Antebellum North Carolina
In this lesson students will examine pictures & documents relating to the Hayes Plantation (Edenton, NC). Students will also use various maps of North Carolina to help them analyze how James Cathcart Johnston (owner of Hayes Plantation) used, modified and adapted to the physical environment of Edenton.
Students will decipher original manuscripts from the Southern Historical Collection at UNC-Chapel Hill Campus and draw conclusions about antebellum society in North Carolina with regard to reform movements and the history and status of blacks.
From a list of volumes found in the Hayes Plantation Library exhibit at the North Carolina Collection Gallery, students will determine what catagories of books were most prevalent in the library and hypothesize as to why those types of books would be so important to an antebellum plantation owner.
Click Here to access Photographs & documents relating to this lesson plan.
A lesson plan for grade 8 English Language Arts, Mathematics, and Social Studies
Learn more
Related pages
- "We the People": Students will gain a better understanding of the U.S. Constitution by exploring the language of the Constitution.
- Asian, African, or Australian Inventors & Inventions: The lesson integrates both Social Studies and Language Arts in a research and a creative writing component. The student will further understand inventors or inventions from Asia, Africa, and Australia, the focused continents in the 7th grade Social Studies curriculum, as well as have the opportunity to develop his/her writing, reading, and oral communication skills. The project also incorporates mathematics with an emphasis on percentages and graphing.
- A'Planting We Will Go: This lesson is based on the book, The Tiny Seed, by Eric Carle. This story will be used to introduce the children to the concept that seeds change and grow into plants when conditions in the environment including temperature, light, water and soil are appropriate. Children will learn that plants produce seeds that can become new plants. Through extended activities, the children will experience first-hand the germination of seeds. They will become familiar with the parts of a plant and learn how each part works to produce a healthy plant.
Related topics
- Learn more about English language arts, mathematics, and social studies.
Legal
This page copyright ©2008. Terms of use
Learning outcomes
All students:
- Will use various sources to gather information by:
- visiting the North Carolina Collection Gallery and Southern Historical Collection Manuscripts Department OR researching graphics/text on the Internet (the North Carolina Collection Gallery and Southern Historical Collection are located in the Wilson Library on the UNC-CH campus) OR viewing the digitized versions of the Johnston manuscripts from the Southern Historical Collection available on LEARN NC.
- interpreting maps of North Carolina to analyze use, modification and adaptation to the physical environment at Hayes Plantation in Edenton, NC (see Supplemental Resources section)
- using books about United States and North Carolina history and geography and locating pertinent information (see Supplemental Resources section)
- Will describe reform movements of the era and judge the extent of North Carolina’s participation in them by analyzing manuscripts from the Hayes Plantation and readings from books.
- Will analyze use, modification, and adaptation to the physical enviroment by responding to the following:
- Using a graphic organizer, illustrate the economy of the Hayes plantation with regard to the physical environment - students must include access to transportation for products, products from the plantation, slave life on the plantation, natural resources available to Hayes Plantation.
- Using a business letter format (Attachment BusLtr.txt), pretend you are Samuel Cathcart Johnston and write a letter to North Carolina Governor Richard Dobbs Spaight, Jr. (1835-1836) supporting a program of internal improvements in North Carolina.
- Will 1) solve problems that relate geometric concepts to real world situations, 2) relate perimeter, area, surface, area, volume of plane and solid figures, and 3) select appropriate operations strategies, and methods of solving a variety of application problems using real, whole numbers, justifying the selection by making a scale drawing of the Hayes Library and find the area of Hayes Library (octagon) (math)
- Describe the history and status of minorities and women in the antebellum period by composing Bio-Historical Poems (unrhymed):
Teacher planning
Time required for lesson
8 hours
Materials/resources
- North Carolina textbooks North Carolina: The History of an American State
- North Carolina maps showing natural vegetation, soil types, rainfall, crop production, livestock production in North Carolina: The History of an American State (pp. 39-41, 47-49)
- Rulers
- Poster paper
- Magic markers
- Computer paper
- Pens/pencils
- Word Processors
- Protractors
- Graph paper
Technology resources
- Access to the Internet
- Hyperstudio (if some students chose to do a project)
- Clarisworks
- Computer
Pre-activities
- Review North Carolina geography with emphasis on natural resources including climate, coastline, natural resources and landforms (primarily rivers) and difficulties early settlers faced in trying to establish trade and transportation in North Carolina.
- Review colonial NC with emphasis on significance of seaport towns and their economic and political influence in NC. (Towns on the North Carolina coast were the earliest settlements in NC due to location. Their proximity to the Atlantic Ocean made trade and transportation more accessible for settlers in North Carolina. In spite of the accessibility, however, the barrier islands, shifting sands and shallow coastline made trade and transportation difficult. North Carolina’s shallow, slow-moving rivers also hindered development of trade and transportation.)
- Review North Carolina’s role in the American Revolution with emphasis on economic needs and political attitudes of eastern North Carolinians. (North Carolina was the first colony to request independence from England and the North Carolina plantation economy in the east was heavily hit by taxation from England. Planters in the east supported the motto, “no taxation without representation.” Since colonial political power was held mostly by eastern plantation owners, it would stand to reason that they would be the ones urging independence from England.)
- Review North Carolina’s initial and final response to the ratification of the US Constitution. (North Carolina initially refused ratification of the Constitution and requested that protection of individual liberties be included in the Constitution. When the Bill of Rights was added to the Constitution, North Carolina did ratify the Constitution and became the 12th state to join the Union.)
- Go over revision of North Carolina Constitution in 1835, North Carolina: A Proud State in Our Nation, pp. 189-190, highlighting the following points:
- Free blacks lost the right to vote in North Carolina.
- NC Senate was comprised of fifty members chosen by districts. These districts were made up according to how much taxes that district paid to the state. (North Carolina: A Proud State in Our Nation by William S. Powell) Since the eastern section of the state was the wealthiest due to the plantation economy, the eastern half of the state would have more senators than the west. Only those who owned 50 or more acres could vote for a member of the Senate.
- NC House of Commons was to have 120 members representing counties based on their population. (NC: A Proud State in Our Nation by William S. Powell) Since the west had a larger white population, the west would have larger representation in the House than the east. Any taxpayer could vote for a member of the House.
- The word “Protestant” was changed to the word “Christian” in the required qualifications for officeholders so Roman Catholics could hold office but this still excluded Jews and other non-Christian faiths.
Activities
Background Information
- Teacher will review material listed in the pre-activities section.
- Teacher will define antebellum (period prior to the Civil War in the United States).
- Teacher will introduce antebellum North Carolina explaining that we can see many aspects of antebellum North Carolina by looking at the life of James Cathcart Johnston.
- Teacher will introduce the person James Cathcart Johnston by giving his genealogical background information listed in the information section in this lesson plan.
Activity to Generate Interest in the Lesson Plan
Students will click on the images from the Hayes Library to see if they can guess the name of each item and its purpose or significance. Each item is described below. Descriptions are courtesy of Laura Y. Baxley at the North Carolina Collection Gallery.
- Portrait of James Cathcart Johnston
by D’Avignon, ca. 1855, after daguerreotype by Brady; mat includes original autograph of Johnston. Johnston was the son of Samuel Johnston, NC governor and senator
Question: What type of personality do you think this man had based on how you see his portrait? (How do you think he treated his slaves? Was he married? Was he a success with his plantation? Was he successful in other areas? What political/economic views did he promote?) - Table
Wide-plank octagonal table with eight octagonally-shaped legs, aged walnut, made from wood of Hayes Plantation.
Questions: Why do you think the table was made in an octagon shape? How is this an example of the way North Carolinians have used, modified and adapted to the physical environment? - Scales
Ca. 1850, hand-held
Question: What might Johnston have used these scales for? (students will come up with at least 2 uses-weighing medicine doses and weighing gold) - Illuminator
Dark oak stand and frame, swivel mirror with hinged magnifying lens; used like a low-tech flashlight to angle candle light with a mirror through the magnifying lens and directly onto the paper one was studying
Question: What do you think this item was used for? - Fingertip Extensions
One steel and three brass “rings,” not dated; possibly worn and used for clock or watch repair and for sorting small workings
Suggestion: Let students try to guess what these items were and were used for. Then explain that they were called Fingertip Extensions and then see if any students can come up with a use for them. If students have difficulty, you might want to give them hints (delicate, time as something critical to plantation management).
Questions: What hobbies might Johnston have had? (horology) - Mechanical pencil
Made of metal (maybe steel).
Question: Why might Johnston have used a mechanical pencil instead of a non-mechanical pencil? (would have saved him having to constantly sharpen a pencil-did pencil sharpeners exist by then or did you have to sharpen pencils by hand?) - Bust of James Louis Petigru
Ca. 1840 (surname not “Pettigrew”, which is preferred spelling in North Carolina; James L. legally changed his name in 1809 from Pettigrew to Petigru, which is preferred spelling in South Carolina); Petigru (1789-1863) was a prominent lawyer in South Carolina elected attorney general of SC in 1822, leader of the Union Party, and considered for US Supreme Court by Lincoln.
Question: Given the background information on James L. Petigru, what does having a bust of this man say about the political views/philosophy of James Cathcart Johnston?
Activity
I recommend that these activities be done in centers. If this is done, here are some recommendations regarding the centers.
- Bio-Historical Poem
Materials needed: template of Bio-Historical poem (see sample under teacher goals/objectives-student will write one for a free/slave black male/female and one for a white female of that era), manuscripts from Hayes Plantation:
Line 1: First name only
Line 2: Four traits that describe the person
Line 3: Sibling of…son of…friend of…
Line 4: Lover of… (3 ideas)
Line 5: Who felt… (3 items)
Line 6: Who needed… (3 items)
Line 7: Who gave… (3 items)
Line 8: Who feared… (3 items)
Line 9: Who wanted to see… (3 items)
Line 10: Resident of…
Line 11: Last name only
- March 1814 - list of slaves purchased for Hayes
- March 28, 1837 - receipts to Johnston for purchase of negro slave, Ned
- January 29, 1842 - letter from American Colonization Society
- February 8, 1842 - letter from American Colonization Society
- April 22, 1843 - receipt to Johnston for contribution to American Colonization Society
- June 16, 1843 - bill to Johnston for medical treatments for slaves
- October 27, 1853 - letter from Johnston to Pettigrew about the drama, Uncle Tom’s Cabin
- January 2, 1863 - letter to Johnston about Emancipation Proclamation
- February 9, 1865 - receipt to Johnston for purchase of slaves
A History of African Americans in North Carolina, pp. 51-52 and pp. 56-63,
Antebellum North Carolina: A Social History, p. 55 and p. 523.,
North Carolina Through Four Centuries, pp. 296-297 and
Close to the Land, Vol. 3 of The Way We Lived in North Carolina,, pp. 14-20 and 67 - 69.
- Center 2: Business Letter to Governor Richard Dobbs Spaight, Jr.
Materials needed: word processor, printer, business letter template (see BusLtr.txt attached below, manuscripts from Hayes Plantation:
- June 24, 1821 - letter to A.D. Murphey
- May 11, 1836 - letter from Joseph B. Skinner about railroads
- May 12, 1836 - letter from Johnston about railroads
- July 23, 1836 - receipt to Johnston for payment of services for attending flour mill
- July 25, 1836 - receipt to Johnston for purchase of railroad stock
- September 1, 1836 - letter about railroad
- June 7, 1860 - Norfolk Herald newspaper clipping about the Albemarle and Chesapeake Canal and the Dismal Swamp Canal This has not been transcribed because it is readable.
Readings from North Carolina books:
North Carolina: A Proud State in Our Nation, pp. 180-187,
North Carolina: The History of an American State, pp. 255-258,
North Carolina Through Four Centuries, pp. 248- 249, pp. 253-255, pp. 260-265,
The North Carolina Experience: An Interpretative and Documentary History, pp. 226-227 and United States History books
- Center 3: Graphic Organizer
Materials needed: template for guided graphic organizer gr-org-std.jpg (attached below) / teacher version of the template is gr-org-tchr.jpg (attached below), readings from North Carolina books Agriculture in North Carolina Before the Civil War, pp. 5-6, pp. 15-39, pp. 42-45, manuscripts from Hayes Plantation:
- Using a graphic organizer, illustrate the economy of the Hayes plantation with regard to the physical environment - students must include access to transportation for products, products from the plantation, slave life on the plantation, natural resources available to Hayes Plantation.
- July 23, 1836 - receipt to Johnston for payment of services for attending flour mill
- Center 4: Scale drawing of Hayes Library and finding area of Hayes Library (octagon)(in “Photo” section of media database)
Materials needed: measurements for Hayes Library (see information section under “Supplemental Resources/Information for Teachers” section of this lesson plan), pencils, rulers, graph paper, protractors
- Center 5: Analysis of volumes in the Hayes Library
Materials needed: sample list of volumes found in the Hayes Library Hayesvol.txt (attached below), pencils
Instructions: Using the sample list of volumes found in the Hayes Library, decide what categories of books were found in the Hayes Library from the sample list given Hayesvol.txt. Students should come up with 8 categories of volumes. (For example, one category is Literature as evidenced by the 21 volumes by Sir Walter Scott.) Once students come up with the categories, using the representative list in the attachment students can count how many books are in each category and figure what percentage of the total number of books (2000) in the Library are in the four categories of medicine, literature, law and agriculture. Students can base their determination of percentages on the representative list which is 100 books.After students have determined the eight major categories and percent of books in the four categories requested, they can hypothesize as to why most of these books are published in Great Britain and not in the United States. There are two reasons for this: 1) industry, including the publishing industry was very slow to develop in the South and 2) this shows a close relationship between Great Britain and the South as the South imported much of her manufactured goods from Great Britain.
Students can also answer this question: What are the possible reasons that James Cathcart Johnston had so many books? Possible answers are: 1) He was very educated, 2) Having many books was a sign of wealth, 3) He enjoyed reading and that was one of the few leisure activities available during the period and 4) He needed many resource materials to consult in order to run his plantation.
Assessment
Students will create a product that is the front page of a newspaper from Antebellum North Carolina. Using the guidelines below, have students create the front page of a North Carolina antebellum newspaper. In doing this product, the articles should reflect all the objectives listed in the Goals and Objectives section of this lesson plan. The three blanks that are in front of each attribute stand for, “Yes”, “Not Yet” and “No” which are indications of whether or not that student has successfully incorporated that attribute into that element.
Content Elements and Attributes needed for the newspaper:
- Information
- ___ ___ ___ Newspaper includes a minimum of 5 articles which must include a hard news, feature and editorial or editorial cartoon
- ___ ___ ___ Newspaper may include an art and entertainment story, sports story, guest columnist, book reviews, puzzles, cartoons, and/or advertisement
- ___ ___ ___ Stories must reflect antebellum North Carolina culture accurately
- Ideas
- ___ ___ ___ Newspaper articles must support unit goals and objectives.
- Insights
- ___ ___ ___ Newspaper demonstrates balance between articles that are factual and those that include analysis and interpretation
- Skills
- ___ ___ ___ Newspaper has articles with information acquired from a variety of sources
- ___ ___ ___ Newspaper articles use correct newspaper style for different types of stories (i.e. news vs. editorial)
- Application
- ___ ___ ___ Text and graphics on each page have clear, creative and thoughtful coordination
- Title
- ___ ___ ___ Name for newspaper that reflects the region
- Graphics/Illustrations
- ___ ___ ___ Capture the viewer’s interest/imagination, enhance/support the emotional tone, highlights the key ideas or concepts
- Layout
- ___ ___ ___ Balanced, clear composition, demonstrates attention to detail, visually attractive, pleasing
- Credits
- ___ ___ ___ Byline and dateline for each article accurate, complete
- Planning
- ___ ___ ___ Student followed teacher/student created plan (must include timeline, stories, graphics)
- Layout
- ___ ___ ___ Rough draft of layout of stories and graphics must be submitted prior to editing (follow newspaper style) to teacher
- Editing
- ___ ___ ___ First draft using word processing program must be submitted for editing
- ___ ___ ___ Follow editing and formatting instructions before gluing down
- Critique
- ___ ___ ___ Newspaper presented to audience who will be able to appreciate themes being conveyed (possibly 4th grade audience since these students study NC history)
- Neat
- ___ ___ ___ All graphics are neatly drawn or cut and include black border
- Accurate
- ___ ___ ___ Spelling, punctuation and grammar are correct
- Format
- ___ ___ ___ Software: Newspaper should be created using word processor
- ___ ___ ___ Font size: Newspaper name largest, headline sizes according to importance of each story
- ___ ___ ___ Graphics: Newspaper should include a minimum of 5 graphics, at least one each of photo, map and graph (also may include art, editorial cartoon or comic strip)
- ___ ___ ___ Columns: Three columns of equal width should be used throughout newspaper and bordered in black
- ___ ___ ___ Margins: Should be .5 inches throughout
- ___ ___ ___ Lead: Answers who, what, where, when, why and sometimes how--includes the most critical information
- ___ ___ ___ Main body: Several paragraphs following the lead and involves decreasing levels of significance with each new paragraph
- ___ ___ ___ Index: Indicates location of articles as well as goal that article supports
- 3-D model: 3-D model of Hayes Library with historic background and explanations of artifacts found in the library. (social studies/math)
- Report and poster: Report and poster with scale drawing of Hayes Plantation with library. (social studies/math)
- Hyperstudio stack: Hyperstudio stack (from historic perspective) about Hayes Library and Plantation. (social studies/math)
- Brochure: Historic Site brochure for Hayes Library and Plantation. (social studies/math)
- Journal Entry 1: Pretend that you are the owner of Hayes Plantation and write a journal entry that would illustrate the political, social and economic aspects of a day in the life of an antebellum-era plantation owner in North Carolina. Make sure you use specific examples in your entry by making references to the artifacts or volumes in the Hayes Library exhibit. (The political aspects should include internal improvements and response to the secessionist movement in the South just prior to the Civil War, the social aspects should include education and leisure activities, and the economic aspects should include the plantation economy-crops, livestock, slaves, and internal improvements--railroads and canals.) (social studies)
- Journal Entry 2: Pretend you were a slave on Hayes Plantation, you escaped and are being interviewed by an abolitionist reporter for “The Liberator” or “The North Star” in New York. In the story that you tell you should illustrate a typical day in the life of a male field hand on a plantation in North Carolina (include information on free blacks, laws regarding slaves and blacks in NC, work day, home life-food, clothing, shelter, differing methods of treatment for slaves in NC). (social studies)
Supplemental information
Resources:
- Bishir, Catherine W., Charlotte V. Brown, Carl R. Lounsbury, and Ernest H. Wood III. Architects and Builders in North Carolina: A History of the Practice of Building. Chapel Hill: University of North Carolina Press, 1990.
- Butler, Lindley S. and Alan D. Watson, eds. The North Carolina Experience: An Interpretative and Documentary History. Chapel Hill: University of North Carolina Press, 1984.
- Cathey, Cornelius O. Agriculture in North Carolina Before the Civil War. Raleigh: North Carolina Division of Archives and History, 1974.
- Clayton, Thomas H. Close to the Land. Vol 3 of The Way We Lived in North Carolina. Chapel Hill: University of North Carolina Press, 1983.
- Crow, Jeffrey J., Paul D. Escott and Flora J. Hatley. A History of African Americans in North Carolina. Raleigh: North Carolina Division of Archives and History, 1992.
- Johnson, Guion Griffis. Antebellum North Carolina: A Social History. Chapel Hill: University of North Carolina Press, 1937.
- Lefler, Hugh. North Carolina As Told by Contemporaries. Chapel Hill: University of North Carolina Press, 1965.
- Martin, Michael G. (Project Director). The Hayes Collection in the Southern Historical Collection. Chapel Hill: University of North Carolina Press, 1980.
- Parramore, Thomas C. and Douglas C. Wilms. North Carolina: The History of an American State. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1988.
- Powell, William S. North Carolina: A Proud State in Our Nation. Lexington, Massachusetts: D.C. Heath and Company, 1993.
- Powell, William S. North Carolina Through Four Centuries. Chapel Hill: University of North Carolina Press, 1989.
Background Information:
- When appointed royal governor of North Carolina by King James II of England, Gabriel Johnston emigrated from Scotland to North Carolina in 1734. Gabriel’s brother, Samuel (I) Johnston also emigrated to North Carolina to become the Surveyor-General of the colony. He brought his wife and children with him. One of his children was also named Samuel (II) and Samuel (II) became a very prominent land holder, colonial leader, Revolutionary, and political leader in the new nation of the United States of America. Samuel (II) was North Carolina governor from 1787-1789 and a North Carolina Senator from 1790-1792 and he was reelected in 1792. Samuel Johnston was a member of the Federalist party which supported: 1) a strong, central government controlled by the wealthy, 2) manufacturing and business interests and 3) a high tariff.
- Samuel (II) Johnston’s son, James Cathcart Johnston, had Hayes Plantation built in Edenton, NC by William Nichols, an architect who later became the state architect for North Carolina and designed the capitol building in Raleigh.
- Collection of books in the library (1800 books in collection at the Gallery/2000 in original collection- percentages and numbers are based on 2000):
- Law books - 8% of the collection (160 books)
- Medical books - 58 in number (~3% of the collection {.029})
- Bibles, religious literature (Episcopal)
- Encyclopedias
- Foreign language grammars
- Geographies and travel accounts
- Literature is 40% of the collection (800 books) (30 volumes of Sir Walter Scott)
- High number of British imprints shows: 1) slow growth of publishing industry in the South and 2) close ties of South with Great Britain for imports
- Measurement of the Hayes Library: The room is in the shape of an octagon and the 8 sides of the room are as follows: 111″, 51.5″, 109″, 51.5″, 109″, 52″, 124″, 51.5″. The room also has an octagonal shaped table in it and the table is a regular octagon with all sides being 2′. This table does have 8 legs. The room is 15′2″ X 16′1 1/2″. The height of the ceiling in the library is 16′.
Attachments:
Related websites
1. Antebellum NC Photographs and Documents
http://www.learnnc.org/LearnNC/Resources/NCcolImDB.nsf?OpenDatabase
2. Records of Antebellum Southern Plantations
http://www.lexisnexis.com/academic/2upa/Ash/AnteBellumSouthernPlantations.asp
This site provides an excellent general intro to antebellum southern plantations.
3. Hayes Library and the Private Library in Antebellum North Carolina
http://www.lib.unc.edu/ncc/gallery/haye.html
This site provides an excellent general introduction to Hayes Library.
4. Pettigrew Family Papers
http://www.lib.unc.edu/mss/inv/p/Pettigrew_Family.html
James Cathcart Johnston (owner of Hayes Plantation) was very close to the Pettigrew Family and they had many political, economic and social beliefs in common. The correspondence between Johnston and the Pettigrew Family illustrates many aspects of antebellum life in North Carolina.
Comments
Note: the time given in this lesson plan (8 hours) is flexible depending on which components are used. If all centers are done it would take about 8 hours for the average student. But if projects in the assessment section are done, it might take individual students longer to complete those.
Internet use:
1. Teacher should give brief instructions on using the Internet and have students sign the “Acceptable Use Policy.”
2. It might be helpful to pair up students when they use the Internet. Maybe put one student who has never used the internet together with another student who regularly “surfs the net.”
North Carolina Curriculum Alignment
Social Studies (2003)
Grade 8
- Goal 3: The learner will identify key events and evaluate the impact of reform and expansion in North Carolina during the first half of the 19th century.
- Objective 3.03: Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.
- Objective 3.04: Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.
- Objective 3.07: Explain the reasons for the creation of a new State Constitution in 1835, and describe its impact on religious groups, African Americans, and American Indians.
English Language Arts (2004)
Grade 8
- Goal 2: The learner will use and evaluate information from a variety of sources.
- Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- recognizing the characteristics of informational materials.
- summarizing information.
- determining the importance of information.
- making connections to related topics/information.
- drawing inferences.
- generating questions.
- extending ideas.
- Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
- determining purpose, audience, and context.
- understnaing the focus.
- recognizing and/or choosing a relevant topic.
- recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
- evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
- researching and organizing information to achieve purpose.
- using notes and/or memory aids to structure information.
- supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
- noting and/or citing sources used.
- recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.
- Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
- Goal 3: The learner will continue to refine the understanding and use of argument.
- Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
- monitoring comprehension for understanding of what is read, heard and/or viewed.
- analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them.
- identifying the social context of the argument.
- recognizing the effects of bias, emotional factors, and/or semantic slanting.
- comparing the argument and counter-argument presented.
- identifying/evaluating the effectiveness of tone, style, and use of language.
- evaluating the author's purpose and stance
- making connections between works, self and related topics.
- responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context).
- Objective 3.03: Evaluate and create arguments that persuade by:
- understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
- noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
- arranging details, reasons, and examples effectively and persuasively.
- anticipating and addressing reader/listener concerns and counterarguments.
- recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
- Objective 3.01: Explore and evaluate argumentative works that are read, heard and/or viewed by:
Mathematics (2004)
Grade 8
- Goal 2: Measurement - The learner will understand and use measurement concepts.
- Objective 2.02: Apply and use concepts of indirect measurement.
- Goal 3: Geometry - The learner will understand and use properties and relationships in geometry.
- Objective 3.01: Represent problem situations with geometric models.
- Objective 3.02: Apply geometric properties and relationships, including the Pythagorean theorem, to solve problems.
