All resources in EDET 445/620 Fall 2023

Shakespeare is Still Relevant!

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This introduces William Shakespeare's language by providing students with an opportunity to examine phrases and sayings first written in his plays. Students will read an informational text as well as spend time researching various Shakespearean phrases and their presence in his plays to determine his continuing relevance in modern language today. Students will be able to apply Shakespearean phrases to modern situations in order to determine his relevance.

Material Type: Activity/Lab

Author: Monica Williams

Revolutionary War Timeline Checklist

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This is a checklist meant to help guide students through their own Revolutionary War research project. Utilizing this checklist, students will be able to create a meaningful teaching tool (a timeline) to help others learn about the major events leading to the Revolutionary War as well as the major battles fought in South Carolina during the war. 

Material Type: Activity/Lab, Assessment

Author: Hannah Frederick

Remix

Choosing Sides: The Road to The Revolutionary War

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In this lesson, students will be required to to complete the Patriot vs. Loyalist Choiceboard. In the Choiceboard, students have to choose 3 out 6 options to help them learn about the economic, political, and social views of the side of the Patriots and Loyalists during the American Reovlutionary War. In addition, students should view the PowerPoint and answer the questions as they come to them on notebook paper. Students will allowed to research the content; however, I have also provided them with a series of sources to use as well. 

Material Type: Activity/Lab

Author: tim Robinson

Road to Revolution: 1763-1776

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This collection uses primary sources to explore the events that led up to the American Revolutionary War. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Material Type: Primary Source

Author: James Walsh

African American Protest Poetry, Freedom's Story, TeacherServe®, National Humanities Center

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Given the secondary position of persons of African descent throughout their history in America, it could reasonably be argued that all efforts of creative writers from that group are forms of protest. However, for purposes of this discussion, Defining African American protest poetrysome parameters might be drawn. First—a definition. Protest, as used herein, refers to the practice within African American literature of bringing redress to the secondary status of black people, of attempting to achieve the acceptance of black people into the larger American body politic, of encouraging practitioners of democracy truly to live up to what democratic ideals on American soil mean. Protest literature consists of a variety of approaches, from the earliest literary efforts to contemporary times. These include articulating the plight of enslaved persons, challenging the larger white community to change its attitude toward those persons, and providing specific reference points for the nature of the complaints presented. In other words, the intention of protest literature was—and remains—to show inequalities among races and socio-economic groups in America and to encourage a transformation in the society that engenders such inequalities. For African Americans, Some of the questions motivating African American protest poetrythat inequality began with slavery. How, in a country that professed belief in an ideal democracy, could one group of persons enslave another? What forms of moral persuasion could be used to get them to see the error of their ways? In addition, how, in a country that professed belief in Christianity, could one group enslave persons whom Christian doctrine taught were their brothers and sisters? And the list of “hows” goes on. How could white Americans justify Jim Crow? Inequalities in education, housing, jobs, accommodation, transportation, and a host of other things? In response to these “hows,” another “how” emerged. How could writers use their imaginations and pens to bring about change in the society? Protest literature, therefore, focused on such issues and worked to rectify them. Poetry is but one of the media through which writers address such issues, as there are forms of protest fiction, drama, essays, and anything else that African Americans wrote—and write.

Material Type: Lesson, Reading

Authors: National Humanities Center, Trudier Harris

88 Open Essays: A Reader for Students of Composition & Rhetoric

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PLEASE NOTE: Some K-12 sites block access to Google Docs where this file resides. If you are unable to access it, it is also available at https://human.libretexts.org/Bookshelves/Literature_and_Literacy/Book%3A_88_Open_Essays_-_A_Reader_for_Students_of_Composition_and_Rhetoric_(Wangler_and_Ulrich) This book is a free and open resource for composition instructors and students, full of essays that could supplement OER rhetoric and writing texts that lack readings. All of the essays in this reader are versatile rhetorically and thematically. It is arranged alphabetically by author name. Each essay has a series of hashtags that apply to the essay in some way. You can search for essays thematically for topics like education, the environment, politics, or health. You can also search for essays based on composition concepts like analysis, synthesis, and research. You can search for essays that are based on shared values, essays that rely heavily on ethos, logos, or pathos, essays that are very kairos-dependent, and essays that are scholarly. This collection was created in Google Docs so that it is easily adapted and edited.

Material Type: Reading, Textbook

Authors: Sarah Wangler, Tina Ulrich

"1619 Project": The Idea of America

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In this lesson students will read to uncover hidden truths about the many contributions of enslaved Africans to the development of the United States. They will express their understanding by writing a text-based claim supported by evidence to show how African Americans paved the way for other marginalized communities to fight oppression, so the principles of American democracy apply to all people in America.

Material Type: Lesson Plan

Author: Buffalo Public Schools Office of Culturally and Linguistically Responsive Initiatives