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Lesson 35 Putting the Text in Context & Preparing for Research (EA1 Intro)

Lesson 35 Putting the Text in Context & Preparing for Research (EA1 Intro). Purpose -to define and identify significant terms that illuminate the novel’s context To categorize and analyze elements of the social, legal, and cultural context of the novel

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Lesson 35 Putting the Text in Context & Preparing for Research (EA1 Intro)

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  1. Lesson 35Putting the Text in Context& Preparing for Research (EA1 Intro) Purpose -to define and identify significant terms that illuminate the novel’s context To categorize and analyze elements of the social, legal, and cultural context of the novel -to develop questions for possible research

  2. KWHL Chart Reflecting on the images from the previous lesson and other information from class discussion, fill out the first two columns of the chart on page 345.

  3. Information TextJim Crow: Shorthand for Separation Read the short excerpt from the article “Shorthand for Separation” aloud, and mark the text by highlighting the statements that define the term “Jim Crow.” We will create a working definition of Jim Crow laws. As we read, write down questions you have about the laws.

  4. Word Connections A prefix is a stem of a word that comes “before” A root is the primary part of the word A suffix is a stem of word that comes “after” Flip back to page 342 – prejudice Pre (prefix) means before Judic (Latin root) means judge or decide Back to page 349 – transportation Prefix: Root: Now write down your own definition for each word in the final box after understanding the parts of the word

  5. Preparing for Research In your assigned groups, you will plan, organize, and prepare research for a project. Your group will investigate the historical, cultural, social, or geographical context of the novel. Today, you and a group will be deciding, “what do we want our peers to learn?” Therefore, today in your groups you are going to…

  6. Possible Topics to Investigate and present Status of Women/women’s Roles Education and Schools Economic Concerns Status of African Americans The Great Depression Class Divisions in the South Franklin Delano Roosevelt’s presidency Supreme Court Case: Plessy v. Ferguson Harper Lee Supreme Court Case: Brown v. Board of Education of Topeka

  7. Possible Focus Questions • Come up with a list of questions you want to answer for your presentation • Who • What • When • Where • Why • How • Now, decide on ONE major question you want to answer. This is your focus question. Your whole project will revolve around trying to answer this question.

  8. Prepare a Group Proposal Sheet • Nominate one person to be the secretary. This person will be in charge of holding on to all important documents. Make sure this person is able to upload information to the internet in case they are sick so you are all able to access everything! • Group Proposal Sheet • Group members names • Topic • Focus Question • Possible resources you might use to find answers • Individual responsibilities (who will look for what, including visuals) Before you answer this though. Here are the requirements…

  9. Presentation Requirements Let’s look at the EA1 handout so everyone understands the project requirements. Once we finish reading through this, assign individual responsibilities for each person. Next class we will discuss research strategies (including proper MLA citations, bibliographies, annotations, etc.) For the remainder of class, you and your group are to continue to discuss how you want your project to look!

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