A Reading of the Gettysburg Address: Argumentation
An LDC/Paideia Module
Information Sheet for Argumentation Module
Module title:
A Reading of the Gettysburg Address
Module description
(overview):
This module asks 9th and 10th grade students to perform a close reading of the Gettysburg Address, participate in a Paideia Seminar on
the text, and write an essay in which they evaluate Lincoln’s definition of democracy based on the speech. Ultimately, students
practice a series of interrelated literacy skills while gaining a deeper understanding of an iconic American political document, thereby
merging American history content with Common Core literacy skills. If teachers choose to assess students on the skills embedded in
this module, there is a classroom assessment exercise applying the same LDC template to Martin Luther King’s “I Have a Dream”
speech. In addition, teachers can self-assess their evolving seminar planning and facilitation skills using the Seminar Reflection Guide
found in the module Appendix.
Big Ideas, Values
NOTE: This module is designed to teach and assess the Core Content College and Career Readiness Anchor Standards identified in
the LDC standards as well as those for “Speaking and Listening,” including a formal and rigorous dialogue about concepts and ideas.
Common Core “Reading” and “Writing” standards are practiced and assessed around the Paideia Seminar discussion. If you are not
trained in leading Paideia (Socratic) Seminars, you can still teach this module by replacing the seminar in Cluster 3 with another
discussion-based strategy.
Task 6 Template: [Insert Question] After reading __________ (literature or informational texts), write a/an __________ (essay
or substitute) that discusses __________ (content) and evaluates __________ (content). Be sure to support your position with
evidence from the texts. (Argumentation/Evaluation)
Has the Gettysburg Address influenced our contemporary understanding of American democracy? After reading the Gettysburg
Address, write an essay that discusses Lincoln’s definition of “democracy” in the Address and evaluate its influence on our
understanding of American democracy. Be sure to support your position with evidence from the text.
Democracy, equality, government, language, leadership
Grade/Level:
9-10
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Humanities
Authors:
Laura Billings and Terry Roberts
Template task
(include number,
type, level):
Teaching task:
English or History
Contact
information:
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
1
Section 1: What Task?
TEACHING TASK
Background to
Although as Americans, we take for granted that we know what democracy as a form of government means, there have been a number
share with
of important attempts to define American democracy both as an idea and as a practical form of government. Although Lincoln never
students:
uses the word in the Gettysburg Address, he implies a number of characteristics of democracy. This module examines how his definition
Teaching task:
Reading texts:
Extension
may have influenced our modern views.
Has the Gettysburg Address influenced our contemporary understanding of American democracy? After reading the Gettysburg
Address, write an essay that discusses Lincoln’s definition of “democracy” in the Address and evaluates its influence on our
understanding of American democracy. Be sure to support your position with evidence from the text.
Primary Seminar Text: The Gettysburg Address by Abraham Lincoln
Classroom Assessment Text (student reader): “I Have a Dream” by Martin Luther King
(Mandatory in a Paideia module): Teacher and students work together to collect the finished essays into a virtual anthology, which will be
published on the class website and thereby made available to other American history students. This form of publication also makes these
student essays available to future generations of students in this class for use as exemplars.
COMMON CORE STATE STANDARDS
GRADES 9-10 READING STANDARDS FOR ARGUMENTATION
“Built-in” Reading Standards
“When Appropriate” Reading Standards
1. Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
3. Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced …
2. Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
5. Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or
chapter).
4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the cumulative
impact of specific word choices on meaning and tone.
6. Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
10. By the end of grade 10, read and comprehend literary nonfiction at the high
end of the grades 9-10 text complexity band independently and proficiently.
7. Analyze various accounts of a subject told in different mediums, determining
which details are emphasized in each account.
8. Delineate and evaluate the argument and specific claims in a text, assessing
whether the reasoning is valid and the evidence is relevant and sufficient; identify
false statements and fallacious reasoning.
9. Analyze seminar U.S. documents of historical and literary significance, including
how they address related themes and concepts.
GRADES 9-10 WRITING STANDARDS FOR ARGUMENTATION
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
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“Built-in” Writing Standards
“When Appropriate” Writing Standards
1. Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization, and
analysis of content.
4. Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3. Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual
or shared writing products, taking advantage of technology’s capacity to link to
other information and to display information flexibly and dynamically.
10. Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.
8. Gather relevant information from multiple print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively…
CONTENT STANDARDS FROM STATE OR DISTRICT
GRADES 9-10 SPEAKING AND LISTENING STANDARDS FOR LDC/PAIDEIA MODULES
“Built In” Speaking and Listening Standards
“When Appropriate” Speaking and Listening Standards
1. Initiate and participate effectively in a range of collaborative discussions with
2. Integrate and evaluate information presented in diverse media and
diverse partners on others’ ideas and express their own clearly and persuasively.
formats, evaluating the credibility and accuracy of each source.
4. Present information, findings, and supporting evidence clearly, concisely, and
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and
logically such that listeners can follow the line of reasoning and the organization,
rhetoric, identifying any fallacious reasoning or exaggerated or distorted
development, substance, and style are appropriate to purpose, audience, and task.
evidence.
6. Adapt speech to a variety of contexts and tasks, demonstrating command of
5. Make strategic use of digital media in presentations to enhance
formal English when indicated or appropriate. (See grades 9-10 Language standards understanding of findings, reasoning, and evidence and to add interest.
1 and 3.)
Standards
source:
NUMBER
Goal 5 ELA
North Carolina Course of Studies (State Standards) for Grade 9
Goal 3 ELA
The learner will examine argumentation and develop informed opinions. (3.01)
Goal 1 HS
Social Studies
Historical Tools and Practices - The learner will identify, evaluate, and use the methods and tools valued by historians, compare the views of historians,
and trace the themes of history. (1.01)
CONTENT STANDARDS
The learner will demonstrate understanding of various literary genres, concepts, elements, and terms. (5.01)
TEACHING TASK RUBRIC (ARGUMENTATION)
Not Yet
Approaches Expectations
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
Meets Expectations
Advanced
3
Elements
Focus
Controlling
Idea
Reading/
Research
Development
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose. (L2)
Makes no mention of counter
claims.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt. (L3) Makes no
connections or a connection
that is irrelevant to argument or
claim.
1.5
2
Addresses prompt appropriately
and establishes a position, but
focus is uneven.
Establishes a claim. (L2) Makes
note of counter claims.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations. (L3)
Makes a connection with a weak
or unclear relationship to
argument or claim.
2.5
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
3.5
4
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
Establishes a credible claim. (L2)
Develops claim and counter claims
fairly.
Establishes and maintains a substantive
and credible claim or proposal. (L2)
Develops claims and counter claims fairly
and thoroughly.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim. (L3)
Makes a relevant connection to clarify
argument or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim. (L3) Makes a clarifying
connection(s) that illuminates argument
and adds depth to reasoning.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding
of content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required
by the specific prompt. Structure
enhances development of the reasoning
and logic of the argument.
Demonstrates and maintains a welldeveloped 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.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
*See Speaking and Listening Rubric in the Appendix for use during the Seminar.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
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Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: READING PROCESS FOR PAIDEIA SEMINAR
1. Inspectional Reading
Ability to identify structural components of the seminar text.
2. Essential Vocabulary
Ability to identify and master terms essential to understanding a text.
3. Analytical Reading & Note
Taking
Ability to read text for basic understanding.
SKILLS CLUSTER 2: DIALOGUE PROCESS FOR (PAIDEIA SEMINAR)
1. Pre-seminar Process
Ability to reflect on personal communication habits and select appropriate speaking and listening goals.
2. Seminar
Ability to think critically and collaboratively in a group about concepts and ideas of a text through a structured Paideia seminar or other discussion-based
strategy.
3. Post-seminar Process
Ability to self-assess on speaking and listening skills practiced in the seminar and note relevant communication goals for future discussions.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Task Analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 4: WRITING PROCESS
1. Claim
Ability to establish a claim and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an argumentation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final work that addresses the task.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
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Section 3: What Instruction?
PACING
SKILL AND DEFINITION
MINI-TASK
PROMPT AND PRODUCT
SKILLS CLUSTER 1: READING PROCESS FOR PAIDEIA SEMINAR
Labeled Text and Paraphrase
Days 1-3
1. Inspectional Reading
Ability to identify structural
components of the seminar
text.
On-going
SCORING (PRODUCT
“MEETS
EXPECTATIONS” IF
IT…)

Label the five parts of the text while the
teacher reads the Gettysburg Address
aloud, and identify the five sections.
2. Essential Vocabulary
Vocabulary List
Ability to identify and
master terms essential to
understanding a text.
In your notebook, list words and phrases
essential to the texts. Add definitions and
(if appropriate) notes on connotation in
this context. Where and how does Lincoln
define “democracy”?
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
Structural features of
the text are visible and
clear; correctly identifies
five sections.
INSTRUCTIONAL STRATEGIES

Each student has a copy of the printed text of the Gettysburg
Address.

Read the five identified sections (see Graphic Organizer in
Appendix to this module) aloud for students while they mark
the sections.
(See Adler & Van Doren, pp. 31-44.)
RI 9-10.4

Lists appropriate
phrases.





Provides accurate
definitions.


Answers question.
Ask some students to share definitions of terms.
Provide direct instruction as necessary and guide a close
reading to work through key phrases.
RI 9-10.1 & 2
6
Days 2-3
3. Analytical Reading &
Note Taking
Ability to read text for basic
understanding.
Short Response

Mini-task: Generate descriptive notes
within a graphic organizer (see Appendix
to this module).
Organizer is completely
filled in with appropriate
examples.

Having completed the Inspectional Read, guide students to do
a second, closer reading and complete the graphic organizer
as follows:

Divide the class into five groups and assign each section of
the speech to a group. Ask that each group compose a clear
paraphrase of that section, using a dictionary and vocabulary
notes (see previous mini-task) as needed. Then have each
group share its paraphrase in turn, and guide a brief
discussion of that section, stressing common surface
understanding of each section in turn.

Allow students time to fill in their paraphrase boxes in their
own words on their individual copies of the graphic organizer.
(Remind students to bring the graphic organizer along with
their marked copies of the text to the seminar discussion.)

Students respond to guiding questions to build on
understanding of vocabulary within the context of the speech.
Questions address essential facts about text.

RI 9 – 10.1,2,5,6 ; W 9 – 10.9; SL 9 – 10.1; and L 9 – 10.
4-6 SKILLS CLUSTER 2: DIALOGUE PROCESS (PAIDEIA SEMINAR)
Day 4
1. Pre-seminar Process
Self-assessment
Ability to reflect on personal
communication habits and
select appropriate speaking
and listening goals.
Based on the list of Speaking and
Listening behaviors, write a goal for your
personal participation in the upcoming
dialogue.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011

Chooses appropriate
individual process goal
based on past seminar
performance.

See Speaking and Listening Rubric and sample “Seminar
Process Assessment” in Appendix.

Teachers should take each of the Process steps of Paideia
Seminar including: definition and purpose for having the
dialogue, role and responsibility of facilitator and participants,
steps to guide personal and group process goals. (See
Teaching Thinking Through Dialogue for examples of preand post-seminar process “scripts” embedded in sample
seminar plans.)

Be sure to have students complete Paideia Seminar Speaking
and Listening Skills Self-Assessment

Teacher should identify appropriate speaking and listening
goals for the group. The group participation goal is discussed
and posted where all can see.
7
Day 4
2. Seminar
Ability to think critically and
collaboratively in a group
about concepts and ideas of
a text through a structured
Paideia Seminar or other
discussion-based strategy.
Day 4
Participation

Teacher-produced
seminar “map”
documents spoken
participation by
individual students.


Answers task by filling in
form completely.


Writes in detail about
seminar participation.
See Appendix. Have a few representative students share their
goal for speaking and listening and their performance.
Likewise, may ask the entire group to reflect on the entire
dialogue process, i.e. the group effort. In whatever format is
preferred, both individual and group reflections should be
archived for reference at the beginning of the next seminar.

See Teaching Thinking Through Dialogue: See pages 44-48.

Display module task prominently in the classroom. Discuss
what is being asked of the writer and potential audiences for
the essay.

Share examples of compositions students will produce (either
from past students or from professional writers).

Ask students to identify key features of examples by making a
bullet list.

Pair students to compare, revise, and clarify their individual
bullets. Display: TEACHING TASK RUBRIC
(ARGUMENTATION)

Discuss CCSS W 9-10.1 and 5


Teach a model format for note taking.
Participate in the seminar and focus on
your goals.
3. Post-seminar
Self-Assessment
Ability to self-assess on
speaking and listening skills
practiced in the seminar
and note relevant
communication goals for
future discussions.
Reflect back on your participation goal,
then finish filling out the Seminar Process
Assessment form; write a short reflective
work on your seminar performance in
detail.
SKILLS CLUSTER 3:TRANSITION TO WRITING
1. Task Analysis
Short response
Day 5
Ability to understand and
explain the task’s prompt
and rubric.
No Scoring
In a quick-write, write your first reaction to
the task prompt. Add some notes of
things you know about this issue.
Teacher should use the Gettysburg Address Seminar Plan in
Appendix for scope and sequence of prepared Seminar
Questions.
RI 9 – 10.1; RI 9 – 10.6 & 8; SL 9 – 10
SKILLS CLUSTER 4: WRITING PROCESS
Day 6
1. Claim
Opening Paragraph
Ability to establish a claim
and consolidate information
relevant to task.
Write an opening paragraph that includes
a claim and sequences the key points you
plan to make in your composition.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011

Composes a clear,
coherent claim and
paragraph.

Check that early student work is in the assigned format (or in
another format that gathers the needed information
effectively).
W 9 – 10.1,4,9
8
Day 7
Days 8-10
Days 10and 12
Day 13
Day 14
2. Planning
Outline/Organizer
Ability to develop a line of
thought and text structure
appropriate to an
argumentation task.
Prepare a blueprint (draft outline) for a 45 page essay.
3. Development
Initial Draft
Ability to construct an initial
draft with an emerging line
of thought and structure.
Write an initial draft complete with
opening, development, and closing; insert
and cite textual evidence.
4. Revision
Multiple Drafts
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
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.
5. Editing
Correct Draft
Ability to proofread and
format a piece to make it
more effective.
Revise draft to have sound spelling,
capitalization, punctuation, and grammar.
Adjust formatting as needed to provide
clear, appealing text.
6. Completion
Final Work
Ability to submit final work
that addresses the task.
Turn in your complete set of drafts, plus
the final version of your work.

Develops a blueprint
that is on-task and
includes key points for
cause-effect essay.

Provides direct answer to
main prompt
requirements.

Identifies key points that
support development of
argument.

Provides complete draft
with all parts.

Supports the opening in
the later sections with
evidence and citations.


Improves earlier edition.
Provides draft free from
distracting surface
errors.

Uses format that
supports purpose.

Demonstrates that
composition is focused
and ready for evaluation.




Model blueprint method.


Offer several examples of opening paragraphs.

Review the list that students created earlier to identify needed
elements (from Cluster 1, Skill 2).


W9-10:1,4

Assign students to provide each other with feedback on those
issues.




See Appendix packet for more strategies.



Teach a short list of proofreading marks.
Display model for reference.
Discuss function of each paragraph in template.
W 9 – 10.1,4,9
Ask class to discuss what makes the opening paragraphs
strong or weak.
Sample and model useful feedback that balances support for
strengths and clarity about weaknesses.
Revisit: TEACHING TASK RUBRIC (ARGUMENTATION)
W9-10: 5
Briefly review selected skills that many students need to
improve.
Assign students to proofread each other’s texts a second time.
W9-10:5,6
Celebrate! NOTE: Remind students throughout the process that
their work will be anthologized in an online collection of essays
evaluating the impact of the Gettysburg Address on our common
concept of American democracy.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
FOR STUDENTS
9
Adler, Mortimer J. and Charles Van Doren. (1972). How to Read a
Book. New York: Simon and Schuster.
Davis, Judy and Sharon Hill. (2003). The No-Nonsense Guide to Teaching
Writing: Strategies, Structures, and Solutions. Portsmouth, NH:
Heinemann.
“The Gettysburg Address” by Abraham Lincoln
For Classroom Assessment:
“I Have a Dream” by Martin Luther King
National Paideia Center. (2010). Teaching Thinking Through Dialogue. 2nd
Edition.
Roberts, Terry and Laura Billings. (2011). Teaching Critical Thinking:
Using Seminars for 21st Century Literacy. New York: Eye on
Education.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
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Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Background to share
After reading Martin Luther King’s “I Have a Dream” speech, write an essay that discusses this speech and evaluates its influence on our
with students
understanding of American democracy. Be sure to support your position with evidence from the text.
(optional):
(You have this one class period to plan, write, and revise your essay. You may use the computer.)
Classroom assessment Many notable Americans have sought to shape our understanding of democracy; their efforts have included a number of famous speeches. One
task
such speech was given in Washington, D. C. on 28 August 1963, 100 years after the Gettysburg Address, by Martin Luther King, Jr..
Reading texts:
“I Have a Dream” (excerpt) by Martin Luther King, Jr. (See Module Appendix)
ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
Focus
Reading/Research
Controlling Idea
Development
Organization
Conventions
LDC Argumentation Classroom Assessment Rubric
MEETS EXPECTATIONS
Addresses the prompt and stays on task; provides a generally convincing response.
Demonstrates generally effective use of reading material to develop an argument.
Establishes a credible claim and supports an argument that is logical and generally convincing.
Develops reasoning to support claim; provides evidence from text(s) in the form of examples or explanations
relevant to the argument.
Applies an appropriate text structure to address specific requirements of the prompt.
Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to
audience and purpose.
NOT YET
Attempts to address prompt but lacks focus or is off-task.
Demonstrates weak use of reading material to develop argument.
Establishes a claim and attempts to support an argument but is not convincing.
Reasoning is not clear; examples or explanations are weak or irrelevant.
Provides an ineffective structure; composition does not address requirements of the prompt.
Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not
appropriate to audience and purpose.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
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Teacher Work Section
Here are added thoughts about teaching this module.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
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LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011
13
Module Appendix
The attached materials support teaching this module.
Student Reader Gettysburg Address (1863) By Abraham Lincoln Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom— and that government of the people, by the people, for the people, shall not perish from the earth. LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
14
GRAPHIC ORGANIZER: The Gettysburg Address Take notes on each of the five sections of the Gettysburg Address. Remember to use these notes along with your copy of the text during our Seminar Discussion and essay writing. Section of Gettysburg Address Your Paraphrase (including definitions) 1. Four Score and … created equal. (paragraph 1)
2. Now we are … should do this. (paragraph 2)
3. But, in a larger … they did here.
4. It is for us … not have died in vain.
5. That this nation … not perish from the earth.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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CLASSROOM ASSESSMENT TEXT I Have a Dream -­‐ Excerpt (1963) By Martin Luther King, Jr. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity. But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition. In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds." But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children. It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-­‐three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges. LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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QUESTIONS/PROCESS
SEMINAR PLAN
30-45 MINUTES
Questions for The Gettysburg Address Seminar:
Reiterate that our purpose is to discuss: democracy, equality, government, language, leadership (IDEAS & VALUES).
Ask participants to take a few minutes to look back at their notes on their text and/or graphic organizer. Acknowledge that
we will use section numbers for referring to the text.
Opening Question – Identify main ideas from the text:
In one word, what was Lincoln’s hope for the nation? (round-robin response)
What in the text caused you to choose that word? (spontaneous discussion)
Core Questions – Focus/analyze textual details:
How does the first sentence of this speech set the tone for what follows?
Lincoln uses some form of the word “dedicate” six times. What different meanings does this word take on
during the speech?
What do you think Lincoln means by the phrase: “government of the people, by the people, for the people”?
Why?
Based on this speech, how do you think Lincoln would define democracy as a form of government? Refer to
the text.
Closing Question – Personalize and apply the textual ideas:
What part of Lincoln’s speech do you think we need to revisit in contemporary America? What message is
there for us?
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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LDC/Paideia Speaking and Listening Rubric
Demands and Qualities
Attention
•
•
Not Yet
Does not look at the person speaking
Occasionally turns and talks to person sitting nearby while another person is speaking
•
Does not take notes related to the ideas being discussed
•
Makes barely audible statements
•
Makes simple, somewhat unrelated or repetitive points/ statements
•
Draws conclusions based on a single perspective
•
•
Does not ask questions
Does not refer to what else has been said
•
•
Meets Expectation
Looks at the person speaking during most of the discussion
Rarely talks while another is speaking
•
•
Occasionally takes notes related to the ideas being discussed
Gives way to another as a way of sharing the talk time
•
Makes clear and accurate statements; generally speaks at appropriate pace, volume; uses relevant vocabulary and
grammar
•
•
Provides points/statements about the discussion topic, noting details related to sequence, category, purpose, or
point of view
Refers to the text or another relevant source
Expansion
•
Considers another point of view and acknowledges personal bias
Connection
•
•
Asks authentic questions
Paraphrases what else has been said
•
•
Advanced
Looks at the person speaking during the discussion
Does not talk while another is speaking
Engagement
Articulation
Explanation
Expansion
Connection
Demands and Qualities
Attention
Engagement
Articulation
Explanation
Demands and Qualities
Attention
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Engagement
•
•
Consistently takes notes related to the ideas being discussed
Gives way to another as a way of sharing the talk time
Articulation
•
Makes clear and accurate statements; consistently speaks at appropriate pace, volume; uses relevant vocabulary and
grammar
•
•
•
•
Provides insight related to fallacies within the text; tests assumptions and explores inferences
Refers to the text or another relevant source
Illuminates relevance; notes positive/negative implications
Acknowledges difference in own perspectives — before and now
•
•
•
•
Adds to previous statement by offering a more global/holistic interpretation
Refers to another facet of an idea or another’s comment
Considers multiple points of view and acknowledges personal bias
Asks authentic, thought-provoking, open-ended questions
Explanation
Expansion
Connection
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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Student Name___________________________
Date ___________________________
Paideia Seminar Speaking and Listening Skills
Self-Assessment
Please rate your current Paideia seminar skills by circling a number in each category.
0 = I do not ever do this during Paideia seminar. 10 = I regularly do this during Paideia seminar.
Skills
Rating
Attention
I look at the person speaking during the discussion.
I do not talk while another is speaking.
0
1
2
3
4
5
6
7
8
9
10
0
1
2
3
4
5
6
7
8
9
10
0
1
2
3
4
5
6
7
8
9
10
0
1
2
3
4
5
6
7
8
9
10
Engagement
I take notes related to the ideas being discussed.
I give way to others as a way of sharing the talk time.
Articulation
I make clear and accurate statements.
I speak at appropriate pace and volume.
I use relevant vocabulary and grammar.
Explanation (Justification)
I provide insight about the discussion topic.
I refer to the text or another relevant source.
Expansion
I consider another point of view.
I add to a previous statement by offering a more global/holistic
interpretation.
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0
1
2
3
4
5
6
7
8
9
10
0
1
2
3
4
5
6
7
8
9
10
Connection
I refer to another comment.
I consider multiple points of view.
I ask thought-provoking, open-ended questions.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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Seminar Reflection Guide
Teacher Name:
Subject:
Text: (title, genre)
Teacher Facilitation goal selected:
Student Participation goal selected:
Date:
Grade level:
Part 1
I have led ______ (approximate number) of seminars this year with this class.
Were there any special circumstances that should be considered while reflecting on this seminar?
How did this seminar text1 address the curriculum?
What did you do to prepare the students for this seminar?
What follow-up activities were planned for the students?
1
Throughout this document the word “text” is defined as a primary source material such as an essay, short story, poem, sculpture, painting,
play, etc.
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How did you determine student understanding of the ideas and values?
Reflecting on your growth as a facilitator, choose a goal for the next seminar.
Additional Comments
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Pre-Seminar Activities
For each of the following items please circle 1, 2, 3, or 4 as appropriate.
1=unquestionably, 2=probably, 3=possibly, 4=definitely not
1. The text chosen was appropriate for a seminar and the ability of the students.
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
2. The room was arranged so that participants could easily make eye contact with one another.
3. A process goal was selected before the seminar began.
4. The teacher had clearly stated expectations for behavior as evidenced by the students’ actions.
5. Students had adequate preparation for the discussion as evidenced by the quality of comments.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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Teacher as Facilitator
1. The teacher was seated on the same level with the students.
1
2
3
4
1
2
3
4
3
4
2. The teacher took notes/mapped the discussion.
3. The teacher was knowledgeable about the text being discussed and could locate references to aid students in supporting the point being
made.
1
2
4. The teacher refrained from giving his or her own opinion during the seminar.
1
2
3
4
1
2
3
4
1
2
3
4
7. The teacher clarified when students misunderstood or factual errors were made by further questioning or probing if not corrected by other
students.
1
2
3
4
5. The teacher helped make connections between ideas.
6. The teacher encouraged student interaction (provided opportunities for shy students, was aware of eye contact).
8. The teacher occasionally paraphrased students’ remarks when necessary for clarification.
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
9. The teacher stopped misbehavior quickly and effectively.
10. The teacher accepted and encouraged divergent views and opinions.
11. The teacher included the whole group in discussion and did not focus on a select few.
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12. The teacher refrained from summarizing the discussion (telling students what they learned at the end of the seminar).
1
2
3
4
1
2
3
4
3
4
Questioning Strategies
1. The teacher questioned students, not telling or teaching factual knowledge about the text.
2. The opening question was broad and each participant was given an opportunity to respond (this does not mean every seminar must begin
with the round robin technique).
1
2
3. The questions posed did not lead students to a preconceived “right” answer.
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
4. The teacher allowed sufficient wait-time for students to think before allowing responses or asking another question.
5. The teacher was a good listener and framed follow-up questions based on student comments.
6. The teacher made smooth transitions between questions asked (not “my next question is”).
7. The teacher asked questions that generated higher order thinking (analysis, synthesis, evaluation).
8. The teacher asked closing questions that encouraged students to explore the personal relevance of text.
Student Participation
1. Students had a copy of the text being discussed in front of them or where all could refer to it.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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2. Students observed the rules of behavior for seminar participation.
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
3. Students talked more than the teacher.
4. Students did not require permission from the teacher or other students to speak during the seminar.
5. Students directed comments to each other rather than the teacher.
6. Students showed respect for others’ views and opinions by listening and not criticizing others.
7. Students supported their statements with references to the text.
8. Students used each others’ names when agreeing or disagreeing with each other.
9. Students asked meaningful questions during the seminar.
10. Students were comfortable sharing opinions based on the text, as evidenced by a conversational atmosphere.
Post-seminar Activities
1. The process goal was re-examined and suggestions were made for the next seminar.
2. The map or reflections were shared with the students.
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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3. Students were given the opportunity to further reflect and articulate their thoughts.
1
2
3
LDC/Paideia Argumentation Module Template | © Literacy Design Collaborative, 2011 (Appendix © Paideia)
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4