Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. n symbl Plain text indicates teacher actin. Bld text indicates questins fr the teacher t ask students. Italicized text indicates a vcabulary wrd.! Indicates student actin(s). " Indicates pssible student respnse(s) t teacher questins. # Indicates instructinal ntes fr the teacher. Activity 1: Intrductin f Lessn Agenda 5% Begin by reviewing the agenda and the assessed standard fr this lessn: RI In this lessn, students explre hw Threau develps his ideas abut demcracy and gvernment in part 3, paragraphs f Civil Disbedience. Students engage in an evidence-based discussin and cmplete a brief writing assignment t clse the lessn. Students lk at the agenda. Activity 2: Hmewrk Accuntability 20% Instruct students t take ut their respnses t the first part f the previus lessn s hmewrk assignment. (Add at least tw ideas t yur Central Ideas Tracking Tl.) Instruct students t Turn-and-Talk in pairs t discuss their respnses. See the Mdel Central Ideas Tracking Tl at the end f this lessn. 6

7 Instruct students t take ut their respnses t the secnd part f the previus lessn s hmewrk assignment. (Read and anntate part 3, paragraphs 9 16 f Civil Disbedience and develp 2 3 discussin questins fcused n hw specific individuals, ideas, r events interact and develp ver the curse f the text. Prepare pssible answers t yur questins fr discussin.) Instruct students t talk in pairs abut questins they develped fr hmewrk, specifically analyzing a cmplex set f ideas r sequence f events and hw specific individuals, ideas, r events interact and develp ver the curse f these paragraphs. Student questins may include: Hw des Threau develp his claims abut taxatin? Student respnses may include: Threau explains that he des nt pay tax because he des nt want t supprt the state. He says, I simply wish t refuse allegiance t the State, t withdraw and stand alf frm it effectually (part 3, par. 9). Threau wishes t detach himself frm the state, and even ppse it, saying that [he] quietly declare[s] war with the State (part 3, par. 9). In part 3, paragraph 12, Threau cnsiders the reasns fr which he might pay tax and then ges n t refute them. First, he suggests that peple wh pay taxes withut questin mean well; they are nly ignrant; they wuld d better if they knew hw. In ther wrds, such peple believe that they are acting virtuusly, and wuld act differently if they knew better. Hwever, Threau then pints ut that the gd intentins f thse wh pay taxes are nt a gd reasn fr fllwing their example: This is n reasn why I shuld d as they d, r permit thers t suffer much greater pain f a different kind (part 3, par. 12). Later, he suggests that the state is s pwerful that it is as useless t resist this verwhelming brute frce as it is t resist cld and hunger; the winds and the waves (part 3, par. 12). Hwever, he refutes this by stating that the state is nt as pwerful as the brute frce f the winds and the waves, because it is partly a human frce and that it can be resisted: appeal is pssible (part 3, par. 12). In ther wrds, unlike the elements r cld and hunger, Threau can act against the state. By cnsidering ppsing viewpints in this way, befre dismissing them, Threau is able t develp and justify his wn ideas. Explain t students that this technique f acknwledging a pint made by ne s ppnent is knwn as cncessin. 7

8 What criticism des Threau make f Webster in part 3, paragraph 16? Student respnses may include: Threau criticizes Webster because he never ges behind gvernment, and s cannt speak with authrity abut it (part 3, par. 16). In ther wrds, Webster nly cnsiders existing structures f gvernment as a slutin and des nt think f serius refrm t them. This means that althugh Webster seems wise t thse legislatrs wh cntemplate n essential refrm in the existing gvernment (part 3, par. 16), he cannt satisfy thinkers, and thse wh legislate fr all time (part 3, par. 16), wh imagine mre fundamental changes in gvernment. Threau suggests that Webster is nt a leader, but a fllwer (part 3, par. 16), because he fllws the men f 87, the writers f the Cnstitutin (part 3, par. 16), even when the Cnstitutin supprts great wrngs. Fr example, he qutes Webster s views n slavery, in which Webster states that because slavery was part f the riginal cmpact let it stand (part 3, par. 16). Lead a brief whle-class discussin f student respnses. Cnsider asking students which passages they fund difficult r prblematic. Lead a brief whle-class discussin f student respnses Activity 3: Reading and Discussin 55% Instruct students t frm small grups. Pst r prject each set f questins belw fr students t discuss. Instruct students t cntinue t anntate the text as they read and discuss (W b). If necessary t supprt cmprehensin and fluency, cnsider using a masterful reading f the fcus excerpt fr the lessn. Differentiatin Cnsideratin: Cnsider psting r prjecting the fllwing guiding questin t supprt students in their reading thrughut this lessn: What kind f state des Threau imagine in this excerpt? Instruct student pairs t read part 3, paragraph 17 (frm They wh knw f n purer surces f truth t and cntinue their pilgrimage tward its funtain-head ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the definitins f reverence, humility, gird up their lins, and funtain-head. 8

9 Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the grup. Students write the definitins f reverence, humility, gird up their lins, and funtain-head n their cpies f the text r in a vcabulary jurnal. Explain Threau s use f metaphr in part 3, paragraph 17 (L a). Threau uses the metaphr f a stream t refer t truth in part 3, paragraph 17. He speaks f purer surces f truth and refers t thse wh have traced up [truth s] stream n higher [than] the Bible and the Cnstitutin (part 3, par. 17), meaning thse wh regard the Bible and the Cnstitutin as the highest surces f truth. Later, he describes thse wh seek higher surces f truth than the Bible and the Cnstitutin as cntinuing their pilgrimage twards [truth s] funtain-head (part 3, par. 17). What des Threau s metaphr suggest abut the authrity f the Bible and the Cnstitutin in paragraph 17? (L a) Threau s metaphr suggests that there may be higher surces f truth than the Bible and the Cnstitutin. Threau draws a distinctin between thse wh knw f n purer surces f truth (part 3, par. 17) than the Bible and the Cnstitutin, and thse wh behld where it cmes trickling int this lake r that pl (part 3, par. 17), r realize that the Bible and the Cnstitutin are nt the ultimate surces f truth. These peple, in Threau s metaphr, search fr truth beynd the Bible and the Cnstitutin as they carry n their pilgrimage tward [truth s] funtain-head, r rigin (part 3, par. 17). Hw des Threau s metaphr develp a central idea f the text? (L a) Threau s metaphr develps the central idea f ethics because he suggests that the Bible and the Cnstitutin are nt the ultimate surces f authrity, but that there might be purer surces f truth (part 3, par.17). He suggests that rather than relying n traditinal authrities, peple shuld use their wn cnsciences, and make their wn pilgrimage tward [truth s] funtain-head (part 3, par. 17). Lead a brief whle-class discussin f student respnses. Instruct student grups t read part 3, paragraph 18 (frm N man with a genius fr legislatin has appeared in America t the light which it sheds n the science f legislatin ) and answer the fllwing questins befre sharing ut with the class. 9

10 Prvide students with the definitins f legislatin, ratrs, and rectitude. Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the grup. Students write the definitins f legislatin, ratrs, and rectitude n their cpies f the text r in a vcabulary jurnal. What distinctin des Threau make between the man with a genius fr legislatin and ratrs, pliticians, and elquent men in part 3, paragraph 18? Student respnses may include: Threau distinguishes between the man with a genius fr legislatin wh can slve the prblems f the day and thse wh merely speak well, saying that the speaker has nt yet pened his muth t speak wh is capable f settling the much-vexed questins f the day (part 3, par. 18). Elquence, then, accrding t Threau, des nt make a man a gd plitician, since elquent speakers have nt been able t slve the prblems f the day. Cmpared t the ratrs, pliticians, and elquent men, wh can be fund by the thusand, thse with a genius fr legislatin are rare in the histry f the wrld and nn-existent in America, accrding t Threau (part 3, par. 18). In ther wrds, gd speakers are cmmn, but peple capable f slving prblems f legislatin and gvernment are rare. What criticism des Threau make f legislatrs in part 3, paragraph 18? Student respnses may include: Threau criticizes legislatrs because fr all their wrdy wit (part 3, par. 18), they are unable t reslve practical prblems as they have n genius r talent fr cmparatively humble questins f taxatin and finance, cmmerce and manufacturers and agriculture (part 3, par. 18). Threau criticizes legislatrs because they fundamentally misunderstand what is f value t peple: Our legislatrs have nt yet learned the cmparative value f free-trade and f freedm, f unin, and f rectitude, t a natin (part 3, par. 18). In ther wrds, they priritize freedm f trade ver freedm, and unin ver mrality, chsing what is expedient and prfitable ver what is right. Hw des Threau s criticism f legislatrs develp his ideas abut the exercise f pwer in part 3, paragraph 18? 10

11 By criticizing legislatrs, Threau develps the central idea f the exercise f pwer, in particular the exercise f pwer thrugh language. Threau suggests that the wrdy wit f ratrs, pliticians and elquent men is nt enugh t deal with sciety s real prblems, shwing that the exercise f pwer thrugh language is nt sufficient if it is nt accmpanied by wisdm and practical talent (part 3, par. 18). Lead a brief whle-class discussin f student respnses. Instruct student grups t read part 3, paragraph 19 (frm The authrity f gvernment, even such as I am willing t submit t t which als I have imagined but nt yet anywhere seen ) and answer the fllwing questins befre sharing ut with the class. Prvide students with the definitins f sanctin, enlightened, repse, and alf. Students may be familiar with sme f these wrds. Cnsider asking students t vlunteer definitins befre prviding them t the grup. Students write the definitins f sanctin, enlightened, repse, and alf n their cpies f the text r in a vcabulary jurnal. Differentiatin Cnsideratin: Cnsider prviding students with the definitin f authrity. Students write the definitin f authrity n their cpies f the text r in a vcabulary jurnal. What wuld make the authrity f a gvernment just, accrding t Threau in part 3, paragraph 19? In rder fr the authrity f a gvernment t be just, Threau suggests, it must have the apprval and agreement f thse whm it seeks t gvern: it must have the sanctin and cnsent f the gverned (part 3, par. 19). N gvernment can take anything frm an individual citizen that he r she des nt agree t give up because, as Threau states, [the gvernment] can have n pure right ver my persn and prperty but what I cncede t it (part 3, par. 19). What is Threau s view f demcracy in part 3, paragraph 19? Student respnses may include: Threau believes that the prgress frm abslute mnarchy t demcracy represents prgress tward a true respect fr the individual (part 3, par. 19), 11

12 meaning that he believes that demcracy represents a psitive shift twards a gvernment that recgnizes the rights f the individual. Althugh he believes that demcracy represents prgress, Threau des nt believe that demcracy is necessarily the end pint f prgress: he asks, Is a demcracy, such as we knw it, the last imprvement pssible in gvernment? (part 3, par. 19). What des Threau suggest is the basis f a free and enlightened state in part 3, paragraph 19? Student respnses may include: Threau believes that respect fr the individual is the basis f a free and enlightened State, saying that n such state is pssible until the State cmes t recgnize the individual as a higher and independent pwer, frm which all its wn pwer and authrity are derived (part 3, par. 19). A free and enlightened State is ne in which the individual is treated with respect by the state, which recgnizes that the cnsent f the individual is the basis f its pwer, and which treats [the individual] accrdingly (part 3, par. 19). A free and enlightened State wuld nt be threatened by individuals wh chse nt t participate in it. Such a state wuld nt think it incnsistent with its wn repse if a few were t live alf frm it, nt meddling with it, nr embraced by it (part 3, par. 19). Lead a brief whle-class discussin f student respnses. Cnsider asking students which passages they fund difficult r prblematic. Lead a brief whle-class discussin f student respnses. Activity 4: Quick Write 15% Instruct students t respnd briefly in writing t the fllwing prmpt: Hw des Threau develp the idea f a free and enlightened State in part 3, paragraphs 17 19? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Students listen and read the Quick Write prmpt. 12

13 Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Transitin t the independent Quick Write. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Cnsider using the Shrt Respnse Rubric t assess students writing. Students may use the Shrt Respnse Rubric and Checklist t guide their written respnses Activity 5: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t add at least tw ideas t their Central Ideas Tracking Tl. Additinally, instruct students t reread part 3, paragraphs and answer the fllwing questin: Which sentence f part 3, paragraphs is mst critical t yur understanding f Civil Disbedience and why? Instruct students t lk at their anntatins t find evidence. Ask students t use this lessn s vcabulary wherever pssible in their written respnses. Cnsider reminding students f the alternative End-f-Unit Assessment prmpt. Prvide the fllwing scafflding questin as an ptinal AIW assignment. Cmpare the appraches Bhutt and Threau take n the tpic f demcracy. Hw d their appraches add t yur understanding f their ideas abut citizenship? Use evidence frm part 3, paragraph 19 f Civil Disbedience and Bhutt s speech t supprt yur respnse. Students fllw alng. Hmewrk Add at least tw ideas t yur Central Ideas Tracking Tl. Reread part 3, paragraphs and answer the fllwing questin: Which sentence f part 3, paragraphs is mst critical t yur understanding f Civil Disbedience and why? 13

14 Lk at yur anntatins t find evidence. Use this lessn s vcabulary wherever pssible in yur written respnses. 14

15 Mdel Central Ideas Tracking Tl Name : Class : Date : Directins: Identify the ideas that yu encunter thrughut the text. Trace the develpment f thse ideas by nting hw the authr intrduces, develps, r refines these ideas in the text. Cite textual evidence t supprt yur wrk. Text : Civil Disbedience by Henry David Threau Part and Paragraph # Part 3, par. 4 Central Ideas The relatinship between the individual and the state Ntes and Cnnectins While in prisn, Threau is able t see the state mre clearly and in a cmpletely different light: he has a whlly new and rare experience f the state and its institutins. This changes his relatinship t the state by allwing him t perceive its institutins as if they were new and unfamiliar t him. As a result, he sees the state and its weaknesses mre clearly, s that the state begins t have less pwer ver him. 15

16 Part 3, par. 6 Part 3, par. 6 The relatinship between the individual and the state Ethics Upn leaving prisn, Threau immediately perceives that a change had t [his] eyes cme ver the scene the twn, and State, and cuntry greater than any that mere time culd effect. This statement shws hw Threau s relatinship t the state has changed thrugh his time in jail, because he saw yet mre distinctly the State in which [he] lived. Fllwing his night in jail, Threau des nt see the state in the same way, but recgnizes the weakness f its authrity; thus, the relatinship between the individual and the state has changed, because Threau n lnger views himself as bund by the state. Threau begins t distance himself frm the state and frm thse wh serve it unquestiningly, saying that such peple are a distinct race frm me by their prejudices and superstitins. Threau s time in prisn makes him see thse arund mre clearly: I saw t what extent the peple amng whm I lived culd be trusted as gd neighbrs and friends. He is critical f his neighbrs and friends because they d nt live ethically, remarking that they did nt greatly prpse t d right, and ran n risks in their sacrifices t humanity, suggesting that they d nt act ethically, but rather fr the sake f expediency, beying the law rather than their cnsciences, even when they knw the law t be wrng. 16