St. Michael-Albertville High School
American Literature of Social Change
Teacher: Sherri Larson
September 2014
Content
Skills
Learning Targets
Assessment
CEQ
 Why is there a class
called The Literature
of Social change?
 What is social
change?
 How does literature
reflect and impact
society?
 How and why are the
struggles of
individual groups in
American to achieve
equality in American
important?
 What can we learn
from examining these
struggles for
equality?
Reading Skills
Writing:
Reading Skills
-I can formulate a
thesis statement that
clearly communicates
the focus of a longer
work.
1-2 Discussion and written
response
3 Written and verbal
summary of news article
4 Worksheet and discussion
UEQ



How does history
impact literature?
What was life like for
women during the
women's movement?
How did women get
1. Formulate predictions
2. Propose inferences
3. Analyze current
event articles
4. Analyze the meaning
and implications of
19th century text
Vocabulary
1. Define unknown
vocabulary based on
word roots and origins
2. Define unknown
vocabulary based on
context clues
-I can support a
thesis statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
1-2 Declaration of
Sentiments worksheet
Current events articles
"Gene in Men"
"Basement Boys"
"The F Word"
"The Case Against
Marriage"
Writing
-I can organize
supporting details
into paragraph
structure with a
definite introduction,
body, and
conclusion.
Writing
1. Imitate the voice of an
author
2. Imitate the tone of an
author
Vocabulary
Resources &
Technology
"History of the
Movement" reading
Declaration of
Sentiments
movie Iron Jawed
Angels
1-3 Compose original
Declaration of Sentiments
(CA Create Your Own
Declaration of Sentiments)
4 Journal entries
Listening/Speaking
-I can enhance
organization through
the use of topic
sentences,
transitions, and
concluding
"Women's Vet Secret
War: Sexual Assault"
"Settling for Second
Best"
"The Problem with
Boys"
1 Class discussions on recent "Pink Brain, Blue
Brain"
articles
2 Give an oral presentation
"The Problem with
on a researched topic (CA
Human Compassion"
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American Literature of Social Change
Larson
Content

the right to vote?
How can the written
word effect change?
Skills
3. Write for a specific
purpose
4. Connect life to text
Reading Skills




Listening/Speaking
Prediction
Inference
Analysis
Implication
Vocabulary
Roots and origins
Context clues
Writing




Voice
Tone
Purpose
Connect
Listening/Speaking


Informal debate
Public speaking
Research/Technology

Presentation
1. Take part in class
discussion regarding
debatable topics related
to gender
2. Apply public speaking
skills
Research/Technology
1. Create a presentation
2. Research a historical
topic related to early
women's movement
3. Cite research sources
St. Michael-Albertville High School
Learning Targets
Assessment
sentences.
Suffrage Presentation)
-I can improve my
work by revising
content and editing
writing so it is free of
punctuation,
capitalization, and
usage errors.
Research/Technology
Resources &
Technology
"I Want a Wife"
1-2 Create a presentation on
a research topic using
Microsoft PowerPoint
"From Lockers to Lockup"
Champlin Park
homecoming series
-I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of
the assignment) and
entertains, provokes
thought, and/or
connects with a
variety of target
audiences.
Research:
-I can analyze
information to
determine a source’s
relevance and
credibility.
-I can select material
that is relevant to my
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American Literature of Social Change
Larson
Content


Internet research
Source citation
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
main ideas.
-I can paraphrase,
summarize, and
directly quote
sources that support
my ideas.
-I can integrate
source material
smoothly into my
own writing.
-I can construct my
works cited page, intext citations, and
page setup in MLA
format.
Literature:
-I can independently
comprehend
literature.
-I can understand the
visual elements and
style of the author’s
work.
-I can determine
theme, author’s
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
purpose, or main idea
in a literary work.
-I can analyze how
the literature is
influenced by the
culture, context, or
era in which it was
written.
-I can effectively
communicate critical
thinking through
literary-based
writings, discussions,
and presentations.
-I can evaluate the
quality of literature
(i.e. what makes a
work a classic versus
popular).
Speaking:
-I can tailor my
presentation toward
a target audience.
-I can formulate a
thesis statement that
clearly communicates
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
the focus of a longer
speech.
-I can support a
thesis statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
-I can organize
supporting in a
logical sequence.
-I can enhance
organization through
the use of clear
transitions.
-I can deliver a
speech clearly by
utilizing the elements
of effective public
speaking.
October 2014
Content
Skills
Learning Targets
Assessment
UEQ
Reading Skills
Writing:
Reading Skills
Resources &
Technology
Warriors Don't Cry
nonfiction book
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American Literature of Social Change
Larson
Content



How does literature
reflect and effect social
change?
To what extent would a
person go to change his
or her life?
How can symbols and
other characters reveal
aspects of the
protagonist?
Reading Skills




Predictions
Inferences
Arguments
Summary
Literary Analysis




"plot"of nonfiction work
Perspective/ POV
Author's intent
Historical/societal
implications
Vocabulary
Skills
1. Formulate
Predictions
2. Propose Inferences
3. Identify and analyze
arguments in nonfiction texts
4. Summarize main idea
and supporting
details
Literary Analysis
1. Identify Plot
2. Compare & Contrast
Character
3. Identify and analyze
affect of setting on
text
4. Identify and support
arguments for themes
5. Identify and support
arguments for
symbolism
6. Analyze author's
intent
7. Analyze
historical/societal
St. Michael-Albertville High School
Learning Targets
Assessment
-I can formulate a
thesis statement that
clearly communicates
the focus of a longer
work.
1 Final test (CA Awakening
Final)
2 Class discussion
3-4 Short answer written
response
-I can support a thesis
statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
Literary Analysis
-I can organize
supporting details
into paragraph
structure with a
definite introduction,
body, and conclusion.
Writing Skills
-I can enhance
organization through
the use of topic
sentences,
transitions, and
concluding
sentences.
Listening/Speaking
Resources &
Technology
The Children's March
video
A Time for Justice
video
Central High School 50
years later video
Worksheets and packet to
accompany Warriors Don't
Cry
1 Two essay-based
writings; integration of
quotes to identify and
support key ideas
1-2 Class discussion
-I can improve my
work by revising
content and editing
writing so it is free of
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American Literature of Social Change
Larson
Content


Skills
Learning Targets
implications on the
text
Context clues
Etymology
Vocabulary
Writing Skills

literary analysis
Listening/Speaking



Discussion
Text references
1. Define terms using
context clues
2. Define terms based
on etymology
Writing Skills
1. Use text of
Awakening to draw
inferences and
conclusions for final
assessment
Listening/Speaking
1. Defend opinion in
discussion
2. Reference text to
back up opinion in
discussion
St. Michael-Albertville High School
Assessment
Resources &
Technology
punctuation,
capitalization, and
usage errors.
-I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of
the assignment) and
entertains, provokes
thought, and/or
connects with a
variety of target
audiences. (SPECIFY
FOR DIFFERENT
LEARNING
Research:
-I can analyze
information to
determine a source’s
relevance and
credibility.
-I can select material
that is relevant to my
main ideas.
-I can paraphrase,
summarize, and
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
directly quote
sources that support
my ideas.
-I can integrate
source material
smoothly into my own
writing.
-I can construct my
works cited page, intext citations, and
page setup in MLA
format.
Literature:
-I can independently
comprehend
literature.
-I can identify and
explain the use of
figurative language in
a literary work.
-I can understand the
visual elements and
style of the author’s
work.
-I can determine
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
theme, author’s
purpose, or main idea
in a literary work.
-I can independently
identify literary
elements.
-I can analyze how
authors use literary
elements to enhance
works.
-I can analyze how the
literature is
influenced by the
culture, context, or
era in which it was
written.
-I can effectively
communicate critical
thinking through
literary-based
writings, discussions,
and presentations.
-I can evaluate the
quality of literature
(i.e. what makes a
work a classic versus
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
popular).
Speaking:
-I can tailor my
speech topic toward a
target audience.
-I can formulate a
thesis statement that
clearly communicates
the focus of a longer
speech.
-I can support a thesis
statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
-I can organize
supporting in a
logical sequence.
-I can enhance
organization through
the use of clear
transitions.
-I can deliver a
speech clearly by
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
utilizing the elements
of effective public
speaking.
November 2014
Content
Skills
Learning Targets
Assessment
UEQ
Reading Skills
Writing:
Reading Skills
-I can formulate a
thesis statement that
clearly
communicates the
focus of a longer
work.
1 Reading packets for
assigned books (CA)
2 Class discussion
3-4 Short answer written
response



How does literature
reflect and effect social
change?
To what extent would a
person go to change his
or her life?
How can symbols and
other characters reveal
aspects of the
protagonist?
Reading Skills




Predictions
Inferences
Arguments
Summary
1. Formulate Predictions
2. Propose Inferences
3. Identify and analyze
arguments in nonfiction texts
4. Summarize main idea
and supporting details
Literary Analysis
1. Identify Plot
2. Compare & Contrast
Character
3. Identify and analyze
affect of setting on text
-I can support a
thesis statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
-I can organize
supporting details
into paragraph
structure with a
definite introduction,
body, and
Resources &
Technology
Absolutely True Diary
of a Part Time Indian
Godless
Students will choose
texts from the
following list or others
upon approval: Black
Literary Analysis
and White, First Part
1-7 Class discussion
Last, Luna, Between
1-5 Final test
Jo and Me, Last Exit
1-2 Quizzes
to Normal, Marcelo
4 Worksheets on
and the Real World,
identifying theme
Curious Incident of the
5 Worksheet on identifying Dog in the Night,
symbolism
Snitch, House of
6 Worksheet on
Tomorrow, Will
identifying characterization Grayson Will Grayson,
Split, Because I am
Furniture, Tortilla
Vocabulary
Curtain, Enruique's
1-2 Write sentences using
Journey, Perks of
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American Literature of Social Change
Larson
Content
Literary Analysis







Plot
Character
Setting
Theme
Symbolism
Author's intent
Historical/societal
implications
Skills
4. Identify and support
arguments for themes
5. Identify and support
arguments for
symbolism
6. Analyze author's intent
7. Analyze
historical/societal
implications on the text
Vocabulary
Vocabulary


Context clues
Etymology
Listening/Speaking


Discussion
Text references
UEQ

How can a person
1. Define terms using
context clues
2. Define terms based on
etymology
Listening/Speaking
1. Defend opinion in
discussion
2. Reference text to back
up opinion in
discussion
St. Michael-Albertville High School
Learning Targets
Assessment
conclusion.
unknown terms
-I can enhance
organization through
the use of topic
sentences,
transitions, and
concluding
sentences.
Listening/Speaking
-I can improve my
work by revising
content and editing
writing so it is free of
punctuation,
capitalization, and
usage errors.
1-2 Class discussion
Reading Skills
1-7 Independent Reading
Test
Resources &
Technology
Being a Wallflower,
Born Confused, Girl
Overboard, After,
Deadline, Mexican
Whiteboy, King of the
Screwups, North of
Beautiful, Brothers
Torres
Student Resource
Subscription
Databases
-I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of
the assignment) and
entertains, provokes
thought, and/or
connects with a
variety of target
audiences. (SPECIFY
FOR DIFFERENT
LEARNING
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American Literature of Social Change
Larson
Content


influence society?
Who are some of the
influential women of the
20th and 21st centuries?
How does history
remember important
figures?
Reading Skills




Credibility
Author's intent
Synthesis
Inference
Skills
Learning Targets
3. Analyze the credibility
of a source
4. Analyze the intent of
the author including
bias
5. Synthesize non-fiction
from multiple sources
6. Formulate an educated
judgement on an
individual's influence
and contributions to
society as related to
equality
Research/Technology
Database searching
Credible sources
Source citation
Assessment
Resources &
Technology
Reading Skills
Research/Technology



St. Michael-Albertville High School
1. Utilize school source
databases effectively
2. Utilize credible sources
3. Cite sources using
MLA format
Research:
-I can analyze
information to
determine a source’s
relevance and
credibility.
-I can select material
that is relevant to my
main ideas.
-I can paraphrase,
summarize, and
directly quote
sources that support
my ideas.
-I can integrate
source material
smoothly into my
own writing.
-I can construct my
works cited page, intext citations, and
page setup in MLA
format.
Literature:
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
-I can independently
comprehend
literature.
-I can identify and
explain the use of
figurative language in
a literary work.
-I can understand the
visual elements and
style of the author’s
work.
-I can determine
theme, author’s
purpose, or main idea
in a literary work.
-I can independently
identify literary
elements.
-I can analyze how
authors use literary
elements to enhance
works.
-I can analyze how
the literature is
influenced by the
culture, context, or
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
era in which it was
written.
-I can effectively
communicate critical
thinking through
literary-based
writings,
discussions, and
presentations.
-I can evaluate the
quality of literature
(i.e. what makes a
work a classic versus
popular).
Speaking:
-I can tailor my
speech topic toward
a target audience.
-I can formulate a
thesis statement that
clearly
communicates the
focus of a longer
speech.
-I can support a
thesis statement with
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American Literature of Social Change
Larson
Content
Skills
St. Michael-Albertville High School
Learning Targets
Assessment
Resources &
Technology
specific evidence,
examples, and/or
details that show the
reader my ideas.
-I can organize
supporting in a
logical sequence.
-I can enhance
organization through
the use of clear
transitions.
-I can deliver a
speech clearly by
utilizing the elements
of effective public
speaking.
December 2014
Content
Skills
Learning Targets
Assessment
UEQ
Reading Skills
Writing:
Reading Skills
-I can formulate a
thesis statement that
clearly communicates
the focus of a longer
1-2 Final written test
3 Final paper (CA Final
Paper synthesizing all texts
into one comparative
statement)


How can a citizen
effect social change?
How do words and
visuals interact to
stress a point?
1. Formulate Predictions
2. Identify/analyze
arguments
Resources &
Technology
Various newspaper and
magazine articles,
including:
"Possession Obsession"
"Men's Lib"
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American Literature of Social Change
Larson
Content

How does society
affect adolescent
girls?
Reading Skills




Prediction
Inference
Argument
Theme
Skills
3. Identify/analyze themes work.
across pieces of
literature including
-I can support a
fiction and non-fiction
thesis statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
Listening/Speaking
-I can organize
supporting details
into paragraph
1. Defend opinion in
structure with a
discussion
definite introduction,
2. Reference text in
body, and
discussion
conclusion.
Listening/Speaking
Research/Technology


Socratic Discussion
Text reference
Research/Technology

Internet database
research
Learning Targets
1. Utilize school source
databases effectively
2. Utilize credible sources
St. Michael-Albertville High School
Assessment
Resources &
Technology
Listening/Speaking
"CrissCrossing Gender
Lines"
1-2 Socratic Discussion (CA
Class Discussion Rubric)
Research/Technology
"Unaffiliated Unite"
"Our Mutual Joy: Bible
and Gay Marriage"
1-2 Power point presentation
"Power of One"
"Female Veterans' Road
Home"
-I can enhance
organization through
the use of topic
sentences,
transitions, and
concluding
sentences.
-I can improve my
work by revising
content and editing
writing so it is free of
punctuation,
capitalization, and
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American Literature of Social Change
Larson
Content
Skills


Have women
reached true
equality?
What can be done to
reach equality?
How can visuals and
words be persuasive?
Reading Skills
Reading Skills


Synthesis
Analysis
Listening/Speaking

Public Speaking
Research/Technology



Assessment
Resources &
Technology
usage errors.
UEQ

Learning Targets
St. Michael-Albertville High School
Database searching
Credible sources
Source citation
-I can extend the
appeal of my work so
it goes beyond
functional writing
(basic execution of
the assignment) and
entertains, provokes
thought, and/or
connects with a
variety of target
audiences. (SPECIFY
FOR DIFFERENT
LEARNING
Reading Skills
1-2 Public Service
Announcement (CA PSA
Rubric)
Listening/Speaking
1 Public Service
Announcement
Research:
-I can analyze
information to
determine a source’s
2. Analyze the credibility relevance and
and accuracy of internet credibility.
sources
-I can select material
that is relevant to my
main ideas.
Listening/Speaking
1. Synthesize information
from a variety of texts
into a central message
1. Prepare and present a
Public Service
Research/Technology
1-3 Public Service
Announcement
Student Resource
Subscription Databases
-I can paraphrase,
summarize, and
directly quote
sources that support
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
Announcement
Research/Technology
1. Utilize school source
databases effectively
2. Utilize credible sources
3. Cite sources using MLA
format
St. Michael-Albertville High School
Assessment
Resources &
Technology
my ideas.
-I can integrate
source material
smoothly into my
own writing.
-I can construct my
works cited page, intext citations, and
page setup in MLA
format.
Literature:
-I can independently
comprehend
literature.
-I can identify and
explain the use of
figurative language in
a literary work.
-I can understand the
visual elements and
style of the author’s
work.
-I can determine
theme, author’s
purpose, or main idea
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
in a literary work.
-I can independently
identify literary
elements.
-I can analyze how
authors use literary
elements to enhance
works.
-I can analyze how
the literature is
influenced by the
culture, context, or
era in which it was
written.
-I can effectively
communicate critical
thinking through
literary-based
writings, discussions,
and presentations.
-I can evaluate the
quality of literature
(i.e. what makes a
work a classic versus
popular).
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
Speaking:
-I can tailor my
speech topic toward
a target audience.
-I can formulate a
thesis statement that
clearly communicates
the focus of a longer
speech.
-I can support a
thesis statement with
specific evidence,
examples, and/or
details that show the
reader my ideas.
-I can organize
supporting in a
logical sequence.
-I can enhance
organization through
the use of clear
transitions.
-I can deliver a
speech clearly by
utilizing the elements
of effective public
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American Literature of Social Change
Larson
Content
Skills
Learning Targets
St. Michael-Albertville High School
Assessment
Resources &
Technology
speaking.
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