"These are strange times, my dear."
Link: Module 10.2
In Module 10.2, students read, discuss, and analyze poems and informational texts focusing on how authors use rhetoric and word choice to develop ideas or claims about human rights. Students will also explore how the nonfiction authors develop arguments with claims, evidence, and reasoning. The texts in this module offer rich opportunities to analyze authorial engagement with the struggle for human rights and to consider how an author’s rhetorical choices advance purpose.
Module 10.2 Focus Skills & Habits
- Read closely for textual details.
- Annotate texts to support comprehension and analysis.
- Engage in productive evidence-based conversations about text.
- Use rubrics for self-assessment and peer review of writing.
- Generate and respond to questions in scholarly discourse.
- Independently preview text in preparation for supported analysis.
- Present information, findings, and supporting evidence clearly, concisely, and logically.
Module 10.2 builds on the notion of identity by engaging students in the analysis of complex informational and literary nonfiction texts and rich poetry on the topic of human rights. Students examine Martin Luther King, Jr.’s use of rhetoric in his argument for universal acceptance of equal human rights in "Letter from Birmingham Jail," and explore central ideas and figurative language in three poems that provide international and feminist perspectives on the shared desire for human rights: "In This Blind Alley" by Ahmad Shamlu, "Freedom" by Rabindranath Tagore, and "Women" by Alice Walker. Students then read Julia Alvarez’s autobiographical essay "A Genetics of Justice" accompanied by Mark Memmott’s journalistic article "Remembering Never to Forget," focusing on how each author presents details to develop different portrayals of Rafael Trujillo and his dictatorship in the Dominican Republic. Students also engage with a legal document (The Universal Declaration of Human Rights) and two speeches ("On the Adoption of the Universal Declaration of Human Rights" by Eleanor Roosevelt and Malala Yousafzai’s "Address to the United Nations Youth Assembly") to examine the argument in each and analyze how the use of rhetoric furthers specific claims related to human rights.
Texts (Many can be found HERE)
Unit 1
"Letter From Birmingham Jail," Martin Luther King, Jr.
"In This Blind Alley," Ahmad Shamlu
"Freedom," Rabindranath Tagore
"Women," Alice Walker
Unit 2:
"A Genetics of Justice," Julia Alvarez
"Remembering To Never Forget: Dominican Republic’s ‘Parsley Massacre,’" Mark Memmott
Unit 3:
The Universal Declaration on Human Rights
"On the Adoption of the Universal Declaration of Human Rights," Eleanor Roosevelt
"Address to the United Nations Youth Assembly," Malala Yousafzai
Description Adapted from EngageNY
Updated 1/6/15 (KBW)
Link: Module 10.2
In Module 10.2, students read, discuss, and analyze poems and informational texts focusing on how authors use rhetoric and word choice to develop ideas or claims about human rights. Students will also explore how the nonfiction authors develop arguments with claims, evidence, and reasoning. The texts in this module offer rich opportunities to analyze authorial engagement with the struggle for human rights and to consider how an author’s rhetorical choices advance purpose.
Module 10.2 Focus Skills & Habits
- Read closely for textual details.
- Annotate texts to support comprehension and analysis.
- Engage in productive evidence-based conversations about text.
- Use rubrics for self-assessment and peer review of writing.
- Generate and respond to questions in scholarly discourse.
- Independently preview text in preparation for supported analysis.
- Present information, findings, and supporting evidence clearly, concisely, and logically.
Module 10.2 builds on the notion of identity by engaging students in the analysis of complex informational and literary nonfiction texts and rich poetry on the topic of human rights. Students examine Martin Luther King, Jr.’s use of rhetoric in his argument for universal acceptance of equal human rights in "Letter from Birmingham Jail," and explore central ideas and figurative language in three poems that provide international and feminist perspectives on the shared desire for human rights: "In This Blind Alley" by Ahmad Shamlu, "Freedom" by Rabindranath Tagore, and "Women" by Alice Walker. Students then read Julia Alvarez’s autobiographical essay "A Genetics of Justice" accompanied by Mark Memmott’s journalistic article "Remembering Never to Forget," focusing on how each author presents details to develop different portrayals of Rafael Trujillo and his dictatorship in the Dominican Republic. Students also engage with a legal document (The Universal Declaration of Human Rights) and two speeches ("On the Adoption of the Universal Declaration of Human Rights" by Eleanor Roosevelt and Malala Yousafzai’s "Address to the United Nations Youth Assembly") to examine the argument in each and analyze how the use of rhetoric furthers specific claims related to human rights.
Texts (Many can be found HERE)
Unit 1
"Letter From Birmingham Jail," Martin Luther King, Jr.
"In This Blind Alley," Ahmad Shamlu
"Freedom," Rabindranath Tagore
"Women," Alice Walker
Unit 2:
"A Genetics of Justice," Julia Alvarez
"Remembering To Never Forget: Dominican Republic’s ‘Parsley Massacre,’" Mark Memmott
Unit 3:
The Universal Declaration on Human Rights
"On the Adoption of the Universal Declaration of Human Rights," Eleanor Roosevelt
"Address to the United Nations Youth Assembly," Malala Yousafzai
Description Adapted from EngageNY
Updated 1/6/15 (KBW)