Salem 1692 Unit Plan
Rigorous Curriculum Design by Larry Ainsworth is the source of most of the descriptors used on this template. The design is supported by the work of Popham, Wiggins and McTighe, Reeves, Marzano, and others.
Subject/Grade/Course: / ELA/Grade 8Unit Title: / Informed By Our Past, Shaped By Our Present
Unit Length: / 5 weeks
Overview: / This unit examines the culture of our country in its early days through the use of both fiction and nonfiction reading. It will include poetry, a short story, an editorial collection, and a PBS movie. Students will define teacher-provided terms as well as self-chosen words from their text, compose a variety of written works and a multi-media presentation, analyze art, conduct research, and participate in small and large discussions with teacher support and direction. Students will ultimately apply their studies in a self-examination of the impact that their own traditions have had on their perspectives.
Unit Rationale
This unit was built as the second unit of a year-long theme for eighth grade titled Convictions And Actions: Changing Perspectives. Eighth grade is a time of great growth and preparation for the transition to the high school. As students enter eighth grade, they generally feel confident about their role in the school environment, so the opening unit, The “Mystery” of School Culture, focuses on their communities in and out of school. It addresses their role in building a positive culture in those communities with a specific focus on bullying. The expectation is to provide a foundation in an area where they are experts before exploring contexts that will require study and research. To aid in the unification of the units within the overlying theme, students read several teacher-selected short essays from the book: This I Believe: The Personal Philosophies of Remarkable Men and Women, and respond to those selections in writing as the culminating activity for each unit.
The title of this second unit shows the bridge being built between the present day culture of their local communities and the culture of our country as it was being formed. During the unit, Informed By Our Past, Shaped By Our Present, students are transported to the divided and troubled community of Salem, MA, and consider the influences that played important roles in building its culture and resulted in the Witch Trials. The other units studied within the yearlong theme include: Epidemiology: Lessons in Perseverance, Survivors of the Holocaust: Lessons in Courage, Poetry: Expressing Ourselves, Our Civil Rights, and Challenging Choices. The culminating activity for the year is the composition of their own This I Believe essay.
CCSS for ELA Standards
RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as influences drawn from the text.
RI.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
W.8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.8.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Big Ideas / Essential Questions
Our choices are influenced by: our families, our environment, and our culture.
Belief is an acceptance that a statement is true or that something exists; a firmly held opinion or conviction. / What influences our choices?
How does belief define us individually and as a nation?
Assessment
Pre-Assessment / Post-Assessment
Defining Beliefs Essay / Trials Jeopardy (formative)
Modern Witch Hunts Presentation
This I Believe Response Essay
Anchor Text: “Young Goodman Brown”, Nathaniel Hawthorne
Complexity Band Level / Rationale
(1270) 9-10th / Although this text is placed at the higher end of this band level due to its complexity, this content is accessible to eighth graders with support and guided instruction. This would not be a good independent text for eighth grade.
Text Set / Line of Inquiry
Historical fiction;
short story / Young Goodman Brown, Nathaniel Hawthorne / This text provides a wealth of material for close reading and merits analysis on a deeper level.
historical fiction / A Break With Charity, Ann Rinaldi / A fictional account that sheds light on the events from the perspective of a fictional young lady in Salem. The author creates her as the daughter of a nonfictional wealthy couple who did live through the hysteria. The author takes the stand, through her character, that the accusing girls were not actually afflicted but operating under their own agenda. Students are able to examine author’s bias and the genre of historical fiction in context with facts still available today from the trials.
non fiction; article / “A Brief History of the Salem Witch Trials”, Smithsonian Magazine / A renowned institution of history and memorabilia, the Smithsonian presents an entire website of documents and student-accessible summaries. This is their summary of the major events of the trials. It is used to juxtapose with another institution’s documentation and presentation of the facts, to provide an opportunity for the students to identify bias.
non fiction; article / “The Salem Witch Trials”,
History.com / This article is written from a respected source of historical fact and presents a summarization of the main events of the trials. Its purpose is to present yet another perspective on the historical facts and provide an opportunity for the students to identify bias.
poetry / “Giles Corey of Salem Farms”, Henry Wadsworth Longfellow / Written as a play in verse, the students examine only the prologue to: uncover the author’s message, evaluate his choices for characters and their characterization, and analyze his treatment of the actual events.
poetry / “The Witch of Wenham”,
John Greenleaf Whittier / Written in narrative verse, this poem provides a contrast in style, treatment, and message when compared to Longfellow’s poem.
non-fiction; essay / This I Believe: The Personal Philosophies of Remarkable Men and Women:
“The Real Consequences of Justice”; “We Are Each Other’s Business” / “Based on the NPR series of the same name,This I Believefeatures eighty Americans--from the famous to the unknown--completing the thought that the book's title begins. Each piece compels readers to rethink not only how they have arrived at their own personal beliefs but also the extent to which they share them with others.” Amazon review
This book is the anchor text behind the year’s theme, “Convictions and Actions: Changing Perspectives.” Students come back to the core questions at the end of each unit: What do you believe? They will write their own essay at the end of the year, following the guidelines found at
documentary; editorials / “Witch City”, Joe Cultrera / Written by a native of Salem, MA, this documentary sparked a volley of editorials debating the commercialization of its history. It allows students to consider both sides of the issue and form their own perspective.
non fiction; article / “Beheaded for Sorcery”, Amnesty International / A brief article that highlights the practice of execution for sorcery in Saudi Arabia with a real and current death of a woman accused. This helps the students recognize that the issue of accusing and then executing individuals for witchcraft is still present and fraught with challenge in today’s world.
Unit Vocabulary
Definitions adapted from Apple Dictionary, Version 2.2.1
Content / introduction – n. the section of the book that provides the reader with the information about the characters, setting, and conflict of a story
conflict – n. struggle between opposing forces
action – n. the events leading to the turning point (rising action) and to the resolution (falling action)
climax – n. the most intense, exciting, or important point of something
resolution – n. the action(s) that solve(s) the conflict/problem
characterize – v. to describe what is typical of someone
narrative – n. a written account of a story, often personal
expository – adj. intended to explain or describe something
bias (author’s) – n. prejudice in favor of or against something or somebody
prose – n. written or spoken language in its ordinary form
verse – n. a group of lines that form a unit in a poem or song
metaphors – n. a comparison not using like or as
rhyme scheme – n. the ordered patterns of matching sounds at the ends of the lines of a poem or verse
meter – n. the measured pattern of a line of poetry determined by the number and length of syllables in a line
rhythm – n. strong, regular, repeated pattern of sound in a line of poetry
figurative language – n. not the literal meaning
imply – v. strongly suggest the truth or existence of without specifically saying
prologue – n. a separate introductory section of a literary or musical work
Tier II / heritage – n. objects, qualities, or traditions of value that have been passed down from previous generations
charity – n. kindness and tolerance in judging others
hysteria – n. exaggerated or uncontrollable emotion or excitement, especially among a group of people
bewitchment – n. cast a spell on and gain control over someone or thing by magic
affliction – n. pain or suffering
restitution – n. pay or reward in order to make up for a wrong
rural – adj. having to do with the countryside rather than the city
fanaticism – n. behavior that is like a fanatic or person who is obsessed and unreasonable in their attention and devotion to a topic
amnesty – n. an official pardon for people who have been convicted of political offenses
Lessons/Activities
Title / Description / Standards
Addressed / Shift(s)
Addressed* / Length
The Concept of Belief / What is meant by the word “belief?” Which element(s) of “belief” does one look for when learning about a culture? Write your ideas down on a sticky note and “Give one, get one.” / SL.8.1
L.8.6 / AV / 50 minutes
Defining Belief Essay / (informative/explanatory) Write an essay in response to the essential question: How does belief define us individually and as a nation? Provide at least 3 ways/examples and support with researched text. / W.8.2 / WFS, TBE / 10-40 minutes
Building Background / Take notes while reading through Discovery Education’s “The World Behind the Hysteria” – 1692 Salem & The Story sections; use notes to create a timeline of events on ThinkPort’s interactive timeline maker. / RL.8.9
W.8.9 / TBE / 90 minutes
Just The Facts / Read Smithsonian article overviewing history and collect facts; Did author use fact or embellish with fiction to relate each noted fact to reader? / RL.8.9
W.8.9 / RTC, TBE / 90 minutes
A Break With Charity – Introduction to the Unit Novel / Explain and overview each of the pieces included in the literature packet for this unit: reading journal guide, vocabulary map, and creating a novel testlet. Teacher models completion of journal while reading first chapter with class. Students create a pacing guide for completing novel in three weeks and begin working independently. / RL.8.2
L.8.6 / AV, TBE, WFS / 60-90 minutes
Historical Fiction: Facts With Fiction / Make a three column map (Facts With Fiction) of real people and fictional characters; add a third branch that explains their true importance in event OR why the author would have chosen to add them. / RL.8.3 / TBE / 60 minutes
Character/Culture to Art Comparison / Teacher-modeled art comparison of two black and white courtroom scenes depicting the trials; find art works that portray the characters or culture about which you are reading and write a supporting document for your choices. / RL.8.5 / WFS / 60minutes
Student Testlets to EOB Quizzes / Students demonstrate mastery of novel comprehension through response to the End-of-Book Quiz questions gleaned from student novel testlets in their literature packets. / RL.8.3
L.8.3
L.8.6 / AV, TBE / 35-50 minutes
Novel Project Share / Students choose a project from the Novel Project guide sheet and complete it with the elements required. After their reading is complete, students bring their project to share in class. / W.8.9
SL.8.5 / WFS, TBE / 60-90 minutes
Text to Text Connection: Short Story / Read Young Goodman Brown (Hawthorne short story) using the annotation interactive tool on ThinkPort; compete analysis questionnaire. / RL.8.1
RL.8.2
L.8.6 / RTC, TBE, AV / 180 minutes
A Look at Salem Through the Eyes of Historians: nonfiction video / The Salem Witch Trials DVD by the History channel / L.8.4
RI.8.1 / 90 minutes
Art Application / Complete an art critique and connection paper in response to the work: American Gothic. / W.8.1.b / WFS / 45 minutes
A Lesson in Verse – in Two Parts / Discuss as a class the basic poetry terms needed to converse about verse using teacher’s PowerPoint; dissect “Giles Corey of Salem Farms” in small groups and then share answers as class; use Cornell Notes identify the theme/central idea and track its development as the teacher reads “The Witch of Wenham” (including its relationship to the characters, setting, and plot) and write a summary of the text; create a graphic organizer to compare the two poems and analyze how their meaning and styles were influenced by the author’s choice of structure; ticket-out-the-door: Why does this event from our history continue to be the focus of literary works? / RL.8.2
RL.8.5 / AV, RTC, TBE, WFS / 180 minutes
Trials Jeopardy / Assess Salem Witch Trials knowledge with a whole class Jeopardy game at the University of Missouri-Kansas City Law School website. / SL.8.1
SL.8.1.a / 60-90 minutes
Text to Text Connection: Movie / Complete a double-bubble map to compare and contrast the fact and fiction represented in literature vs. movie; compose a reflective response to the representation of the events in the movie: “Three Sovereigns For Sarah.” / RL.8.7
W.8.1.e / TBE, WFS / 180 minutes
Connection in Personal Narrative / Decide on the family traditions that are most important to you and/or choose a story or stories that your family loves to share about each other. Consider why they are so repeatable. Compose a narrative sharing significant traditions in your family. / W.8.3
W.8.3.e / 90 minutes
Editorial Debate on Salem Today / View teacher’s PowerPoint based on Joe Cultrera’s editorial; read text of editorial (handout: Salem in Perspective Today) and responses to editorial and track positions and arguments in a tree map; compose an argumentative essay response. / RI.8.4
RI.8.6 / TBE, WFS / 90 minutes
Execution for Sorcery – Today?! / Read “Beheaded for Sorcery” Amnesty International news article; summarize the article; decide on two important questions that it raises; Fish Bowl discussion of important questions. / RI.8.2
SL.8.1.a & b / TBE / 60-90 minutes
Modern Witch Hunts / Define the term “witch hunt” in a global sense; sign up to research: the Japanese internment (WWI, US), the Senator Joseph McCarthy Trials, or the McMartin Day Care Abuse Trials – finding the facts of the events; analyze how the event chosen relates to the Salem Witch Trials; complete a double bubble map to compare and contrast the events; prepare a group presentation on facts and analysis. / W.8.9
SL.8.5 / TBE, WFS / 180-270 minutes
Year Theme Unit Culminator / Engage in class and small group discussion about the lessons to be learned from this event in history. Read the two short essays connected to this unit found in This I Believe: “The Real Consequences of Justice” and “We Are Each Other’s Business.” Respond to the handouts for each essay using text support. / SL.8.1
RI.8.1 / TBE, WFS / 60-90 minutes
Needed Unit Resources / Genre
American Gothic, Grant Wood, 1930 / art
Salem Witch Trials, The World Behind the Hysteria (Discovery Education) / website
Interactive Timeline Builder (Thinkport) / website
Salem Witch Trials (National Geographic) / website
Salem Witch Trials (History.com) / website
University of Virginia: Salem Witch Trials – Documentary Archive & Transcription Project / website
University of Missouri-Kansas City Law School – Jeopardy Game / website
History Channel: The Salem Witch Trials / DVD
Three Sovereigns for Sarah, PBS / DVD
Additional/Recommended Unit Resources / Genre
A Guide to the Salem Witchcraft Hysteria of 1692, David C. Brown / book
The Salem Witch Trials, (Landmark Events in American History) Michael V. Uschan / website
Lights, Camera, Action: Interviewing A Book Character (Read/Write/Think) / website
Hawthorne Analysis Questions (MrGunnar.net) / website
Close Reading (MrGunnar.net) / website
Colonial New England (schmoop.com) / website
University of Missouri-Kansas City School of Law: The McMartin Day Care Abuse Trials / website
The ARMY-MCCARTHY Hearings (Museum of Broadcast History) / website
Japanese Internment Camps in the US (HistoryOnTheNet) / website
Community Engagement
Each family will have the opportunity to share what is important about their family traditions as each student researches for the narrative composition.
The Avery County Cooperative Extension Office, Lees-McRae College, The Wildlife Rehabilitation Center, and volunteers from the Cranberry School Corporation Alumni Association will provide 40 minute sharing sessions about Appalachian Heritage. The Newland Senior Center will provide and serve a traditional Appalachian meal for lunch.
At least one representative from the Avery Journal will come and share the process of writing and publishing editorials.
The Avery County Historical Museum will provide a guided tour of the museum in Newland.
Students can attend the re-enactment encampment of the Over Mountain Men at Gillespie Gap and participate in period crafts and skills demonstrations.
Author Information
School System, School, City / Avery County Schools, Cranberry Middle School, Elk Park
Grade Level, Subject / 8th Grade, ELA
Years Teaching / 13 years
Certifications, Degrees, Qualifications / B.S. El. Ed., M.A. Middle Grades ELA, NBCT, Kenan Fellow
*RTC – reading text closely TBE – text-based evidence WFS – writing from sources AV – academic vocabulary