Learning Experience Plan

Subject: U.S. History Grade level: 11th grade

Unit: U.S. onstitution !ay"Periods: #$.#%.1$
&opic: !e'ocracy
ontent Standards:
Standard (: ivics) iti*enship+ and Govern'ent
Students ,ill use a variety o- intellectual s.ills to de'onstrate their understanding o- the
necessity -or establishing govern'ents+ the govern'ental syste' o- the United States and
other nations) the United States onstitution) the basic civic values o- /'erican
constitutional de'ocracy) and the roles+ rights+ and responsibilities o- citi*enship+ including
avenues o- participation.
ivic 0deals and Practices:
1asic -reedo's and rights and responsibilities o- citi*ens in a de'ocratic republic
2ole o- the citi*en in the co''unity and nation and as a 'e'ber o- the global co''unity
ivic participation and engage'ent
2espect -or diversity
ivic ideals and practices in countries other than our de'ocratic republic
Struggle -or rights+ access to citi*enship rights+ and universal hu'an rights
Literacy Standards:
SS.EL/3Literacy.20.11314.5
!elineate and evaluate the reasoning in se'inal U.S. texts+ including the application o-
constitutional principles and use o- legal reasoning 6e.g.+ in U.S. Supre'e ourt 'ajority
opinions and dissents7 and the pre'ises+ purposes+ and argu'ents in ,or.s o- public advocacy
6e.g.+ &he 8ederalist+ presidential addresses7.
SS.EL/3Literacy.20.11314.9
/naly*e seventeenth+ eighteenth+ and nineteenth3century -oundational U.S. docu'ents o-
historical and literary signi-icance 6including &he !eclaration o- 0ndependence+ the Prea'ble to
the onstitution+ the 1ill o- 2ights+ and Lincoln:s Second 0naugural /ddress7 -or their the'es+
purposes+ and rhetorical -eatures.
Learning Experience ;utco'es:
/naly*e in-or'ational text
reate visual aids to -urther understanding o-
nationalis'
!evelop their o,n understanding o- nationalis'
Use prior .no,ledge and experience in discussion
to -urther students .no,ledge about the exa'ples
,e see and use everyday that express our
nationalistic pride.
Learning Experience /ssess'ents:
Use 0<SE2& 60nteractive <otation Syste' to
E--ective 2eading and &hin.ing7 as reading
co'prehension strategy.
6hec.7 = 0 .no, that
> 6Plus7 = 0 did not .no, that
3 6?inus7 = 0 thought di--erently
@ 6Auestion7 = 0 though it ,as con-using
Students ,ill use this strategy ,hilst reading an
in-or'ational text on /'erican nationalis'.
Students ,ill also create a visual to express their
idea o- nationalis' and ,hat it represents 6lesson
closure7
/pproaching
Students in the approaching
learning level 'ust use a graphic
organi*er to help the' organi*e
their notes -or reading
co'prehension.
;n3level
Students in the on3level learning
level 'ust also use a graphic
organi*er to help the' organi*e
their notes -or reading
co'prehension.
1eyond
Students in the beyond learning
level have the option o- using
the graphic organi*er to help
the' organi*e their notes -or
reading co'prehension.
/ll students are reBuired to use the 0<SE2& 60nteractive <otation Syste' to E--ective 2eading and
&hin.ing7 reading co'prehension strategy ,hilst reading the in-or'ational text.
?aterials"2es
ources
Procedures"Strategies
Sponge /ctivity: 6activity that ,ill be done as students enter the roo' to get the' into
the 'indset o- the concept to be learned7 !o Cno,: &his 'ini3assess'ent activates
prior .no,ledge and real3,orld experiences to the classroo'. Students ,ill give their
best interpretation o- ,hat a nation is and their o,n experiences in expressing
nationalis'.
/nticipatory Set: 6-ocus Buestion6s7 that ,ill be used to get students thin.ing about the
dayDs lesson7 Students should .eep in 'ind...
Ehat is your idea o- nationalis'@
Ho, is the U.S. nation portrayed@ &hrough ,hat co''onalities do ,e describe our
nation as@
Ho, ,ould you describe a nation@
Ehy is nationalis' i'portant to a collective group o- people@
/ctivate Prior Cno,ledge: 6,hat in-or'ation ,ill be shared ,ith or a'ong students to
connect to prior .no,ledge or experience7
Students ,ill activate prior .no,ledge through their past experiences o- engaging in
nationalistic pride. &hey ,ill also activate prior .no,ledge through their previous
lessons ,ithin the unit and history classes to i'part or inBuire in class.
Graphic
organi*ers
0n-o. text
61elo,7
!irect 0nstruction: 6input+ 'odeling+ chec. -or understanding7
1. !o Cno,: &his 'ini3assess'ent activates prior .no,ledge and real3,orld
experiences to the classroo'. Students ,ill give their best interpretation o-
,hat a nation is and their o,n experiences in expressing nationalis'.
4. !iscussion: peopleDs o,n experiences and interpretations o- nationalis'.
F. 8acilitate students ho, they ,ill be close reading in-or'ational text about a
nation+ nationalis' and ,hat it 'eans to be nationalistic.
4. &each students 0<SE2& and ho, they i'ple'ent it into as reading
co'prehension strategy:
6hec.7 = 0 .no, that
> 6Plus7 = 0 did not .no, that
3 6?inus7 = 0 thought di--erently
@ 6Auestion7 = 0 though it ,as con-using
(. Students ,ill be given copies o- the in-or'ational text.
%. Eith this strategy students close read in-or'ational text about nationalis'. 1y
using the 0<SE2& strategy+ students ,ill get a grasp o- ,hat they .no,+ ,hat
they donDt .no,+ ,hat is Buestionable and ,hat is con-using to the'.
7. Explain ho, they ,ill ,rite in either a chec.+ plus+ 'inus+ or Buestion 'ar.
near a sentence or paragraph that -its the description and co'prehension o- the
reader.
5. Students and teacher ,ill read the in-or'ational text out loud.
9. Students ,ill then independently read the text and 'ar. the appropriate sy'bol
on the text.
1#. Students ,ill then have ti'e to -ill out graphic organi*ers to outlines to
ta.e notes on any necessary in-or'ation in ,hich the reader dee's
i'portant"vital to the lesson.
11. !iscussion: /s a closing state'ent students ,ill express their ne, ideas
o- a nation+ nationalis' and nationalistic pride a-ter reading the in-or'ational
text. Students ,ho have Buestions about ,hat ,as con-using or extra co''ents
to add to group discussion are ,elco'e.
14. Students ,ill rein-orce their learning o- the lesson by creating a visual
6dra,ing"picture"etc7 that expresses their o,n idea o- nationalis'. ?ust be
detailed 6coloring is necessaryG7 Students 'ust ta.e advantage o- their
creativity and i'agination.
Guided Practice: 6ho, students ,ill de'onstrate their grasp o- ne, learning7
Students de'onstrate their grasp o- ne, learning o- nationalis' through the
0<SE2& 60nteractive <otation Syste' to E--ective 2eading and &hin.ing7 reading
co'prehension strategy. Eith this strategy students close read in-or'ational text
about nationalis'. 1y using the 0<SE2& strategy+ students ,ill get a grasp o-
,hat they .no,+ ,hat they donDt .no,+ ,hat is Buestionable and ,hat is
con-using to the'. 0t gives students an opportunity to sho, their co'prehension
o- the text and gives the' a better clue to ,hat in-or'ation needs to be reiterated.
losure: 6action"state'ent by teacher designed to bring lesson presentation to an appropriate close7
/s a closing state'ent students ,ill express their ne, ideas o- a nation+
nationalis' and nationalistic pride a-ter reading the in-or'ational text. Students
,ho have Buestions about ,hat ,as con-using or extra co''ents to add to group
discussion are ,elco'e.
Provide
Paper
0ndependent Practice: 6,hat students ,ill do to rein-orce learning o- the lesson7
Students ,ill rein-orce their learning o- the lesson by creating a visual
6dra,ing"picture"etc7 that expresses their o,n idea o- nationalis'. ?ust be
detailed 6coloring is necessaryG7 Students 'ust ta.e advantage o- their creativity
and i'agination.
0<8;2?/&0;</L &EH&
<ationalis'
?any scholars have struggled to de-ine nationalis' in a ,ay that enco'passes and
'a.es sense o- all the di--erent situations in ,hich it is e'ployed. 0n general+ it is an ideology in
,hich the concept o- the nation or nationality is the 'ost i'portant category by ,hich hu'ans
de-ine the'selves. <ationalis' necessarily categori*es peopleIone either is or is not a 'e'ber
o- J'y nation.K 0t thrives through the use o- such ele'ents as national -ol.lore+ sy'bols+ heroes+
sports+ 'usic+ religion+ and an idea that there is a national identity or character. /nthony !.
S'ith+ a theorist o- nationalis'+ has suggested that there are even criteria that 'ust be in place
-or nationalis' to exist. His list includes a physical ho'eland+ either current or ancient+ a high
degree o- autono'y a'ong the citi*ens+ hostile surroundings+ 'e'ories o- glory or de-eat in
battle+ special custo's+ historical records+ co''on languages and scripts+ and ,hat he calls
sacred centers or places 61L7. &his sort o- nationalis' is highly dependent upon the concept o-
the nation3state and probably represents the 'ost co''on use o- the ter'. &his conception o-
nationalis' has been used both to justi-y i'perialis'+ to unite countries in ti'es o- ,ar+ and to
describe the struggles -or nationhood in coloni*ed countries such as 0reland and 0ndia.
Ho,ever+ nationalis' has also been used to describe 'ove'ents ,ithin sovereign
nations+ such as the 1lac. <ationalist 'ove'ent in the United States in the 19%#s and L#s and
Hindu nationalis' currently seen in 0ndia. /'erican 0ndian activists have also called -or an
/'erican 0ndian nationalis'+ given especially that 'any o- their tribes are sovereign nations
the'selves.
;ne o- the reasons nationalis' is so di--icult to de-ine is that any discussion involving
the subject necessarily spills over into cognate subjects such as race and racis'+ -ascis'+
language develop'ent+ international la,+ genocide+ and i''igration. <ationalis' can also ta.e
'any di--erent -or's. 0n other ,ords+ the central -actor upon ,hich the 'ove'ent is based can
be+ -or instance+ religious+ political+ ethnic+ or cultural. &his -urther con-uses the ,ay the ter' is
used and de-ined. 0n the latter hal- o- the eighteenth century+ -or instance+ the people o- 8rance
had success-ully united under such sy'bols as the tri3color -lag+ the senti'ental po,er o- the
anthe' J&he ?arseilles+K and the ideals o- JLibertM+ EgalitM+ 8raternityK 6Liberty+ EBuality+
8raternity7. &his type o- patriotis' allo,ed the nation to -eel as one in a ,ay that had not been
possible be-ore the revolution. 8or the 8rench+ at least in overthro,ing the 'onarchy+ the loyalty
inspired by nationalis' helped to create a J-reeK society+ the goal o- the revolution. &hroughout
the nineteenth century+ ho,ever+ nationalis' ,ould be used to justi-y i'perialis'+ jingois'+ and
xenophobia in countries such as Great 1ritain+ the United States+ 0taly+ and 8rance itsel-. So'e
scholars also attribute the t,entieth3century rise o- -ascis' to nationalis' ta.en to its extre'e.
0n the late t,entieth century the ter' ca'e to be used 'ost o-ten to describe indigenous
'ove'ents see.ing autono'y+ eBuality+ and recognition.
?ost broadly+ the ter' has been used to describe the ,ay the people o- a country de-ine
the'selves. &he idea that a NnationN is an entity+ a .no,n thing 'oving -or,ard through ti'e+ is
a relatively ne, oneOhaving only been around since the eighteenth century or so. /lthough so'e
historians believe that the NconceptN o- nationalis' existed even in tribal co''unities and has
li.ely been around since the beginning o- hu'anity+ 'odern theorists place its origins at the
beginning o- the eighteenth century. 1e-ore that period+ they say+ no one had 'ore than local
interests. <ationalis'+ -or these theorists+ ,as 'ade possible by the industrial revolution+ the
,idespread use o- the printing press+ and the rise o- capitalis'. /ll o- these things relied on a
large+ literate+ and culturally ho'ogeneous population -or their success. &hese conte'porary
theories+ brought -orth by people such as 1enedict /nderson and Ernest Gellner+ argue that
nationalis' is a Jsocially constructedK pheno'enon. 0n other ,ords+ they believe that it is an
arti-icial designation+ i'posed on the deni*ens o- a country -or social or political purposes. &his
belie- does not reduce the po,er o- the concept+ but 'erely suggests that it is not a real+ organic
pheno'enon arising -ro' the true -eelings and 'otives o- the people o- the country.
/s viable political entities+ nations 'ust concern the'selves ,ith de-ining ,hat it 'eans
to be a nation. &his is a challenge even -or the 'ost ho'ogenous+ linguistically and historical
bound people+ but it is a concern that is crucial to their existence. Literature+ as a vehicle+ helps
to express nationalist ideas particularly ,ell. 0- nations+ or nationalist 'ove'ents are indeed
.no,able entities 'oving -or,ard in ti'e+ they need to spea.+ and literature gives the' a voice
to do just that. Post3revolutionary /'erica+ -or instance+ needed to co'e to ter's ,ith its
independence+ as ,ell as to establish and put -or,ard a national character. Eashington 0rving:s
&HE SCE&H1;;C ;8 GE;882EP 2/P;< 615197 depicts characters struggling ,ith
these ideas. 0n one o- 0rving:s 'ost -a'ous stories+ N2ip Qan Ein.le+N the 'ain character goes to
sleep -or t,enty years and ,a.es up in a ,orld un-a'iliar to hi'. Ehat ,as once a pleasant+
sleepy co''unity no, see's+ to 2ip+ li.e a busy+ contentious place+ ri-e ,ith disagree'ent.
&he /'erican 2evolution has ta.en place ,hile he slept+ but instead o- -ocusing on political
'atters+ 0rving uses 2ip to sho, the reader ho, daily li-e has changed in those lost years33daily
li-e being 'ore i'portant than politics in the li-e o- an ordinary 'an. &his reading o- /'erican
character helped early /'erican ta.e a step to,ard de-ining the national character o- the
-ledgling country+ and also helped readers understand the pain o- independence -ro' the 'other
country.
Si'ilarly+ in Eillia' 1utler PE/&S:s poetry+ 'etaphors -or national character and the
struggle to,ard independence abound. 0n poe's such as N&he Stolen hild+N Nhuchulain:s
8ight ,ith the Sea+N NEho Goes ,ith 8ergus@+N and the long poe'+ N&he Eanderings o- ;isin+N
Peats strives to invo.e old 0reland+ 'ystical and eltic+ in order that he 'ight create -or the
'odern country a pre3colonial i'age to ,hich it 'ight aspire. 0reland ,as the oldest o-
England:s colonies+ held -or nearly 5## years+ and an obstacle -or 0rish nationalists ,as -inding a
,ay to clearly distinguish ,hat ,as 0rish+ -ro' ,hat ,as English. Peats ,as such a nationalist
poet+ ho,ever+ that he did not 'erely spea. in 'etaphors. ?uch o- his co''entary on
nationalis' is not -igurative at all+ but is literally explored+ in largely una'biguous language. 0n
poe's such as NEaster 191%+N N&o 0reland in the o'ing &i'es+N and N&he 0rish /ir'an 8oresees
his !eath+N Peats is explicit+ 'ourning the loss o- lives in the struggle -or independence and
noting the toll years o- oppression have ta.en on the 0rish character.
Ehile both 0rving and Peats ,ere ,or.ing ,ith countries struggling ,ith de-ining their
identities against the specter o- English do'inance+ in 159L 1ra' Sto.er:s novel !2/UL/
addresses the di--iculty o- nationalis' and England itsel-. ount !racula+ ,ho' Sto.er portrays
as everything that is -oreign to England and the English characters+ see.s to capture ?ina+ ,hose
purity+ intelligence+ and .indness 'a.e her a per-ect sy'bol o- Qictorian ,o'anhood. 0n
contrast+ !racula is 'ysterious+ spea.ing in heavily accented English+ living in a re'ote castle in
&ransylvania. He is Eastern as opposed to the very Eestern ?ina+ and ,orst o- all+ he is
believed to be a va'pire+ the undead creature -ro' Eastern European -ol.lore. 0n his Buest+
!racula purchases various pieces o- real estate around London so that he 'ay have resting places
to protect hi' should he be caught outside as the sun rises. He has transported native soil -ro'
his ho'eland to deposit in these locations. &his represents a .ind o- reverse colonialis'+ ,ith
the -oreigner i'posing hi'sel- upon England during the heyday o- Qictorian i'perialis'. &he
NgoodN character+ that is the English+ 'ust unite to destroy the -oreign 'enace and thus save the
character o- their nation.
;ther literary ,or.s+ such as Sal'an 2ushdie:s ?0!<0GH&:S H0L!2E< 6195F7+ are
openly critical o- nationalist 'ove'ents+ portraying the' as dehu'ani*ing 'ove'ents that
stress unity over hu'anity. 0n ?idnight:s hildren+ both the 0ndian nationalist 'ove'ent and the
0ndo3Pa.istani Ear 6a nationalist driven ,ar7 co'e very close to destroying the -uture o- 0ndia+
all -or the advance'ent o- the idea o- a strong+ ho'ogenous+ 'odern nation.
Rust as nationalis' itsel- is a ter' that is di--icult to de-ine+ literary portrayals o-
nationalis' ta.e 'any di--erent -or's and approach the subject -ro' 'any di--erent angles.
?inority groups+ do'inant religions and ethnicities+ and political entities+ both ne, and long3
established 'ay all e'brace the ideology o- nationalis'. Literature+ ,ith its 'any layers o-
'eaning+ can express this ideology in the service o- all these di--erent groups.
8or 8urther 2eading:
/nderson+ 1enedict. 0'agined o''unities: 2e-lections on the ;rigin and Spread o-
<ationalis'. <e, Por.: Qerso 62evised Edition7+ 4##%.
orse+ Patricia. <ationalis' and Literature: &he Politics o- ulture in anada and the United
States. a'bridge: a'bridge University Press+ 199%.
0gnatie--+ ?ichael. 1lood and 1elonging: Rourneys 0nto the <e, <ationalis'. London: 8arrar+
Strauss+ and Giroux+ 199(.
Cohn+ Hans and raig alhoun. <ationalis': / Study in 0ts ;rigins and 1ac.ground. Edison+
<R: &ransaction Publishers+ 4##(.
S'ith+ /nthony !. <ationalis': &heory+ 0deology+ History. London: Polity Press+ 4##1.
Renni-er ?clinton3&e'ple