Transcendentalism

At the end of this unit, the student will be able to:1. Read critically, comprehend, interpret, and respond to essays (academically prepared)2. Relate essays to personal experience and relevant 21st century themes (globally concerned)3. Learn the characteristics of Transcendentalism and contrast it with students' knowledge of

Catholic teachings and traditions (spiritually oriented)4. Build vocabulary in context (academically prepared)5. Read, interpret, evaluate, appreciate, and respond to a variety of poems (academically

prepared)6. Relate literary works to historical periods. (academically prepared)7. Prepare and deliver oral presentations based on topics and works studied in class (globally

concerned)8. Create and present artistic, musical, and dramatic interpretations of selected topics and

works studied in class. (academically prepared)9. Use technology to enhance learning (academically prepared)

RLA.O.11.1.0 - research, analyze, and evaluate the historical, cultural, political and biographical influences on literary works.RLA.O.11.1.08 - analyze and evaluate a variety of texts according to content, structure, purpose, organization of text, and tone.RLA.O.11.1.10- use knowledge of the history, cultural diversity, politics, and effects of language to comprehend and elaborate on the meaning of texts, to expand vocabulary, and to draw connections to self and to the real world.RLA.O.11.2.06 - develop personal style and voice in writing, and create a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

RLA.O.11.1.03 - increase the amount of independent reading with emphasis on classic American LiteratureRLA.O.11.1.04 - apply appropriate reading strategies necessary for a successful literary experience, to gain information and perform an assigned taskRLA.O.11.1.05 - analyze characteristics of author’s intended audience, purpose, style, voice and technique through the use of reasoning, evidence and literary/character analysis.RLA.O.11.1.06 - formulate supportable conclusions, summarize events and ideas, construct inferences and generalizations, and critique character traits in a written/oral literary interpretation.

This unit addresses the following Language Arts Standards of the Archdiocese of Agana:

TranscendentalismActivity 3.1 - Introduction to TranscendentalismDownload or print the following presentations:• What is Transcendentalism?• Meet Ralph Waldo Emerson• Meet Henry David Thoreau• Vocabulary Lists 1 and 2• You must have these printed notes on the

day they are going to be discussed in class. Be resourceful in your printing. Use double-sided printing, multiple pages per sheet, recycled paper, etc.

• *Students who regularly use a laptop in class for note-taking may download the file and save it to their computers or tablets(but not to phones). This must be done before the class period. Students may then digitally annotate and highlight the outline. Students who do not use these devices for class purposes will not be allowed to use them for future class activities.

Due Date:

Activity 3.2 - Reading Journal 1: Conformity and “Self-Reliance”• Ralph Waldo Emerson encouraged people

to think for themselves and resist ‘the bonds of conformity.’ Have you ever resisted the ‘bonds of conformity?’ What did you do? How did others react to you? How did you feel? Do you believe you will resist the ‘bonds of conformity’ in the future? Do you think conformity is good or bad for society? How might conformity be a good thing? How might conformity be a bad thing?

• These questions are supposed to guide your responses. You may address some or all questions. Be sure to construct a well-organized response. Use paragraphs and correct spelling and grammar.

• Write a one-page journal entry (TYPED - 12pt. font, double-spaced, 1-in. margins).

• Use at least 3 vocabulary words from the previous or current vocabulary lists. Underline the words you use.

Due Date:

Activity 3.3 - Emerson's Essays• Read Ralph Waldo Emerson''s selection

from Self-Reliance • Answer the handout questions in

preparation for the class discussion and quiz.

• Be prepared for a quiz on the essay and Vocabulary List 1

Due Date/Quiz Date:

Activity 3.4 - Thoreau's Thoughts• Read the selection from Walden by Henry

David Thoreau • Answer the handout questions in

preparation for the class discussion and the quiz.

Due Date/Quiz Date:

Activity 3.5 Reading Journal 2: A Different Drummer• “If a man does not keep pace with his

companions, perhaps it is because he hears a different drummer.” What do you think this quote means? What does this quote mean to you? Relate a story about someone you know (or even yourself) who has “heard a different drummer.” What was that person like? How was he or she different? How did you and others react to him or her?

• These questions are supposed to guide your responses. You may address some or all questions. Be sure to construct a well-organized response. Use paragraphs and correct spelling and grammar.

• Write a one-page journal entry (TYPED - 12pt. font, double-spaced, 1-in. margins).

• Use at least 3 vocabulary words from the previous or current vocabulary lists. Underline the words you use.

Due Date:

Activity 3.6 - Thoreau and Government• Read the selection from Civil Disobedience on p. 380 • Answer the handout questions in preparation for the class discussion • Watch Soundtrack for a Revolution and complete the corresponding worksheet.• Be prepared for a content quiz on this selection by Thoreau, the video, and Vocabulary List

2.Due Date/Quiz Date:

Activity 3.7 - Reading Response Poem: The Road Less Travelled• Has there ever been a choice you’ve made that seemed to change something for you? How

did this one choice change the path your life took? Do you wish you could go back and change it? Why or why not?

• Read Robert Frost’s poem, “The Road Not Taken” and answer the handout questions. How is this poem Transcendental?

• Write an ORIGINAL 20 line poem addressing the choice you made. Follow the structure of Frost’s poem: 20 lines (4 cinquains, ABAAB) Type and title your poem. Number every five lines.

Due Date:

Transcendentalism Test and EssayBe prepared for a test on the content and themes of all four selections. Author information, literary terms, historical information, and vocabulary words will be included. An in-class essay will also be written and will count as a separate test grade. Test Date:

“Two roads diverged in a yellow wood,And sorry I could not travel both . . .”

- Robert Frost

Unit 3 ProjectOption 1: Transcendental ArtDraw and color a picture that shows the beliefs of Emerson or of Thoreau. You can decide to show your interpretation of transcendentalism or your vision of Thoreau's life in Walden Woods. All drawings must be original. If you use a computer to enhance your original drawings, you must submit the original drawings as well. Do not copy images of artwork or photos created by another person. Include at least 3 quotations that inspired your artwork. Quotations may be typed and pasted neatly to the picture. Submit a one-page paper describing your work. Use at least 2 vocabulary words from this unit and two from each of the previous units (6 total) Underline the words you use. Your ORIGINAL artwork must be completed on a standard size poster board (22x28).

Option 2: Persuasive PosterCreate a poster that you think Thoreau would have designed to make his point about civil disobedience. The purpose is to persuade others to take a non-violent stance against the government. Use at least one direct quotation from “Civil Disobedience”. Artwork must be original. If you use a computer to enhance your original drawings, you must submit the original drawings as well. The quotation may be typed and pasted to the poster. Submit a one-page paper describing your work. Use at least 2 vocabulary words from this unit and two from each of the previous units (6 total) Underline the words you use. Your ORIGINAL artwork must be completed on a standard size poster board (22x28).

Option 3: Civil Disobedience Educational Video• Working by yourself or with one other person, create an educational media presentation that depicts a

world figure who used civil disobedience to protest a social issue. What was the outcome of their actions? What were the advantages and disadvantages of such an approach? Conduct research on him or her (birthplace, early life, education, career, role of civil disobedience, etc.)

• Use at least 3 credible sources. • Write an original script based on your research. Plagiarism will not be tolerated. Cite your sources.

You must include a typed copy of your script.• Use at least 2 vocabulary words from this unit and two from each of the previous units (6 total)

Underline the words you use.• Record your narration and create your presentation. You must have at least 15 relevant images. The

use of video, music, etc is highly encouraged. • Videos must be 5-7 minutes long, not including credits• Each presentation must be on a different person, so individuals or pairs must sign up with Mrs.

Fitzgerald to secure that person. If you need ideas, please see me.• The presentation must be engaging and visually appealing.• Provide a digital copy to Mrs. Fitzgerald. Videos will be shown in class.

Option 4: Music of a GenerationWorking by yourself or with one other person (one singer, one musician), perform one of the songs that was featured in the video Soundtrack for a Revolution. This will be a live class performance, so you must work with someone in your block. Memorize the lyrics and perform with musical accompaniment. Performances must be at least 4 minutes long. Be prepared to discuss your choice of song and its relevance to civil disobedience and transcendentalism in general.

DUE DATE: