Vocabulary Vocabulary to provide directly (will not include extended instruction) treacherous (adj.) – not able to be trusted law-abiding (adj.) – obedient to law Vocabulary to teach (may include direct word work and/or questions) fidelity (n.) – the quality of faithful or loyal to a country, organization, etc. mutual (adj.) – shared between two or more people or groups Additional vocabulary to support English Language Learners (to provide directly) tongue (n.) – language proved (v.) – to have turned out to have been firesides (n.) – strikes (n.) – periods of time when workers stop work in order to force an employer to agree to their demands bowels (n.) – the deep inner parts of something representation (n.) – something (such as a picture or a symbol) that stands for something else grounds (n.) – reasons for or thinking something surplus (adj.) – more than the amount that is needed unresentful (adj.) – not showing a feeling of anger or displeasure about someone or something unfair humble (adj.) – showing that you do not think of yourself as better than other people interlacing (v.) – joining together (narrow things, such as strings or branches) by crossing them over and each other Lesson Agenda/Overview Student-Facing Agenda % of Lesson Standards & Text: Standards: RI.11-12.4, RI.11-12.6, W.11-12.9.b, L.11-12.4.a, L.11-12.5.a Text: “Atlanta Compromise Speech” by Booker T. Washington, paragraph 5 Learning Sequence:
Washington refines the idea of loyalty by describing the “devotion” of African Americans as both self-sacrifice, or a willingness “to lay down [their] lives” for white Americans, and as a willingness to adopt the “interests” of white Americans. Washington makes his advice more persuasive by demonstrating that African Americans are so loyal to white Americans that they are willing to put aside their own interests for those of white Americans. This is intended to assure white Southerners that African Americans will continue to act in their interests even though slavery has ended. Differentiation Consideration: Consider encouraging students to deepen analysis by posing the following extension question: What idea does Washington express through the use of the word “interlacing” in the phrase “interlacing our industrial, commercial, and religious life with yours”? Because interlacing involves joining various elements together by crisscrossing them, Washington expresses that when joined together, specific interests of African Americans and specific interests of white Southerners come together as “one” and reinforce each other equally. How does Washington use figurative language to clarify his view on what is “essential” for “mutual progress”? Washington uses the image of a hand with separate fingers to create a distinction between the “industrial, commercial, civil, and religious” and “all things … purely social.” Washington’s use of figurative language clarifies that his vision for Southern progress does not require that African Americans be integrated in white social life. Rather, progress requires that African American and white Southerners establish a working relationship in their “industrial, commercial, civil, and religious life” in order to jointly improve the economic condition of the South. Consider drawing students’ attention to their work with L.11-12.5.a, as they use context to determine the meaning and role of figurative language in this text. What does Washington mean by “mutual progress”? Washington describes “mak[ing] the interests of both races one” and being “one as the hand.” Therefore, mutual progress means shared progress. Consider drawing students’ attention to their application of standard L.11-12.4.a through the process of using context as a clue to determine the meaning of a word. Lead a brief whole-class discussion of student responses. Instruct students to record the examples of rhetoric discussed on their Rhetorical Impact Tracking Tools. Students record the rhetoric discussed on their Rhetorical Impact Tracking Tools.
energy into the South, rather than “in a foreign land” (par. 3). 4 African Americans need to start “at the bottom” (par. 4) by engaging in labor and commerce. Washington introduces this idea by refining the phrase “‘[c]ast down your bucket where you are’” (par. 3) when he states “[c]ast it down in agriculture, mechanics, in commerce, in domestic service, and in the professions” (par. 4).
Model Rhetorical Impact Tracking Tool Name: Class: Date: Directions: Use this tool to the rhetorical devices you encounter in the text, as well as examples of these devices and their definitions. Be sure to note the rhetorical effect of each device in the text. Text: “Atlanta Compromise Speech” by Booker T. Washington RI.11-12.6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Rhetoric: The specific techniques that writers or speakers use to create meaning in a text, enhance a text or a speech, and in particular, persuade readers or listeners. Point of View (an author’s opinion, attitude, or judgment): Purpose (an author’s reason for writing): Rhetorical device and definition Examples of the rhetorical device in the text (with paragraph or page reference) Rhetorical effect (power, persuasiveness, beauty, point of view, purpose) Repetition: the act of saying or writing something again “’Cast down your bucket you are’” (par. 5) “Cast it down” (par. 5) “Cast down your bucket among these people” (par. 5) “Casting down your bucket my people” (par. 5) Washington repeats the same advice that he gives to African Americans “to those of the white race” (par. 5). Instead of “look[ing] to the incoming of those of foreign birth” (par. 5), or immigrants, Washington urges white Southerners to rely upon the many African Americans they already know and have worked with to help rebuild the