Content+Reading

=media type="custom" key="4108989"= Grade: 11

Curriculum Area: __History English/Language Arts __

__Topic__: Civil Rights __ Curriculum Standards/Competencies: __ Social Studies __Competency Goal 12__ The United States since the Vietnam War (1973-present) - The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.

Competency Goal 1The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression.

1.01 Create memoirs that give an audience a sense of how the past can be significant for the present by: • elaborating upon a significant past episode from the student's current perspective. • projecting the student's voice in the work through reflective interpretation of relationships to people and events. • writing for a specific audience and purpose. 1.02 Reflect and respond expressively to texts so that the audience will: • discover multiple perspectives. • explore how the student's life experiences influence his or her response to the selection. • recognize how the responses of others may be different. • consider cultural or historical significance. 1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. • providing textual evidence to support understanding of and reader's response to text. • demonstrating comprehension of main idea and supporting details. • summarizing key events and/or points from text. • making inferences, predicting, and drawing conclusions based on text. • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. • making connections between works, self and related topics. • analyzing and evaluating the effects of author's craft and style. • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. • identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context. Competency Goal 2 The learner will inform an audience by using a variety of media to research and explain insights into language and culture.

2.01 Research and analyze ideas, events, and/or movements related to United States culture by: • locating facts and details for purposeful elaboration. • organizing information to create a structure for purpose, audience, and context. • excluding extraneous information. • providing accurate documentation.

__Competency Goal 2__ The learner will inform an audience by using a variety of media to research and explain insights into language and culture.

2.01 Research and analyze ideas, events, and/or movements related to United States culture by: • locating facts and details for purposeful elaboration. • organizing information to create a structure for purpose, audience, and context. • excluding extraneous information. • providing accurate documentation. Competency Goal 3 The learner will examine argumentation and develop informed opinions.

Competency Goal 3 The learner will examine argumentation and develop informed opinions.

3.01 Use language persuasively in addressing a particular issue by: • finding and interpreting information effectively. • recognizing propaganda as a purposeful technique. • establishing and defending a point of view. • responding respectfully to viewpoints and biases. 3.02 Select an issue or theme and take a stance on that issue by: • reflecting the viewpoint(s) of Americans of different times and places. • showing sensitivity or empathy for the culture represented. • supporting the argument with specific reasons. 3.03 Use argumentation for: • interpreting researched information effectively. • establishing and defending a point of view. • addressing concerns of the opposition. • using logical strategies (e.g., deductive and inductive reasoning, syllogisms, analogies) and sophisticated techniques (e.g., rhetorical devices, parallelism, irony, concrete images). • developing a sense of completion. Competency Goal 4 The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.

4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by: • identifying the intent and message of the author or artist. • recognizing how the author addresses opposing viewpoints. • articulating a personal response to the message and method of the author or artist. • evaluating the historical significance of the work. 4.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and modifying as necessary reading strategies appropriate to

__Competency Goal 4__ The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.

4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and political documents by: • identifying the intent and message of the author or artist. • recognizing how the author addresses opposing viewpoints. • articulating a personal response to the message and method of the author or artist. • evaluating the historical significance of the work. 4.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. • identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. • providing textual evidence to support understanding of and reader's response to text. • demonstrating comprehension of main idea and supporting details. • summarizing key events and/or points from text. • making inferences, predicting, and drawing conclusions based on text. • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. • making connections between works, self and related topics. • analyzing and evaluating the effects of author's craft and style. • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. • identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context. 5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose. • identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text. • providing textual evidence to support understanding of and reader's response to text. • demonstrating comprehension of main idea and supporting details. • summarizing key events and/or points from text. • making inferences, predicting, and drawing conclusions based on text. • identifying and analyzing personal, social, historical or cultural influences, contexts, or biases. • making connections between works, self and related topics. • analyzing and evaluating the effects of author's craft and style. • analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences. • identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context. Rationale:

In a 21st century democratic society, students need to be aware of their civil rights and possible encroachments on those rights. They need to be aware that civil rights are a global concern. They need to be aware of varying perspectives on civil rights, and the Internet will allow them to access these various perspectives. They also need to evaluate information from various sources on the Internet.

Prerequisite Knowledge and/or Skills:

Learning Activities:
 * 1) Awareness of their perception of civil rights
 * 2) Ways of searching for information on the Internet
 * 3) Ability to use Webspiration

Inquiry Reciprocal Teaching (IRT) Activity

IRT: Phase I Teacher-led Basic Skills • Teacher-led demonstrations of basic Internet use skills and cooperative learning strategies • Explicit modeling by teacher • Largely whole class instruction

Students brainstorm the topics:

Teacher sample: []
 * 1) “What are civil rights?” using Inspiration ([|http://www.inspiration.com]) or Webspiration ([]).

“What are 21st century issues regarding our civil rights?”

IRT: Phase II Collaborative modeling of online reading strategies

• Students presented with information problems to solve. • Work in small groups to solve those problems. • Exchange strategies as they do so. • Debrief at the end of the lesson. • Initially: locating and critically evaluating • Later: Synthesis and communicating

Students will read the articles and answer the questions from teacher-created Webspiration.

IRT: Phase III Inquiry • Students identify a civil rights issue of interest (gay marriage, right to barer arms, etc.) • Find articles related to their civil rights issue of choice and create an Webspiration using one “pro” and “one” con document • Consider 4 questions from modeled Webspiration • What is the source of this document? • What is this person's or organization's agenda? • Summarize the content and purpose of this document? • What makes this document effective or ineffective in achieving its purpose? • Share Webspirations with other students • Then, with others around the world. • Identify a global resource (e-pals, Voices of Youth, etc.) in order to join or create a conversation about their chosen civil right

Materials/Resources to be utilized: Webspiration: [] e-pals: [] Voices of Youth: []

Articles:

Summary of the USA PATRIOT ACT [] The Patriot Act: Justice Department Claims Success : [] (positive) Bush: Patriot Act Helped to Nab Terrorists [] (positive) ACLU Acts Against Patriot Act [] (negative) Patriot Act's Big Brother [] (negative) [|http://www.procon.org] Assessments:


 * 1) Evaluate Webspirations postings of student comments.