Much of the negative press The 1619 Project has received attempts to paint Hannah-Jones’ thesis as somehow not grounded in history. After using a graphic organizer to keep track of this information, they will use their notes to write a short analytical response explaining how Hannah-Jones strengthens her argument. They will then read the first two sections of Nikole Hannah-Jones’ anchor essay for The 1619 Project, “The Idea of America.” As they read Hannah-Jones’ piece, they will practice finding the author’s thesis and analyzing what kinds of evidence, reasoning, and stylistic techniques Hannah-Jones uses to strengthen that thesis.
Students will begin by reading and discussing the Declaration of Independence and the Bill of Rights. Use context clues, morphology, and other strategies as appropriate to determine meaning of unfamiliar vocabulary.Use textual evidence in order to justify their claims about how an author strengthens their argument.Analyze how historical and social context influences an author’s perspective.Understand the major themes of the Bill of Rights and the Declaration of Independence, in order to evaluate how different authors interpret these texts.Identify how an author uses evidence, reasoning, and/or rhetorical techniques to strengthen their argument, in order to evaluate the effectiveness of that argument.What techniques do writers use to make their arguments stronger?.How can we reconcile the ideals of liberty and equality in the founding documents with the historical reality of slavery and its legacy of racism?.
It is designed for facilitation across approximately ten weeks with daily lessons. This unit was created by the Kensington Health Sciences Humanities Team as part of the 2021 cohort of The 1619 Project Education Network.
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