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Historical fiction analysis
The art of fiction analysis
Fiction analysis
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Recommended: Historical fiction analysis
Unpacking the Standards PART ONE: 1. “Read and discuss historical fiction”. 2. The students will be able to read “Henry's Freedom Box” by Ellen Levine, and discuss the characteristics of this book and what makes it a historical fiction text. The students will be able to compare “Henry’s Freedom Box” to their social studies textbook during a class discussion. 3. I will assess my student’s mastery of this objective by creating an open conversation within the entire class by asking questions, and before each student is dismissed, they will each hand in a piece of paper with one difference and similarity between the two texts written down. 4. Proficiency: To show proficiency with this objective, the students need to read the book “Henry’s Freedom Box” and insert a couple of comments during the discussion, within their group or with the whole class. Mastery: To show mastery with this objective, the students should be able to independently read “Henry’s Freedom Box” and comprehend different aspects of the book. For mastery to be reached the student needs to be very involved when we are discussing the An activity that can be used to attain proficiency of the objective, would be for the students to read the book “Henry’s Freedom Box” independently. After each student has read the book and understands the context of the book. Each student will be given a handout that is a paper divided in half and one side says “same” and the other says “different” that they need to complete. After that, the class will be divided into two groups. The first group will come together and list several similarities between the history textbook and “Henry’s Freedom Box”. The second group will list the differences between the history textbook and the book. After everyone has listed either a similarity or difference, we will come together as an entire class and I will write all the ideas down on the smart board and we will review everyone’s ideas once they are all written
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
As a result of Cry Liberty and the daring rebellion from so many brave slaves this book paints a visual art in the minds of those who pick this book up. Not only does Hoffer bring us back to the year 1739, he brought me back in time and I felt as if I was one of the slaves marching down Pon Pon street in hopes to make it to Spanish Florida to be set free. I enjoyed the historical adventure and the significant events that lead to what we know now as The Great Stono River Slave Rebellion.
Franklin, J., Moss, A. Jr. From Slavery to Freedom. Seventh edition, McGraw Hill, Inc.: 1994.
Groff, Patrick. "The Freedmen's Bureau in High School History Texts." The Journal of Negro Education 51.4
(H) Freedom is something many crave and fight for. (CS) Freedom has copious attributes and qualities that are present in “Revolution 2.0” by Wael Ghonim, “The Letter from Birmingham” by Martin Luther King Junior, and the ‘Speech at the March on Washington” by Josephine Baker. (G1) Using speech is a glorious way to show your freedom. (G2) People have to be equal to really be free. (G3) Respect is another major quality of freedom. (TH) Speech, equality, and respect all constitute freedom.
...e. This is incorporated in the lesson by creating a task which students compare a medieval punishment to a contemporary punishment, allowing them with evidence to argue which society is more desirable.
Foner, Eric. "Chapter 9." Give Me Liberty!: An American History. Brief Third ed. Vol. One. New York: W.W. Norton, 2012. N. pag. Print.
Lowman, Michael R., George Thompson, and Kurt Grussendorf. United States History: Heritage of Freedom. Pensacola Christian College, 1998.
Mann, Douglas. “Patrick Henry” (Video). Lecture, Red Hill Farm, Brookneal, VA, 2011. http://learn.liberty.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=/webapps/blackboard/execute/courseMain?course_id=_12227_1. (accessed April 2, 2014).
The idea of freedom can be seen throughout Collection 2 in our textbook. Freedom can be seen in the short story “The Censors” by Luisa Valenzuela when it talks about the freedom of speech. Addition to that, an article “A People’s History Of The 1963 March On Washington” by Charles Euchner shows freedom in its article when it talks about the segregation occurring to colored men. Lastly, freedom is shown in the graphic novel “Persepolis 2: The Story Of A Return” by Marjane Satrapi as it shows high restriction.
Freedom is the American ideal. In Frederick Douglass’s autobiography, the Narrative of the Life of Frederick Douglass, he questions the morality and righteousness of slavery. Douglass, a former slave, is convinced that slavery is immoral and unjust. However, the world that surrounds Douglass disagrees vehemently. In an effort to instigate change and improve the lives of millions, Douglass interrogates the moral conscience of his readers, primarily consisting of Protestant, white, undecided Northerners, by forcing them to question freedom and if slavery fits with the vision of the Founding Fathers. Douglass claims and forces the reader to understand that slavery restricts the principles of life, liberty, the pursuit of happiness, and the right
Douglas starts begins defining freedom with his recounting of his mistress stopping his lessons. “Education and slavery were incompatible with each other” (Douglas, 25). This simple statement highlights the necessity of ignorance in maintaining slavery. Slaves, so long as they remain oblivious of their lacking freedom, will remain slaves. Much akin to Davis Wallace’s “This Is Water” speech, fish are ignorant of the existence of water, likewise slaves are ignorant of their status as possessions. How can someone possible comprehend that their existence lacks freedom and basic rights, if one doesn’t even know of these rights to begin with? It follows then, that as Douglas begins his self-education, he would learn of his disposition in the world. As Douglas so eloquently puts it, “in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell” (Douglas, 25). This statement presents the idea that the mere realization of one’s position allows one to begin the journey to liberate oneself from their enslavement. Douglas begins his own journey then, taking into his own hands his education, he befriends the local white boys and continues to learn to read. As his knowledge continues to improve, Douglas begins to make plans to escape and make for himself a new life. Thus, it can be drawn from Douglas’s argument that freedom is directly related to one’s awareness of one’s own existence. Through education we free ourselves from being trapped in a loop of inequality and gain the tools necessary to free ourselves from our bindings. The truest mark of this link between freedom and knowledge is demonstrated in Ray Bradbury’s Fahrenheit
...alculus test, while the students trusted him to prepare them. Jamie raised the bar and put his trust in the students. The students realized this trust, and went the extra mile to meet the high standard Jamie was setting. In Freedom Writers, Erin trusted her students to read literature that was seen as over their reading level according to the administration. Erin trusted her students could do it, and the students excelled while trying to reach the high standard Erin put on her class.
Foner, Eric. (2009). Give Me Liberty!: an American History. 2nd Seagull Ed. New York, NY: W.W. Norton and Company.
A free thinker in a dictators world. When you hear this the first thing you might think is, well that’s not going to go well. Well in the movie Dead Poets’ Society. That’s exactly what happened. Mr. Keating, a new teacher to the Welton Academy for boys who brings a new unorthodox method of teaching to the school. Who pushes the minds of his students to think outside the ways that the school teaches them to. But is he right? Is his way of teaching effective? Or was it a bad way to teach his students. That’s what this paper is paper is about. The effectiveness of Mr. Keatings style of teaching.