Seniors
Monday- Students will complete their journal and ACT prep the
first ten minutes of class. The teacher will lead a discussion regarding The
Federalist Papers. Students will then annotate text in order to answer the
following:
Why do historians and other people
today think The Federalist Papers is so important?
What are two key ideas about our Constitution
and government that The Federalist Papers explain?
The class will then hold a discussion regarding their
findings.
Tuesday- Students will read the first ten minutes of
class. There will be a school-wide STEM
ASSEMBLY for a vast majority of the morning.
Classes that I get the privilege to see will either read or use time to
makeup work.
Wednesday- Students will complete their journal the first
ten minutes of class. The class will
hold a mini discussion to focus class. Students
will then answer questions 1-7 in The Federalist Papers packet citing evidence
for each answer.
Thursday- Journals
Due! Students will read the first ten minutes of class. Students will participate in a group project
in which they are assigned a federalist or anti-federalist to represent in a
class debate.
Juniors
Monday- Students will complete their journal and ACT prep the
first ten minutes of class. Students
will be given a copy of The
Declaration of Independence and a set of SOAPSTONE questions which
coincide, citing textual evidence whenever possible.
Tuesday- Students will read the first ten minutes of
class. There will be a school-wide STEM
ASSEMBLY for a vast majority of the morning.
Classes that I get the privilege to see will either read or use time to
makeup work.
Wednesday- Students will complete their journal the first
ten minutes of class. Students will be given a copy of The Declaration of the Rights of Man and a set of SOAPSTONE
questions which coincide that they must answer, citing textual evidence
whenever possible.
Thursday- Journals
Due! Students will read the first ten minutes of class. Students will take a Formative Assessment
regarding US Seminal text and complete a Poem Analysis of The Second Coming” written by W.B.Yeats
Junior Handouts
Name:
Teacher’s name:
Class title:
Date:
Teacher’s name:
Class title:
Date:
“Declaration of Independence” Guided SOAPSTone
Directions: Remember that you need to answer each question in it’s entirety and with complete
sentences. You will need to refer back to the text and to the notes in order to answer these questions.
For several of the answers, you will need to answer with more than one sentence.
Before you begin, a little background:
1. When was the Declaration of Independence written?
2. How many colonies did the Declaration of Independence affect?
S→ Speaker: This is different than the other texts we’ve read because while there is one person who
physically wrote it, it reflects the ideas of a committee of people.
● Who are the speakers of the text (their roles, not individual names)? Who do these
speakers represent?
● Overall, what class do these individuals come from?
● What is the sex of the group members? Why might this be significant?
O→ Occassion:
● What events prompted the authors to create this text? There are many, identify and
discuss the major ones.
● What were the effects of this document?
A→ Audience:
● Who is the audience? How do we know?
● What kind of language do the speakers use? What are some examples?
● What ideas do the speakers evoke from the audience?
● What references do the speakers make to make a point with the audience?
P→ Purpose:
● What is general goal of the text?
● What reaction is the author wants?
● What evidence of Pathos did you see in the piece? Prove a quote and explain how it
helps prove his point.
● What evidence of Ethos did you see? Provide a quote and explain how it helps prove
his point.
● What evidence of Logos did you see? Provide a quote and explain how it helps prove
his point.
S→ Subject:
● There are three different sections of this text, what is the subject of each? Why are the
broken down into these three sections?
Tone:
● Go back through the text and list any words that you see repeated multiple times:
● How would you describe the tone of these words?
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Name:
Teacher’s name:
Class title:
Date:
Teacher’s name:
Class title:
Date:
“Declaration of the Rights of Man and the Citizen” Guided SOAPSTone
Directions: Remember that you need to answer each question in it’s entirety and with complete
sentences. You will need to refer back to the text and to the notes in order to answer these questions.
For several of the answers, you will need to answer with more than one sentence.
Before you begin, a little background:
1. Where was it written?
2. When was the Declaration of of the Rights of Man and of the Citizen written?
3. What type of government was it meant to abolish?
S→ Speaker: This is different than the other texts we’ve read because while there is one person who
physically wrote it, it reflects the ideas of a committee of people.
● Who are the speakers of the text (their roles, not individual names)? Who do these
speakers represent?
● Overall, what class do these individuals come from?
● What is the sex of the group members? Why might this be significant?
O→ Occassion:
● What events prompted the authors to create this text? There are many, identify and
discuss the major ones.
● What were the effects of this document?
A→ Audience:
● Who is the audience? How do we know?
● What kind of language do the speakers use? What are some examples?
● What ideas do the speakers evoke from the audience?
● What references do the speakers make to make a point with the audience?
P→ Purpose:
● What is general goal of the text?
● What reaction is the author wants?
● What text is this based off of and what similarities to do you note?
● What evidence of Pathos did you see in the piece? Prove a quote and explain how it
helps prove his point.
● What evidence of Ethos did you see? Provide a quote and explain how it helps prove
his point.
● What evidence of Logos did you see? Provide a quote and explain how it helps prove
his point.
S→ Subject:
● What is the subject of the text?
● What text is this based off of and what similarities to do you note? Please use specific
examples.
Tone:
● Go back through the text and list any words that you see repeated multiple times:
● How would you describe the tone of these words?
Post Questions:
1. Where in the Declaration of Rights of Man do you find evidence of Thomas Jefferson's
influence? Cite specific sections or phrases.
2. What parts sound especially like the Declaration of Independence? Quote them here.
3. What parts seem to address specific problems France had in the 1780s?
4. Do you think the values presented in these documents ring true today? Give examples of how
they do/do not.
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The Second Coming
by W. B. Yeats
by W. B. Yeats
Turning and turning in the widening gyre
The falcon cannot hear the falconer;
Things fall apart; the centre cannot hold;
Mere anarchy is loosed upon the world,
The blood-dimmed tide is loosed, and everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.
Surely some revelation is at hand;
Surely the Second Coming is at hand.
The Second Coming! Hardly are those words out
When a vast image out of Spiritus Mundi
Troubles my sight: somewhere in sands of the desert
A shape with lion body and the head of a man,
A gaze blank and pitiless as the sun,
Is moving its slow thighs, while all about it
Reel shadows of the indignant desert birds.
The darkness drops again; but now I know
That twenty centuries of stony sleep
Were vexed to nightmare by a rocking cradle,
And what rough beast, its hour come round at last,
Slouches towards Bethlehem to be born?
1. Why do you think Yeats put so many confusing symbols in the poem? Many poets, when they
use symbolism, try to make everything relate to each other. But what does falconing have to do
with a sphinx or a "blood-dimmed tide," and what does either of them have to do with a sphinx
and the "indignant desert birds"? Most people who read this poem want to make these things
correspond to something real in the world. But we have to consider that Yeats did not want his
poem to be interpreted in this way.
2. How would you explain the poem’s relationship to the Bible? Most of the symbols are very
general and timeless, like something out of the Book of Revelation. But it’s also easy to tell that
this is notthe Bible. For one thing, Christ doesn’t show up at the end, but a "rough beast." Does
the poet sound like a religious man, and, if so, what kind?
3. Why does Yeats think of history as this swirling vortex, the gyre? Because the gyre moves further
and further from its center, does it mean that things are always getting worse? It should be
mentioned that Yeats’s idea was highly original and not shared by everyone. There are still plenty
of people, even today, who think that history is linear (except for a few blips like wars), and that
society is constantly improving itself.
4. Is it possible that the appearance of the "rough beast" could be good for the world, in the end?
After all, if the world is already so violent that "innocence is drowned," things can’t get much direr.
Maybe Yeats thinks it’s like tearing down an old building in order to put up a new one. But, then
again, there’s nothing in the poem about society rebuilding itself.
5. Do you think the poem could apply to the entire world, or is it only intended for Christian Europe?
People in other civilizations, for example the Middle East, have found this to be a very compelling
poem, and they have made it fit into their own views of history. Maybe it speaks most directly to
people with an "apocalyptic" outlook, who think that big, sweeping changes are on the horizon.
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