Perseverance: Mini-Unit (3 weeks) Reading for Information/Writing
to Persuade
This is a suggested mini-unit plan that has been designed to provide honors 8th grade Language Arts
teachers with ideas and resources to use in their classroom that incorporate concepts form the FCPS middle
school Social Studies curriculum. The 6th and 7th grade social studies curriculum are skill-based, and 8th
graders should be able to implement skills such as constructing timelines, evaluate primary and secondary
source documents, construct and interpret graphs, charts, and thematic maps. Listed below are 8 th grade
Social Studies and Language Arts curriculum standards that will be reinforced with this mini-unit as the
student practices the skills of reading for information and writing to persuade.
Sequence of Lessons:
1. Give students key questions for overview of unit. Check prior knowledge and set definitions
for propaganda and persuasive techniques. It may be useful to utilize magazine ads and
taped commercials familiar to students. (800.20.04)
2. Use the Cobblestone articles provided as a springboard for discussion about Native
Americans and their role in society. Survey students to find their own biases and
preconceived ideas about Native Americans and/or their lack of fact-based knowledge.
Be alert to possible introduction and use of some of the terms listed in this packet.
If you can find copies of the Disney movies Peter Pan and Pocohantas, it would be
interesting to compare the images of Native Americans portrayed in each feature.
Discussion could include connecting the influence of historical era on the filmmaking.
3. In the first set of readings students can work with the ideas that expand 800.20.04 –abc.
Continue this process throughout nonfiction readings. Students collect notes and key ideas
for culminating writing activities. Experiment with creating smaller pieces of persuasion.
There are many interesting activity suggestions in the text.
4. Poetry, short fiction and a play are interspersed throughout the sets of readings. Students
work toward 800.10.04 and 800.10.06. Students collect notes and material for culminating
writing activity. Student experiment with writing efforts patterned on some of the pieces
they analyze. Students make connections to contemporary society and their own lives.
5. Students draft and revise the persuasive letter after covering the readings and any
activities that accompanied the first three sets of readings. This is an opportunity to
practice both revision and editing skills (see LU skills list for this unit, as well as suggested
mini-lessons for writing).
6. Students draft and revise informative speech after completing the final set of readings. This
writing should allow references to all/any of the readings. Review/practice public speaking
skills. Smaller, less formal speaking activities should bolster students’ final presentation
skills.
Suggested Supporting Materials
Reading For Information and Literary Experience:
from Native American Literature, Glencoe series
The list of readings and the way they are sequenced and grouped are suggestions of how
to approach this study. Of course, many of the readings overlap questions and each
teacher will find the best configurations that would be most suited to the particular
students undertaking this study.
How have historical accounts of the contributions of Native Americans to the
development of American society been biased and/or influenced by
stereotypes?
1. pp. 238-246, nonfiction, M. Dorris, ―Trusting the Words.‖ Considers picture of Native
Americans as portrayed in the well-known Little House on the Prairie books.
2. pp. 94-5, nonfiction, ―Focus on the Land.‖ Presents importance of the land, earth, and
harmony.
3. pp. 116-124, nonfiction and songs, ―Inuit Songs.‖ Express connection to nature.
4. pp. 251-259, short story, S. Ortiz, ―Men on the Moon.‖ Touches on family ties, the
traditional
view of the world and knowledge in contrast to white society. Also the important effects
of TV.
Explain how Native Americans persevered and contributed to American society
despite biases/stereotypes.
1. pp. 178-181, nonfiction, ―Speech in Reply to an Emissary of the Boston Missionary
Society.‖ Reveals Eastern view of Native Americans and qualities of ―real Indians.‖
2. pp. 211-222, drama, ―The Truth Teller.‖ Culture clash and importance of storytelling.
3. pp. 86-87, news article, ―Poet Strives to Preserve Languages.‖ Struggle to maintain
culture.
4. pp. 61-65, poetry. 3 poems that show enduring values of land, home, family.
5. pp. 224-5, nonfiction, ―The Navajo Code Talkers.‖ Contribution to mainstream society.
6. pp. 236-7, nonfiction, ―Past and Future.‖ Contemporary efforts of tribes.
Which biases and stereotypes of Native Americans continue today or have been
eliminated from our society?
1. pp. 144-5, news article, ―Rock Climbers…‖ Devil’s Tower, sacred place, misused.
2. pp. 176-7, nonfiction, ―Reel Indians.‖ Images of Native Americans in film.
3. pp. 278-9, interview, with N. Scott Momaday. Successful writer gives views.
4. pp. 199-203, short story, L. Tapahonso, ―The Snakeman.‖ View of boarding school
experience. Some students may have heard about nearby Carlisle Indian School (PA)
where Jim
Thorpe attended.
5. pp. 267-271, short story, D. Big Eagle, ―The Journey.‖ Traditional vs. modern medicine.
How does literature by and about Native Americans influence one’s
understanding of Native American culture?
1. pp. 30-38, short story, L. Owens, ―Soul Catcher.‖ Experience the traditional world.
2. pp. 40-48, nonfiction and fiction, ―Focus on Coyote and Other Tricksters,‖ ―Old Man
Coyote
and the Rock,‖ and ―Gluscabi and the Wind Eagle.‖ Traditional tales.
3. pp. 96-102, nonfiction – 1st person account, L. Standing Bear, ―At Last I Kill a Buffalo.‖
A
rite of passage.
4. pp. 152-3, nonfiction, ―How the Horse Brought Changes.‖ (Perhaps see also p. 281,
―The
Horse That Died of Shame.)
5. pp.141-2, nonfiction and poem, about ceremony, ―A Song of the Gotal Ceremony.) The
importance of ritual.
6. 61-66, poems, L. Tapahonso. Shares experience of land and tradition.
7. pp110-112, poem and background, B. Bush, ―I See the Fusing.‖ Traditional and
contemporary ways blend.
*The following readings and excerpts could be used to support the cross-curricular content and skills in this
unit and are available throughout the county.
READING #1
Social Studies Unit 9
What sources have shaded American perceptions of the West?
Language Arts
Perseverance: Mini-Unit for Literary Experience/Writing to Inform
How have historical accounts of the contributions of Native Americans to the development of
American society been biased and/or influenced by stereotypes?
Which biases and stereotypes of Native Americans continue today or have they been eliminated
from our society?
COBBLESTONE
January 1990
What is history?
Tales Around the Campfire
Native Americans Remember Their Past
Brandon Miller
I was born in the Moon of the Popping Trees (December) in the Winter When the Four
Crows1 Were Killed. . . . A long time ago my father told me what his father told him
Black Elk, 1863–1950
When old Black Elk of the Sioux tribe recounted the history of his life, he used a traditional and ancient
manner of keeping the past alive—not through the written word but through storytelling. Native Americans
passed on their tribal legends, songs, stories, and visions during long nights around the campfire. The "Old
Ones" would relate tales of creation and tribal life. Their stories of brave and wise deeds gave the young
people a challenge to live up to in their own lives.
A woman of the Blackfoot tribe thought this was a fine way to learn. "The old folks usually sat around and
had time and patience for the little ones," she said. "Imagine how different was the education kids got,
coming as it did from people who had to be somewhat wise about life just to have survived into old age."
History was as much a part of Indian life as waking each day or hunting for food. Listening to stories of the
old ways began at birth and continued throughout life. Because there were no books to record the tales,
people had to remember them so they could pass them on. There was so much to be remembered—the
rituals, dances, poems, names, and deeds—all of the tribe's explanations for why the world was the way it
was. How had the buffalo come to the plains? How did the four-leggeds and the two-leggeds live together
on Mother Earth? How had a brave warrior been given the" medicine" that kept him safe in battle? The
powers of the Great Spirit were felt everywhere and never forgotten.
Native Americans mixed legend and lore with history. Things were justified or explained long after the event
had taken place. Time was not marked by the same steppingstones of dates as white men use in recording
their history. Descriptive phrases and words set the time and the event. These things would be remembered
for many winters (years) around the campfire.
Native Americans preserved their history in other ways, too. One painted buffalo robe holds a seventy-one-
year record of the Dakota Sioux from 1800 to 1871. The pictures highlight battles, trade, and the epidemic
illnesses brought by the white people. In the Northwest, Indians told their stories in the carvings on their
totem poles. Woodland tribes drew pictures on strips of birch bark, carved posts, and painted the inner walls
of their bark houses.
White historians of the past often depicted American Indians in a harsh light. Books and papers written by
white traders, scientists, and soldiers are colored by their own theories and prejudices. Interpreters often
misinterpreted Indian words that carried meanings too deep to be translated into English.
Fortunately, that is changing. Today many books retell the Native Americans' stories in their own words. This
trend began in the 1930s, when many of the Old Ones could still remember the days when the plains tribes
followed the buffalo. Others recalled the ways of the peoples along the rivers and in the forests before they
had to move and live on reservations. They remembered, as Black Elk did, the stories their fathers told them
and repeated their peoples' history to researchers and historians who wanted to preserve the Indians' ways
on paper.
When Black Elk recalled the death of his cousin, the great Sioux chief Crazy Horse, his simple words carried
an emotion not found in history books: "Crazy Horse was dead. He was brave and good and wise. He never
wanted anything but to save his people, and he fought the Wasichus (whites) only when they came to kill us
in our own country. They could not kill him in battle. They had to lie to him and kill him that way."
For many years, Indian children were taught only the "white man's" version of history in schools. But at
home, the stories of the Old Ones were repeated with pride. A strong sense of their own history has helped
many tribes hold together their tattered heritage.
In 1960, the Northern Cheyenne people were in danger of losing more of their reservation land. In response
to this threat, they expressed the ties they have with the past: "Our people are proud to be Americans and
Northern Cheyennes. That is all we have to be proud of today, except our honorable past. . . . We think of
our past as we write this plan for our future." In that past "are the names of great and generous hunters
who fed the people, fighters who died for freedom, . . . holy men who filled us with the power of God. . . .
We will do good things as a tribe . . . that we cannot do as individual men cut off from our forefathers."
READING #2
Social Studies Unit 2
How did the relationship between the settlers and Native Americans develop and change over the
course of colonization, and how did it differ from one group of settlers to the next?
Language Arts
Perseverance: Mini-Unit Reading for Information/Writing to Persuade
How does literature by and about Native Americans influence one’s understanding of Native
American culture?
FACES
November 1994:
What Bones Tell Us
Bones of Our Ancestors
Martha Graham
Repatriation means returning a person to the country where he or she was born or is a citizen. Now a law
recently passed by Congress gives repatriation a new meaning. Native Americans in all 50 states can lay
claim to human remains and some types of objects that are part of museum collections and ask to get them
back. For native groups, that means bringing back the human remains and objects of their ancestors. Under
the new law, museums and Native Americans must work together to identify the things in museum
collections that native groups may ask to be repatriated.
Museums use collections of all types, including human remains and cultural objects, for study and education.
They exhibit such objects so that people can see and learn about things far from their day-to-day
experiences. Some of the objects provide glimpses of past and present ways of life of hundreds of Native
American cultures.
Museum collections also can help researchers learn about different aspects of the societies they represent.
For example, studies of human remains from hundreds of years ago can tell us about the health of the
people in the past. The objects found with skeletons, called funerary objects, might reflect social importance
or wealth among these people. Studies of everyday objects may tell us how people prepared their food and
whether they moved their homes.
Researchers include native people who want to learn more about their heritage. Native American artists
study the designs and techniques used to decorate pottery and weave textiles, for example. Museum
collections offer many different opportunities for native people and others to learn about Native American
cultures and peoples. How ever, some people feel that certain kinds of materials do not belong in museum
collections. They believe that it may be dangerous or inappropriate for people who lack the proper training
or background to see very sacred objects.
Other objects do not belong to a single individual or family but to some larger group, such as a clan or the
entire tribe. Under this act, these items are called objects of cultural patrimony and must be returned to the
native group. Objects of cultural patrimony also have important powers that affect the well being of the
group.
Each native group has its own unique set of sacred objects and objects of cultural patrimony. The kinds of
objects that one group asks to be repatriated may not have the same importance in other cultures. Thus,
not all objects will be repatriated to all groups.
Many Native Americans think that human remains and funerary objects do not belong in museums. When
discussing these materials, we tend to use the term ―human remains‖ rather than ―bones‖ or ―skeletons‖ to
remind us that these were once living people. The archeological sites of the United States were the homes of
ancient Native Americans. Today native groups often feel a responsibility to care for the remains of their
ancestors. They do not think that removing human remains from their original burial places and keeping
them in museums for study is appropriate.
Different native groups have many ideas about what to do with the human remains that are now in museum
collections. Some groups feel that all Native American human remains should be taken out of museums and
reburied, regardless of whether descendants who want to repatriate the remains can be identified. Others
want only the remains of their ancestors. For still others, it is not safe to discuss death or people who have
died. In some tribes, a person has specific asks to carry out to send the spirit of a dead relative on its way
and to protect surviving family members. But most human remains in museum collections date back
hundreds of years. It is impossible to know who should perform the ceremonies for these dead. For these
reasons, some groups have decided that the remains of their ancestors should stay in museums rather than
be repatriated. Museums and native groups must work together to decide how collections should be used
and which human remains and other items will be repatriated.
Connections to American Studies I
Unit 1
How did the explorers treat the indigenous tribes?
SS.AS1.10.07
Interpret, evaluate, and organize primary and secondary sources of information including pictures,
graphics, maps, atlases, artifacts, timelines, political cartoons, videotapes, journals, and government
documents (CS 1.1.8.3)
SS.AS1.10.10
Skills to achieve this content might include: Evaluate and organize information specific to
social studies disciplines by reading, asking question, investigating, or observing (CS 1.1.8.2) identify
and distinguish cause and effect and sequence and correlation in historic events (CS 1.1.8.4)
Unit 2
How did the relationship between the settlers and Native Americans develop and change over
the course of colonization, and how did it differ from one group of settlers to the next?
SS.AS1.20.06
Analyze how the environment and cultural diffusion influence the development of the United States
and other cultures (CS 7.1.8.4)
SS.AS1.20.06.a
Analyze the United States’ relations with Native Americans and determine how the following
created a diverse set of colonial regions, and cultures in the New World: Puritans, Pilgrims,
Quakers, slaves, Native Americans (CS 2.6.8.3)
SS.AS1.20.07
Analyze the influence of the media on political life in the United States including recognizing bias in
reporting, analyzing, and editorializing (CS 6.7.8.1)
Unit 3
How did religious views impact the underlying ideals of the new republic?
What were the causes and consequences of the French & Indian War?
SS.AS1.30.03
Analyze situations that illustrate conflicts between conscience and respect for authority (CS 7.1.8.3)
SS.AS1.30.04
Analyze the influence of the media on political life in the United States including recognizing bias in
reporting, analyzing, and editorializing (CS 6.7.8.1)
SS.AS1.30.05
Evaluate the impact of social institutions and the print media on the behavior of individuals and
groups (CS 1.1.8.10)
Unit 4
How did the Louisiana Purchase impact the nation?
SS.AS1.40.11.d
Explain how the Louisiana Purchase affected U.S. exploration of the West, including the exploration
of Lewis and Clark
Unit 5
Explain how the demand for land made an impact on the nation?
How did expansion affect relations with Native Americans?
What is the significance of “Manifest Destiny”?
SS.AS1.50. 09.c
Analyze the environment, cultural diffusion and the improvement of the American economy
contributed to both nationalism and sectionalism in the first half of the 1800s (CS 7.1.8.4)
SS.AS1.50.11
Analyze the United States’ relations with Native Americans, including treaty relations, land
acquisition, and the policy of Indian removal (CS 2.6.8.3)
SS.AS1.50.13
Analyze the influence of the media on political life in the United States, including recognizing bias in
reporting, analyzing, and editorializing (CS 6.7.8.1)
SS.AS1.50.14
Identify and distinguish cause and effect and sequence and correlation in historic events (CS
1.1.8.4).
Unit 7
SS.AS1.70.01
Make decisions and analyze decisions of individual, groups, and institutions in other times and places
and evaluate the consequences (CS 1.1.8.6)
Unit 9
What were the consequences of Federal policies on Native Americans?
What sources have shaded American perceptions of the West?
SS.AS1.90.04
Analyze the United States relations with Native Americans including treaty relations, land acquisition,
and the policy of Indian removal. (CS 2.6.8.3)
SS.AS1.90.04.a
Evaluate U.S. Native American policy in the 19th century including consideration of the Treaty of
Greenville (1795), the Indian Removal Act (1830), and the Dawes Act (1887)
SS.AS1.90.04.b
Describe how governmental policy towards Native Americans in the West generated conflict resulting
in territorial disputes including Sand Creek Massacre, Little Big Horn, and Wounded Knee
SS.AS1.90.04.c
Identify the significance of George A. Custer and the Buffalo Soldiers
SS.AS1.90.06
Describe how and why people migrate and analyze consequences of migration (CS 4.3.8.3)
SS.AS1.90.06.a.
Describe how the equality of opportunity enables individuals and groups to contribute to culture (CS
7.2.8.3)
SS.AS1.90.06.b
Analyze changes of land and water transportation, including a network of roads, canals, and
railroads, and their impact on the economy and settlement patterns, and analyze how the movement
of farmers, miners, and ranchers affected the relations with Native Americans and Mexicans (CS
2.7.8.1)
SS.AS1.90.06.g
Analyze the influence of the media on political life in the United States including recognizing bias in
reporting and the influence of the media on westward movement (CS 6.7.8.1)
SS.AS1.90.06.h
Analyze how the United States developed into a pluralistic society consisting of diverse cultures,
customs, and traditions (CS 7.1.8.2)
Reading Indicators: Reading for Information
LA.800.20.04
Recognize instances of propaganda and persuasive techniques.
LA.800.20.04a
Reliability of information, including credentials of the author,
Currency of the information, evidence of equal treatment of opposing points-of-view (i.e.
fairness), verification of information across multiple sources, and contribution of the text as
a source of information and as a fair representation of a particular topic
LA. 800.20.04b
Clarity and/or bias in author’s argument
LA.800.20.04c language presented by the author to persuade the reader such as rhetorical
questions,
Repetition, and hyperbole
Reading Indicators: Reading for Literary Experience
LA.800.10.04
Evaluate the influence of culture, ethnicity, and historical themes and issues in literary texts.
LA.800.10.06
Compare and contrast the motivations and reactions of characters from different historical eras who
confront similar challenges and situations and connect them to prior knowledge or the experiences
of others.
LA.800.10.06a
character’s traits
LA.800.10.06b
character’s personal growth and development
LA.800.10.06c
Connections among the characters, setting and mood
LA.800.106d
How character’s motivations, actions, and reactions relate to the plot
LA.800.10.06e
Plausibility of the plot and credibility of characters’ actions to the plot and its resolution or
outcome
LA.800.10.06f
Questions about characters and situations not fully developed in the text
LA.800.10.06g
Connections between characters and events including the historical, social, and political
contexts
LA.800.10.06h
Connections between and among characters
* The following are terms pulled from the Social Studies curriculum to help create a common language
between Language Arts and Social Studies disciplines.
Key Terms and Concepts
Bias – Skewing or spinning the facts to manipulate information. Sometimes this includes reporting only
partial information or only one-side of the story.
Citizen – a member of a town, city, state, or country who owes loyalty to the government and is entitled to
its protection.
Common good – the good of the community as a whole; such as having a neighborhood watch committee.
Also called common welfare.
Compromise – all sides in a conflict giving up some of what they want in order to make an agreement.
Cultural characteristics –distinguishing or typical traits of a society, including customs, clothing, religion,
arts, language, education, government, and family.
Cultural diffusion – the movement of ideas and customs between cultures.
Culture – learned behavior of people, which includes their belief systems and languages, their social
relationships, their institutions and organizations, and their material goods – food, clothing, tools, buildings,
and machines.
Custom – a long established practice that is considered unwritten law.
Debate – to argue about opposing positions or views.
Diversity – variety.
Ethnic group – a group within a larger culture that shares common traits including religion, language, and
ancestry.
Media – the different means of communicating information to large audiences.
Native societies – the first peoples living in a particular region, for example the Eskimos and the Indians
were the first to inhabit North America.
Pluralistic society – a condition within which members of diverse ethnic, racial, religious, or social groups
remain distinct but coexist within a society.
Prejudice- a negative opinion that is not based on facts.
Propaganda- an opinion expressed for the purpose of influencing the actions of others.
Social characteristics – traits that are used to describe how people live together in a society, including
their traditions, housing, diet, religion, language, education, and the development of their art and music.
Social institution – a significant organization or practice that influences how people live together in a
society or culture. Examples include family, slavery, school, and a club.
Symbol – a picture that stands for something else. The Statue of Liberty symbolizes equality and justice.
The Bald Eagle symbolizes freedom and independence.
Tolerance – being willing to let others have their own beliefs and ways of behaving, even though these are
not like one’s own.
Trade-off – Giving up some of one thing to get some of another. Trade-offs can involve more than two
things and many combinations are possible. Trade-offs involve specific things such as using land for a go-
cart track vs. using land to grow corn. Trade-offs can involve such choices as whether to purchase one high
priced name-brand item or several lower-priced store-brand items. Trade-offs can involve such decisions as
how much a government spends on road repair vs. education vs. police protection.
Tradition – a custom or belief that is handed down from generation to generation.
WRITING RUBRIC
EXTENDED CONSTRUCTED RESPONSE ITEMS
LEVEL6―100
The response is a thoroughly developed essay, which fulfills the writing
purpose.
□ Has relevant and complete support and elaboration which enhances ideas
□ Uses a precise organization strategy, which enhances the purpose
□ Maintains a distinctive voice and deliberate tone
□ Uses precise word choice and evocative language
□ Demonstrates careful attention to audience understanding and interest
□ Has no errors in usage or conventions that interfere with meaning
LEVEL 5―92
The response is a well developed essay, which attempts to fulfill the writing
purpose.
□ Has support and elaboration which enhance ideas, although may not completely fulfill
the purpose
□ Uses an effective organizational strategy that is consistent with the purpose
□ Maintains a consistent voice and tone
□ Uses clear and consistent word choice
□ Demonstrates attention to audience understanding and interest
□ Has no errors in usage or conventions that interfere with meaning
LEVEL 4―82
The response is an organized essay which addresses the writing purpose.
□ Has support and elaboration to develop ideas which may be uneven or incomplete
□ Uses an inconsistent or unevenly applied organization structure
□ Employs an inconsistent voice or inappropriate tone
□ Demonstrates an awareness of audience understanding and interest
□ Has few if any errors in usage or conventions that interfere with meaning
LEVEL 3―72
The response is an incomplete or oversimplified essay, which attempts to
address the writing purpose.
□ Has incomplete or unclear elaboration and support for development of ideas
□ Uses an organizational structure that is inconsistent or unclear
□ Employs a flat to inappropriate tone and voice
□ Demonstrates little awareness of audience understanding and interest
□ Has errors in usage or conventions, some of which may interfere with meaning
LEVEL 2―62
The response is a poorly written essay, which attempts to address the writing
purpose.
□ Has support and elaboration that is inadequate
□ Uses an unstructured or confusing organizational strategy
□ Employs an unidentifiable tone and voice
□ Demonstrates no attention to audience understanding and interest
□ Has errors in usage and conventions, some of which interfere with meaning
LEVEL 1―52
The response provides evidence the writer has seen and is attempting to
respond to the assignment.
□ Has no elaboration or support, or the development does not support the writing
purpose
□ Uses little or no organizational structure
□ Demonstrates no attention to voice
□ Demonstrates no awareness of audience
□ Has errors in usage and conventions which interfere with meaning
LEVEL 0―42
The response is completely incorrect or irrelevant. There may be no response.
Perseverance: Mini-Unit Reading for Information/Writing to
Persuade
Key Questions:
1. How have historical accounts of the contributions of Native Americans to the
development of American society been biased and/or influenced by
stereotypes?
2. Explain how Native Americans persevered and contributed to American
society despite biases/stereotypes.
3. Which biases and stereotypes of Native Americans continue today or have
they been eliminated from our society?
In this mini-unit, you will read for information to gather ideas to answer one or
more of these key questions in a persuasive writing piece.
Objectives:
i. Identify and trace the development of an author’s argument.
ii. Identify rhetorical devices (logical, ethical, and emotional). Show how these various devices are used to
persuade readers.
iii. Recognize language presented by the author to persuade the reader such as rhetorical questions,
repetition, and hyperbole.
iv. Define bias and identify how it appears in nonfiction.
v. Define stereotypes and identify how they appear in nonfiction.
vi. Identify and analyze point of view (first v. third, limited v. omniscient, narrator v. speaker).
Demonstrate how point-of-view influences our focus as readers on some details and not others. Show
how authors manipulate point of view as a persuasive technique.
vii. Analyze perspective in a text. Demonstrate how perspective, like point of view, can be used as a
persuasive technique.
viii. Identify the intent of a speaker as appropriate to the occasion and audience.
ix. Identify and evaluate additional information that would clarify or strengthen the author’s argument
x. Evaluate the clarity and/or bias in an author’s argument
xi. Identify ambiguities, subtleties, and/or contradictions in a text.
xii. Evaluate the reliability of information, including credentials of the author, currency of the information,
evidence of equal treatment of opposing points-of-view (i.e. fairness), verification of information across
multiple sources, and contribution of the text as a source of information and as a fair representation of a
particular topic.
B. Writing Indicator: Writing to Persuade
At the end of this mini-unit, you will write a persuasive letter to your
classmates to express your opinion in response to one of the key questions for
this unit. Your persuasive letter should cite support for your argument from
texts read, so you will want to gather information for your letter as you read
through the texts in this mini-unit. Your teacher will provide opportunities
throughout this mini-unit for you to develop your argument, gather information
to support this argument, and to revise and polish your letter. Your letter will
be scored using the ECR rubric.
Perseverance: Mini-Unit Reading for Literary Experience/Writing to
Inform
Key Question:
How does literature by and about Native Americans influence one’s
understanding of Native American culture?
In this mini-unit, you will read for literary experience to gather ideas to answer
the key question in an informative writing piece.
Objectives:
i. Classify characters
ii. Analyze character traits.
Analyze methods of character development.
iii. Recognize instances of insufficient development of characters and/or situations.
iv. Identify internal (man v. self) and external (man v. man, man v. society, man v. nature) conflicts.
v. Synthesize information from two or more texts
vi. Recognize elements of plot.
vii. Determine the connections between characters and plot
viii. Evaluate the plausibility of plot and the credibility of characters’ actions to the plot and its resolution or
outcome
ix. Explain how history and plot of a particular text are connected
x. Determine the relationship between setting and other narrative elements
xi. Explain how history and setting are connected
xii. Connect prior knowledge to historical setting and identify possible challenges connected to life in that
time and place.
xiii. Identify bias, prejudicial thinking, and/or stereotyping in a literary text
xiv. Analyze the effect of bias, prejudicial thinking, and/or stereotyping in a literary text
xv. Evaluate whether a literary text causes bias, prejudicial thinking, and/or stereotyping in a literary text
xvi. Analyze the viewpoint of the narrative voice
xvii. Compare and contrast how culture is represented in multiple texts
xviii. Explain how the culture, ethnicity or history of the author and/or reader influences the reader’s
understanding of the text.
Writing Indicator: Writing to Inform
At the end of this unit, you will write an informative speech to be shared with
your classmates to explain how literature by and about Native Americans has
influenced your understanding of Native American culture. Your teacher will
provide opportunities throughout this mini-unit for you to gather information
and details to support your explanation and to revise and polish your speech.
Your speech will be scored using the ECR rubric.
Before After
Reading Reading
T F Statement T F
Native Americans are all savages who were
always drunk.
Quote: “Native Americans are not the uncivilized
savages that the popular media has portrayed for
years. It is so easy to forget that this land we call
America was occupied and cared for by the various
peoples who had lived on this land for
tens of thousands of years.”
Justification: Native Americans were not educated in
the traditional European way, sot the “white man”
viewed them as savages.
Quote:
Justification:
Quote:
This is a teacher copy. This
organizer can be used with any of
Justification: the readings included in the
packet. Simply put a statement in
and have students decide if that
Quote: statement is true or false, and
have them support their answer
with a quote from the text. A
Justification: student copy is included for you
to copy and paste and add your
own statements.
Quote:
Justification:
Quote:
Justification:
Quote:
Justification:
Heading
Directions: Read each statement. Decide if it is true or false and mark the appropriate box. ___________________
Read the selection provided and modify your true/false predictions. Write a quote from the ___________________
selection to support your answer and write it in the space provided.
___________________
Before After
Reading Reading
T F Statement T F
Quote:
Justification:
Quote:
Justification:
Quote:
Justification:
Quote:
Justification:
Quote:
Justification:
Quote:
Justification:
Quote:
Justification: