Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

Overview (30 Classes/6 Weeks)
Pre-assessment, Preview, and Introduction
Case Study 1 Panem v. Everdeen (The Hunger Games, dystopian novels)
Case Study 2 Bennington Township v. Hutchinson (The Lottery, short stories)
Case Study 3 Salem v. Proctor (The Crucible, drama)
Case Study 4 McCarthy v. Murrow (Good Night, and Good Luck, film)
Court Statements and Mock Trial

Pre-assessment, Preview, and Introduction (2-3 Classes)

Conduct BreakoutEDU group quiz on The Hunger Games (one of the summer reading assignments)
Give students a digital copy of the Legal Briefs Reading Chart, which they should fill in as they read and use for the mock trial
Discuss persuasive triad logos, ethos, and pathos how does each protagonist defend him/herself against injustice? Add these to chart
List concepts scapegoat, witch-hunt, paranoia, mass panic, the other, and hypocrisy and develop class definitions for each; revisit periodically
Give reading schedule for The Crucible and an annotated digital copy so students can begin the longer reading assignment

Case Study 1 Panem v. Everdeen (3 Classes)

Update reading chart with passages and logos/pathos appeals from The Hunger Games
Provide students with American demographic statistics on various criteria and conduct an exercise on otherness
Give students in-class writing prompt: I volunteer as tribute to Students will either share or conference with teacher
Look at examples of propaganda posters and create Panem propaganda posters using persuasive and advertising techniques

Case Study 2 Bennington Township v. Hutchinson (4-5 Classes)

Read and annotate The Lottery using Docs/Kami as a class exercise to demonstrate how to read for purpose and cite passages
Update chart with passages and logos/pathos appeals
Provide link to the audiobook for students to follow along with if they choose
Watch clip from The Simpsons episode Dog of Death referencing The Lottery
Find and read current newspaper articles on honor killings; students will read 2 from reputable sources and share
Give students in-class writing prompt: What outdated traditions do we still observe? (Summers off of school, for example)
Read excerpts from critical essays Symbolic Tour de Force and The Stoning of Mistress Hutchinson, which segues to lesson on
Puritanism and the Salem Witch Trials
Case Study 3 Salem v. Proctor (8-10 Classes)
Read excerpt from Sinners in the Hands of an Angry God and respond to Jonathan Edwardss style and tone
Revisit criteria for what constitutes a witch-hunt and identify some broad examples from history (like Nazi scapegoating of Jews)
Read articles on Trump/Russia witch-hunt and discuss whether the term meets the classs criteria
Update reading chart with passages and logos/pathos appeals
Respond to embedded questions in the annotated digital copy of The Crucible while reading independently and at own pace
Give students in-class writing prompt: Because it is my name
Watch The Crucible (1996) if schedule is progressing as planned and all students have finished the play

Case Study 4 McCarthy v. Murrow (5 Classes)

Provide notes on basic film analysis (mise en scene, cinematography, editing) using frames from The Crucible as examples
Read a short excerpt from Edward R. Murrows response to Senator McCarthy
Watch the film Good Night, and Good Luck (2005), a black-and-white film that incorporates actual footage of Senator McCarthy
(As an alternative, if students are particularly strong, watch On the Waterfront (1954), another classic allegory of McCarthyism)
Update reading chart with passages and logos/pathos appeals
Complete and discuss a frame analysis of Good Night, and Good Luck
Read transcripts of McCarthy/HUAC hearings and watch clip of Joseph Welch Have you no sense of decency?
Discuss the film, rate it 1-4 stars, and give justification for rating; put film into larger context of resisting witch-hunts

Court Statements and Mock Trial (5 Classes)

Conference with students and provide feedback on their reading charts shared via Google Docs; check citation accuracy
Provide students with court statements rubric and model an example in-class on the projector
Develop as a class the GRASPS format by picking a hypothetical witch-hunt (not based on any ethnic/cultural criteria)
Write two statements one for the prosecution of an accused witch and another defending oneself against charges of witchcraft
Read and peer-edit for coherence, support from texts/film, and logos/pathos appeals
Plan ahead by enlisting two other faculty judges, picking a class witch, and providing them with a secret list of random suspects
Provide students with adapted mock trial scripts, which will be especially useful for reserved students
Develop a list of charges against the accused; during the accuseds testimony, he/she can name others, who must defend themselves
Provide constructive feedback as the judge on their statements/testimonies and pronounce humorous sentences