Leigh-Ann Danley & Stephanie Stone

MEDT 7472
Dr. D Alba
26 June 2016

Unit Title:

Rationalism in American Literature

Unit Grade:

11

Learning Objectives:

This unit is designed to have students read works of

literature in written during the Rationalism period of American history. Throughout the
course of the unit it is expected that the students understand what Rationalism is, what it
was a reaction against and why, know who the major authors of the time period were and
analyze the works written.
After completing this unit the students should be able to:

Define Rationalism in terms of the Literary Period it represented:

o AKS 8- Demonstrate knowledge of 18th, 19th, and 20th century foundational
works of American literature, including how two or more texts from the same
period teat similar themes and topics
Understand how America arrived in this literary period:
o AKS 8- Demonstrate knowledge of 18th, 19th, and 20th century foundational
works of American literature, including how two or more texts from the same
period teat similar themes and topics
Grasp the concepts associated with the Age of Reason:
o AKS 8- Demonstrate knowledge of 18th, 19th, and 20th century foundational
works of American literature, including how two or more texts from the same
period teat similar themes and topics
Identify authors and major works of the time period:
o AKS 8- Demonstrate knowledge of 18th, 19th, and 20th century foundational
works of American literature, including how two or more texts from the same
period teat similar themes and topics
Read and understand work from this Literary Period
o AKS 9- Read and comprehend literature, including stories, dramas, and
poems with scaffolding as needed
Identify and apply persuasive appeals and techniques in writing
o AKS 21- write informative. Explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization and analysis of content.
o AKS 23- Produce clear and coherent writing in which the development,
organization and style are appropriate to take, purpose and audience.
Identify themes in nonfiction and fiction works:

AKS 2 & 11 (Literary and Informational texts)- Determine two or more

themes or 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
produce a complex account.
o AKS 18- Analyze 17th, 18th, and 19th century foundational US documents of
historical and literary significance for their themes, purposes and rhetorical
features
Understand and apply techniques in autobiographical literature and other texts of
the time period:
o AKS 14- Analyze and evaluate the effectiveness of the structure an author
uses in his or her exposition or argument, including whether the structure
makes points clear, convincing and engaging.
o AKS 1 & 10 (Literary and Informational texts)- Cite strong and thorough
textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
o AKS 18- Analyze 17th, 18th, and 19th century foundational US documents of
historical and literary significance for their themes, purposes and rhetorical
features
o AKS 21- write informative, explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization and analysis of content.
o AKS 22- Write narratives to develop real or imagined experiences or events,
using effective technique, well-chosen details and well structures event
sequences.
o AKS 23- Produce clear and coherent writing in which the development,
organization and style are appropriate to take, purpose and audience.
o AKS 28- Draw evidence from literary or informational texts to support
analysis, reflection and research.
o AKS 37- Demonstrate command of the conventions of Standard English
capitalization, punctuation and spelling when writing.
Effectively communicate via online forums or discussions
o AKS 25- Use technology, including the internet to produce, publish, and
update individual or shared writing products in response to ongoing feedback
including new arguments or information
o AKS 34- Make strategic use of digital media in presentations to enhance
understanding of findings, reasoning, and evidence to ad interest
o AKS 30- Initiate and participate effectively in a range of collaborative
discussions with diverse partners on topics, texts and issues, building on
others ideas and expressing their own clearly and persuasively.
o

Lesson Activities:
1.

Students will participate in several group discussions about the following:

a. The right to happiness as promoted by the Enlightenment
b. How the writing produced during the period of Rationalism was different than
that of the Puritan era

2.

3.
4.

5.
6.

c. A comparison between Thomas Paines pamphlet Common Sense and Judith

Ortiz Cofers poem Common Ground
d. An explanation of argument in the Declaration of Independence and the use
of rhetorical devices
Students will watch several online videos to help them gain a better understanding
of the following topics:
a. Benjamin Franklin
b. Persuasive Appeals
c. Thomas Paine
d. Thomas Jefferson and the Declaration of Independence
e. The New Colossus
f. Rhetorical Devices
g. Incorporating Textual Evidence Into writing
Students will read several web-based or electronic sources such as articles, poems,
web pages and other presentations as presented in the lessons
Students will participate in the writing process by planning, writing and revising a
persuasive speech utilizing rhetorical devices, analyze rhetorical devices in an
excerpt from the time period in a timed writing assignment, as well as complete
constructed response questions on the end-of-unit test.
Students will read a variety of works published in this time period and compare
them to works in other periods.
Students will utilize a variety of Web 2.0 activities to help them acquire the
knowledge and skills gained in this unit
a. Emaze.com- Create their own chart of rhetorical devices
b. Padlet- How the writing produced during the period of Rationalism was
different than that of the Puritan era
c. Smore.com- Narrative Autobiographies utilizing aphorisms

Lesson Assessments:

(Rubrics and Instructions Attached)

Discussion Post 1: Introduction to Rationalism

Padlet: Puritanism Vs. Rationalism Debate
Dropbox: Autobiography Guided Questions
Smore- Narrative Autobiography using Benjamin Franklins aphorisms
Dropbox: Speech to Virginia Convention Guided Questions
Writing: Colonist Persuasive Speech
Dropbox: Incorporating Textual Evidence
Dropbox: Common Sense Guided Questions
Discussion Post 2: Common Ground Vs. Common Sense
Dropbox: Rhetorical Devices Chart using Emaze
Quiz: Declaration of Independence
Discussion Post 3: Relate The New Colossus to The Declaration of Independence

Discussion Post 4: Jefferson Rhetorical Triangle

Writing: Rationalism Timed Writing
Test: Rationalism Unit Test

Module Design:

The course will be divided into 7 modules that will be delivered

over the span ov 13 days. Below is an outline of the modules topics and related resources,
activities, and assignments.

Week 1: Monday
Module 1: Introduction to Rationalism
Resources

Lesson: Introduction to Rationalism

o Rationalism PDF - PDF
o Historical Background- PDF
o Characteristics of Rationalism/ Age of Reason Prezi- Prezi
Presentation

Assignments/ Activities:

Discussion Post 1 : Introduction to Rationalism

Padlet: Puritanism Vs. Rationalism Debate

Week 1: Tuesday & Wednesday

Module 2: Benjamin Franklin
Resources:

Lesson: Benjamin Franklin

o Benjamin Franklin Background Prezi Prezi Presentation
o Autobiography Excerpt by Ben Franklin with guided questions PDF
o Proverbs and Aphorisms from Benjamin Franklins Poor Richards
Almanac - Website
Lesson: Narrative Autobiography
o Benjamin Franklin Video Discovery Education
o Proverbs and Aphorisms from Benjamin Franklins Poor Richards
Almanac - Website

Assignments/ Activities:

Dropbox: Autobiography Guided Questions

Smore- Narrative Autobiography using Benjamin Franklins aphorisms

Week 1: Thursday & Friday

Module 3: Patrick Henry & Persuasive Appeals

Resources:

Lesson: Patrick Henry

o Speech to the Virginia Convention- YouTube Video
o Speech to the Virginia Convention- Text & Audio
o Speech to Virginia Convention Guided Questions
o Speech Graphic Organizer- PDF
Lesson: Colonist Persuasive Speech
o Persuasive Techniques Video Discovery Education
o Colonist Persuasive Speech Rubric

Assignments/ Activities:

Discussion Post- Optional- Speech to Virginia Convention Guided

Questions Post
Dropbox: Graphic Organizer for Speech
Dropbox: Speech to Virginia Convention Guided Questions
Dropbox: Writing: Colonist Persuasive Speech

Week 2: Monday
Module 4: Writing Workshop
Resources:

Lesson Writing Workshop on Incorporating Textual Evidence

o Integrating Quotes into Literary Analysis- YouTube Video
o An excerpt from Roosevelts Four Freedoms Speech- PDF
o Expository Essay Graphic Organizer- PDF

Assignments/ Activities:

Dropbox: Incorporating Textual Evidence

Week 2: Tuesday and Wednesday

Module 5: Common Sense Vs Common Ground
Resources:

Lesson: Common Sense

o Common Sense Video- Discovery Education
o Common Sense Excerpts and guided questions- PDF
o Purdue Online Writing Lab- Website
Lesson: Common Ground
o Common Ground Poem Website

Assignments/ Activities:

Dropbox: Common Sense Guided Questions

Discussion Post 2: Common Ground Vs. Common Sense

Week 2 & 3: Thursday, Friday & Monday

Module 6: Rhetorical Devices
Resources:

Lesson: Declaration of Independence

o Thomas Jefferson Video Discovery Education
o Declaration of Independence Text and Guided Questions- PDF
o Declaration of Independence Information- Website
Lesson: New Colossus
o Emma Lazarus Background Video Discovery Education
o The New Colossus Poem by Emma Lazarus Website
o History of the Statue of Liberty - Website
Lesson: Jefferson Rhetorical Triangle
o Rhetorical Triangle and Rhetorical Appeals Video YouTube
o Rhetorical Triangle Notes - PDF

Assignments/ Activities

Dropbox: Rhetorical Devices Chart using E-maze

Discussion Post 3: Relate The New Colossus to The Declaration of
Independence
Quiz: Declaration of Independence
Discussion Post 4: Jefferson Rhetorical Triangle

Week 3: Tuesday & Wednesday

Module 7: Assessment
Assignments/ Activities

Writing: Rationalism Timed Writing

Test: Rationalism Unit Test

Interactivity and Collaboration:

Students will be required to interact with each other throughout the unit through the use
of discussion posts and responses. Students will also be able to interact through their
Padlet postings. Additionally, students will be able to contact each other through a FAQ
discussion board and with the instructor through the discussion boards and email. The
instructor will provide feedback and guidance within 24 hours of work submission and
student postings.

Use of Technology

Access to educational videos via Discovery Education and Youtube

Access to electronic texts
Access to historical and background websites
Electronic Notes, Graphic Organizers and Rubrics
Web 2.0 technology tools (Padlet & Emaze)

Learner Support

Instructor Email
FAQ Discussion Board for students to post relevant questions or concerns that are
applicable to the class
Instructor will utilize the Announcements feature in Canvas to communicate
deadlines and reminders
Instructor will provide samples for student review of the Narrative Autobiography
and Speech Outline
Online Tutorial for Emaze
o Emaze Tutorial Youtube
o Emaze Support- Website
Online Tutorial for Padlet
o Padlet Tutorial- Youtube
o Online Tutorial- Website

Course Schedule:

All assignments are due no later than 11:59 PM on the day they

Week 1

are assigned

Monday Tuesday Wednes

day
Lesson

Module 1:
Introduction
to Rationalism

Module 2:
Benjamin
Franklin

Actions

Review the
Rationalism
PDF

View the
Benjamin
Franklin
Background
Prezi

View the
Historical
Background
PDF
View the
Characteristic
s of
Rationalism
Prezi
Review the
Padlet Tutorial
Assignm

Participate in

Read the
Autobiograph
y Excerpt and
answer the
guided
questions
Preview
Benjamin
Franklins
Aphorisms
Website
Complete the

Module 2:
Narrative
Autobiograph
y
Watch the
Benjamin
Franklin Video
from
Discovery
Education
Review the
Benjamin
Franklins
Aphorisms
Website

Write the

Thursda
y
Module 3:
Patrick Henry

Watch and
Listen to
Patrick Henrys
Speech to the
Virginia
Convention
and answer
the guided
questions
Download and
fill out the
Speech
Graphic
Organizer
View the
Speech Rubric
Complete the

Friday
Module 3:
Colonist
Persuasive
Speech
Watch the
Persuasive
Techniques
Video via
Discovery
Education
Using your
Speech
Graphic
Organizer,
Speech Rubric
and Teacher
feedback
write your
speech to the
colonists
Complete the

ents

the
Introduction
to Rationalism
Discussion
Post 1

Autobiograph
y Guided
Questions
and turn in to
the Dropbox

Week 2

Participate in
the
Puritanism Vs.
Rationalism
Padlet

Monday
Lesson

Actions

Module 4:
Writing
Workshop
Watch the
Youtube video
on Integrating
Quotes in to a
Literary
Analysis
Essay
Read the
Excerpt from
Roosevelts
Four
Freedoms
Speech
Fill out the
Expository
Essay Graphic
Organizer

Assignm
ents

Complete the
Expository
Essay Graphic

Narrative
Autobiograph
y using
Benjamin
Franklins
aphorisms
using Smore

Guided
reading
Questions and
turn in to the
Dropbox
Complete the
Speech
Graphic
Organizer and
turn in to
dropbox

Tuesda Wednesd Thursda

y
ay
y
Module 5:
Common
Sense
Watch the
Common
Sense Video
from
Discover
Education

Module 5:
Common
Ground
Read the
Common
Ground Poem
and analyze for
theme

Read the
Excerpt
from
Common
Sense and
answer the
Guided
Questions

Complete
the
Common

Module 6:
Declaration of
Independence
Watch the
Thomas
Jefferson
Video from
Discovery
Education
Read the
Declaration of
Independence
and answer
the guided
reading
questions

Review the
Purdue
Online
Writing Lab
Participate in
Discussion Post
2: Common

Colonist
Persuasive
Speech and
turn in to the
Dropbox

Review the
Declaration of
Independence
website for
more
information
Take the Quiz:
The
Declaration of

Friday
Module 6:
New Colossus
Watch the
background
video on
Emma
Lazarus
Read The
New
Colossus by
Emma
Lazarus
Review the
History of the
Statue of
Liberty for
more
information

Participate in
Discussion 3:
Relate The

Week 3

Organizer and
turn in to the
Dropbox

Monday
Lesson

Actions

Module 6:
Jefferson
Rhetorical
Triangle
Watch the
Rhetorical
Triangle and
Rhetorical
Appeals video
via YouTube

Sense
Guided
Questions
and turn in
to the
Dropbox

Ground Vs.
Common Sense

Tuesday Wednesda Thursd

y
ay
Module 7:
Assessment

Module 7:
Assessment

Take the
Rationalism
Timed
Writing

Take the
Rationalism Unit
Test

Complete

Complete the

Read the
Rhetorical
Triangle Notes
PDF
Review the
tutorials on
Emaze
Assignm

Create an

Independence

New
Colossus to
The
Declaration of
Independence

Friday

ents

infographic on
Rhetorical
Devices with
Emaze and turn
in to the
dropbox

the
Rationalism
Times
Writing

Rationalism Unit
Test

Participate in
Discussion 4:
Jefferson
Rhetorical
Triangle

Module Assignment Instructions:

Module 1:
Discussion Post 1: Introduction to Rationalism
Answer the following question:
1. The Enlightenment promoted the idea that people have the right to happiness. How do you think
this idea spurred on the American Revolution? Give your best answer.
Reply to at least 2 classmates to earn full credit.

Padlet: Puritanism Vs. Rationalism Debate

Answer the following question:

1. In what way was the writing produced in this period different from that produced by the Puritans?
(You must use textual evidence.)
Reply to at least 2 classmates to earn full credit.

Module 2:
Smore- Narrative Autobiography using Benjamin Franklins aphorisms
Utilizing one of Franklin's aphorisms (or an aphorism that you like) as a thesis statement,
write three to four paragraphs of your own autobiography. With only three to four
paragraphs, you will likely not be able to cover your entire life, so focus on the aspects of
your life that relate to the aphorism you chose for your thesis statement. Be sure to follow
all of the characteristics of good writing; the Writing Rubric will be used to grade your
assignment.

Module 3:
Writing: Colonist Persuasive Speech
Write a persuasive speech to the colonists, asking them to join in the fight against Britain,
and targeting one offense of the British. You must utilize six instances of persuasive
techniques (logos, pathos, or ethos). Be sure to include your argument with specific
support, a rebuttal to a counter-argument, and a persuasive and personal tone. The
Speech Rubric will be used to grade your assignment.

Module 5:
Discussion Post 2: Common Ground Vs. Common Sense
Write a few paragraphs in which you answer the following questions. Be sure to use textual
evidence in your responses (use MLA format). Post your work and reply to at least 2 classmates'
posts.

1. Why did Thomas Paine title his pamphlet "Common Sense"?

2. Why did Judith Ortiz Cofer title her poem "Common Ground"?
3. How do these authors compare in their use of the word "common?"

Module 6:
Discussion Post 3: Relate The New Colossus to The Declaration of
Independence

As you read The New Colossus, think about how it relates to the Declaration of
Independence. What do you think Thomas Jefferson would have thought of the poem? Be
sure to include textual evidence to support your thoughts.
Post your response and reply to at least 2 classmates posts.
Dropbox: Rhetorical Devices Chart using Emaze
Create your own infographic using all of the rhetorical devices and persuasive appeals you
have learned about over the course of this unit. Be sure you review the Emaze tutorials in
provided in the lesson.
Discussion Post 4: Jefferson Rhetorical Triangle
In one paragraph, explain the argument of the Declaration of Independence in terms of the
rhetorical triangle. Be sure to address each of the following, using textual evidence to support your
claims:
1. Thesis
2. Audience (direct and indirect)
3. Speaker (persona)
4. Message/Purpose
Post your paragraph, and reply to at least 2 classmates' posts.

Module 7:
Writing: Rationalism Timed Writing
Thomas Paine wrote pamphlets titled The American Crisis to persuade fellow colonists to join the
fight for independence from Britain. In these pamphlets, he attempts to make people realize that
their situation will only get worse if the colonists do not join a fight that has essentially already
begun.
Read the following excerpt from the pamphlet and write an essay that analyzes how Paine uses
rhetorical strategies to persuade colonists to join the fight for freedom. Hint: Rhetorical strategies
=appeal to the audiences' ethos, pathos, or logos. (Diction, simile, metaphor, tone, syntax,
alliteration, etc. are all rhetorical devices) The Writing Rubric will be used to grade your essay.

THESE are the times that try men's souls. The summer soldier and the sunshine patriot will, in this
crisis, shrink from the service of their country; but he that stands by it now, deserves the love and
thanks of man and woman. Tyranny, like hell, is not easily conquered; yet we have this consolation
with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we
esteem too lightly: it is dearness only that gives everything its value. Heaven knows how to put a
proper price upon its goods; and it would be strange indeed if so celestial an article as FREEDOM
should not be highly rated. Britain, with an army to enforce her tyranny, has declared that she has a
right (not only to TAX) but "to BIND us in ALL CASES WHATSOEVER" and if being bound in that
manner, is not slavery, then is there not such a thing as slavery upon earth. Even the expression is

impious; for so unlimited a power can belong only to God.

Whether the independence of the continent was declared too soon, or delayed too long, I will not
now enter into as an argument; my own simple opinion is, that had it been eight months earlier, it
would have been much better. We did not make a proper use of last winter, neither could we, while
we were in a dependent state. However, the fault, if it were one, was all our own [NOTE]; we have
none to blame but ourselves. But no great deal is lost yet. All that Howe has been doing for this
month past, is rather a ravage than a conquest, which the spirit of the Jerseys, a year ago, would
have quickly repulsed, and which time and a little resolution will soon recover.
I have as little superstition in me as any man living, but my secret opinion has ever been, and still
is, that God Almighty will not give up a people to military destruction, or leave them unsupportedly
to perish, who have so earnestly and so repeatedly sought to avoid the calamities of war, by every
decent method which wisdom could invent. Neither have I so much of the infidel in me, as to
suppose that He has relinquished the government of the world, and given us up to the care of
devils; and as I do not, I cannot see on what grounds the king of Britain can look up to heaven for
help against us: a common murderer, a highwayman, or a house-breaker, has as good a pretence
as he.
[]
I shall conclude this paper with some miscellaneous remarks on the state of our affairs; and shall
begin with asking the following question, Why is it that the enemy have left the New England
provinces, and made these middle ones the seat of war? The answer is easy: New England is not
infested with Tories, and we are. I have been tender in raising the cry against these men, and used
numberless arguments to show them their danger, but it will not do to sacrifice a world either to
their folly or their baseness. The period is now arrived, in which either they or we must change our
sentiments, or one or both must fall. And what is a Tory? Good God! What is he? I should not be
afraid to go with a hundred Whigs against a thousand Tories, were they to attempt to get into arms.
Every Tory is a coward; for servile, slavish, self-interested fear is the foundation of Toryism; and a
man under such influence, though he may be cruel, never can be brave.
[]
I once felt all that kind of anger, which a man ought to feel, against the mean principles that are
held by the Tories: a noted one, who kept a tavern at Amboy, was standing at his door, with as
pretty a child in his hand, about eight or nine years old, as I ever saw, and after speaking his mind
as freely as he thought was prudent, finished with this unfatherly expression, "Well! give me peace
in my day." Not a man lives on the continent but fully believes that a separation must some time or
other finally take place, and a generous parent should have said, "If there must be trouble, let it be
in my day, that my child may have peace;" and this single reflection, well applied, is sufficient to
awaken every man to duty. Not a place upon earth might be so happy as America. Her situation is
remote from all the wrangling world, and she has nothing to do but to trade with them. A man can
distinguish himself between temper and principle, and I am as confident, as I am that God governs
the world, that America will never be happy till she gets clear of foreign dominion. Wars, without
ceasing, will break out till that period arrives, and the continent must in the end be conqueror; for
though the flame of liberty may sometimes cease to shine, the coal can never expire.

Rubrics:
Discussion Rubric:

Writing Rubric :

Speech Rubric:

Instructional Design Model:

Rationalism

The instructional design model we utilized for our design plan was the ADDIE Instructional
Design Model. This model is grounded in the idea that learning should be studentcentered and focuses heavily on learning targets, collaboration, and student interaction.
There are four steps involved in the ADDIE Design Model: Analysis, Design & Development,
Implementation, and Evaluation.
Analysis
We began with the analysis phase of the design with the intention of determining our
audience and purpose of design plan for this specific group of learners. Our plan of
instruction focuses on Rationalist American literature and we determined that student
mastery would convey an understanding of the overall concept of Rationalism, its causes
and the contributions the movement made to American society and literature in the 1700s
as well as today. We honed in on eight specific learning targets that we felt would show
mastery of this big idea, and aligned these with specific GCPS / Common Core standards.
The age of Rationalism covers roughly a fifty-year span in American history from 1750 to
1800. This is a relatively brief literary movement which we felt could be adequately
covered in a two and a half week unit. The texts included in this literary period are fairly
short, but quite dense. Students are able to read more pieces and go into a greater depth
to enhance their literacy skills, but also their understanding of this time period of
American history. Another reason for focusing on this particular literary movement is that
District Assessments (DA) historically have utilized excerpts from Rationalist authors as
cold reads for many of the required assessments 11 th grade language arts students must
take.
Design & Development
The design and development phases of the ADDIE model work hand-in-hand, and are
really works in progress until the implementation phase. It is important to note, that
utilizing this, or any other instructional design model, requires a certain level of flexibility.
Revisions are constant, and when a revision is made to one part of the process, that is
invariably going to affect other areas as well. Each phase of the process isnt completed
in isolation; there must be a systematic, synchronous approach to creating the model as a
whole.
Upon moving to the design and development phase of our instructional design plan, we
focused on creating specific learning targets or objectives that would help students
understand the specific goals of the course. This resulted in the creation of specific goals;
we determined that by the end of our unit on Rationalism, students would be able to:
1. Understand what historical factors led to the birth of the Age of Reason /
Rationalism.
2. Identify key concepts that differentiated Rationalism from proceeding literary
movements in American history.
3. Understand the motivation of key writers of the time period and identify how their
works convey the ideas of Rationalism.
4. Identify persuasive appeals and techniques used in Rationalist writing and be able
to explain the purpose in utilizing those appeals and writing techniques.
5. Compare and contrast themes found in texts written between 1750 and 1800.

6. Analyze autobiographical literature written during the Age of Reason and determine
authors purpose and writing techniques used to achieve this purpose and be able
to convey these techniques in a personal writing piece.
7. Understand the argument made in Rationalist writings, identify rhetorical
techniques uses to strengthen the argument, and analyze the effectiveness of using
these key rhetorical devices.
Developing a model to ensure mastery of these skills will involve multiple layers of
technology usage. Students will be required to view videos, engage in interactive / online
discussions, absorb information presented in Prezis, and properly format word processing
documents.
The organizational structure of the content allows for a gradual release of
responsibility for students. The unit begins with a fairly structured introduction to the Age
of Reason, and from there is structured around key anchor texts which we are using to
teach the specific skills listed above. Students will have just finished up an extensive unit
on Puritanism, and the literature that emerged from this time period; as the two literary
periods are vastly different, the students should have no difficulty contrasting the two and
using their experience in analyzing Puritan writing to make predictions about Rationalist
literature based on the political and religious climates of the time. The unit begins with
easier texts and writings such as the Autobiography of Ben Franklin and Franklins
aphorisms, which students will most likely be somewhat familiar with. The final pieces of
text in the unit are the most complex and require a higher level of analysis; the entire unit
is structured to scaffold and incrementally stretch students understanding of literacy
concepts.
The two extended writing assessments are structured using a mentor text approach.
Students will spend a week and a half analyzing texts of the Rationalist time period and
evaluating the persuasive appeals in the texts. They will then be asked to apply their
evaluations of these texts and write a persuasive speech of their own. This assessment
will later become a mentor text in its right when, at the end of the unit, student draw upon
their understanding of persuasive and rhetorical appeals to analyze the effectiveness in
literary document of the period.
Each of the seven modules will include an overview, resources or lessons to convey the
information needed, and multiple formative assessments. Students will receive feedback
on each of the formative assessments in a timely fashion to ensure full mastery of each
module before moving on to the next.

The assessment of the learning targets will be an on-going process throughout the
entire two and a half week unit. Students will need to draw upon the information
presented throughout the entire course to show full mastery of all of the objectives and
standards.

Understand what historical factors led to the birth of the Age of Reason /
Rationalism Assessment of mastery will primarily be determined from discussion
postings 1 & 2. Students will be graded on their discussions using a rubric that is

provided in the Unit Overview section of the instructional design plan. Students
who earn an 80 or less on either of the discussions will be prompted to re-submit
discussion posts after receiving instructor feedback and reading through peer
responses. These discussions will be largely formative in nature; the summative
assessments determining mastery of this concept will be through the two extended
writing assignments and the comprehensive skills-based assessment at the end of
the unit.

Identify key concepts that differentiated Rationalism from proceeding

literary movements in American history Again, assessment of mastery will
primarily be determined from discussion postings 1 & 2. Students will be graded on
their discussions using a rubric that is provided in the Unit Overview section of the
instructional design plan. Students who earn an 80 or less on either of the
discussions will be prompted to re-submit discussion posts after receiving instructor
feedback and reading through peer responses. These discussions will be largely
formative in nature; the summative assessments determining mastery of this
concept will be through the two extended writing assignments and the
comprehensive skills-based assessment at the end of the unit.

Understand the motivation of key writers of the time period and identify
how their works convey the ideas of Rationalism Each text that students will
be asked to read, analyze, critique, and thinking critically about will be available in
multiple formats: text, audio, visual. The formative assessment for each of these
texts comes in the form of optional guided questions for students to answer while
investigating each text. Students can opt to participate in an online discussion
forum and submit their answers to the guided reading questions. Engaging in this
online discussion will help clear up any ambiguities that may exist concerning their
understanding of a particular text. They will not be able to read the answers posted
by their peers unless they submit a posting themselves. This, in itself, will be an
excellent way to formatively assess each students motivation towards success in
the course. The formal assessment of this objective will take the form of the final
skills-based assessment at the end of the unit and through the timed writing
analyzing a Rationalist cold-reading passage.

Identify persuasive appeals and techniques used in Rationalist writing and

be able to explain the purpose in utilizing those appeals and writing
techniques This skill will be assessed routinely throughout modules 3, 5, and 6.
Students will be asked to read and analyze at least one piece of text in these three
modules. They will answer questions throughout their reading to guide their
understanding of specific persuasive appeals and techniques used by each author.
They will be able to share their guided reading responses in a discussion posting
forum and will be encouraged to interact with peers regarding their responses.
These discussion postings wont be formally graded, but the instructor will provide
general feedback to students and clarify any misconceptions students present
regarding this skill. As this is one of the major objectives of the units, the instructor
may provide links to additional resources or information throughout the unit.
Students will have three summative assessments to measure their mastery of this

skill: the persuasive speech, the timed writing, and the end-of-unit test. Each of
these assessments should help inform the student and the instructor as to how well
the student has mastered this skill and this is crucial as the weighted percentage for
each assessment will increase incrementally.

Compare and contrast themes found in texts written between 1750 and
1800 The learning objectives of comparing and contrasting is one that is
prevalent in all unit of American Literature. As this unit is the second major unit in a
semester-long course, students may not be especially proficient at this skill. This is
a skill that will carry over to future units of study. The two assessments that will be
used to determine mastery of this learning outcome are discussion postings 2 & 3.
In discussion posting 2, students will be asked to identify similarities and differences
between Puritanism and Rationalism. Their critiques will be graded according to the
discussion rubric and will provide the instructor with a baseline level for each
students proficiency in comparing and contrasting. As students read each text,
they will be asked to reflect on poignant themes prevalent in each piece. This will
be done through the guided questions accompanying each text and students can
share their responses through an optional discussion posting. These postings will
be monitored by the instructor and feedback will be given, but they will also allow
students to self-grade their own mastery of extracting prevailing themes in a given
text. After the completion of these formative assessments, students will be formally
assessed on their mastery of this concept through discussion posting 3. This
posting will graded according to the discussion rubric and students who earn lower
than a 70 will be asked to re-submit their analysis for a new grade.

Analyze autobiographical literature written during the Age of Reason and

determine authors purpose and writing techniques used to achieve this
purpose and be able to convey these techniques in a personal writing
piece This is another learning objective that is prevalent in all units throughout
the semester. Students will continually be asked to analyze authors purpose and
the techniques used to achieve this purpose. The one distinguishing factor is the
time period from which the literature comes from. Students will need to have
mastered learning objectives 1, 2, & 3 listed above in order to fully convey mastery
of this particular learning target. Again, students will be provided with guided
questions to help direct their understanding of the writing techniques Franklin uses
to highlight his life story. Students have the option of posting these in a discussion
posting for feedback. Additionally, the assessments for standards 1, 2, and 3 will
also act as formative assessments for this one. The summative assessment will
require students to apply their understanding of Franklins techniques and mimick
them in a personal piece of writing. A specific writing rubric will be used to assess
the focus and development of this short constructed response.

Understand the argument made in Rationalist writings, identify rhetorical

techniques uses to strengthen the argument, and analyze the
effectiveness of using these key rhetorical devices The assessments for this
learning outcome will largely come from modules 3 through seven. Students will be
given multiple opportunities to show that they understand how to identify rhetorical

devices and techniques. These will largely come from the optional guided reading
question postings. The instructor will provide feedback and clarity on the
identification of the rhetorical strategies used in each text. Module 6 will provide
the highest level of assessment; discussion post 4 will be assessed similarly to other
discussion postings. Students who earn lower than an 80 according to the rubric
used will be asked to review feedback and re-submit their critique. This will serve
as an excellent formative assessment to help prepare students for the other two
assessments in module 6. Similar to the proceeding learning standards, two
summative assessments will be administered at the end of the unit to ensure
overall mastery of this concept: the timed writing, and the end-of-unit
comprehensive test.
Implementation
The course we designed and developed will be created in Canvas. This step of the process
has not yet been completed. However, we have taken the necessary steps to establish a
Canvas account with login and password information. Additionally, we have begun setting
up the course, and are working on creating the course overview and the seven modules
that comprise the entire unit. Once the modules have been created, revised, and quality
assurance has been conducted for the course as a whole, students can be invited to
participate in the course.
Evaluation
The evaluation of the course is a practice that will continue through the entire process of
instructional design. Because there were two practitioners working on all aspects of the
design of the unit, there was a high level of collaboration and, thus, evaluation of the ideas
of contributions put forward by both individuals. As one step in the process neared
completion, more brainstorming was conducted to determine any possibly changes that
could or should be made in the analysis, design, development, or implementation of the
material.
Additionally, we integrated several opportunities for students to evaluate and monitor
their own learning throughout the course, and we provided them with the ability to grade
the instructors pedagogical and communication skills. This feedback is collected at
various points throughout the two and a half week unit, and will be used to make changes
to the strategies integrated into the course or the grading practices the instructor utilizes.
Finally, at the end of the unit, our last assessment includes questions about the unit as a
whole, and asks for feedback on the effectiveness of the unit, and encourages students to
contribute suggestions for units that proceed this course. The goal in allowing and
encouraging this evaluation is to help improve current learning while providing students
with an outlet to help cultivate future learning.