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Middle School History Fall, 2013

Skills for Lit & Skills for Rhet May 20, 2013

Handbook for Lit Analysis

“Most people won't realize that writing is a craft.

You have to take your apprenticeship in it like

anything else.”

-Katherine Anne Porter

Free Handouts!

http://forsuchatimeasthis.com

Click on “Free Samples”

OVERVIEW

AS A RESULT OF THIS WORKSHOP . . . ☞You will see the advantages of teaching

history and literature together.

☞You will see how literature and history are connected.

☞You will accept the generalization that writing is a critical skill for language arts and history

☞You will accept the generalization that students will only learn to write as they write frequently.

Home schoolers are too busy . . .

☞You can teach history and literature together

Home schoolers are too busy . . .

I am not saying “Teaching history through Literature.” Two different disciplines!

Home schoolers are too busy . . .

History must not wag the Language Arts’ tail! It is a Literature/Language Arts World!

Knowledge of historical context can bring a new perspective to a piece of literature, and important fiction can speak volumes about the way a specific period of time was viewed by its contemporaries.

Understanding history can also help students understand why certain books have been banned through time. Huckleberry Finn, for example, is currently being challenged because of offensive words in the text. However, an understanding of history can teach students why those words were chosen in the first place, and open up unique discussions about the meanings of words and why we should or shouldn’t use them.

Banned Books

“The most common and the monstrous defect in the education of the day is that children fail to acquire the habit of reading.” ― Charlotte M. Mason

“Created to be connected to our Creator…

in Him we live and move and have our being.”

Body, Soul, & Spirit

Stands as a go-between the learner

and what is to be learned

USE A DIFFERENT MODEL:

A MEDIATOR

Blooms Taxonomy 6. Evaluation- make judgments about the value

of ideas or materials

5. Synthesis- put parts together to build something new

4. Analysis- separates into parts, understanding organizational structure, differentiate between facts and inferences

3. Application- apply what is learned to a new situation

2. Comprehension- understand the meaning and put in own words

1. Knowledge- recall data or information

BLOOM’S TAXONOMY Levels of Thinking:

BLOOM’S TAXONOMY Levels of Thinking:

Home schoolers are too busy . . .

Lit & History Math Since

8:00

9:15

11:00

What will you do with

your extra hour?

Lit & History Students have read assigned readings before the day begins.

10 Minutes Warm-up

10 Minutes Concept Builder

10 Minutes Lecture and Sharing

15 Minutes Essay Prep

15 Minutes History Lesson

Lesson Periods/World View Assigned Texts/Authors

History Chapter

1 The New Land to 1750: Puritanism and Native American Voices

The History of Plimouth Plantation, William Bradford. The Navajo origin Legend, from The Iroquois Constitution, Iroquois Tribe

Natives of the New World

PRIMARY SOURCES

LITERATURE SUMERIAN, EGYPTIAN & HEBREW: Authors Unknown Gilgamesh Epic Enuma Elish Papyrus of Ani: Egyptian Book of the Dead Hymn to Osiris ANCIENT GREECE (800 BC-300 BC): Homer (8th Century BC) Illiad (760 BC) Odyssey (680 BC) Herodtus (484-425 BC) Histories (440 BC) Sophocles (495-406 BC) Oedipus Rex, also… Oedipus the King (428 BC) Plato (424-348 BC) The Death of Socrates (360 BC) The Republic (360 BC) Aristotle (384-322 BC) The Rhetoric and Poetics (335 BC)

WARM-UP LIT QUESTIONS Discussion Question: What are three distinctive components of Sumerian civilization. Discussion Question: Describe Sumerian religion. Discussion Question: Compare the Sumerian hero Gilgamesh to a modern hero (e.g., Spiderman). Discussion Question: Compare Apsu to YHWH, God. Discussion Question: What do you say to someone who does not believe that there really was a Flood?

Babylonian Civilization

Specific ideas

Marduk Worship

__________

__________

__________

Topic 1

Religion

Specific Idea 1

Marduk Worship

Topic 2

_______________

Specific Idea 2

_______________

Outline

I. Topic 1 Religion

A. Specific Idea 1 Marduk Worship

1. Evidence 1 Gilgamesh Epic

II. Topic 2_______________

B. Specific Idea 2 _________

1. Evidence 2 __________

Concept Builder: Writing a Report (Tuesday)

LITERATURE QUESTIONS Critical Thinking Throughout this course you will write several different types of essays. During this lesson you will write a process essay. A process essay is an academic essay that explains how a process works or how to make or do something. Write a process essay that speculates on how the Gilgamesh Epic moved from an oral to a written form. Biblical Application Compare and contrast the Gilgamesh Flood Narrative with the biblical flood story (Genesis 8). Enrichment A. In a court of law a man may be convicted if two independent, unprejudiced witnesses testify in the same way about the same event. Besides the Gilgamesh Epic, the Genesis Creation Story parallels the Enuma Elish Story (Babylonian). In other words, two independent, unprejudiced sources recorded the same event at different parts of the world. Genesis is not only theological accurate, it is most certainly historically accurate and should be understood accordingly. Compare and contrast the Enuma Elish (translated by N. K. Sanders) with Genesis 1 and 2. B. In what ways do the gods and goddesses in this myth resemble the gods and goddesses that Elijah encountered?

SECONDARY HISTORY LESSON 1 HISTORY OF MESOPOTAMIA LESSON 2 MESOPOTAMIA: NOMADS TO FARMERS LESSON 3 HISTORY MAKER: DANIEL LESSON 4 DAILY LIFE LESSON 5 EXAM

SECONDARY HISTORY LESSON 1 HISTORY OF MESOPOTAMIA Discuss at least three important contributions that the Sumerian civilization made to the Western world. LESSON 2 MESOPOTAMIA: NOMADS TO FARMERS Contrast Mesopotamian gods and goddesses with the Jewish God. LESSON 3 HISTORY MAKER: DANIEL Write a short report on the life of Daniel. How is your life similar to and different from the life of Daniel? LESSON 4 DAILY LIFE Describe an ordinary day in the life of a 14 to18-year-old Mesopotamian youth. CHAPTER EXAM

The single most important skill acquired in high school is the ability to write. You need two courses to make

that possible.

Great writers and historians are always great readers.

What have you read lately?

Great writers and historians are always great readers.

A GOOD READER…

Annotates text using a pen, pencil, highlighter, or post it notes.

Re-reads for a variety of purposes.

Asks pertinent questions and predicts as she/he reads.

Identifies evidence that supports assumptions.

Is able to assess information and disregard that which is irrelevant.

A GOOD READER…

Is flexible and able to adjust conclusions as new information is presented.

Suspends judgment until all facts are gathered and considered.

Listens carefully to others.

Is able to admit a lack of understanding. Re-reads for understanding.

Exhibits an inquisitive and analytic attitude toward the text, making observations and drawing conclusions as she/he reads.

A GOOD READER… Looks for the author’s purpose, the intended

audience, the development and support of the main idea, and the structure/coherence of the work.

Employs a written response in order to sharpen analytic skills, connect ideas, present information in a clear., logical, and concrete format, and clarify thought.

Recognizes that critical reading and writing are life-long learning skills that are relevant to all content areas.

WHAT MAKES A BOOK GREAT?

WHAT IS GREAT WRITING?

• Great writing comes from reading great books.

• Pathos (heart), logos (message), and ethos (culture)

• Teleos (audience)

• Antithesis of formula writing (which leads to mediocre writing). Aristotle called format writers “sophists”

GREAT WRITING

GREAT BOOKS

Why are these books timeless classics?

THINK ABOUT THIS:

In order to learn to write, you have to…

WRITE ABOUT LITERATURE!