{"id":19791,"date":"2022-04-06T19:10:51","date_gmt":"2022-04-06T19:10:51","guid":{"rendered":"https:\/\/dcc.newberry.org\/2022version\/?p=19791"},"modified":"2026-07-30T16:32:07","modified_gmt":"2026-07-30T16:32:07","slug":"copy-20-copy-3","status":"publish","type":"post","link":"https:\/\/dcc.newberry.org\/?p=19791","title":{"rendered":"Perspectives on the United States"},"content":{"rendered":"\n<div class=\"wp-block-getwid-tabs\" data-active-tab=\"0\"><ul class=\"wp-block-getwid-tabs__nav-links\"><\/ul>\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Intro<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-995f960e wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Themes<\/strong><br>Abolitionism<br>African American History<br>Chicago History<br>Indigenous History<br><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Periods &amp; Events<\/strong><br>19th Century<br>World&#8217;s Columbian Exposition of 1893<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p class=\"wp-block-paragraph\"><strong>Skills &amp; Document Types<\/strong><br>Close Reading<br>Speeches<\/p>\n<\/div>\n<\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Overview and Instructional Use<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">In this lesson,\u00a0<strong>high school students<\/strong>\u00a0will\u00a0compare and contrast\u00a0two speeches to learn about\u00a0<strong>African American<\/strong>,\u00a0<strong>Indigenous<\/strong>, and\u00a0<strong>Chicago\u00a0<\/strong>history during the 19<sup>th<\/sup>\u00a0century while practicing close reading.\u00a0\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson can be used:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>As part of a unit\u00a0on\u00a019<sup>th<\/sup>\u00a0century history.\u00a0<\/li>\n\n\n\n<li>To practice close reading.\u00a0<\/li>\n\n\n\n<li>As part of an introductory unit to the history of the United States as a whole.\u00a0<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Materials<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>A copy of the &#8220;Perspectives on the United States&#8221; <a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_LessonPlan_Download2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">lesson plan<\/a>.<\/li>\n\n\n\n<li><a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_Sources_Download.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Copies of the excerpts<\/a> used in the lesson.<\/li>\n\n\n\n<li><a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_StudentWorksheet_Download.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Student worksheet<\/a> for this lesson.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Lesson<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Procedure<\/h4>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Display\u00a0<\/strong>the excerpt from\u00a0<em>The Red Man\u2019s Rebuke.\u00a0<\/em>\u00a0Give students time to take notes, ask questions, and attempt to answer them.\u00a0Guide\u00a0discussion using the provided questions\u00a0when\u00a0appropriate.\u00a0\u00a0<\/li>\n\n\n\n<li><strong>Display\u00a0<\/strong>the excerpt from\u00a0\u201cWhat to a Slave is the Fourth of July?\u201d\u00a0Give students time to take notes, ask questions, and attempt to answer them.\u00a0Guide\u00a0discussion using the questions below when\u00a0appropriate.\u00a0<\/li>\n\n\n\n<li><strong>Compare\u00a0<\/strong>and\u00a0<strong>contrast\u00a0<\/strong>the two readings\u00a0as a class.\u00a0\u00a0<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\">You and your students are going to read excerpts from Frederick Douglass\u2019s famed Fourth of July speech and from the less well-known book <em>The Red Man&#8217;s Greeting<\/em> (originally <em>The Red Man\u2019s Rebuke<\/em>), written by Simon Pokagon of the Pottawattamie people.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson is for a teacher-controlled class. It is primarily a compare-and-contrast exercise, looking at texts by two people who were left out of the promise of the United States. Each excerpt could also be taught individually.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Possible questions to spark students\u2019 initial investigations are listed after each excerpt. Then there is a list of potential compare-and-contrast questions. If necessary, explain how to read <strong>attributions <\/strong>and use the background material at the end of this lesson to provide more context. If you would like your students to work with the source independently or in small groups, you can download a worksheet in the Student Worksheet tab or copies of the excerpts in the Downloads tab.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Display or distribute the excerpts. If possible, have students read the excerpts and write down their questions and ideas without providing them any information about the authors or the context. Then, engage students in an examination of the texts through their questions and the potential questions suggested here.<\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Step 1: Display the Excerpt from <em>The Red Man&#8217;s Greeting<\/em><\/h5>\n\n\n\n<h6 class=\"wp-block-heading\">Source 1: Excerpt from<em> The Red Man&#8217;s Greeting, 1492-1892<\/em><\/h6>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"wp-block-paragraph\">In behalf of my people, the American Indians, I hereby declare to you, the pale-faced race that has usurped our lands and homes, that we have no spirit to celebrate with you the great Columbian Fair now being held in this Chicago city, the wonder of the World.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">No; sooner would we hold high joy-day over the graves of our departed fathers, than to celebrate our own funeral, the discovery of America. And while you who are strangers, and you who live here, bring the offerings of the handiwork of your own lands, and your hearts in admiration rejoice over the beauty and grandeur of this young republic, and you say, \u201cBehold the wonders wrought by our children in this foreign land,\u201d do not forget that this success has been at the sacrifice of <em>our<\/em> homes and a once happy race. . . .<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">But alas! the pale-faces came by chance to our shores, many times very needy and hungry. We nursed and fed them, \u2014 fed the ravens that were soon to pluck out our eyes, and the eyes of our children ; for no sooner had the news reached the Old World that a new continent had been found, peopled with another race . . . then, locust-like, they swarmed on all our coasts and, like the carrion crows in spring, that in circles wheel and clamor long and loud, and will not cease until they find and feast upon the dead, so these strangers from the East long circuits made, and turkey-like they gobbled in our ears, \u201cGive us gold, give us gold ; \u201d \u201cWhere find you gold ? Where find you gold ? \u201d<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">We gave for promises and \u201cgewgaws\u201d all the gold we had, and showed them where to dig for more ; to repay us, they robbed our homes of fathers, mothers, sons, and daughters; some were forced across the sea for slaves in Spain, while multitudes were dragged into the mines to dig for gold, and held in slavery there until who escaped not, died under the lash of the cruel task-master. . . . Our hearts were crushed by such base ingratitude ; and, as the United States has now decreed, \u201cNo Chinaman shall land upon our shores,\u201d so we then felt that no such barbarians as they, should land on <em>ours<\/em>.<\/p>\n<cite><a rel=\"noreferrer noopener\" href=\"http:\/\/digcoll.newberry.org\/#\/item\/nby_eeayer-5659\" target=\"_blank\"> Chief Simon Pokagon, <em>The Red Man&#8217;s Greeting, 1492\u20131892<\/em>, by Chief Simon Pokagon, 1-3. (images 7, 10, 11 on Digital Newberry<\/a><a href=\"http:\/\/digcoll.newberry.org\/#\/item\/nby_eeayer-5659\" target=\"_blank\" rel=\"noreferrer noopener\">)<\/a><a rel=\"noreferrer noopener\" href=\"http:\/\/digcoll.newberry.org\/#\/item\/nby_eeayer-5659\" target=\"_blank\"> <\/a><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Display\u00a0<\/strong>the excerpt from\u00a0<em>The Red Man&#8217;s Greeting.<\/em>\u00a0Give students time to take notes, ask questions, and attempt to answer them.\u00a0Guide\u00a0discussion using the questions below when\u00a0appropriate.\u00a0<\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Potential Questions<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Who wrote this excerpt? Who was it written for? Why was it written? When was it written? How do you know?<\/li>\n\n\n\n<li>From this excerpt, can you tell what type of source it\u2019s from (e.g., book, article, speech, diary, interview, etc.)? Where might you find out more about the source of this excerpt?<\/li>\n\n\n\n<li>What can you determine about the author of this text? How did you come to that conclusion?<\/li>\n\n\n\n<li>What do you <em>not<\/em> know about the author? What questions do you have about him?<\/li>\n\n\n\n<li>What information does your background knowledge of Columbus\u2019s journeys, the settlement of the Americas, and the American Indian experience give you about the author and this excerpt?<\/li>\n\n\n\n<li>What does this excerpt have to do with the Chinese Exclusion Act? How do you know?<\/li>\n\n\n\n<li>Does anything in this excerpt surprise you?<\/li>\n\n\n\n<li>What questions does this excerpt raise? Where could you find answers to your questions?<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\">Step 2: Display the Excerpt from &#8220;What to the Slave is the Fourth of July?&#8221;<\/h5>\n\n\n\n<h6 class=\"wp-block-heading\">Source 2: Excerpt from &#8220;What to the Slave is the Fourth of July?&#8221;<\/h6>\n\n\n\n<blockquote class=\"wp-block-quote is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Fellow-citizens, pardon me, allow me to ask, why am I called upon to speak here to-day? What have I, or those I represent, to do with your national independence? Are the great principles of political freedom and of natural justice, embodied in that Declaration of Independence, extended to us? and am I, therefore, called upon to bring our humble offering to the national altar, and to confess the benefits and express devout gratitude for the blessings resulting from your independence to us? . . . I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common. \u2014 The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought life and healing to you, has brought stripes and death to me. This Fourth [of] July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak to-day? . . . Fellow-citizens; above your national, tumultuous joy, I hear the mournful wail of millions! whose chains, heavy and grievous yesterday, are, to-day, rendered more intolerable by the jubilee shouts that reach them . . .<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">O! had I the ability, and could I reach the nation\u2019s ear, I would, to-day, pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. . . . What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciations of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade, and solemnity, are, to him, mere bombast, fraud, deception, impiety, and hypocrisy \u2014 a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices, more shocking and bloody, than are the people of these United States, at this very hour. Go where you may, search where you will, roam through all the monarchies and despotisms of the old world, travel through South America, search out every abuse, and when you have found the last, lay your facts by the side of the everyday practices of this nation, and you will say with me, that, for revolting barbarity and shameless hypocrisy, America reigns without a rival.<\/p>\n<cite><a href=\"https:\/\/archive.org\/details\/nby_357218\/Douglass_My_bondage_title.jpg\" target=\"_blank\" rel=\"noreferrer noopener\">Frederick Douglass, &#8220;What to the Slave is the Fourth of July?&#8221;<\/a><\/cite><\/blockquote>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Display\u00a0<\/strong>the excerpt from\u00a0\u201cWhat to\u00a0the\u00a0Slave is the Fourth of July?\u201d\u00a0Give students time to take notes, ask questions, and attempt to answer them.\u00a0Guide\u00a0discussion using the questions below when\u00a0appropriate.\u00a0<\/p>\n\n\n\n<h5 class=\"wp-block-heading\">Potential Questions<\/h5>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What type of text is this excerpt from (e.g., book, article, speech, diary, interview, etc.)? How might that have influenced how it was written? Who was the audience for it?<\/li>\n\n\n\n<li>Who is the author? Have you heard of him before? Do you have any questions about him? How does your knowledge about him help you understand or think about this excerpt?<\/li>\n\n\n\n<li>What can you determine about when this speech was written based on the information in this excerpt?<\/li>\n\n\n\n<li>How does your background knowledge of slavery in the United States affect your understanding of this excerpt?<\/li>\n\n\n\n<li>Does anything in this excerpt surprise you?<\/li>\n\n\n\n<li>What questions does this excerpt raise? Where could you find answers to your questions?<\/li>\n<\/ul>\n\n\n\n<h5 class=\"wp-block-heading\">Step 3: Compare and Contrast the Texts<\/h5>\n\n\n\n<p class=\"wp-block-paragraph\">Using the questions below as a guide, compare and contrast the two texts as a class. <\/p>\n\n\n\n<h6 class=\"wp-block-heading\">Potential Questions to Compare and Contrast the Excerpts<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What are the different perspectives each author brings to their texts?<\/li>\n\n\n\n<li>The authors of these texts wrote them to commemorate a specific occasion. How do those occasions relate to what they write or speak about?<\/li>\n\n\n\n<li>What are the authors\u2019 experiences of the United States? How are they different and how are they similar?<\/li>\n\n\n\n<li>Does reading excerpts from both these texts rather than just one of them influence your thinking? If so, in what ways? If not, why not?<\/li>\n\n\n\n<li>How do each of these texts challenge the idea of the United States?<\/li>\n\n\n\n<li>Are the authors\u2019 critiques of the United States fair or not? Why or why not?<\/li>\n\n\n\n<li>Has the United States addressed the inequities that the two excerpts discuss? If yes, in what ways?<\/li>\n<\/ul>\n\n\n\n<h6 class=\"wp-block-heading\">Advanced Close Reading Questions<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What stands out about the word choices made by each author? What words or phrases were particularly effective? What words or phrases were less effective?<\/li>\n\n\n\n<li>What rhetorical devices or emotional language do the authors\u2019 use?<\/li>\n\n\n\n<li>Imagine hearing these excerpts delivered by the speakers. What are the rhythms of the language? How do those rhythms affect the message of each?<\/li>\n\n\n\n<li>Do you think one author is more effective than the other? If so, why? If not, why are both authors equally effective?<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Background<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">The word <em>pale-face<\/em> (or <em>paleface<\/em>) first came into use as a term for white people in North America around 1823. It has been used by both white people writing stereotypical American Indian speech and by American Indians as a derogatory term.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The word <em>gewgaw<\/em>, meaning a gaudy trinket, bauble, or ornament of little value, has been in use since at least the sixteenth century. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Frederick Douglass<\/strong> (c. 1818\u20131895) successfully self-emancipated and became a famous abolitionist, women&#8217;s rights advocate, newspaper publisher, and lecturer. In 1852, the Ladies\u2019 Anti-Slavery Society of Rochester, New York, where he had made his home, asked him to give a speech at their 4th of July celebration. The celebration actually took place on July 5 because July 4 fell on a Sunday that year and secular celebrations were not held on the Sabbath. Douglass\u2019s speech is one of history\u2019s greatest.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Chief Simon Pokagon<\/strong> (1830\u20131899) of the Potawatomi people was nationally known in his day. He visited President Abraham Lincoln at the White House twice while trying to get payment for the lands ceded in the 1833 Treaty of Chicago. By the 1890s, he was claiming land on Chicago\u2019s lakefront. Over time, Pokagon lost the support of many others in his band. Pokagon wrote extensively on American Indian issues throughout his life. He was a guest of honor and gave a speech at the World\u2019s Columbian Exposition in 1893.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Much of Pokagon\u2019s writing was published on birchbark, including the book excerpted here, <em>The Red Man\u2019s Rebuke<\/em> (later renamed <em>The Red Man&#8217;s Greeting<\/em>). He explains this choice in the frontispiece: \u201cMy object in publishing the \u2018Red Man&#8217;s Greeting\u2019 on the bark of the white birch tree, is out of loyalty to my own people, and gratitude to the Great Spirit, who in his wisdom provided for our use for untold generations, this most remarkable tree with manifold bark, used by us instead of paper, being of greater value to us as it could not be injured by sun or water.\u201d Pokagon is also studied today for his environmental writing, which will be explored in future Newberry classroom material.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Extension Activities<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Have students read the National Woman Suffrage Association\u2019s <a rel=\"noreferrer noopener\" href=\"https:\/\/awpc.cattcenter.iastate.edu\/2017\/03\/21\/declaration-of-rights-of-the-women-of-the-united-states-july-4-1876\/\" target=\"_blank\">\u201cDeclaration of the Rights of Women,\u201d<\/a> distributed by Susan B. Anthony on July 4, 1876, in Philadelphia, and compare and contrast this declaration with the two speeches in this lesson.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Additional Resources<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/digcoll.newberry.org\/#\/item\/nby_eeayer-5659\" target=\"_blank\" rel=\"noreferrer noopener\">The full text of <em>The Red Man&#8217;s Greeting.<\/em><\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/archive.org\/details\/nby_357218\/Douglass_My_bondage_title.jpg\" target=\"_blank\" rel=\"noreferrer noopener\">The full text of &#8220;What to the Slave is the Fourth of July?&#8221;<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/dcc.newberry.org\/?p=14418\" target=\"_blank\" rel=\"noreferrer noopener\">Collection Essay &#8220;Lincoln, the North, and the Question of Emancipation.&#8221;<\/a><\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Words to Know<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>attribution<\/strong> | the line after a quote or excerpt which names the author, title, or date of the work being excerpted<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><em>Sources in this lesson come from the <a href=\"https:\/\/publications.newberry.org\/ayer\/#\/\" target=\"_blank\" rel=\"noreferrer noopener\">Edward E. Ayer Digital Collection<\/a> and the Collection Essay <a rel=\"noreferrer noopener\" href=\"https:\/\/dcc.newberry.org\/?p=14418\" target=\"_blank\">&#8220;Lincoln, the North, and the Question of Emancipation.&#8221;<\/a><\/em><\/p>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Standards<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Illinois Social Science Standards<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson supports the following standards from the&nbsp;<a href=\"https:\/\/www.isbe.net\/Documents\/IL-Social-Science-Standards.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Illinois Learning Standards for Social Science<\/a>:<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">History<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>SS.9-12.H.5. Analyze the factors and historical context, including overarching movements, that influenced the perspectives of people during different historical eras.<\/li>\n\n\n\n<li>SS.9-12.H.6. Analyze the concept and pursuit of the &#8220;American Dream&#8221; and identify the factors that could promote or present barriers to the pursuit of the &#8220;American Dream&#8221; for multiple groups of people.<\/li>\n\n\n\n<li>SS.9-12.H.8. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Common Core<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson supports the following&nbsp;<a href=\"https:\/\/www.thecorestandards.org\/ELA-Literacy\/\" target=\"_blank\" rel=\"noreferrer noopener\">Common Core Literacy in History\/Social Science standards:<\/a><\/p>\n\n\n\n<h6 class=\"wp-block-heading\">English Language Arts: History\/Social Studies<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>CCSS.ELA-LITERACY.RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.<\/li>\n\n\n\n<li>CCSS.ELA-LITERACY.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.<\/li>\n\n\n\n<li>CCSS.ELA-LITERACY.RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.<\/li>\n\n\n\n<li>CCSS.ELA-LITERACY.RI.11-12.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.<\/li>\n\n\n\n<li>CCSS.ELA-LITERACY.RI.9-10.6: Determine an author\u2019s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.<\/li>\n\n\n\n<li>CCSS.ELA-LITERACY.RI.11-12.6: Determine an author\u2019s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">The College, Career, and Civic Life (C3) Framework<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This lesson supports the following&nbsp;<a href=\"https:\/\/www.socialstudies.org\/system\/files\/2022\/c3-framework-for-social-studies-rev0617.2.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">C3 Framework standards<\/a>:<\/p>\n\n\n\n<h6 class=\"wp-block-heading\">Dimension 2, History<\/h6>\n\n\n\n<ul class=\"wp-block-list\">\n<li>D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.<\/li>\n\n\n\n<li>D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people\u2019s perspectives.<\/li>\n\n\n\n<li>D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Downloads<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<p class=\"wp-block-paragraph\"><strong>Download the following materials below: <\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>A copy of the &#8220;Perspectives on the United States&#8221; lesson<\/li>\n\n\n\n<li>Copies of the excerpts used in the lesson<\/li>\n\n\n\n<li>Student worksheet for this lesson<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_LessonPlan_Download2.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of &lt;strong&gt;Download a copy of the Perspectives on the United States lesson plan here.&lt;\/strong&gt;.\"><\/object><a id=\"wp-block-file--media-07cd5122-e3e4-40cd-b791-5a1727d91fdd\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_LessonPlan_Download2.pdf\"><strong>Download a copy of the Perspectives on the United States lesson plan here.<\/strong><\/a><a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_LessonPlan_Download2.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-07cd5122-e3e4-40cd-b791-5a1727d91fdd\">Download<\/a><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_Sources_Download.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of &lt;strong&gt;Download the excerpts used in this lesson here&lt;\/strong&gt;..\"><\/object><a id=\"wp-block-file--media-0769068a-748a-42f0-a6f7-de44d9417271\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_Sources_Download.pdf\"><strong>Download the excerpts used in this lesson here<\/strong>.<\/a><a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_Sources_Download.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-0769068a-748a-42f0-a6f7-de44d9417271\">Download<\/a><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div data-wp-interactive=\"core\/file\" class=\"wp-block-file\"><object data-wp-bind--hidden=\"!state.hasPdfPreview\" hidden class=\"wp-block-file__embed\" data=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_StudentWorksheet_Download.pdf\" type=\"application\/pdf\" style=\"width:100%;height:600px\" aria-label=\"Embed of &lt;strong&gt;Download the student worksheet for this lesson here.&lt;\/strong&gt;.\"><\/object><a id=\"wp-block-file--media-269e76b7-c57d-448f-bf0e-f8f46c080846\" href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_StudentWorksheet_Download.pdf\"><strong>Download the student worksheet for this lesson here.<\/strong><\/a><a href=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/USPerspectives_StudentWorksheet_Download.pdf\" class=\"wp-block-file__button wp-element-button\" download aria-describedby=\"wp-block-file--media-269e76b7-c57d-448f-bf0e-f8f46c080846\">Download<\/a><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-getwid-tabs__nav-link\"><span class=\"wp-block-getwid-tabs__title-wrapper\"><a href=\"#\"><span class=\"wp-block-getwid-tabs__title\">Related Resources<\/span><\/a><\/span><\/div><div class=\"wp-block-getwid-tabs__tab-content-wrapper\"><div class=\"wp-block-getwid-tabs__tab-content\">\n<h4 class=\"wp-block-heading\">Related Newberry Resources<\/h4>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-995f960e wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<figure class=\"wp-block-image size-full\"><a href=\"https:\/\/indigenous-chicago.org\/curriculum\/\"><img fetchpriority=\"high\" decoding=\"async\" width=\"887\" height=\"426\" src=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail.png\" alt=\"Indigenous Chicago Project Thumbnail\" class=\"wp-image-23570\" srcset=\"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail.png 887w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail-300x144.png 300w, https:\/\/dcc.newberry.org\/wp-content\/uploads\/2024\/10\/IndigenousChicagoThumbnail-768x369.png 768w\" sizes=\"(max-width: 887px) 100vw, 887px\" \/><\/a><figcaption class=\"wp-element-caption\"><a href=\"https:\/\/indigenous-chicago.org\/curriculum\/\" target=\"_blank\" rel=\"noreferrer noopener\"><strong>Indigenous Chicago Curriculum<br><\/strong><\/a><br>A custom curriculum hosted by the Newberry and centered on Chicago as a Native Place. <br><br>Created in alignment with Illinois State Standards and to support the HB1633 mandate to teach Native history. <\/figcaption><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\"><\/div>\n<\/div>\n<\/div><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":19795,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[83,124,181,140],"tags":[172,170,165],"class_list":["post-19791","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-19th-century","category-cm","category-high-school","category-lesson-plans","tag-african-american","tag-native-american","tag-us-history"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"acf":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"https:\/\/dcc.newberry.org\/wp-content\/uploads\/2022\/04\/nby_eeayer_5631_full-scaled.jpg","_links":{"self":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/19791","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=19791"}],"version-history":[{"count":28,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/19791\/revisions"}],"predecessor-version":[{"id":25555,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/posts\/19791\/revisions\/25555"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=\/wp\/v2\/media\/19795"}],"wp:attachment":[{"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=19791"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=19791"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dcc.newberry.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=19791"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}