English Amped
Today’s Agenda
Friday, Aug 7, 2015
“11. Food-Hunger.
Love-Hunger.
Faith-Hunger.
Soul-Hunger.
12. Who among us
has not been
hungry?”
From “Sonnet With
Pride”
By Sherman
Alexie
6th Hour
✧ Intro: World History Project
✧ Critical Reading
✧ Dominant Narratives vs.
✧ Counter-narratives, and
✧ Making Interpretations
7th Hour
 Intro to Open Reading and Writing
Studio (ORWS)
 20 min. Collaboration
 20 min, Silent
Homework:
 “What Is Your Code” Assignment Due
Friday
Remember Columbus?
Like Howard Zinn, the historian who
wrote the chapter we read last year
on Columbus, you will be asked to
examine and interpret history.
Let’s review how Zinn examined the
dominant narrative to write history
as a counter-narrative.
We need readers for “Telling Columbus’s
Story,” an excerpt from Chapter 1,
“Columbus and the Indians,” from Zinn’s
book A Young People’s History of the
United States (adapted by Rebecca Stefoff)
•Narrator #1
•Las Casas (short)
•Narrator #2
•Narrator #3
•Narrator #4
In this excerpt, Zinn uses
•A counter-narrative about Columbus, the
book History of the Indies written by
Columbus’ contemporary, Las Casas, and
•A dominant narrative about Columbus, the
1954 book Christopher Columbus, Mariner
by Same Eliot Morrison
Take
1 MINUTE
to read over the
“English Amped
Critical Reading Toolkit.”
What is a writer’s “position?”
What does it mean to be a reader “from
a resistant position?”
What is our reading context right now?
•In an afternoon class in an SBR school
•Teens and an adult who have
questioned Columbus as a hero
•Individualized contexts
Let’s practice how to
•Critically read and
•Critically respond
To “Telling Columbus’s Story”
By Howard Zinn
Choose to
•Walk around the room and record
your responses on the chart paper.
•Stay alone at your desk and record
your responses on paper.
•Stand with one partner at a table to
record your responses on paper.
TAKE 5 MINUTES TO RESPOND
Choose to
•Walk around the room and record
your responses on the chart paper.
•Stay alone at your desk and record
your responses on paper.
•Stand with one partner at a table to
record your responses on paper.
3 MINUTES LEFT TO RESPOND
Choose to
•Walk around the room and record
your responses on the chart paper.
•Stay alone at your desk and record
your responses on paper.
•Stand with one partner at a table to
record your responses on paper.
1 MINUTE LEFT TO RESPOND
TIME TO SHARE WITH THE CLASS
•What positions is the writer
constructing?
•What does she or he want us to
think?
•Who is the ideal reader? What is the
ideal reading position?
TIME TO SHARE WITH THE CLASS
•Whose interests are being served?
Who benefits? Who does not?
•What insights does someone reading
from a resistant position bring to the
text?
TIME TO SHARE WITH THE CLASS
•What describes the writer’s context?
•What describes our reading context?
•What describes other potential
reading contexts?
This year, you are going to be a
historian who writes about a particular
time period.
You will need to define your writing
context and anticipate your reader’s
context.
Like Zinn, you will examine the
dominant narrative to write your own
historical analysis.
•OVERARCHING PROJECT GOALS
•explore your assigned time period,
•analyze it in dialogue and writing,
•create a presentation of your conclusions,
•develop a series of lessons to teach the
time period to your peers, as well as
•construct a Works Cited section including
further resources for learning
•answer multiple choice quizzes and tests
for college credit through Southeastern
Timeline
8/10-8/14: Lectures 1-3 due by 8/17
8/17-8/21: Lectures 4-5 due by 8/24
Read and respond to texts
8/24-8/28: SOLE results due 8/31
Read and respond to texts
8/31-9/4: Drafts and Revisions due 9/8
9/8-9/11: Lesson Plan Drafts due 9/11
9/14-9/18: Edit papers, presentations
Let’s start with an intro and model of a
conclusions presentation with John
Green’s “The Rise of the West and
Historical Methodology: Crash Course
#212.”
What do you notice about…
•Green’s delivery style, video cuts, images,
audio, camera angles, etc.?
•Questions and questioning?
•Perspective, conclusions, and critiques?
•Other approaches, topics, or points?
You will have to
•Question history
•Take a perspective
•Write a conclusion citing other
sources, just like Green and Zinn
•Create an engaging presentation
Read over “General Instructions” on
your handout.
QUESTIONS?
Write down your group members,
lecture numbers, and topics:
L. 1-5: Bri, Precious, Bakiari
Renaissance and pre-Reformation
L. 6-10: Mia, Devante, Briauna
Reformation
L. 11-15: Izzi, Destiny, Danni, Jalon
Absolutism
L. 16-20: Saida, Eric, Joe, Jaylon
Enlightenment
L. 21-25: Kaiya, Trey, Jayrel
Revolutions and Nationalism
L. 26-30: Tristen, Amber, Robin
Industrial Revolution & Imperialism
L. 31-35: Donni, Ronnie, Joshua
World War I & Totalitarianism
You have 5 minutes to get settled
with your group.
You have 3 minutes to get settled
with your group.
You have 1 minute to get settled
with your group.
Activity 1
With your group, read
Harvard College Writing Center’s “A
Brief Guide to Writing the History
Paper”
What stands out?
What will be most helpful?
Homework Reminder: Codes due
Friday
Tutoring: Let me know now if you
plan to stay after school tomorrow.
Have a wonderful rest of your day!