After reading and discussing historical texts focused on the work of bringing freedom and justice to all members of society, students will synthesize their ideas by preparing a persuasive speech about a kind of freedom they would like to see expanded in today’s world.
How do 19th Century American authors’ explore and expand ideas of freedom?
Purpose, Diction, Tone, Central Claim, rhetoric, rhetorical features, rhetorical devices, syntax, parallelism, premise, ethos, pathos, logos, counterclaim/counterargument,
TOOLS: Vocabulary Bank, Tone Words
Objective I: Identify HISTORICAL CONTEXT that inspired ideas about FREEDOM in 19th Century Political Speeches.
b. “Civil War and Reconstruction” p. 277
Objective 3: After reading speeches by Abraham Lincoln and Frederick Douglass, students will be able to summarize views of FREEDOM depicted by both authors.
I. Pre-reading: Tea Party Discussion
- “Second Inaugural Address” by Abraham Lincoln
- “What to the Slave is the Fourth of July” by Frederick Douglass
- “Frederick Douglass” & Runagate Runagate by Robert Hayden
Objective 4: Evaluate point of view and perspective of by writing Dialogue Poems.
II. Writing: Dialogue Poems
III. Post-Reading: Socratic Seminar Evaluation Guide