Monday, December 6, 2010
Letter to Parents
October 23, 2010
Dear Parent(s),
I am writing to inform you of the exciting new unit your young adult will be partaking in for the next nine weeks! The unit is integrated and includes aspects of American literature and history. The primary focus will be teaching your child about minority literature, culture, and history. It will require a lot of time and effort, but the experience will be rewarding and offer a lot of information that will be new and enlightening for the students.
The unit will be broken into three major pieces, and the topics will center around three novels. The first novel is The Coquette by Hannah Foster. It is a story about a woman living in the late 1700s who wishes to be independent, but faces societal expectations and firmly set gender roles that do not allow her aspirations to be achieved. The next novel that will be covered is Uncle Tom’s Cabin by Harriet Beecher Stowe. It is the most popular of the novels that will be taught, and it is about slavery and abolitionism in the decade preceding the Civil War. The final novel that will be taught is Ceremony by Leslie Marmon Silko. The novel explores ways in which Native Americans who fought in World War II were both included into American culture and excluded. It also shows the conflict between Native American government and medicine and the majority American form of government and medicine.
As the unit is integrated, special attention will be paid to historical aspects of each of the novels. Social and gender roles, along with laws that prohibited women from being self-supported will be discussed when The Coquette is being read. Slavery, abolitionism, the Fugitive Slave Act, and North and South politics will be discussed when reading Uncle Tom’s Cabin. Issues of assimilation and keeping a sense of identity and culture separate from the dominant American society will be discussed when reading Ceremony.
Many projects will be completed, including papers of varying length, a Webquest, and other more artistic, creative assignments. I will be explaining each of them in class, but I have also listed explanations for assignments on my blog, which I encourage you to access to stay in touch with what is happening in the classroom. If you have any questions regarding any of the information that has been shared, please feel free to contact me. All of my contact information is listed below. I am looking forward to an exciting, informative unit!
Sincerely,
Heather Peterson
Phone: (785) 492-8512
E-Mail: petersonh@bethanylb.edu
Dear Parent(s),
I am writing to inform you of the exciting new unit your young adult will be partaking in for the next nine weeks! The unit is integrated and includes aspects of American literature and history. The primary focus will be teaching your child about minority literature, culture, and history. It will require a lot of time and effort, but the experience will be rewarding and offer a lot of information that will be new and enlightening for the students.
The unit will be broken into three major pieces, and the topics will center around three novels. The first novel is The Coquette by Hannah Foster. It is a story about a woman living in the late 1700s who wishes to be independent, but faces societal expectations and firmly set gender roles that do not allow her aspirations to be achieved. The next novel that will be covered is Uncle Tom’s Cabin by Harriet Beecher Stowe. It is the most popular of the novels that will be taught, and it is about slavery and abolitionism in the decade preceding the Civil War. The final novel that will be taught is Ceremony by Leslie Marmon Silko. The novel explores ways in which Native Americans who fought in World War II were both included into American culture and excluded. It also shows the conflict between Native American government and medicine and the majority American form of government and medicine.
As the unit is integrated, special attention will be paid to historical aspects of each of the novels. Social and gender roles, along with laws that prohibited women from being self-supported will be discussed when The Coquette is being read. Slavery, abolitionism, the Fugitive Slave Act, and North and South politics will be discussed when reading Uncle Tom’s Cabin. Issues of assimilation and keeping a sense of identity and culture separate from the dominant American society will be discussed when reading Ceremony.
Many projects will be completed, including papers of varying length, a Webquest, and other more artistic, creative assignments. I will be explaining each of them in class, but I have also listed explanations for assignments on my blog, which I encourage you to access to stay in touch with what is happening in the classroom. If you have any questions regarding any of the information that has been shared, please feel free to contact me. All of my contact information is listed below. I am looking forward to an exciting, informative unit!
Sincerely,
Heather Peterson
Phone: (785) 492-8512
E-Mail: petersonh@bethanylb.edu
WebQuest
WebQuest: Uncle Tom’s Cabin and the Fugitive Slave Law
The Task
Now that you have all completed the novel Uncle Tom’s Cabin, I want you to really think about the content and how the laws and social beliefs contributed to
the plot. You have the following tasks ahead of you:
• Summarize the Fugitive Slave Law
• Write a “portrait” of a slave auction. Tell me what sights, sounds, and smells you would encounter. Make me feel as though I am there.
• Pretend you are a senator and a slave asks you for shelter. You know it is illegal, but you are not certain if you agree with the law. Write a journal entry describing the complexity of your feelings.
• Pretend you are a Quaker. You have been sheltering slaves illegally, and you know that the slave hunters would love to turn you in for your disobedience. Write a journal entry explaining your reasons for breaking the law.
• Design a map illustrating the trip to the North made by Eliza and her family, and the trip to the South made by Uncle Tom.
The Background
You students have the background illustrated for you in Uncle Tom’s Cabin. Although the characters are fictional, the scenarios are real for the most part. Use the websites I have listed in the Resources section in order to gain more knowledge to write about the Fugitive Slave Law and different perspectives.
The Process
1. Use the websites listed below to learn about the Fugitive Slave Law.
2. Write me a 250-word explanation about the law.
3. Use the descriptions in Uncle Tom’s Cabin along with the descriptions in the websites listed below to illustrate (through words) the scene at a slave auction. Use very precise language. This description should be roughly 500 words in length.
4. Look at the encounter in Uncle Tom’s Cabin where Eliza asks for shelter from a senator and his wife. Consider the consequences for being caught sheltering a slave that you have found in your research. Write a journal entry telling me about the decision you would make in that situation about illegally protecting a slave. Explain to me the complexities of the decision. This should also be roughly 500 words in length.
5. Look at the situation in Uncle Tom’s Cabin where Eliza and her family were being sheltered by the Quakers. Also use the information on Quakers from the links given below. Put yourself in the shoes of a Quaker, and describe your feelings about the law and why you disobey even knowing the consequences of being caught.
6. Use Google Earth to draw a possible route taken by both Eliza and Uncle Tom.
7. Compile all of your responses and works into one Word Document, and e-mail the document to me as an attachment.
The Resources
Use the following websites for your research:
• http://www.nationalcenter.org/FugitiveSlaveAct.html (Fugitive Slave Law)
• http://www.nationalgeographic.com/railroad/index.html (Underground Railroad)
• http://www.slaveryinamerica.org/history/hs_es_overview.htm (Slavery/Fugitive Slave Law)
• http://www.religioustolerance.org/quaker2.htm (Quaker Religious Beliefs)
• http://www.google.com/earth/index.html (Map site for drawing the route)
The Conclusion
I hope that this exercise has encouraged you to think critically about Uncle Tom’s Cabin and the United States in the 1850s. Have you learned anything through this exercise? Have your opinions about the slaves, owners, or abolitionists changed at all as a result?
The Task
Now that you have all completed the novel Uncle Tom’s Cabin, I want you to really think about the content and how the laws and social beliefs contributed to
the plot. You have the following tasks ahead of you:
• Summarize the Fugitive Slave Law
• Write a “portrait” of a slave auction. Tell me what sights, sounds, and smells you would encounter. Make me feel as though I am there.
• Pretend you are a senator and a slave asks you for shelter. You know it is illegal, but you are not certain if you agree with the law. Write a journal entry describing the complexity of your feelings.
• Pretend you are a Quaker. You have been sheltering slaves illegally, and you know that the slave hunters would love to turn you in for your disobedience. Write a journal entry explaining your reasons for breaking the law.
• Design a map illustrating the trip to the North made by Eliza and her family, and the trip to the South made by Uncle Tom.
The Background
You students have the background illustrated for you in Uncle Tom’s Cabin. Although the characters are fictional, the scenarios are real for the most part. Use the websites I have listed in the Resources section in order to gain more knowledge to write about the Fugitive Slave Law and different perspectives.
The Process
1. Use the websites listed below to learn about the Fugitive Slave Law.
2. Write me a 250-word explanation about the law.
3. Use the descriptions in Uncle Tom’s Cabin along with the descriptions in the websites listed below to illustrate (through words) the scene at a slave auction. Use very precise language. This description should be roughly 500 words in length.
4. Look at the encounter in Uncle Tom’s Cabin where Eliza asks for shelter from a senator and his wife. Consider the consequences for being caught sheltering a slave that you have found in your research. Write a journal entry telling me about the decision you would make in that situation about illegally protecting a slave. Explain to me the complexities of the decision. This should also be roughly 500 words in length.
5. Look at the situation in Uncle Tom’s Cabin where Eliza and her family were being sheltered by the Quakers. Also use the information on Quakers from the links given below. Put yourself in the shoes of a Quaker, and describe your feelings about the law and why you disobey even knowing the consequences of being caught.
6. Use Google Earth to draw a possible route taken by both Eliza and Uncle Tom.
7. Compile all of your responses and works into one Word Document, and e-mail the document to me as an attachment.
The Resources
Use the following websites for your research:
• http://www.nationalcenter.org/FugitiveSlaveAct.html (Fugitive Slave Law)
• http://www.nationalgeographic.com/railroad/index.html (Underground Railroad)
• http://www.slaveryinamerica.org/history/hs_es_overview.htm (Slavery/Fugitive Slave Law)
• http://www.religioustolerance.org/quaker2.htm (Quaker Religious Beliefs)
• http://www.google.com/earth/index.html (Map site for drawing the route)
The Conclusion
I hope that this exercise has encouraged you to think critically about Uncle Tom’s Cabin and the United States in the 1850s. Have you learned anything through this exercise? Have your opinions about the slaves, owners, or abolitionists changed at all as a result?
Monday, November 29, 2010
State Standards for Minority American Literature Unit
1. The student responds to a variety of text (with an emphasis on Benchmark 2, “The student understands the significance of literature and its contributions to various cultures.")
2. The student uses a working knowledge and understanding of governmental systems of Kansas, and the United States, and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy (with an emphasis on Benchmark 2 “The student understands the shared ideals and diversity of American society and political culture.")
Wednesday, November 3, 2010
Picasa
I would like each of you to submit a collage using Picasa with images that capture American history and literature. Keep in mind all of the types of images that are available to you on the internet. You can use cover pages of the novels that we have read in this class, but also think of historical pamphlets and fliers about the Fugitive Slave Law, slave auctions, and Native American assimilation. Show me your best work!
Thank you,
Ms. Peterson
Google Educator
As you know, we are doing a unit on Minority American Literature. I would like you to use the three steps outlined on this poster to find a book about Minority American Literature that you would be interested in reading. Find one that you will truly enjoy because the book you select will be the book you read then introduce to the class in a formal presentation. Keep in mind that this unit is both about literature and history, so find one that is relevant for discussion from a historical and literary perspective. After selecting the book, please post the title and author on my blog for approval.
Thanks,
Ms. Peterson
Newspaper Clipping
Greetings, students!
Please go to the link posted above and write a brief newspaper article (approximately 250 words) about the Reservation Systems in America, keeping in mind particular concerns that you had when reading Ceremony by Silko. Focus on how and by whom they are governed. Once you have completed the assignment, please print it out and bring it to class tomorrow for discussion.
Thanks,
Ms. Peterson
Monday, November 1, 2010
Wordle
Greetings, students!
Below is a basic example of what Wordle can do for you! It allows you to enter information, choose colors, and format the information into a nice visual aid. I would like for you to submit to me a Wordle project that expresses the tone of minority American history and literature. Keep in mind the connotations that come with specific colors. Also, make sure you use words that capture the emotion and essence of the history and literature. Everyone will receive a completion grade on this assignment, but the person whose project is the best (as voted upon by his or her peers) will receive extra credit.
Good luck,
Ms. Peterson
Below is a basic example of what Wordle can do for you! It allows you to enter information, choose colors, and format the information into a nice visual aid. I would like for you to submit to me a Wordle project that expresses the tone of minority American history and literature. Keep in mind the connotations that come with specific colors. Also, make sure you use words that capture the emotion and essence of the history and literature. Everyone will receive a completion grade on this assignment, but the person whose project is the best (as voted upon by his or her peers) will receive extra credit.
Good luck,
Ms. Peterson
Ideas for writing a paper on The Coquette using Inspiration
After reading The Coquette, finding a paper topic may be a bit overwhelming. This web diagram may help you find a paper topic. Feel free to choose another one not included in this diagram, but please inform me of your idea before writing your paper. Your paper must be 1000-1500 words. It will be beneficial to you in your planning if you build a web diagram of your own before writing your paper, so I would like you to send me your more detailed, specific web diagram created using Inspiration before you start writing your first draft. If you would like to submit a rough draft prior to submitting the final copy, I would love to look it over and make suggestions.
Thanks,
Ms. Peterson
Monday, October 25, 2010
Helpful Lesson Plan for Increasing Reading Speed
When I was in my CNA course this past February, I was constantly the first person finished with my exams, and I always received good grades. When speaking with some of the other students, they told me that they had difficulty reading material quickly, and that was why they struggled with getting daily reading assignments done. I attempted to explain to them the concept of expanded reading, but it was difficult for me to articulate. This lesson plan shows a new way to look at reading and comprehension. I have an entire book dedicated to speed reading, but I believe this website could be helpful for both students and adult readers.
http://www.lessonplanspage.com/LAExpandedReading-IncreaseReadSpeedAndComp310.htm
http://www.lessonplanspage.com/LAExpandedReading-IncreaseReadSpeedAndComp310.htm
Check out this website!
http://www.readbookonline.net/
You can access novels, short fiction, poetry, essays, and non-fiction for free on this website. If you ever have some spare time and want something to read, I highly recommend you search the site.
You can access novels, short fiction, poetry, essays, and non-fiction for free on this website. If you ever have some spare time and want something to read, I highly recommend you search the site.
Tuesday, October 12, 2010
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