RUSD District Guidelines
A nation’s identity and character are reflected in its individuals and its literature.
1. What does it mean to “be American?”
2. How are a nation’s identity and character reflected in its individuals and its literature?
3. What motivates individuals to write?
4. How do authors use language to persuade their audience?
5. How should authors use evidence to support their claims?
Unit Focus standards
11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
11.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
11.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/ archetypes are introduced and developed).
11.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Reading:Non-fiction - Standards:
11.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
11.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
11.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
11. 6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
11. 1(a-f) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
11. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Listening & Speaking-Standards:
11.1 Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
11.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
11.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
11.1(a-b) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
11.2(a-b) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
11. 3(a) Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Outcome (Summative Assessment/End Performance Task):
In groups of two to three, students will create a multimedia project (power point, movie, or website) that discusses how individuals who were willing to take risks in our society impacted the character and values of our culture.For example:
1. What does Hester Prynne’s willingness to stand alone illustrate about our American character and our society?
2. How are her actions related to the speech of Patrick Henry?
3. What motivates individuals to put their reputations and lives on the line?
4. Do these ideas still impact what it means to be an American today?
Your project should draw conclusions about the importance of the individual, and the outsider, both in our literature and our culture.
Students should include relevant class readings, outside sources, and author’s purpose when creating
their project. Each group should incorporate video, art and/or audio to support their analysis of the question.
One of the concepts that we have looked at in this unit is what does it mean to be “American”?
1. What are the traits and values that make up the American character?
2. How did the historical events at the founding of our nation impact these characteristics?
3. What do these characteristics indicate about our society’s values today?
4. What traits have changed and which characteristics have remained constant?
Based on our readings and on the novel for this unit, what elements of the “American” are evident in the main characters of our literature, and what impact did they have on our emerging society?
Your essay should have a clear thesis that addresses both the characteristics and the impact of these traits on our culture. Your essay should integrate evidence from at least four sources from this unit, including the Scarlet Letter (or another text).