Unit 5 covers literature from the turn of the 20th Century through World War II. Students will explore immigration stories, documents about the rise of American cities, poetry and short stories about World War I and World War II, and Modernist poetry.

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In this lesson, students will use information from EllisIsland.org to reflect upon the experiences of immigrants in the early 1900s. They will compare those experiences to current day immigration stories. Students will also interview relatives or research current stories and write a reflection on what they learn. This lesson should take one 90-minute class period or two 50-minute class periods.
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In this lesson, students will read and analyze selections from E.B. White's "Here is New York" and Carl Sandburg's "Chicago." They will then write a reflection about their own hometown and what characteristics define it, as if writing for future generations. This lesson should take one 90-minute class period or two 50-minute class periods.
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In this lesson, students will read various argumentative essays about the fight for women's suffrage. They will then write their own argumentative essay about a subject that concerns them.
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In this lesson, students will catalog images and impressions from World War I clips, "In Another Country" by Ernest Hemingway, and "The Waste Land" by T.S. Eliot. They will discuss these images and ideas, applying their own knowledge of World War I to build context. Students will write letters to concerned parties, choosing from a list of varying perspectives. This lesson should take two 90-minute class periods or four 50-minute class periods.
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In this lesson, students will examine Franklin Delano Roosevelt's First Inaugural Address, focusing on the concept of overcoming fear. They will discuss their own fears and draft a speech to address that fear. This lesson should take two 90-minute class periods or four 50-minute class periods.
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In this lesson, students will explore Modernist Art and Poetry to discover themes of the period. They will then create their own modernist poetry, describing "traditional" images in a non-traditional form. This lesson should take two 90-minute class periods or four 50-minute class periods.
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The Poetry Project

by Emily Boyle

In this project, students will use I-Movie, PowerPoint or collage to illustrate a chosen poem, after researching the literary movement it represents. This project, if done during class time, should take ten 90-minute periods or 20 50-minute periods for most students.
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