Pray, Why Speakest Thou Thusly?

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Pray, Why Speakest Thou Thusly?

Description:

In this lesson, students will examine how popular language and slang have changed over the course of American history. Using online and print glossaries, as well as online primary source documents, students will develop an understanding of how Americans have adapted their language in different time periods from the Civil War to the 1980s.

Education Levels:

5, 6, 7, 8

Subject:

United States History, Speech

Resource Type:

Lesson plan

Medium:

Text/HTML

Fee Status:

Free

Beneficiary:

Students

Online provider:

PBS

Show more properties

Keywords:

Popular language, Slang, English language

Mediator:

Middle school teachers, Elementary school teachers

Publisher:

Thirteen/WNET

Is Part Of:

http://www.pbs.org/wnet/colonialhouse/teachers/

Language:

English

General

Essential Resources:

Computers with Internet access; Pencils; Paper

Learning Time:

Three or four 45-minute classes

Referenced Resources/Versions

Required Learning:

http://www.pbs.org/wnet/colonialhouse/print/p-teach_lesson4_worksheet1.html

Required Learning:

http://www.pbs.org/wnet/colonialhouse/print/p-teach_lesson4_worksheet2.html

Required Learning:

http://www.pbs.org/wnet/colonialhouse/print/p-teach_lesson4_worksheet3.html

Required Learning:

http://www.pbs.org/wnet/colonialhouse/print/p-teach_lesson4_worksheet4.html

Subjects/Topics

P21 Subject:

English, History

Instructional Methods

Assessment Method:

Informal assessment

Learning Outcomes:

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Reading Standards for Literacy in History/Social Studies 6—12

Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Broad Correlation

National Standards for History, Revised Edition, 1996 (1996)

Standards in Historical Thinking

Standard 1: Chronological Thinking

STANDARD 1
The student thinks chronologically:

Broad Correlation

National Standards for History, Revised Edition, 1996 (1996)

Standards in Historical Thinking

Standard 3: Historical Analysis and Interpretation

STANDARD 3
The student engages in historical analysis and interpretation:

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Research to Build and Present Knowledge

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Broad Correlation

National Standards for History, Revised Edition, 1996 (1996)

United States History Standards for Grades 5-12 (Content Standards)

Era 2
Colonization and Settlement (1585-1763)

Standard 1: Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean

Standard 1A
The student understands how diverse immigrants affected the formation of European colonies.

Evaluate the opportunities for European immigrants, free and indentured, in North America and the Caribbean and the difficulties they encountered. [Compare competing historical narratives]

This data provided by the Achievement Standards Network

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Pray, Why Speakest Thou Thusly?

Pray, Why Speakest Thou Thusly?

General

Referenced Resources/Versions

Subjects/Topics

Instructional Methods

Learning Outcomes:

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