I hope that as we engage in our conversations on how people in positions of "authority" can exert power over the native peoples of a land, you keep these ideas in mind and look for meaningful connections in our upcoming text Things Fall Apart by Chinua Achebe. One text that allows us to see how authority figures exert power over a native group by force is Andrew Jackson's speech. Much of our class discussion hinged on the following concepts/contradictions:
Here is the text of the speech below:
It gives me pleasure to announce to Congress that the benevolent policy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation. Two important tribes have accepted the provision made for their removal at the last session of Congress, and it is believed that their example will induce the remaining tribes also to seek the same obvious advantages.
What good man would prefer a country covered with forests and ranged by a few thousand savages to our extensive Republic, studded with cities, town, and prosperous farms embellished with all the improvements which art can devise or industry execute, occupied by more than 12,000,000 happy people, and filled with all the blessings of liberty, civilization and religion?
The present policy of the Government is but a continuation of the same progressive change by a milder process. The tribes which occupied the countries now constituting the Eastern States were annihilated or have melted away to make room for the whites. The waves of population and civilization are rolling to the westward, and we now propose to acquire the countries occupied by the red men of the South and West by a fair exchange, and, at the expense of the United States, to send them to land where their existence may be prolonged and perhaps made perpetual.
Rightly considered, the policy of the General Government toward the red man is not only liberal, but generous. He is unwilling to submit to the laws of the States and mingle with their population. To save him from this alternative, or perhaps utter annihilation, the General Government kindly offers him a new home, and proposes to pay the whole expense of his removal and settlement.
Don't forget that you need to use the Claim, Evidence, Rationale format to craft your constructed responses on your inferences about Jackson's ideas about the Native Americans. I am asking you to use this format to answer the following questions:
Are you confused about how to use the Frayer Model to help you with vocabulary? Well, don't be. I am going to provide you with some helpful resources to ease your weary mind!
Watch a video to see how it's done:
Check out the images below to see the two different types of templates we will use in class.
Lastly, don't forget to comment below if you have any questions or feedback on the process. You can also send me a Remind if you have a question or concern.
Hey Friends! If you are worried about keeping up with what's going on in class, I suggest signing up with Remind. That gives you two ways to get important information about class. Just follow the link below to get started.
Close reading is an interaction that involves observation and interpretation between the reader and a text. It means rereading and reflecting to come to new conclusions and understandings about the ideas that a text sets out. Source: http://www.weareteachers.com/blogs/post/2014/08/22/what-exactly-do-we-mean-by-close-reading-anyway
Blah, blah, blah...the above definition is definitely correct, but what does it look like when you are required to closely read a text? Well, in this class, close reading will be completed using the "multidraft strategy." Yes, when reading some pieces of text, you will need to read it three times. During each of these readings, you will focus in on a different aspect of the text.
1st Read: The first time you read a text, read to gain its basic meaning. If you are reading a narrative text, look for story basics: what happened, to whom, and why. If the text is nonfiction, look for its main ideas. If you are reading poetry, read first to get an overall sense of the poem and its speaker. Also take note of its mood or setting.
2nd Read: During your second reading of the text, focus in on the artistry or effectiveness of the writing. Look for text structures and the think about why the author chose those organizational patterns. Then, examine the author's creative uses of language and the effects of that language. For example, has the author used hyperbole? alliteration? repetition? allusion? if so, to what end?
3rd Read: Once you have completed your third reading, begin to synthesize your ideas. To do so, compare and contrast the text to others of its kind you have read. Then, think about the message the work conveys and is it original and/or valid. Then evaluate the text's overall effectiveness and whether or not it has broadened your understanding.
Source: Prentice Hall Elements of Literature Common Core Edition
In this class you will use Cornell Notes to help you organize the information you receive from me on this website. Because I am using the "flipped classroom" approach, the use of Cornell Notes is non-negotiable.
Here are the details on how to set up Cornell Notes:
Title: What are Cornell Notes
See the picture below to see an example.
Hello Friends! I am sorry it has taken so long to publish a syllabus, but I still don't have an email address. I want you all to have this information, so I am going to go ahead and load it here. Please let me know if you have any questions.
10th GRADE WORLD LITERATURE AND COMPOSITION
Ms. Aneisha Davis
10th Grade World Literature and Composition
Tutorial days: Tuesdays 3:45-4:45PM & by appointment
Text alerts: text @msdaviss10 to the number 81010
Course Description and Objectives
The goals of this course are to:
Upon successful completion of this course, students will:
Georgia Standards of Excellence
WRITING ACROSS THE CURRICULUM
The Common Core Standards for high school students emphasize writing in all subject areas. Students will learn the writing process as well as how to research using APA/MLA citations. Required writing products will include expository, descriptive, persuasive, and narrative text. Published writing samples will be collected for portfolios.
Unit #1 - Things Fall Apart by Chinua Achebe (Purchase by 8/15/16)
Unit #2 - Life of Pi by Yann Martel
Unit #3 – Julius Caesar or Hamlet by William Shakespeare (TBA)
Unit #4 – Long Walk to Freedom by Nelson Mandela
Students must purchase their own copies of these books, so they may annotate the text.
RECOMMENDED: The Elements of Style by William Strunk Jr. and E.B. White
Unit 1 (9 weeks): The Center Can’t Hold
This unit stresses theme development, literary elements in a fictional text, and author’s purpose; in addition, this unit emphasizes a focus on argumentative writing, close reading, analyzing text through text-dependent questions, and citing evidence to promote critical thinking.
Unit 2 (9 weeks): Lost
Unit #2 places an emphasis on how story elements (individuals, events, and ideas) develop and interact over the course of a text and how representations of a text are portrayed through multiple artistic mediums. Throughout the unit lessons will connect students to the concepts of survival, man versus nature, and relationships that make us human.
Unit 3 (9 weeks): The Politics of Responsibility
This unit is thematically organized by “the politics of responsibility,” a common thread throughout many works of world literature. Students will come to understand how persuasive claims are developed and how rhetoric is used to persuade others in both literature and contemporary issues.
Unit 4 (9 weeks): Moral Courage and Strength
We will explore how story elements (individuals, events, and ideas) develop and interact over the course of an informational text. Additionally, students will study author’s purpose and theme.
Plagiarism and Academic Integrity Violations
Students found guilty of academic integrity violations will receive a discipline referral and parents will notified.
International Baccalaureate Middle Years Programme Information
This course is part of the International Baccalaureate Middle Years Programme at North Atlanta High School which aims to help IBMYP learners to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. The learning experiences will allow students to gain analytical skills to promote informed decision-making, engage in teamwork and collaboration, frame their own inquiries, pursue personal aspirations, set challenging goals and have persistence to achieve them. Students will work towards a deepening of their conceptual understanding as they approach concepts from a range of perspectives. As concepts are studied throughout the year, the following global contexts will be in constant consideration: identities and relationships, orientation in time and space, fairness and development, globalization and sustainability, scientific and technical innovation, and personal and cultural expression. IBMYP Assessments aim to support and courage student learning by providing feedback and promoting deep understanding of subject content by supporting students in their inquiry in real-world contexts. Specific assessment criteria with subject objectives will be provided. A year-long IBMYP personal project accompanied by a journal is to be produced at the end of the 10th grade year. The personal project enables students to engage in practical exploration through a cycle of inquiry, action, and reflection. Timelines and descriptions of tasks will be provided.
Rising 10th Grade World Literature and Composition 2016 Summer Reading List
Welcome to 10th World Literature. We are looking forward to the upcoming year. In preparation for the course, rising 10th grade students must complete the required readings and assignments over the summer. Please carefully read this entire assignment before starting and plan ahead by locating copies of all of the texts early in the summer. Students MUST have read and completed all summer reading assignments by the first day of class.
Fiction Focus: Read John Boyne’s The Boy in the Striped Pajamas.
Fiction Assessment: Create a collage on a standard size poster (with no white showing) that represents one of the main themes found in the text. The collage MUST contain a minimum of 20 pieces with a clear description of the piece itself. Bring your collage on the first day of class.
Non-Fiction Focus: Read an article on one of the following topics: world events, science, or health. Choose your article from one of the three different sources on the list: New York Times, U.S. News and World Report, or CNN.com.
Non-Fiction Assessment: Type a double-spaced, well-developed summary of each article. This summary should be a paragraph consisting of 5 to 8 sophisticated sentences, not just simple sentences strung together, which provide the following:
In order to help you understand the content of your 10th grade literature class, you will find information from which you need to take notes. You will also find additional materials to help you along in the course.