Day 1 Bell Ringer – 1/29/19 On your handout, respond to each of the following sentences based on the meaning of the word in bold. Use context clues from the passages in the packet to help with the meaning of the word if necessary. If you were to engaged during a lesson, did you like or dislike the lesson? Why? What would be a more attainable goal, getting a sports scholarship to college or going straight to the pros? What would you do if you had a perpetual income and didn’t have to work? What might an actor’s aspiration be?

RI.3.9 – Analyzing U.S. Seminal Documents Objectives: Students will be able to analyze key concepts in documents of historical significance using explicit and implicit evidence. Students will be able to compare how multiple texts treat similar concepts differently. Essential Question: Analyze how FDR’s “Four Freedoms” speech and his “Third Inaugural Address” treat the themes of freedom, equality, and resilience.

Analyzing U.S. Seminal Documents What is a seminal document? Seminal – creative, original, and having great influence on what follows A document or speech that has helped shape a country and its people. A document that establishes or defines principles that shape the way others think or act. Reflect concepts that are important to a time period

Analyzing U.S. Seminal Documents Things to Consider: Context – when and where the text was written Historical events of the time and place Author’s purpose – why the text was written Intended audience – who the speaker/author is addressing Why the concept is important to the audience Why the author chooses specific words and phrases Similar concepts and themes What common ideas are addressed? How does the text address these ideas?

What is a Concept?

How To Analyze Seminal Documents Read the text closely and identify key ideas and details. Look for words or similar words that appear repeatedly. Determine the central ideas presented. Chunk the text to group paragraphs that develop the same idea. Examine how the central ideas are developed in each chunk. What types of details does the author provide? (facts, statistics, examples, analogies, metaphors, etc.) What method of development is used? (stating, outlining, highlighting, summarizing, describing, etc.) What organizational patterns are used? (compare and contrast, cause and effect, chronological order, topic and description) Analyze how the author develops specific ideas in the text.

Analyzing the development of Ideas (Ri.1.3 and RI.2.5) Examine how the central ideas are developed in each text. What types of details does the author provide? (facts, statistics, examples, analogies, metaphors) What method of development is used? (stating, outlining, highlighting, summarizing, describing, etc.) What organizational patterns are used? (compare and contrast, cause and effect, chorological order, topic and description) The teacher will explain that the second step of the process is actually another standard that we have already discussed this year. The teacher will explain that this is a standard that we did poorly on on the MidYear Scrimmage.

RI.1.3

RI.1.3

RI.2.5

RI.2.5

Passage 1: FDR’s Four Freedom’s Speech At the beginning of 1941, Europe and parts of Africa were fully involved in World War II. America had not yet begun actively supporting their allies with troops, and to do so was a major point of debate. On January 6th, 1941, President Franklin Delano Roosevelt gave his now famous State of the Union Address to Congress, now known as the “Four Freedoms” speech. Two weeks later, on January 20th, he gave his Third Inaugural Address. (Passage 2)

1 2 3 4 5 In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression—everywhere in the world. The second is freedom of every person to worship God in his own way— everywhere in the world. The third is freedom from want—which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants everywhere in the world. The fourth is freedom from fear—which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor—anywhere in the world. That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb. The teacher will read a

6 7 8 9 To that new order we oppose the greater conception—the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear. Since the beginning of our American history, we have been engaged in change—in a perpetual peaceful revolution—a revolution which goes on steadily, quietly adjusting itself to changing conditions—without the concentration camp or the quick-lime in the ditch. The world order which we seek is the cooperation of free countries, working together in a friendly, civilized society. This nation has placed its destiny in the hands and heads and hearts of its millions of free men and women; and its faith in freedom under the guidance of God. Freedom means the supremacy of human rights everywhere. Our support goes to those who struggle to gain those rights or keep them. Our strength is our unity of purpose. To that high concept there can be no end save victory.

by explaining various freedoms by outlining why freedoms exist by contrasting tyranny and moral order by discussing America’s history by summarizing the importance of freedom by describing the actions of the military Concepts/Ideas Method of Development Sentence/Phrase Developing the Idea Universal freedom   Democracy must be protected Our duty is to dispel the world of dictators

DAY 1 Work Period Read FDR’s Third Inaugural Address Annotate the text as you read: Underline key ideas and details Group like paragraphs together Complete the graphic organizer about the development of ideas

Day 2 Bell Ringer – 1/31/19 Reread Passage 1 from the Day 1 lesson. Then, answer the following FSA-style question. Read this excerpt from Passage 1 … That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb. How does the excerpt help clearly identify the overall claim of the speech? It criticizes the ideals of the future generation. It identifies the forces that are preventing freedom. It emphasizes the importance of personal freedoms. It recognizes the influence of oppression by other nations.

RI.3.9 – Analyzing U.S. Seminal Documents Objectives: Students will be able to analyze key concepts in documents of historical significance using explicit and implicit evidence. Students will be able to compare how multiple texts treat similar concepts differently. Essential Question: Analyze how FDR’s “Four Freedoms” speech and his “Third Inaugural Address” treat the themes of freedom, equality, and resilience.

Day 2 Work Period Independent Work Achieve3000 Reread the FDR Text set. Record the historical context, author’s purpose, and intended audience for each text. Identify quotes in each text that help develop the ideas of freedom, equality, and resilience. Respond to the EQ in your packet using RACES. Make sure you use phrases like “by showing” or “by comparing” or “by describing,” etc. when you analyze HOW they convey the ideas of freedom, equality, and resilience. “A Park for FDR” If you score less than 75%, you must complete “Setting Term Limits” and complete an answer justification sheet in order to have the grade replaced.

Day 3 Bell Ringer – 2/4/19 Parallel structure is the arrangement of corresponding parts of a sentence, or group of sentences, in similar grammatical forms. Examples: A. The play ended tragically but predictable. This sentence is NOT parallel because the two adverbs are not in the same form. In order to make the sentence correct, the adjective “predictable” must be changed to the adverb “predictably.” The play ended tragically but predictably. B. Carrie is a true friend, a teacher who is patient, and an artist with talent. This sentence is NOT parallel because the phrases describing Carrie do not all follow the same pattern. To correct it, each phrase needs to follow the same format, in this case an adjective followed by a noun: Carrie is a true friend, a patient teacher, and a talented artist. Read each of the sentences on your paper. The last item in the series contains an error in parallel structure. Rewrite the sentence, making revisions to the last phrase in order to correct the error.

Day 3 Bell Ringer – 2/4/19 To learn how to walk a tightrope you will need a long rope, a balancing object and a partner. To learn how to walk a tightrope you will need a long rope, a balancing object, and a reliable partner. In order to walk a tight rope, you must learn to be still on the rope, find your footing on the rope, and to turn on the rope. In order to walk a tight rope, you must learn to be still on the rope, find your footing on the rope, and turn on the rope. Sam is responsible for stocking merchandise, writing orders for delivery, and sales of computers. Sam is responsible for stocking merchandise, writing orders for delivery, and selling computers. The production manager was asked to write his report quickly, accurately, and in detailed manner. The production manager was asked to write his report quickly, accurately, and thoroughly.

RI.3.9 – Analyzing U.S. Seminal Documents Objectives: Students will be able to analyze key concepts in documents of historical significance using explicit and implicit evidence. Students will be able to compare how multiple texts treat similar concepts differently. Essential Question: Analyze how FDR’s “Four Freedoms” speech and his “Third Inaugural Address” treat the themes of freedom, equality, and resilience.

Day 3 Work Period Independent Work Achieve3000 Teacher-Led Read “The Gettysburg Address” by Abraham Lincoln. Annotate the text for key ideas and detail that reflect the concepts of equality, freedom, and resilience. Answer the text dependent questions. Answer the extended response question using RACES and citing explicit evidence from the both Lincoln’s and FDR’s texts as support. “A Park for FDR” If you score less than 75%, you must complete “Setting Term Limits” and complete an answer justification sheet in order to have the grade replaced. Select students will be called to work with Ms. Wilkening on reinforcing previous standards. Extension Students who are not called to Teacher-Led will complete the RI.1.3 extension assignment.