1. The American Dream Planning and Practicing the Research Simulation

2. Why study the American Dream collaboratively? “The English Language Arts (ELA)/Literacy standards emphasize informational and nonfiction text in addition to literature, expect students to read sources and cite evidence in their writing (compared to previous standards’ emphasis on narrative writing based on student opinions and experiences) and push students to understanding increasingly complex text and vocabulary. Just as important, the Literacy standards aren’t just for ELA classes—they are inter-disciplinary and designed to embed high-quality reading and writing expectations in history, social studies, the sciences, career-technical education and other areas” (Education First and Achieve, “Common Core State Standards Implementation Rubric and Self-Assessment Tool”).Common Core State Standards Implementation Rubric and Self-Assessment Tool

3. How would the Declaration of Independence help to define the origins of the American dream?

4. Step 1: Analyze the Anchor Text English Teachers Annotate your section of the Declaration of independence to identify words or phrases which demonstrate four themes tied to the American Dream: Life (safety/self- determination) (L) Liberty (Freedom/Rights) (F) Pursuit of Happiness (P) Social Studies Teachers Annotate your section to identify Jefferson’s application of rhetorical devices used to advance his argument: Anaphora Ethos, Logos, Pathos Parallel Structure Metonymy Hyperbole Syntax Alliteration, etc.

5. Political Freedom Applying Rhetorical Devices and Historical Themes to the Declaration of Independence We hold these truths to be self-evident: that all men are created equal; that they are endowed by their creator with inherent and inalienable rights; that among these are life, liberty and the pursuit of happiness; that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to affect their safety and happiness. Parallel Structure Personal Pronouns Anaphora Diction establishes tone Alliteration Syntax- freight train style Logos & deductive reasoning

6. Political Freedom Applying Rhetorical Devices and Historical Themes to the Declaration of Independence We hold these truths to be self-evident: that all men are created equal; that they are endowed by their creator with inherent and inalienable rights; that among these are life, liberty and the pursuit of happiness; that to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed; that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to institute new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to affect their safety and happiness..

7. Step 2: Ask Summary Questions Summarize your findings with the other analysts in your group. Synthesize a deeper understanding of how the Declaration of Independence reflects the American Dream: – How did Jefferson define the American dream according to the D of I? – Did Jefferson use rhetorical devices effectively to convey a sense of new identity and the entitlements that would come with inclusion in this group considered “American?” – What does the word right mean in the context of the quote, “…mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed?”

8. Step 3: Construct an overarching question to guide research, selection of texts, address content, and promote critical thinking. Use the sticky-notes to brainstorm overarching questions that task students with apply their understanding of the main concept (American Dream) and the anchor text (D of I). – Is it inquiry or informational? – How will the question inform your selection of documents?

9. For example… INFORMATIONAL: Define the enduring American Dream. (2 texts which compliment the anchor text) INQUIRY: To What extent is the United States Government committed to the American Dream? (2 text which corroborate or challenge the anchor text)

10. Step 4: Select Additional Texts Examine the sources. Choose two texts that students can best be applied to their assigned question. Share and justify your choices of texts. What criteria did you use in your selection process? How do you expect the students to respond?

11. When choosing texts, consider… Relationship to the overarching question and/or theme. Text complexity. Context. Student skills and interest. Text format. Type of question.

12. Range: Example of assessing reading across the disciplines and helping to satisfy the 55%-45% split of informational text to literature at the 6-8 grade band. Quality: The texts on Amelia Earhart represent content-rich nonfiction on a topic that is historically significant. Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 7. Texts Worth Reading? 12

13. Think about the process! What critical thinking skills are built through the research simulation process for students? What is the most challenging portion of the research simulation for you? Your students? What additional skills and processes must be taught in conjunction with the research simulation task? Where will you concentrate your efforts as you design your own research simulations?

14. In summary… *Consider content and context to determine the level of thinking, type of research simulation, and overarching question. 1.Choose and analyze an anchor text. Construct an overarching question. 2.Use questioning to check for comprehension of key ideas (text-dependent, vocabulary context, analytical). 3.Choose 1 or 2 additional texts for students to analyze when addressing the overarching question.