Page 138 - ELA_CA_HighSchool_Sampler_Flipbook

58 SpringBoard® English Language Arts Senior English
ACTIVITY 1.17
Imperialism: A Poetic Conversation
PLAN
TEACH
LEARNING STRATEGIES:
Activating Prior Knowledge KWHL Chart, Predicting, Questioning the Text
ACADEMIC VOCABULARY
Imperialism is the policy
of extending the rule or influence of one country over other countries or colonies. The word also refers to
the political, military, or economic domination of one country by another.
Imperialism
Know
Want to Know
How Will I Learn It?
What Have I Learned?
ACTIVITY 1.17
Materials: projector or computers for viewing image (optional)
Suggested Pacing: 2 50-minute class periods
1 Introduce this activity by explaining to students that they are going to be applying the concept of Cultural Criticism to two texts, both dealing with the subject of imperialism. Have them activate prior knowledge by filling out the KWHL Chart in pairs or small groups. If necessary, be sure they have reread and reviewed the characteristics of Cultural Criticism from the previous activity.
2 Divide students into groups of four, and assign each group a number: 1, 2, 3, 4, etc. Assign Kipling’s “The White Man’s Burden” to the odd-numbered groups and McNeill’s “The Poor Man’s Burden” to the even-numbered groups. Ask students to predict the content of their assigned poems based on their titles.
3 After students have made predictions based on the titles, explain that authors sometimes respond directly to one another through their texts. McNeill’s “The Poor Man’s Burden” was written in response to Kipling’s “The White Man’s Burden.” Each text presents a distinct point of view or perspective on imperialism and colonialism. Looking at the poems through the lens of Cultural Criticism helps readers clearly understand
those perspectives.
4 Read the Preview and the Setting a Purpose for Reading sections with your students. Help them understand what to annotate by modeling with an example from each poem.
Learning Targets
• Compare and contrast two different poets’ perspectives in a Socratic Seminar.
• Use Cultural Criticism to analyze the concept of imperialism in written and visual texts.
Applying Cultural Criticism to the Concept of Imperialism
In the last activity, you learned that Cultural Criticism suggests that being a part of—or excluded from—a specific group or culture contributes to and affects our understanding of texts. In the next series of activities, you will apply the concept of Cultural Criticism to the subject of imperialism.
Use the KWHL chart below to begin exploring the concept of imperialism. Fill in what you already know about imperialism, what you want to know, and how you will learn what you want to know. After reading and discussing the texts in this activity, return to the chart to fill in the last column with reflections on what you have learned.
58 SpringBoard® English Language Arts Senior English
RL.11–12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.11–12.4: Determine the meanings of words and phrases as they are used in the text, including figurative and connotative
Preview
In this activity, you and your classmates will use Cultural Criticism to examine two poems that have contrasting views of imperialism. Then you will participate in a Socratic Seminar to discuss and analyze the poems further. Finally, you will apply your knowledge of imperialism and of Cultural Criticism to a written analysis of a visual text.
COMMON CORE STATE STANDARDS
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
W.11–12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Focus Standards:
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© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.