H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy”
LIST OF CONTENTS
Information Sheet
Section 1: What Task and Standards?
Teaching Task
Common Core State Standards
Reading Standards for Informational / Explanatory Tasks
Speaking and Listening Standards
Writing Standards for Informational / Explanatory Tasks
Content Standards from State or District
Speaking and Listening Rubric
Writing Rubric for Informational / Explanatory Tasks
Section 2: What Skills?
Skill Cluster Overview
Section 3: What Instruction?
Instructional Ladder
Skill Cluster 1: Preparation for Module
Skill Cluster 2: Reading Process
Skill Cluster 3: Dialogue Process
Skill Cluster 3: Transition to Writing
Skill Cluster 4: Writing Process
Materials, References and Supports
Teacher Work Section
Module Appendix
Seminar Plan
Text
Vocabulary List
Seminar
Speaking and Listening Checklist
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Information Sheet
FOR INFORMATIONAL / EXPLANATORY
Module Title
(Title should Include text title and key
ideas)
Why Fight? – Roosevelt’s “Great Arsenal of Democracy”
Module Description
(Overview to state course subject,
key ideas, text, written product and
audience)
This Humanities module focuses on a famous radio speech by
FDR and includes a collection of relevant information about
WWII. Students will be asked to write an essay for a familiar
audience.
Template Task
(The writing assignment with blanks;
include number, type, level)
Collection 2, Task 14: [Insert optional question.] After reading
________ (literature or informational texts), write ________
(an essay, report, or substitute) in which you describe
________ (content). Support your discussion with evidence
from the text(s).
(Informational/Analysis)
Teaching Task
(FIll in the blanks and be sure there
is a clear connection between the
question, task and text)
•Why fight? •After reading Roosevelt’s “Great Arsenal of Democracy,”
write an essay in which you describe what Roosevelt
believed was worth fighting for. Support your discussion
with evidence from the text.
•Democracy
Big Ideas, Values
(see Ideas and Values list on page 19 in •Duty
•Peace & War
the Paideia Course Manual)
Grade(s)/Level
9-10
Discipline
(e.g., ELA, science, history, other?)
ELA
Course
Humanities
Author(s)
Laura Billings, Terry Roberts
Contact Information
•[email protected]
•[email protected]
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards?
TEACHING TASK
Teaching Task
(Before finalizing, draft your own
response to text and revise)
•Why fight? •After reading Roosevelt’s “Great Arsenal of Democracy,” write
an essay in which you describe what Roosevelt believed was
worth fighting for. Support your discussion with evidence from
the text.
Reading Texts
(See Paideia Text Rubric on page
20 in the Paideia Course Manual for
text selection rubric; provide text
title here and include link to exact
version or whole text in Appendix)
Roosevelt’s “Great Arsenal of Democracy”
(in Appendix)
Background to Share with Students
(Justify why it is important for
students to read and study this text)
To study war, attack, and defense among nations is an integral
component of world history and being a world citizen. This
module will help us gain a better sense of the world picture and
past relationships among nations.
Extension
(Note the written product, the
audience and how the audience
might respond)
Students will select a familiar audience to address in their essay. National Paideia Center, 2013 | www.paideia.org
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Reading Standards vary by module type.
READING STANDARDS for INFORMATIONAL / EXPLANATORY
“Built-in”
Reading Standards
“When Appropriate”
Reading Standards
1. Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
3. Analyze how and why individuals, events,
and ideas develop and interact over the
course of a text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
5. Analyze the structure of texts, including how
specific sentences, paragraphs, and larger
portions of the text (e.g., section, chapter, scene,
or stanza) relate to each other and the whole.
4. Interpret words and phrases as they are used
in a text, including determining technical,
connotative, and figurative meanings, and
analyze how specific word choices shape
meaning or tone.
7. Integrate and evaluate content presented in
diverse formats and media, including visually
and quantitatively, as well as in words.
6. Assess how point of view or purpose shapes the
content and style of a text.
8. Delineate and evaluate the argument and
specific claims in a text, including the validity
of the reasoning as well as the relevance and
sufficiency of the evidence.
10. Read and comprehend complex literary
and informational texts independently and
proficiently.
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or
to compare the approaches the authors take.
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Speaking and Listening Standards are the same for all three module types.
SPEAKING AND LISTENING STANDARDS
for ALL MODULE TYPES
“Built-in”
Speaking and Listening Standards
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
“When Appropriate”
Speaking and Listening Standards
2. Integrate and evaluate information presented
in diverse media and formats, including visually,
quantitatively, and orally.
4. Present information, findings, and supporting
3. Evaluate a speaker’s point of view, reasoning,
and use of evidence and rhetoric.
evidence such that listeners can follow the line
of reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
6. Adapt speech to a variety of contexts and
communicative tasks, demonstrating command
of formal English when indicated or appropriate.
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
COMMON CORE STATE STANDARDS (refer to grade level standards)
Writing Standards vary by module type.
WRITING STANDARDS for INFORMATIONAL / EXPLANATORY
“Built-in”
Writing Standards
“When Appropriate”
Writing Standards
2. Write informational/explanatory texts to examine 1. Write arguments to support claims in an analysis
and convey complex ideas and information
of substantive topics or texts, using valid
clearly and accurately through the effective
reasoning and relevant and sufficient evidence.
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.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
9. Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
7. Conduct short as well as more sustained
research projects based on focused questions,
demonstrating understanding of the subject
under investigation.
10. Write routinely over extended time frames (time 8. Gather relevant information from multiple print
and digital sources, assess the credibility and
for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a
accuracy of each source, and integrate the
range of tasks, purposes, and audience.
information while avoiding plagiarism.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
CONTENT STANDARDS from STATE OR DISTRICT
Standards Source:
NUMBER
CONTENT STANDARDS
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC
This is the same for all three module types.
SCORING
ELEMENTS
Approaches Expectations
/Meets Expectations
Not Yet
1
1.5
2
2.5
Adanced
3
Attention
•Does not look at the
person speaking.
•Occasionally turns
and talks to person
sitting nearby while
another person is
speaking.
•Looks at the person
speaking during most of
the discussion.
•Rarely talks while another
is speaking.
•Looks at the person
speaking during the
discussion.
•Does not talk while
another is speaking.
Engagement
•Does not take notes
related to the ideas
being discussed.
•Occasionally takes notes
related to the ideas
being discussed.
•Gives way to another as
a way of sharing the talk
time.
•Consistently takes
notes related to
the ideas being
discussed.
•Gives way to another
as a way of sharing
the talk time.
Articulation
•Makes barely audible
statements.
•Makes clear and accurate
statements; generally
speaks at appropriate
pace, volume; uses
relevant vocabulary and
grammar.
•Makes clear and
accurate statements;
consistently speaks
at appropriate
pace, volume; uses
relevant vocabulary
and grammar.
Explanation
•Makes simple,
somewhat unrelated
or repetitive points/
statements.
•Provides points/
statements about
the discussion topic
noting details related
to sequence, category,
purpose, or point of view.
•Provides insight
related to fallacies
within the text; tests
assumptions and
explores inferences.
•Refers to the text
or another relevant
source.
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
SPEAKING AND LISTENING RUBRIC (continued)
SCORING
ELEMENTS
Not Yet
1
Approaches Expectations /
Meets Expectations
1.5
2
2.5
Adanced
3
Expansion
•Draws conclusions
based on a single
perspective.
•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.
Connection
•Does not ask
questions.
•Does not refer to
what else has been
said.
•Considers another
point of view and
acknowledges personal
bias.
•Asks authentic questions.
•Paraphrases what else
has been said.
•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.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS
Writing Rubrics vary by module type.
SCORING
ELEMENTS
Not Yet
1
1.5
2
2.5
Focus
•Attempts to address prompt, but
lacks focus or is off-task.
•Addresses prompt appropriately
but with a weak or uneven focus.
Controlling
Idea
•Attempts to establish a controlling
idea, but lacks a clear purpose.
•Establishes a controlling idea with
a general purpose.
Reaading/
Research
•Attempts to present information in
response to the prompt, 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.
Development
•Attempts to provide details in
response to the prompt, including
retelling, but lacks sufficient
development or relevancy.
•Presents appropriate details to
support the focus and controlling
idea.
Organization
•Attempts to organize ideas, but
lacks control of structure.
•Uses an appropriate organizational
structure to address the specific
requirements of the prompt,
with some lapses in coherence or
awkward use of the organizational
structure.
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.
Content
Understanding
•Attempts to include disciplinary
content in explanations, 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.
Approaches Expectations
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 1: What Tasks and Standards? (continued)
WRITING RUBRIC for INFORMATIONAL / EXPLANATORY TASKS (continued)
Meets Expectations
3
Advanced
3.5
4
•Addresses prompt appropriately and maintains
a clear, steady focus.
•Addresses all aspects of prompt appropriately
and maintains a strongly developed focus.
•Establishes a controlling idea with a clear
purpose maintained throughout the response.
•Establishes a strong controlling idea with a clear
purpose maintained throughout the response.
•Presents information from reading materials
relevant to the prompt with accuracy and
sufficient detail.
•Accurately presents information relevant to all
parts of the prompt with effective selection of
sources and details from reading materials.
•Presents appropriate and sufficient details to
support the focus and controlling idea.
•Presents thorough and detailed information to
strongly support the focus and controlling idea.
•Maintains an appropriate organizational
structure to address the specific requirements
of the prompt.
•Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required by the
specific prompt.
•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.
•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.
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Module Templates – Section 2: What Skills?
SKILL CLUSTER OVERVIEW
Skill
Definition
SKILL CLUSTER 1: PREPARATION FOR MODULE
Task Analysis
Ability to understand and explain the task’s prompt and rubric.
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Background Information
Ability to identify contextual information.
Inspectional Reading
Ability to identify structural components of the seminar text.
Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
Analytical Reading
Ability to read for meaning and inferences.
SKILL CLUSTER 3: DIALOGUE PROCESS (PAIDEIA SEMINAR)
Pre-Seminar Process
Ability to reflect on personal communication habits and select appropriate
speaking and listening goals.
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.
Post-Seminar Process
Ability to self-assess on speaking and listening skills practiced in the seminar and
note relevant communication goals for future discussions.
SKILL CLUSTER 4: WRITING PROCESS
Note-taking
Ability to select important facts and passages for use in one’s own writing.
Initiating the Task
(Controlling Idea)
Ability to establish a controlling idea and consolidate information relevant to task.
Planning
Ability to develop a line of thought and text structure appropriate to the task type.
Initial Draft and
Development
Ability to construct an initial draft with an emerging line of thought and structure.
•Ability to explain relevant and plausible implications.
•Ability to address the credibility and origin of sources in view of your research
topic.
•Ability to identify gaps or unanswered questions.
Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
Editing
Ability to proofread and format a piece to make it more effective.
Completion
Ability to submit final work that is on task.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 3: What Instruction?
INSTRUCTIONAL LADDER
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 1: PREPARING FOR THE TASK
Day 1
Task Analysis
•Ability to
understand
and explain the
task’s prompt
and rubric.
Bullets
•In your own words,
what are the important
features of a good
response to this
prompt?
•No scoring
•Share the outline for a letter
to your Representative (in
Appendix, Teacher Work
Section).
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR)
Days 1-2
Background
Information
•Ability to
identify
contextual
information.
Notes
•Use world map and
timeline to capture
important name, date,
place of author; key
influences and events. •Add notes about
text genre of a radio
speech.
•Complete
and accurate
background
information
is noted.
•Share with students either
via short lecture, power
point, video, or reading.
•Have students do additional
research as appropriate.
Days 2-3
Inspectional
Reading
•Ability to
identify
structural
components
of the seminar
text.
Labeling Text &
Paraphrase
•Label parts of the text
by numbering the
paragraphs of the text
(1-41).
•Structural
features of
the text are
visible and
clear.
•Each student has a copy of
the printed text.
•Read the first seven
paragraphs aloud with
students.
Ongoing
Essential
Vocabulary
•Ability to
identify and
master terms
essential to
understanding
a text.
Vocabulary List
•In your notebook, list
words and phrases
essential to the texts.
•Add definitions, and
(if appropriate) notes
on connotation in this
context.
•Lists
appropriate
phrases.
•Provides
accurate
definitions.
•Assign student pairs specific
words.
•Coach students on locating
appropriate definitions.
•Have students work in
pairs to explore word
relationships including
analogies.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product &
Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 2: READING PROCESS (PRE-SEMINAR) (continued)
Days
4-5
Analytical Reading
•Ability to read
for meaning and
inferences.
Notes
•Mark important
words and phrases
while reading with
your group.
•Discuss jist of each
page –- each few
paragraphs.
•Captures key
ideas of text
in writing.
•Assign groups of four and coach
students on reading the text
aloud with group.
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR)
Day 6
Pre-Seminar
Process
•Ability to reflect
on personal
communication
habits and select
appropriate
speaking and
listening goals.
Self-Assessment
•Based on the
list of speaking
and listening
behaviors, note
in writing a goal
for your personal
participation in
the upcoming
dialogue. See
Appendix.
National Paideia Center, 2013 | www.paideia.org
•Chooses
appropriate
individual
process goal
based on
past seminar
performance.
•PLEASE use the Seminar
Plan/Seminar Process Script
in Appendix along with the
Speaking and Listening
Checklist.
•Teacher should identify a
collection of appropriate
speaking and listening goals for
the group.
•Students select what they
will work on individually
and note it in writing on the
Seminar Process Assessment
sheet included in the Module
Appendix.
•The group participation goal is
discussed and posted where all
can see.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3: DIALOGUE PROCESS (SEMINAR) (continued)
Day 6
Seminar
•Ability to think
critically and
collaboratively
in a group
about concepts
and ideas of a
text through
a structured
Paideia seminar.
•Participate in the
Seminar and focus on
your goals.
•No scoring
•PLEASE use the Seminar
Plan in Appendix.
Day 6
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 Speaking and
Listening Checklist;
write a short reflective
work on your seminar
performance in detail.
•Answers task by
filling in form
completely.
•Writes in detail
about seminar
participation.
•PLEASE use the Seminar
Plan/Seminar Process Script
in Appendix.
•Have a few representative
students share their goal
for speaking and listening
and their performance.
•Likewise, may ask the entire
class 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.
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 3 – TRANSITION TO WRITING
Day 7
Capturing Ideas
from Discussion
•Ability to
capture in
writing the
ideas (and
words used
to name
and discuss
ideas) from
the seminar
discussion.
•No scoring
Short Response
•In a quick write, note
your first reaction to the
task prompt.
•Add some notes of
things you know about
this issue.
•After re-examining
the prompt, note
everything that you
heard, said, or thought
during the seminar that
is related to the task.
(Do not worry about
grammar, punctuation,
or spelling at this point.)
•Link this task to earlier
class content.
•Discuss student
responses.
•Clarify timetable and
support plans for the
task.
SKILL CLUSTER 4 – WRITING PROCESS
Days
7-8
Note-taking
•Ability to select
important facts
and passages
for use in one’s
own writing.
Notes
•From each text, make a
list of the elements that
look most important for
answering the prompt.
Do what you need to
do to avoid plagiarism.
National Paideia Center, 2013 | www.paideia.org
•Identifies relevant
elements.
•Includes information
to support accurate
citation (for example,
page numbers for
a long text, clear
indication when
quoting directly.)
•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).
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Days
8-9
Initiating the Task
(Controlling Idea)
•Ability to
establish a claim
and consolidate
information
relevant to task.
Opening Paragraph
•Write an opening
paragraph that includes
a controlling idea and
sequences the key points
you plan to make in your
composition.
•Writes a concise
summary statement
or draft opening.
•Provides direct
answer to
main prompt
requirements.
•Establishes a
controlling idea.
•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.
Day 10
Planning
•Ability to
develop a line
of thought and
text structure
appropriate to
the task type.
Outline/Organizer
•Creates an outline
•Create an outline based on
or organizer.
your notes and reading in
•Supports
which you state your claim,
controlling idea.
sequence your points,
•Uses evidence from
and note your supporting
texts read earlier.
evidence.
•Provide and
teach one or
more examples
of outlines or
organizers.
•Invite students to
generate questions
in pairs about how
the format works,
and then take and
answer questions.
Day 11
Inital Draft and
Development
•Ability to
construct an
initial draft with
an emerging
line of thought
and structure.
Draft
•Write an initial draft
complete with opening,
development, and closing;
insert and cite textual
evidence.
•Address the credibility and
origin of sources in view of
your research topic.
•Identify gaps or
unanswered questions.
•Encourage
students to re-read
prompt partway
through writing, to
check that they are
on-track.
National Paideia Center, 2013 | www.paideia.org
•Provides complete
draft with all parts.
•Supports the
opening in the
later sections with
evidence and
citations.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Section 3: What Instruction? (continued)
INSTRUCTIONAL LADDER (continued)
Pacing
Skill &
Definition
Product & Prompt
Criteria
for Scoring
Instructional
Strategies
SKILL CLUSTER 4 – WRITING PROCESS (continued)
Day 12
Revision
•Ability to refine text,
including line of
thought, language
usage, and tone
as appropriate
to audience and
purpose.
Multiple Drafts
•Provides complete
•Refine composition’s
draft with all parts.
•Supports the
analysis, logic, and
organization of
opening in the
later sections with
ideas/points.
•Use textual evidence
evidence and
carefully, with
citations.
•Improves earlier
accurate citations.
•Decide what to
edition.
include and what not
to include.
•Model useful
feedback that
balances support for
strengths and clarity
about weaknesses.
•Assign students to
provide each other
with feedback on
those issues.
Day 13
Editing
•Ability to proofread
and format a piece
to make it more
effective.
Correct Draft
•Provides draft free
•Revise draft to have
from distracting
sound spelling,
surface errors.
capitalization,
•Uses format that
punctuation, and
supports purpose.
grammar.
•Adjust formatting as
needed to provide
clear, appealing text.
•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.
Day 13
Completion
•Ability to submit
final piece that
meets expectations.
Final Work
•Turn in your
complete set of
drafts, plus the
final version of your
piece.
•Celebrate!
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•Demonstrates that
composition is on
task and ready for
evaluation.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Materials, References, and Supports
FOR TEACHERS
Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a Book. New York: Simon and Schuster.
Adler, Mortimer. How to Speak and How to Listen.
Dougherty, Billings, Roberts, ASCD 2014. Teaching Writing for Enduring Understanding.
National Paideia Center (2010). Teaching Thinking Through Dialogue: Paideia Seminar Manual. 2nd Edition.
Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking: Using Seminars for 21st Century Literacy.
New York: Eye on Education.
FOR STUDENTS
Dictionary: http://www.merriam-webster.com/
Timeline: http://www.tiki-toki.com/
World Map: http://www.nationalgeographic.com/kids-world-atlas/maps.html
National Paideia Center, 2013 | www.paideia.org
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Teacher Work Section
Added Thoughts About Teaching This Module
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H U M A N I T I E S PA R T I I – U N I T 3
SAMPLE LETTER TO YOUR REPRESENTATIVE
You may write any Member of the House at:
Post Office Box 11867
Columbia, S.C. 29211-1867
House Mailing List (Word.docx) Merge format.
The sample letter below is provided to show the correct format for addressing your State
House Representative. It is impossible to provide one letter that would meet the needs of all
students; so, you will need to personalize your letter to address your concerns or issues regarding
legislation. Please use the left-hand column as a guide for the format, but make the letter unique
to your needs!
Return Address
Your Name
Address
City, S.C. Zip Code
Date
[Insert Date]
Representative’s Address
The Honorable [Insert Representative’s Name]
Post Office Box 11867
Columbia, S.C. 29211-1867
Salutation
Dear Representative [Insert Last Name]:
Introduce yourself:
your name, address and
school to identify that you
are a constituent
My name is [Insert Your Name] and I reside at [Insert Your Address]
in [Insert Your City], South Carolina. I am in the fourth grade at
[Insert Your School].
Why are you writing your
Representative?
I am writing you to ask that you help make school buses safer to
ride. I ride the bus to and from school every day. [Be specific with
your suggestion, idea or request. If you are writing about a specific
Bill, include the Bill Number - for example, H. 5400 or. S. 2815]
Ask for a response
I appreciate your help and ask that you please send me a response
letting me know if you are able to pass a Bill that would make our
school buses safer to ride.
Thank your
Representative for his/
her time
Thank you for your time and considering my request.
Closing with your name
Sincerely,
[Insert Your Name]
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
seminar plan for:
Why Fight? – Roosevelt’s
“Great Arsenal of Democracy”
Ideas: Democracy, Duty, Peace & War
National Paideia Center, 2013 | www.paideia.org
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy”
BY FRANKLIN DELANO ROOSEVELT
DELIVERED DECEMBER 29, 1940
My friends:
This is not a fireside chat on war. It is a talk on
national security; because the nub of the whole
purpose of your President is to keep you now, and
your children later, and your grandchildren much
later, out of a last-ditch war for the preservation of
American independence, and all of the things that
American independence means to you and to me
and to ours.
Tonight, in the presence of a world crisis, my mind
goes back eight years to a night in the midst of
a domestic crisis. It was a time when the wheels
of American industry were grinding to a full stop,
when the whole banking system of our country
had ceased to function. I well remember that while
I sat in my study in the White House, preparing
to talk with the people of the United States, I had
before my eyes the picture of all those Americans
with whom I was talking. I saw the workmen in the
mills, the mines, the factories, the girl behind the
counter, the small shopkeeper, the farmer doing
his spring plowing, the widows and the old men
wondering about their life’s savings. I tried to
convey to the great mass of American people what
the banking crisis meant to them in their daily lives.
National Paideia Center, 2013 | www.paideia.org
Tonight, I want to do the same thing, with the same
people, in this new crisis which faces America. We
met the issue of 1933 with courage and realism. We
face this new crisis, this new threat to the security
of our nation, with the same courage and realism.
Never before since Jamestown and Plymouth Rock
has our American civilization been in such danger
as now. For on September 27th, 1940 -- this year
-- by an agreement signed in Berlin, three powerful
nations, two in Europe and one in Asia, joined
themselves together in the threat that if the United
States of America interfered with or blocked the
expansion program of these three nations -- a
program aimed at world control -- they would unite
in ultimate action against the United States.
The Nazi masters of Germany have made it clear
that they intend not only to dominate all life and
thought in their own country, but also to enslave
the whole of Europe, and then to use the resources
of Europe to dominate the rest of the world. It
was only three weeks ago that their leader stated
this: “There are two worlds that stand opposed
to each other.” And then in defiant reply to his
opponents he said this: “Others are correct when
they say: ‘With this world we cannot ever reconcile
ourselves.’’’ I can beat any other power in the
world.” So said the leader of the Nazis.
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of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p2)
In other words, the Axis not merely admits but the
Axis proclaims that there can be no ultimate peace
between their philosophy -- their philosophy of
government -- and our philosophy of government.
In view of the nature of this undeniable threat,
it can be asserted, properly and categorically,
that the United States has no right or reason to
encourage talk of peace until the day shall come
when there is a clear intention on the part of
the aggressor nations to abandon all thought of
dominating or conquering the world.
At this moment the forces of the States that are
leagued against all peoples who live in freedom are
being held away from our shores. The Germans and
the Italians are being blocked on the other side of
the Atlantic by the British and by the Greeks, and
by thousands of soldiers and sailors who were able
to escape from subjugated countries. In Asia the
Japanese are being engaged by the Chinese nation
in another great defense. In the Pacific Ocean is our
fleet.
Some of our people like to believe that wars in
Europe and in Asia are of no concern to us. But it is
a matter of most vital concern to us that European
and Asiatic war-makers should not gain control of
the oceans which lead to this hemisphere. One
hundred and seventeen years ago the Monroe
Doctrine was conceived by our government as a
measure of defense in the face of a threat against
National Paideia Center, 2013 | www.paideia.org
this hemisphere by an alliance in Continental
Europe. Thereafter, we stood guard in the Atlantic,
with the British as neighbors. There was no treaty.
There was no “unwritten agreement.” And yet
there was the feeling, proven correct by history,
that we as neighbors could settle any disputes in
peaceful fashion. And the fact is that during the
whole of this time the Western Hemisphere has
remained free from aggression from Europe or
from Asia.
Does anyone seriously believe that we need to
fear attack anywhere in the Americas while a free
Britain remains our most powerful naval neighbor
in the Atlantic? And does anyone seriously believe,
on the other hand, that we could rest easy if the
Axis powers were our neighbors there? If Great
Britain goes down, the Axis powers will control the
Continents of Europe, Asia, Africa, Austral-Asia,
and the high seas. And they will be in a position
to bring enormous military and naval resources
against this hemisphere. It is no exaggeration
to say that all of us in all the Americas would be
living at the point of a gun -- a gun loaded with
explosive bullets, economic as well as military. We
should enter upon a new and terrible era in which
the whole world, our hemisphere included, would
be run by threats of brute force. And to survive in
such a world, we would have to convert ourselves
permanently into a militaristic power on the basis of
war economy.
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Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p3)
Some of us like to believe that even if Britain falls,
we are still safe, because of the broad expanse
of the Atlantic and of the Pacific. But the width
of those oceans is not what it was in the days of
clipper ships. At one point between Africa and
Brazil the distance is less than it is from Washington
to Denver, Colorado, five hours for the latest type
of bomber. And at the north end of the Pacific
Ocean, America and Asia almost touch each other.
Why, even today we have planes that could fly from
the British Isles to New England and back again
without refueling. And remember that the range of
the modern bomber is ever being increased.
During the past week many people in all parts
of the nation have told me what they wanted me
to say tonight. Almost all of them expressed a
courageous desire to hear the plain truth about the
gravity of the situation. One telegram, however,
expressed the attitude of the small minority who
want to see no evil and hear no evil, even though
they know in their hearts that evil exists. That
telegram begged me not to tell again of the ease
with which our American cities could be bombed
by any hostile power which had gained bases in
this Western Hemisphere. The gist of that telegram
was: “Please, Mr. President, don’t frighten us by
telling us the facts.” Frankly and definitely there
is danger ahead -- danger against which we must
prepare. But we well know that we cannot escape
National Paideia Center, 2013 | www.paideia.org
danger, or the fear of danger, by crawling into bed
and pulling the covers over our heads.
Some nations of Europe were bound by solemn
nonintervention pacts with Germany. Other nations
were assured by Germany that they need never
fear invasion. Nonintervention pact or not, the fact
remains that they were attacked, overrun, thrown
into modern slavery at an hour’s notice -- or even
without any notice at all. As an exiled leader of one
of these nations said to me the other day, “The
notice was a minus quantity. It was given to my
government two hours after German troops had
poured into my country in a hundred places.” The
fate of these nations tells us what it means to live at
the point of a Nazi gun.
The Nazis have justified such actions by various
pious frauds. One of these frauds is the claim
that they are occupying a nation for the purpose
of “restoring order.” Another is that they are
occupying or controlling a nation on the excuse
that they are “protecting it” against the aggression
of somebody else. For example, Germany has
said that she was occupying Belgium to save the
Belgians from the British. Would she then hesitate
to say to any South American country: “We are
occupying you to protect you from aggression by
the United States”? Belgium today is being used
as an invasion base against Britain, now fighting
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of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p4)
for its life. And any South American country, in
Nazi hands, would always constitute a jumping off
place for German attack on any one of the other
republics of this hemisphere.
Analyze for yourselves the future of two other
places even nearer to Germany if the Nazis won.
Could Ireland hold out? Would Irish freedom be
permitted as an amazing pet exception in an unfree
world? Or the islands of the Azores, which still fly
the flag of Portugal after five centuries? You and
I think of Hawaii as an outpost of defense in the
Pacific. And yet the Azores are closer to our shores
in the Atlantic than Hawaii is on the other side.
There are those who say that the Axis powers
would never have any desire to attack the Western
Hemisphere. That is the same dangerous form of
wishful thinking which has destroyed the powers
of resistance of so many conquered peoples. The
plain facts are that the Nazis have proclaimed, time
and again, that all other races are their inferiors
and therefore subject to their orders. And most
important of all, the vast resources and wealth
of this American hemisphere constitute the most
tempting loot in all of the round world.
Let us no longer blind ourselves to the undeniable
fact that the evil forces which have crushed and
undermined and corrupted so many others are
already within our own gates. Your government
National Paideia Center, 2013 | www.paideia.org
knows much about them and every day is ferreting
them out. Their secret emissaries are active in our
own and in neighboring countries. They seek to
stir up suspicion and dissension, to cause internal
strife. They try to turn capital against labor, and
vice versa. They try to reawaken long slumbering
racial and religious enmities which should have
no place in this country. They are active in every
group that promotes intolerance. They exploit for
their own ends our own natural abhorrence of war.
These trouble-breeders have but one purpose. It
is to divide our people, to divide them into hostile
groups and to destroy our unity and shatter our will
to defend ourselves.
There are also American citizens, many of them in
high places, who, unwittingly in most cases, are
aiding and abetting the work of these agents. I
do not charge these American citizens with being
foreign agents. But I do charge them with doing
exactly the kind of work that the dictators want
done in the United States. These people not only
believe that we can save our own skins by shutting
our eyes to the fate of other nations. Some of
them go much further than that. They say that we
can and should become the friends and even the
partners of the Axis powers. Some of them even
suggest that we should imitate the methods of the
dictatorships. But Americans never can and never
will do that.
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of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p5)
The experience of the past two years has proven
beyond doubt that no nation can appease the
Nazis. No man can tame a tiger into a kitten by
stroking it. There can be no appeasement with
ruthlessness. There can be no reasoning with an
incendiary bomb. We know now that a nation can
have peace with the Nazis only at the price of total
surrender. Even the people of Italy have been
forced to become accomplices of the Nazis; but at
this moment they do not know how soon they will
be embraced to death by their allies.
The American appeasers ignore the warning to
be found in the fate of Austria, Czechoslovakia,
Poland, Norway, Belgium, the Netherlands,
Denmark, and France. They tell you that the Axis
powers are going to win anyway; that all of this
bloodshed in the world could be saved, that the
United States might just as well throw its influence
into the scale of a dictated peace and get the best
out of it that we can. They call it a “negotiated
peace.” Nonsense! Is it a negotiated peace if a
gang of outlaws surrounds your community and
on threat of extermination makes you pay tribute
to save your own skins? For such a dictated peace
would be no peace at all. It would be only another
armistice, leading to the most gigantic armament
race and the most devastating trade wars in all
history. And in these contests the Americas would
offer the only real resistance to the Axis power.
With all their vaunted efficiency, with all their
National Paideia Center, 2013 | www.paideia.org
parade of pious purpose in this war, there are still in
their background the concentration camp and the
servants of God in chains.
The history of recent years proves that the
shootings and the chains and the concentration
camps are not simply the transient tools but the
very altars of modern dictatorships. They may talk
of a “new order” in the world, but what they have
in mind is only a revival of the oldest and the worst
tyranny. In that there is no liberty, no religion,
no hope. The proposed “new order” is the very
opposite of a United States of Europe or a United
States of Asia. It is not a government based upon
the consent of the governed. It is not a union
of ordinary, self-respecting men and women to
protect themselves and their freedom and their
dignity from oppression. It is an unholy alliance
of power and pelf to dominate and to enslave the
human race.
The British people and their allies today are
conducting an active war against this unholy
alliance. Our own future security is greatly
dependent on the outcome of that fight. Our ability
to “keep out of war” is going to be affected by that
outcome. Thinking in terms of today and tomorrow,
I make the direct statement to the American
people that there is far less chance of the United
States getting into war if we do all we can now to
support the nations defending themselves against
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of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p6)
attack by the Axis than if we acquiesce in their
defeat, submit tamely to an Axis victory, and wait
our turn to be the object of attack in another war
later on.
If we are to be completely honest with ourselves,
we must admit that there is risk in any course
we may take. But I deeply believe that the great
majority of our people agree that the course that
I advocate involves the least risk now and the
greatest hope for world peace in the future.
The people of Europe who are defending
themselves do not ask us to do their fighting. They
ask us for the implements of war, the planes, the
tanks, the guns, the freighters which will enable
them to fight for their liberty and for our security.
Emphatically, we must get these weapons to them,
get them to them in sufficient volume and quickly
enough so that we and our children will be saved
the agony and suffering of war which others have
had to endure.
Let not the defeatists tell us that it is too late. It will
never be earlier. Tomorrow will be later than today.
Certain facts are self-evident.
In a military sense Great Britain and the British
Empire are today the spearhead of resistance
to world conquest. And they are putting up a
National Paideia Center, 2013 | www.paideia.org
fight which will live forever in the story of human
gallantry. There is no demand for sending an
American expeditionary force outside our own
borders. There is no intention by any member of
your government to send such a force. You can
therefore, nail, nail any talk about sending armies
to Europe as deliberate untruth. Our national policy
is not directed toward war. Its sole purpose is to
keep war away from our country and away from our
people.
Democracy’s fight against world conquest is being
greatly aided, and must be more greatly aided,
by the rearmament of the United States and by
sending every ounce and every ton of munitions
and supplies that we can possibly spare to help
the defenders who are in the front lines. And it is
no more un-neutral for us to do that than it is for
Sweden, Russia, and other nations near Germany to
send steel and ore and oil and other war materials
into Germany every day in the week.
We are planning our own defense with the utmost
urgency, and in its vast scale we must integrate
the war needs of Britain and the other free nations
which are resisting aggression. This is not a matter
of sentiment or of controversial personal opinion.
It is a matter of realistic, practical military policy,
based on the advice of our military experts who
are in close touch with existing warfare. These
military and naval experts and the members of the
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of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p7)
Congress and the Administration have a singleminded purpose: the defense of the United States.
This nation is making a great effort to produce
everything that is necessary in this emergency,
and with all possible speed. And this great effort
requires great sacrifice. I would ask no one to
defend a democracy which in turn would not
defend every one in the nation against want and
privation. The strength of this nation shall not
be diluted by the failure of the government to
protect the economic well-being of its citizens. If
our capacity to produce is limited by machines, it
must ever be remembered that these machines
are operated by the skill and the stamina of the
workers.
As the government is determined to protect the
rights of the workers, so the nation has a right
to expect that the men who man the machines
will discharge their full responsibilities to the
urgent needs of defense. The worker possesses
the same human dignity and is entitled to the
same security of position as the engineer or the
manager or the owner. For the workers provide the
human power that turns out the destroyers, and
the planes, and the tanks. The nation expects our
defense industries to continue operation without
interruption by strikes or lockouts. It expects and
insists that management and workers will reconcile
their differences by voluntary or legal means, to
National Paideia Center, 2013 | www.paideia.org
continue to produce the supplies that are so sorely
needed. And on the economic side of our great
defense program, we are, as you know, bending
every effort to maintain stability of prices and with
that the stability of the cost of living.
Nine days ago I announced the setting up of a
more effective organization to direct our gigantic
efforts to increase the production of munitions.
The appropriation of vast sums of money and a
well-coordinated executive direction of our defense
efforts are not in themselves enough. Guns, planes,
ships and many other things have to be built in
the factories and the arsenals of America. They
have to be produced by workers and managers
and engineers with the aid of machines which in
turn have to be built by hundreds of thousands
of workers throughout the land. In this great work
there has been splendid cooperation between the
government and industry and labor. And I am very
thankful.
American industrial genius, unmatched throughout
all the world in the solution of production
problems, has been called upon to bring its
resources and its talents into action. Manufacturers
of watches, of farm implements, of Linotypes
and cash registers and automobiles, and sewing
machines and lawn mowers and locomotives, are
now making fuses and bomb packing crates and
telescope mounts and shells and pistols and tanks.
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of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p8)
But all of our present efforts are not enough. We
must have more ships, more guns, more planes –
more of everything. And this can be accomplished
only if we discard the notion of “business as usual.”
This job cannot be done merely by superimposing
on the existing productive facilities the added
requirements of the nation for defense. Our
defense efforts must not be blocked by those
who fear the future consequences of surplus plant
capacity. The possible consequences of failure
of our defense efforts now are much more to be
feared. And after the present needs of our defense
are past, a proper handling of the country’s
peacetime needs will require all of the new
productive capacity, if not still more. No pessimistic
policy about the future of America shall delay the
immediate expansion of those industries essential
to defense. We need them.
So I appeal to the owners of plants, to the
managers, to the workers, to our own government
employees to put every ounce of effort into
producing these munitions swiftly and without stint.
With this appeal I give you the pledge that all of
us who are officers of your government will devote
ourselves to the same whole-hearted extent to the
great task that lies ahead.
I want to make it clear that it is the purpose of the
nation to build now with all possible speed every
machine, every arsenal, every factory that we need
to manufacture our defense material. We have
the men, the skill, the wealth, and above all, the
will. I am confident that if and when production
of consumer or luxury goods in certain industries
requires the use of machines and raw materials
that are essential for defense purposes, then such
production must yield, and will gladly yield, to our
primary and compelling purpose.
For us this is an emergency as serious as war itself.
We must apply ourselves to our task with the same
resolution, the same sense of urgency, the same
spirit of patriotism and sacrifice as we would show
were we at war.
National Paideia Center, 2013 | www.paideia.org
As planes and ships and guns and shells are
produced, your government, with its defense
experts, can then determine how best to use them
to defend this hemisphere. The decision as to how
much shall be sent abroad and how much shall
remain at home must be made on the basis of our
overall military necessities.
We must be the great arsenal of democracy.
We have furnished the British great material
support and we will furnish far more in the future.
There will be no “bottlenecks” in our determination
to aid Great Britain. No dictator, no combination of
dictators, will weaken that determination by threats
of how they will construe that determination. The
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of Democracy” (continued)
PRE-SEMINAR
The “Great Arsenal of Democracy” (p9)
British have received invaluable military support
from the heroic Greek Army and from the forces
of all the governments in exile. Their strength is
growing. It is the strength of men and women who
value their freedom more highly than they value
their lives.
the building of a better civilization in the future. I
have the profound conviction that the American
people are now determined to put forth a mightier
effort than they have ever yet made to increase our
production of all the implements of defense, to
meet the threat to our democratic faith.
I believe that the Axis powers are not going to win
this war. I base that belief on the latest and best of
information.
As President of the United States, I call for that
national effort. I call for it in the name of this
nation which we love and honor and which we
are privileged and proud to serve. I call upon our
people with absolute confidence that our common
cause will greatly succeed.
We have no excuse for defeatism. We have every
good reason for hope -- hope for peace, yes, and
hope for the defense of our civilization and for
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
PRE-SEMINAR
VOCABULARY LIST
Content Related
alliance
France
national security
restore order
Austria
surplus
exile
Czechoslovakia
world crisis
privation
Poland
domestic crisis
fraud
Netherlands
arsenal
Monroe Doctrine
Denmark
munitions
Related to Geography
negotiated
peace
western
hemisphere
independence
Azores
democracy
Belgium
liberty
Brazil
dictatorship
Greece
tyranny
China
National Paideia Center, 2013 | www.paideia.org
Ireland
Europe
Asia
Africa
South America
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
PRE-SEMINAR
VOCABULARY LIST (continued)
High Frequency
emphatically
internal
stamina
strife
diluted
exploit
gallantry
abhor
defeatist
appeasement
loot
ruthlessness
brute force
extermination
trouble-breeders
devastating
attack
efficiency
aggressor
pious
oppression
transient
conquer
acquiesce
domination
National Paideia Center, 2013 | www.paideia.org
Rarely Used
pelf – wealth or
riches dishonestly
acquired
enmities –
enemies
incendiary
– causing or
capable of
causing fire
vaunted – to
describe in
boastful terms
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
PRE-SEMINAR
Content
BACKGROUND INFORMATION
•
Determine essential facts necessary to understand context of key text.
•
Share with students either via short lecture, power point, video, or reading.
•
Have students do additional research as appropriate.
INSPECTIONAL READING
•
See that each student has a copy of the printed text or can closely view.
•
Have students take first look at text structure.
•
Direct students to label the parts of the text for common referencing.
•
Read the text (or the first section) aloud with students.
VOCABULARY
•
Have students work with categories of words.
•
Define for them rare or contextual terms. •
Have students define and practice using high frequency words.
ANALYTICAL READING
•
Coach students in reading the text a second and third time responding in
detail to the key ideas.
•
Provide graphic organizer for notes when appropriate.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
PRE-SEMINAR
Process
Prepare participants to participate in seminar discussion with a version of the following
script.
DEFINE SEMINAR
•
“A Paideia Seminar is a time when we talk with each other about important
ideas.”
•
“The main purpose of seminar is to arrive at a fuller understanding of the
textual ideas and values in this speech of ourselves, and of each other. We
are going to work together and practice thinking about (list great ideas).”
FACILITATOR AND PARTICIPANT RESPONSIBILITIES
•
“As participants, I am asking you to think, listen, and speak candidly about
your thoughts, reactions, and ideas. You can help each other do this by using
each other’s names.”
•
“You do not need to raise your hands in order to speak; rather, the
discussion is collaborative in that you try to stay focused on the main speaker
and wait your turn to talk.”
•
“You should try to both agree and disagree in a courteous, thoughtful
manner. For example, you might say, ‘I disagree with Joanna because…,’
focusing on the ideas involved, not the individuals.”
•
“As the facilitator, I am primarily responsible for asking challenging, openended questions, and I will take a variety of notes to keep up with the talk
turns and flow of ideas. I will help move the discussion along in a productive
direction by asking follow-up questions based on my notes.”
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
PRE-SEMINAR
Process (continued)
INDIVIDUAL SELF-ASSESSMENT / GOAL SETTING
•
“Now, think about how you usually talk in a group. How do you usually talk?”
•
“Consider this list of personal participation goals that are listed on the
board.” (OR on the Speaking and Listening Check List.)
Possibilities:
Speak at least three times
Ask a question
Look at the person speaking
Use others’ names
Agree and disagree respectfully
•
“Please choose one goal from the list and commit to achieving it during the
discussion we are about to have and write your personal goal in your name
tent.” National Paideia Center, 2013 | www.paideia.org
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
SEMINAR
Reiterate that our purpose is to discuss important ideas and values including: Democracy,
Duty, and Peace & War. Arrange seats so that everyone can see each other’s face.
Opening Question(s) – Identify main ideas from the text
• What phrase in this speech interests you the most (other than the title, as
quoted in paragraph 36)? Remember that a phrase is a collection of words
that may have nouns or verbs, but does not have a subject doing the verb.
In round robin fashion, please share the phrase that interests you the most.
• Why is that phrase interesting to you? (spontaneous discussion)
Core Questions – Focus/analyze textual details
• How does FDR compare this world crisis with the previous domestic crisis?
• Take a look at paragraphs 19-20, What do you think about the term “unholy
alliance?”
• What implications and comments does FDR make about time and distance?
• What rhetorical shifts do you notice in this speech?
• In paragraphs 28-29, Roosevelt discusses the economic impact of becoming
“the Great Arsenal of Democracy.” Why do you think he emphasizes this
part of his plan?
Closing Question(s) – Personalize and apply the textual ideas
• What does this speech say about strength and discipline?
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
POST-SEMINAR
Process
Assess individual and group participation in seminar discussion.
ASSESS INDIVIDUAL / GROUP GOALS
•
“Thank you for your focused and thoughtful participation in our seminar.“
•
“As part of the post-seminar process, I would first like to ask you to take
a few minutes to reflect on your relative success in meeting the personal
process goal you set prior to beginning the discussion. Please review the
goal you set for yourself and reflect in writing to what extent you met the
goal. In addition, note why you think you performed as you did. (Pause for
reflection.)
•
“Would several volunteers please share your self-assessment and
reflection…”
•
Note goals for next seminar:
–
“Given your performance today, please jot down what goal you might
productively set for yourself in our next seminar.”
–
“As always, our goal is continuous improvement: both as individual
seminar participants and as an evolving seminar group. Thanks again for
your participation.”
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
POST-SEMINAR
Content
UNDERSTANDING THE ASSIGNMENT
•
Why fight? •
After reading Roosevelt’s “Great Arsenal of Democracy,” write an essay in
which you describe what Roosevelt believed was worth fighting for. Support
your discussion with evidence from the text.
BRAINSTORMING CONTENT
•
From each text, make a list of the elements that look most important for
answering the prompt. Do what you need to do to avoid plagiarism.
•
Note in particular quotes that you can use to illustrate your response to the
writing task.
STRUCTURING THE COMPOSITION
•
Create an outline based on your notes and reading in which you state your
claim, sequence your points, and note your supporting evidence.
•
Provide and teach one or more examples of outlines or organizers.
•
Invite students to generate questions in pairs about how the format works,
and then take and answer questions.
WRITING THE FIRST DRAFT
•
Write an initial draft complete with opening, development, and closing;
insert and cite textual evidence.
•
Address the credibility and origin of sources in view of your research topic.
•
Identify gaps or unanswered questions.
•
Encourage students to re-read prompt partway through writing, to check
that they are on-track.
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
POST-SEMINAR
Content (continued)
REVISING
•
Refine 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.
•
Model useful feedback that balances support for strengths and clarity about
weaknesses.
•
Assign students to provide each other with feedback on those issues
through a writer’s workshop approach.
EDITING
•
Revise draft to have sound spelling, capitalization, punctuation and grammar.
•
Adjust formatting as needed to provide clear, appealing text.
•
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.
PUBLISHING THE FINAL COPY
•
Turn in your complete set of drafts, plus the final version of your work.
•Celebrate!
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H U M A N I T I E S PA R T I I – U N I T 3
Module 4 - Why Fight? - Roosevelt’s “Great Arsenal
of Democracy” (continued)
Speaking and Listening Checklist
Before Seminar
Select (underline or circle from left column) one or two skills that you will focus on during
this seminar.
After Seminar
Self-assess your participation in this Paideia Seminar by circling the number you would
rate yourself.
0 = I did not do this during Paideia seminar. 5 = I did this well during Paideia seminar.
PAIDEIA SEMINAR SELF-ASSESSMENT
SKILLS
Attention
SPECIFIC SKILL
•I look at the person speaking during the discussion.
•I do not talk while another is speaking.
RATING
0
1
2
3
4
5
•I give way to others as a way of sharing the talk time.
0
1
2
3
4
5
Articulation
•I make clear and accurate statements.
•I speak at appropriate pace & volume.
•I use relevant vocabulary and grammar.
0
1
2
3
4
5
Explanation
(Justification)
•I provide insight about the discussion topic.
•I refer to the text or another relevant source.
0
1
2
3
4
5
Expansion
•I consider another point of view.
•I add to a previous statement by offering a more
global/holistic interpretation.
0
1
2
3
4
5
Connection
•I refer to another comment.
•I consider multiple points of view.
•I ask thought-provoking, open-ended questions.
0
1
2
3
4
5
Engagement •I take notes related to the ideas being discussed.
To summarize, I feel my participation in seminar today was:___________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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