Unit 6: Post War America

Summary: The I-Search Paper, developed by Ken Macrorie, helps students reflect on their own research habits. It can be used to scaffold to a traditional research paper or as a culminating project, helping tie together many themes and ideas expressed in any literature course. This unit takes three weeks in a course that meets daily for 90 minutes or five weeks in a course that meets daily for 60 minutes. Lasting Ideas & Results: This unit involves discussing the reliablity of sources, the definition and consequences of plagiarism, the compilation of a correctly-formatted works cited page, the evaluation of an American artist in relation to themes from American Literature, and all steps of the writing process from idea proposal to a polished final draft. Essential Question(s): What is the purpose of research? What is responsible research? What are some methods for evaluating sources? How can my artist be explained in the context of American Literature in an organized, logical fashion? Desired Learner Outcomes: Students will learn traditional, reliable methods for research. They will evaluate their own research processes and take note of their habits. They will complete the writing process in order to produce several stages of their research paper. They will consider themes and personalities in American Literature and how the artist they choose contributes to an overall theme. Standards (based on the North Carolina Standard Course of Study): Students will be able to analyze the relationships among United States authors and their works in terms of major themes in American Literature by making and supporting valid responses about texts through references to other works and authors and by comparing texts to show similarities or differences in themes, characters, or ideas. Students will be able to reflect and respond expressively to texts so that the audience will discover multiple perspectives, investigate connections between life and literature, explore how the student's life experiences influence his or her response to the selection, recognize how the responses of others may be different, articulate insightful connections between life and literature consider cultural or historical significance. Summative Assessment(s): Topic Proposal, List of Sources, Outline, MLA Works Cited, Rough Draft and Final Draft Materials Access to computers, access to a library and research materials; other resources outlined per lesson

In this lesson, students will use the internet to research questions about Truman Capote and In Cold Blood. This lesson should take one 90-minute class period or two 50-minute class periods.

In this lesson, students will read Part 1: The Last to See Them Alive, study a character, and write a profile or obituary for that character. Students should also be completing a study guide.

In this lesson, students will create a courtroom scene to try Dick and Perry. They will consider arguments of both the defense and prosecution, using evidence from the text to support their claims. Selected students will act as the jury to evaluate the arguments of both sides and render verdicts. All students will then reflect on the process. This lesson should take two 90-minute class periods, or four 50-minute class periods.

In this lesson, students will consider Truman Capote's use of flashback in Part III to create a time line of events. They will then consider how the story would be different if that time line was altered. This lesson should take two 90-minute class periods or four 50-minute class periods.

In this lesson, students will compare clips from the 1967 film In Cold Blood to the text. They will consider the similarities and differences between the storytelling decisions of Truman Capote and the director of the film, Richard Brooks. This lesson should take two 90-minute class periods or four 50-minute class periods.

These are a series of questions for a timed writing quiz, to be used if students have recently read To Kill a Mockingbird and viewed the film Capote.

A complete study guide with graphic organizers and vocabulary questions by Rachel J. Mandel.