a reading of the gettysburg address - paideia web viewlikewise, may ask the entire goal to reflect...

A Reading of The Gettysburg AddressAn LDC/Paideia Module

Information Sheet for Argumentation ModuleModule title: A Reading of The Gettysburg Address

Module description (overview):

This module asks 9th and 10th grade students to perform a close reading of “The Gettysburg Address,” participate in a Paideia Seminar on the text, and write an essay in which they evaluate Lincoln’s definition of democracy based on the speech. Ultimately, students practice a series of interrelated literacy skills while gaining a deeper understanding of an iconic American political document, thereby merging American History content with Common Core literacy skills. If teachers choose to assess students on the skills embedded in this module, there is a classroom assessment exercise applying the same LDC template to Martin Luther King’s “I Have a Dream.” In addition, module teachers can self-assess their evolving seminar planning and facilitation skills using the Seminar Reflection Guide found in the module Appendix.

NOTE: This module is designed to teach and assess the Core Content College and Career Readiness Anchor Standards identified in the LDC standards as well as those for “Speaking and Listening” including a formal and rigorous dialogue about concepts and ideas. Common Core “Reading” and “Writing” standards are practiced and assessed around the Paideia Seminar discussion. If you are not trained in leading Paideia Seminars, you can still teach this module by replacing the Seminar in Cluster 3 with another discussion-based strategy. In addition to this module, you will need the LDC/Paideia Appendix packet.

Template task (include number, type, level):

Task 6 Template: [Insert Question] After reading __________ (literature or informational texts), write a/an __________ (essay or substitute) that discusses __________ (content) and evaluates __________ (content). Be sure to support your position with evidence from the texts. (Argumentative Evaluation)

Teaching task: Has “The Gettysburg Address” influenced our contemporary understanding of American Democracy? After reading “The Gettysburg Address,” write an essay that discusses Lincoln’s definition of “democracy” in the Address and evaluates its influence on our understanding of American democracy. Be sure to support your position with evidence from the text.

Big Ideas, Values

Democracy, equality, government, language, leadership

Grade(s)/Level: 9-10

Discipline: (e.g., ELA, science, history, other?)

Humanities

Course: English or History

LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 1

Author(s): Laura Billings and Terry Roberts

Contact information:

[email protected] and [email protected]


mailto:[email protected]

mailto:[email protected]

Section 1: What Task?TEACHING TASKTeaching task:

Has “The Gettysburg Address” influenced our contemporary understanding of American Democracy? After reading “The Gettysburg Address,” write an essay that discusses Lincoln’s definition of “democracy” in the Address and evaluates its influence on our understanding of American democracy. Be sure to support your position with evidence from the text.

Reading texts:

Primary Seminar Text: “The Gettysburg Address” by Abraham LincolnClassroom Assessment Text (student reader): “I Have a Dream” by Martin Luther King

Background to share with students:

Although as Americans, we take for granted that we know what democracy as a form of government means, there have been a number of important attempts to define American democracy both as an idea and as a practical form of government. Although Lincoln never uses the word in the Gettysburg Address, he implies a number of characteristics of democracy. This module examines how his definition may have influenced our modern views.

Extension (Mandatory in a Paideia module): Teacher and students work together to collect the finished essays into a virtual anthology, which will be published on the class web site and thereby made available to other American History students. This form of publication also makes these student essays available to future generations of students in this class for use as exemplars.

COMMON CORE STATE STANDARDSGRADES 9-10 READING STANDARDS FOR ARGUMENTATION

“Built-in” Reading Standards “When Appropriate” Reading Standards1- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

3- Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced …

2- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

5- Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

6- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

10- By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

7- Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

8- Delineate and evaluate the argument and specific claims LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 3

in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.9- Analyze seminar U.S. documents of historical and literary significance, including how they address related themes and concepts.

GRADES 9-10 WRITING STANDARDS FOR ARGUMENTATION“Built-in” Writing Standards “When Appropriate” Writing Standards

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6- Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

8- Gather relevant information from multiple print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively…

GRADES 9-10 SPEAKING AND LISTENING STANDARDS FOR LDC/PAIDEIA MODULES“Built In” Speaking and Listening Standards “When Appropriate” Speaking and Listening

Standards1. Initiate and participate effectively in a range of collaborative discussion with diverse partners on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

6. Adapt speech to a variety of contexts and tasks, 5. Make strategic use of digital media in presentations to LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 4

demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3.)

enhance understanding of findings, reasoning, and evidence and to add interest.

CONTENT STANDARDS FROM STATE OR DISTRICTStandards source:

CCSS

NUMBER CONTENT STANDARDSCCSS HS

SCORING RUBRIC FOR ARGUMENTATION TEMPLATE TASKS Scoring

ElementsNot Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.

5 3 3.5

4

FocusAttempts to address prompt, but lacks focus or is off-task.

Addresses prompt appropriately and establishes a position, but focus is uneven.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.

Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.

Controlling Idea

Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims.

Establishes a claim. Establishes a credible claim.Establishes and maintains a substantive and credible claim or proposal.

Reading/ Research

Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt.

Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.

Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim.

Accurately and effectively presents important details from reading materials to develop argument or claim.

Development

Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt.

Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations.

Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.

Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.

Organization Attempts to organize ideas, but lacks control of structure.

Uses an appropriate organizational structure for development of

Maintains an appropriate organizational structure to address specific requirements

Maintains an organizational structure that intentionally and effectively enhances the


reasoning and logic, with minor lapses in structure and/or coherence.

of the prompt. Structure reveals the reasoning and logic of the argument.

presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.

Conventions

Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.

Demonstrates an uneven command of standard English conventions and cohesion.Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors.

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.

Content Understanding

Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.

Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.

Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

*See Speaking and Listening Rubric in the Appendix for use during the Seminar.


Section 2: What Skills?

SKILL DEFINITION

SKILLS CLUSTER 1: READING PROCESS FOR PAIDEIA SEMINAR1. Inspectional reading Ability to identify structural components of the seminar text; to summarize, or paraphrase

2. Essential vocabulary Ability to identify and master terms essential to understanding a text.

3. Analytical Reading & Annotation

Ability to read purposefully and compare information for relevance; to evaluate.

SKILLS CLUSTER 2: DIALOGUE PROCESS (PAIDEIA SEMINAR) 1. Pre-Seminar Process

Ability to reflect on personal communication habits and select appropriate speaking and listening goals.

2. Seminar Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Socratic seminar or other discussion-based strategy.

3. Post-Seminar Process

Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

TRANISITION TO WRITING1. Task analysis Ability to understand and explain the task’s prompt and rubric.

SKILLS CLUSTER 3: WRITING PROCESS1. Claim Ability to establish a claim and consolidate information relevant to task.

2. Planning Ability to develop a line of thought and text structure appropriate to an argumentation task.

3. Development Ability to construct an initial draft with an emerging line of thought and structure.

4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

5. Editing Ability to proofread and format a piece to make it more effective.

6. Completion Ability to submit final piece that is on task.


Section 3: What Instruction?

PACING SKILL AND DEFINITION

MINI-TASK PRODUCT AND PROMPT

SCORING (PRODUCT “MEETS EXPECTATIONS” IF IT…)

INSTRUCTIONAL STRATEGIES

SKILLS CLUSTER 1: READING PROCESSDays 1-3

1. Inspectional readingAbility to identify structural components of the seminar text; to summarize or paraphrase.

Labeled text and paraphrase

Label the five parts of the text while the teacher reads the Gettysburg Address aloud and identify the five sections.

Structural features of the text are visible and clear; correctly identifies five sections

Each student has a copy of the printed text of the Gettysburg Address.

Read the five identified sections (see Graphic Organizer in Appendix to this module) aloud for students while they mark the sections.

(See Adler & Van Doren, pp. 31-44.) RI 9-10.4

On-going

2. Essential vocabularyAbility to identify and master terms essential to understanding a text.

Vocabulary listIn your notebook, list words and phrases essential to the texts. Add definitions, and (if appropriate) notes on connotation in this context. Where and how does Lincoln define “democracy”?

Lists appropriate phrases. Provides accurate definitions. Answers question.

Ask some students to share definitions of terms.

Provide direct instruction as necessary and guide a close reading to work through key phrases.

RI 9-10.1 & 2


Day 2-3 3. Analytical Reading & Note-taking:Ability to read purposefully and compare information for relevance; to evaluate.

Short Response

Mini-task: Generate descriptive notes within a graphic organizer (see Appendix to this module).

Organizer is completely filled in with appropriate examples.

Having completed the Inspectional Read, guide students to do a second, closer reading and complete the graphic organizer as follows.

Divide the class into five groups and assign each section of the speech to a group. Ask that each group compose a clear paraphrase of that section, using a dictionary and vocabulary notes (see previous mini task) as needed. Then have each group share its paraphrase in turn, and guide a brief discussion of that section, stressing common surface understanding of each section in turn.

Allow students time to fill in their paraphrases (in their own words) on their individual copies of the graphic organizer. [Remind students to bring the graphic organizer along with their marked copies of the text to the seminar discussion.]

Students respond to guiding questions to build on understanding of vocabulary within the context of the speech. Questions address essential facts about text.

RI 9 – 10.1,2,5,6 ; W 9 – 10.9; SL 9 – 10.1; and L 9 – 10. 4-6

SKILLS CLUSTER 2: DIALOGUE PROCESS (PAIDEIA SEMINAR)Day 4 1. Pre-Seminar

ProcessAbility to reflect on personal communication habits and select appropriate speaking and listening goals.

Self-assessmentBased on the list of Speaking and Listening behaviors, note in writing a goal for your personal participation in the upcoming dialogue.

Chooses appropriate individual process goal based on past seminar performance

See Speaking and Listening Rubric and sample “Seminar Process Assessment” in Appendix.

Teachers should take each of the Process steps of Paideia Seminar including: definition and purpose for having the dialogue, role and responsibility of facilitator and participants, steps to guide personal and group process goals. (See Teaching Thinking Through Dialogue for examples of pre- and post-seminar process “scripts” embedded in sample seminar plans.)

Be sure to have students complete Paideia Seminar Speaking and Listening Skills Self Assessment Teacher should identify appropriate speaking and listening goals for the group. The group participation goal is discussed and posted where all can see.


Day 4 Seminar:Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Paideia seminar.

Participation:Participate in the Seminar and focus on your goals.

Teacher produced Seminar “Map” documents spoken participation by individual students.

Teacher should use the Gettysburg Address Seminar Plan in Appendix for scope and sequence of prepared Seminar Questions.

RI 9 – 10.1; RI 9 – 10.6 & 8; SL 9 – 10

Day 4 Post-Seminar:Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.

Self-Assessment

Reflect back on your participation goal, then finish filling out the Seminar Process Assessment form; write a short reflective work on your seminar performance in detail.

Answers task by filing in form completely.

Writes in detail about seminar participation

See Appendix. Have a few representative students share their goal for speaking and listening and their performance. Likewise, may ask the entire goal to reflect on the entire dialogue process, i.e. the group effort. In whatever format is preferred, both individual and group reflections should be archived for reference at the beginning of the next Seminar.See Teaching Thinking through Dialogue: See pages 44-48.

TRANSITION TO WRITING: PREPARING FOR THE TASKDay 5 1. Task Analysis

Ability to understand and explain the task’s prompt and rubric.

Short response

In a quick write, write your first reaction to the task prompt. Add some notes of things you know about this issue.

No Scoring Display module Task prominently in the classroom. Discuss what is being asked of the writer and potential audiences for the essay.

Share examples of types of compositions students will produce (either from past students or from professional writers).

Ask students to identify key features of examples making a bullet list.

Pair students to compare, revise and clarify their individual bullets. Display: TEACHING TASK RUBRIC (ARGUMENTATION)

Discuss CCSS W 9-10.1 and 5

SKILLS CLUSTER 3: WRITING PROCESS


Day 6 1. Initiating the taskAbility to establish a claim and consolidate information relevant to task.

Opening paragraphWrite an opening paragraph that includes a claim and sequences the key points you plan to make in your composition.

Composes a clear, coherent claim and paragraph.

Teach a model format for note taking. Check that early student work is in the

assigned format (or in another format that gathers the needed information effectively).

W 9 – 10.1,4,9

Day 7 2. PlanningAbility to develop a line of thought and text structure appropriate to an argumentation task.

Outline/organizerPrepare a blue-print (draft outline) for a 4-5 page essay.

Develops a blueprint that is on-task and includes key points for cause-effect essay.

Model blueprint method Display model for reference Discuss function of each paragraph in template. W 9 – 10.1,4,9

Days 8-10

3. DevelopmentAbility to construct an initial draft with an emerging line of thought and structure.

Initial draftWrite an initial draft complete with opening, development, and closing; insert and cite textual evidence.

Provides direct answer to main prompt requirements. Identifies key points that support development of argument.

Offer several examples of opening paragraphs. Ask class to discuss what makes them strong or weak. Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2). W9-10:1,4

Days 10- and 12

4. RevisionAbility to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.

Multiple draftsRefine composition’s analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include.

Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition.

Sample useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues. See Appendix packet for more strategies. Model useful feedback that balances support

for strengths and clarity about weaknesses. Assign students to provide each other with

feedback on those issues. Revisit: TEACHING TASK RUBRIC (ARGUMENTATION) W9-10: 5


Day 13 5. EditingAbility to proofread and format a piece to make it more effective.

Correct DraftRevise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text.

Provides draft free from distracting surface errors. Uses format that supports purpose.

Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each other’s texts a second time. W9-10:5,6

Day 14 6. CompletionAbility to submit final work that addresses the task.

Final WorkTurn in your complete set of drafts, plus the final version of your work.

Demonstrates that composition is on task and ready for evaluation

Celebrate! NOTE: remind students throughout the process that their work will be anthologized in an online collection of essays evaluating the impact of the Gettysburg Address on our common concept of American Democracy.

MATERIALS, REFERENCES, AND SUPPORTSFOR TEACHERS FOR STUDENTS

Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.

Davis, Judy and Sharon Hill. (2003). The No-Nonsense Guide to Teaching Writing: Strategies, Structures, and Solutions. Portsmouth, NH: Heinemann.

“The Gettysburg Address” by Abraham Lincoln

For Classroom Assessment:“I Have a Dream” by Martin Luther King


National Paideia Center (2010). Teaching Thinking Through Dialogue. 2nd Edition.

Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy. New York: Eye on Education.


Section 4: What Results? STUDENT WORK SAMPLES[Include at least two samples of student work at each scoring level.]

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)Classroom assessment task

There have been many attempts by famous Americans to shape our understanding of democracy, including a number of famous speeches. One such speech was given in Washington, D. C. on 28 August 1963—100 years after the Gettysburg Address—by Martin Luther King.

Background to share with students (optional):

After reading Martin Luther King’s “I Have a Dream” speech, write an essay that discusses this speech and evaluates its influence on our understanding of American democracy. Be sure to support your position with evidence from the text.(You have this one class period to plan, write, and revise your essay. You may use “word” on the computer.)

Reading texts: “I Have a Dream” (excerpt) by Martin Luther King, Jr. (See Module Appendix)

ARGUMENTATION CLASSROOM ASSESSMENT RUBRICLDC Argumentation Classroom Assessment Rubric

MEETS EXPECTATIONSFocus Addresses the prompt and stays on task; provides a generally convincing response.Reading/Research Demonstrates generally effective use of reading material to develop an argument.Controlling Idea Establishes a credible claim and supports an argument that is logical and generally

convincing.Development Develops reasoning to support claim; provides evidence from text(s) in the form of examples

or explanations relevant to the argument.Organization Applies an appropriate text structure to address specific requirements of the prompt.Conventions Demonstrates a command of standard English conventions and cohesion; employs language

and tone appropriate to audience and purpose.NOT YET

Focus Attempts to address prompt but lacks focus or is off-task.Reading/Research Demonstrates weak use of reading material to develop argument.Controlling Idea Establishes a claim and attempts to support an argument but is not convincing;Development Reasoning is not clear; examples or explanations are weak or irrelevant.Organization Provides an ineffective structure; composition does not address requirements of the prompt.Conventions Demonstrates a weak command of standard English conventions; lacks cohesion; language

and tone are not appropriate to audience and purpose.


Teacher Work SectionHere are added thoughts about teaching this module.

Module AppendixThe attached materials support teaching this module.

Student Reader

Gettysburg Address (1863)

By Abraham Lincoln

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom— and that government of the people, by the people, for the people, shall not perish from the earth.


GRAPHIC ORGANIZER: The Gettysburg Address

Use this to take notes on of each of the five sections of the Gettysburg Address. Remember to use these notes along with your copy of the text during our Seminar Discussion and essay writing.

Section of Gettysburg Address Your Paraphrase (including definitions)1. Four Score and … created equal. (paragraph 1)

2. Now we are … should do this. (paragraph 2)

3. But, in a larger … they did here.

4. It is for us … not have died in vain.

5. That this nation … not perish from the earth.


CLASSROOM ASSESSMENT TEXTI Have a Dream - Excerpt (1963)

By Martin Luther King, Jr.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.

In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.


SEMINAR PLANQUESTIONS/PROCESS

30-45 MINUTES Questions for “The Gettysburg Address” SeminarReiterate that our purpose is to discuss: Democracy, equality, government, language, leadership (IDEAS & VALUES).

Ask participants to take a few minutes to look back at their notes on their text and/or graphic organizer. Acknowledge that we will use section numbers for referring to the text.

Opening Question – Identify main ideas from the text:

In one word, what was Lincoln’s hope for the nation? (round-robin response)What in the text caused you to choose that word? (spontaneous discussion)

Core Questions – Focus/analyze textual details:

How does the first sentence of this speech set the tone for what follows?

Lincoln uses some form of the word “dedicate” six times. What different meanings does this word take on during the speech?

What do you think Lincoln means by the phrase: “government of the people, by the people, for the people? Why?

Based on this speech, how do you think Lincoln would define democracy as a form of government? Refer to the text.

Closing Question – Personalize and apply the textual ideas:

What part of Lincoln’s speech do you think we need to revisit in contemporary America? What message is there for us?


LDC/Paideia Speaking and Listening RubricDemands and Qualities

Not Yet

Attention

Engagement

Articulation

Explanation

Expansion

Connection

Does not look at the person speaking Occasionally turns and talks to person sitting near by while another person is speaking

Does not take notes related to the ideas being discussed

Makes barely audible statements

Makes simple, somewhat unrelated or repetitive points/ statements

Draws conclusions based on a single perspective

Does not ask questions Does not refer to what else has been said

Demands and Qualities

Meets Expectation

Attention

Engagement

Articulation

Explanation

Expansion

Connection

Looks at the person speaking during most of the discussion Rarely talks while another is speaking

Occasionally takes notes related to the ideas being discussed Gives way to another as a way of sharing the talk time

Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and grammar

Provides points/ statements about the discussion topic noting details related to sequence, category, purpose, or point of view.

Refers to the text or another relevant source

Considers another point of view and acknowledges personal bias

Asks authentic questions Paraphrases what else has been said

Demands and Qualities

Advanced


Attention

Engagement

Articulation

Explanation

Expansion

Connection

Looks at the person speaking during the discussion Does not talk while another is speaking

Consistently takes notes related to the ideas being discussed Gives way to another as a way of sharing the talk time

Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and grammar

Provides insight related to fallacies within the text; Tests assumptions and explores inferences Refers to the text or another relevant source Illuminates relevance; Notes positive/negative implications Acknowledges difference in own perspectives—before and now

Adds to previous statement by offering a more global/ holistic interpretation Refers to another facet of an idea or another’s comment Considers multiple points of view and acknowledges personal bias Asks authentic, thought-provoking, open-ended questions


Student Name___________________________Date ___________________________

Paideia Seminar Speaking and Listening SkillsSelf Assessment

Please rate your current Paideia Seminar skills by circling a number in each category.

0 = I do not ever do this during Paideia seminar. 10 = I regularly do this during Paideia seminar.

Skills Rating

AttentionI look at the person speaking during the discussion.I do not talk while another is speaking.

EngagementI take notes related to the ideas being discussed.I give way to others as a way of sharing the talk time.

ArticulationI make clear and accurate statements.I speak at appropriate pace & volume.I use relevant vocabulary and grammar.

Explanation (Justification)I provide insight about the discussion topic.I refer to the text or another relevant source.

ExpansionI consider another point of view.I add to a previous statement by offering a more global/holistic interpretation.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10


ConnectionI refer to another comment.I consider multiple points of view.I ask thought-provoking, open-ended questions.

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E. Seminar Reflection Guide

Teacher Name: Date:Subject: Grade level:Text: (title, genre)Teacher Facilitation goal selected:Student Participation goal selected:

Part 1I have led ______ (approximate number) of seminars this year with this class.Were there any special circumstances that should be considered while reflecting on this seminar?

How did this seminar text1 address the curriculum?

What did you do to prepare the students for this seminar?

What follow-up activities were planned for the students?

1 Throughout this document the word “text” is defined as a primary source material such as an essay, short story, poem, sculpture, painting, play, etc.LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 23

How did you determine student understanding of the ideas and values?

Reflecting on your growth as a facilitator, choose a goal for the next seminar.

Additional Comments


F. Pre-Seminar ActivitiesFor each of the following items please circle 1, 2, 3, or 4 as appropriate.

1=unquestionably, 2=probably, 3=possibly, 4=definitely not

1. The text chosen was appropriate for a seminar and the ability of the students.1 2 3 4

2. The room was arranged so that participants could easily make eye contact with one another.1 2 3 4

3. A process goal was selected before the seminar began.1 2 3 4

4. The teacher had clearly stated expectations for behavior as evidenced by the students’ actions.1 2 3 4

5. Students had adequate preparation for the discussion as evidenced by the quality of comments.1 2 3 4


Teacher as Facilitator1. The teacher was seated on the same level with the students.

1 2 3 4

2. The teacher took notes/mapped the discussion.1 2 3 4

3. The teacher was knowledgeable about the text being discussed and could locate references to aid students in supporting the point being made.1 2 3 4

4. The teacher refrained from giving his or her own opinion during the seminar.1 2 3 4

5. The teacher helped make connections between ideas. 1 2 3 4

6. The teacher encouraged student interaction (provided opportunities for shy students, was aware of eye contact).1 2 3 4

7. The teacher clarified when students misunderstood or factual errors were made by further questioning or probing if not corrected by other students.

1 2 3 4

8. The teacher occasionally paraphrased students’ remarks when necessary for clarification.1 2 3 4

9. The teacher stopped misbehavior quickly and effectively.1 2 3 4

10. The teacher accepted and encouraged divergent views and opinions.1 2 3 4


11. The teacher included the whole group in discussion and did not focus on a select few.1 2 3 4

12. The teacher refrained from summarizing the discussion (telling students what they learned at the end of the seminar).1 2 3 4

Questioning Strategies1. The teacher questioned students, not telling or teaching factual knowledge about the text.

1 2 3 4

2. The opening question was broad and each participant was given an opportunity to respond (this does not mean every seminar must begin with the round robin technique).

1 2 3 4

3. The questions posed did not lead students to a preconceived “right” answer.1 2 3 4

4. The teacher allowed sufficient wait-time for students to think before allowing responses or asking another question.1 2 3 4

5. The teacher was a good listener and framed follow-up questions from student comments.1 2 3 4

6. The teacher made smooth transitions between questions asked (not “my next question is”).1 2 3 4

7. The teacher asked questions that generated higher order thinking (analysis, synthesis, evaluation).1 2 3 4

8. The teacher asked closing questions that encouraged students to explore the personal relevance of text.1 2 3 4


Student Participation1. Students had a copy of the text being discussed in front of them or where all could refer to it.

1 2 3 4

2. Students observed the rules of behavior for seminar participation.1 2 3 4

3. Students talked more than the teacher.1 2 3 4

4. Students did not require permission from the teacher or other students to speak during the seminar.1 2 3 4

5. Students directed comments to each other rather than the teacher.1 2 3 4

6. Students showed respect for others’ views and opinions by listening and not criticizing others.1 2 3 4

7. Students supported their statements with references to the text.1 2 3 4

8. Students used each others’ names when agreeing or disagreeing with one another.1 2 3 4

9. Students asked meaningful questions during the seminar.1 2 3 4

10. Students were comfortable sharing opinions based on text evidenced by a conversation-like atmosphere.


Post-seminar activities1. The process goal was re-examined and suggestions were made for the next seminar.

1 2 3 4

2. The map or reflections were shared with the students.1 2 3 4

3. Students were given the opportunity to further reflect and articulate their thoughts.1 2 3 4


a reading of the gettysburg address - paideia web viewlikewise, may ask the entire goal to reflect...

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