American Literature & Rhetoric AP® English Language and ...

1

Aufses/Shea/Scanlon/Cordes, American Literature & Rhetoric

© 2021 BFW High School Publishers

American Literature & Rhetoric

AP® English Language and Composition Pacing Guide The following year-long pacing guide provides one pathway for using American Literature &

Rhetoric to teach AP® English Language and Composition aligned to the AP® Course

Framework. This pacing guide is editable so that you can easily adapt it as needed for your

classroom.

Should changes be made to the Course Framework in the future, an updated pacing guide

showing alignment to the AP® English Language course will be placed on our AP®

updates page at go.bfwpub.com/ap-course-updates.

AP® Unit 1

In Unit 1, students will become comfortable using language specific to the study of rhetoric,

including the rhetorical situation, exigence, audience, and purpose. They will begin identifying

where writers make argumentative claims and notice how they use evidence to support and

defend those claims. Students will write paragraphs in which they develop a claim with

appropriate evidence. The focus in Unit 1 is on developing close reading skills for argument,

understanding the rhetorical situation, and distinguishing between argumentative claims and

statements of fact.

• Essential knowledge (Skill 1.A):

o rhetorical situation

o exigence

o purpose of a text

o audience

o context

• Essential knowledge (Skills 3.A, 4.A):

o writer’s position and claims

o argumentative nature of a claim

o defending a claim

o evidence (types)

o embedding and defending evidence

o connecting evidence to claim through explanation

Strand AP® Skill Instructional

Purpose

American Literature & Rhetoric Instruction/Practice Pacing*

Reading

Skill 1.A:

Identify and describe the

components of the rhetorical

situation: the exigence,

audience, purpose, context

and message.

Introduce and

explain the

components of

the rhetorical

situation

Chapter 1: Read pp. 3-9 1 day

Practice

identifying

components of

the rhetorical

situation

Chapter 1: Do Activity on p. 6 or p. 8

Chapter 1: Analyze rhetorical situation in Helen Keller’s

letter to Mark Twain (pp. 17-18) using rhetorical triangle

on p. 6. Note: Using the rhetorical triangle will be helpful

all year.

1 day

Skill 3.A: Practice

identifying and

Chapter 2: Read pp. 51-59

3 days

2




Purpose


Identify and explain claims

and evidence within an

argument.

explaining

claims and

evidence within

given texts

Chapter 2: Do Activity on p. 53

Chapter 2: Do Activity on pp. 58-59

Chapter 1: Analyze claims and evidence in Shirley

Chisholm’s speech to House of Representatives (pp. 34-

35)

Deepen practice

of required skills

Chapter 5: Read “Redefining America: 2001 to the

Present,” chapter introduction, pp. 177-81, to help

students identify exigence and context for the texts

within this chapter.

Choose from the following recommended texts and

questions in Chapter 5:

Barbara Ehrenreich, from Serving in Florida (pp. 181-

91)

Skills 1.A and 3.A:

o Understanding and Interpreting Q2, Q4, Q5, (p.

192)

o Analyzing Language, Style, and Structure Q3,

Q7 (p. 192)

George W. Bush, Address to the Nation on September

11, 2001 (pp. 193-96) and Talkback | Omer Aziz, The

World 9/11 Took from Us (pp. 198-201)

Skills 1.A and 3.A:

o Understanding and Interpreting Q2, Q3, Q4 (p.

196)


Q4, Q5, Q7 (p. 197)

o Exploring the Text Q1, Q5, Q7, Q8, Q9 (pp.

201-02)

Barack Obama, 2004 Democratic National Convention

Speech (pp. 202-08)

Skills 1.A and 3.A:

o Understanding and Interpreting Q1, Q2, Q5,

Q6 (p. 208)


Q6, Q10 (pp. 208-09)

Roxane Gay, from Bad Feminist: Take Two (pp. 236-40)

Skills 1.A and 3.A:

o Understanding and Interpreting Q1, Q4 (p.

240)


Q5, Q6 (p. 240)

Kathryn Schulz, from Citizen Khan (pp. 244-55)

Skills 1.A and 3.A:


255)


Q5, Q6, Q8 (pp. 255-56)

5 days

Writing Skill 4.A:

Develop a paragraph that

includes a claim and

Practice using

claims and

evidence

Suggested writing assignments use some of the texts

featured in the Conversation section of Chapter 5. We

suggest choosing from the following writing options and

allocating 3 class periods for reading/writing/discussing;

5 days

3




Purpose


evidence supporting the

claim.

1 class period for workshopping; and 1 class period for

revisions/final drafts. Questions at the end of each

reading may reference additional features of the text that

are not introduced or assessed in Unit 1.

• Read “The Real History of American Immigration,”

by Joshua Zeitz (pp. 327-31). Write a paragraph that

makes a claim about the value of immigrants in both

the past and present, using evidence from the essay

to support your claim.

• Read “Newest Immigrants Assimilating as Fast as

Previous Ones, Report Says,” by Julia Preston (pp.

333-34). Write a paragraph that makes a claim about

the ability of immigrants to assimilate into

American society using evidence from the essay to

support your claim.

• Read the excerpt from “My Immigrant Family

Achieved the American Dream, Then I Started to

Question It,” by Amanda Machado (pp. 335-37).

Write a paragraph that makes a claim about the

American Dream’s limitations for immigrants using

evidence from the essay to support your claim.

• Read “Sharp Cuts in Immigration Threaten U.S.

Economy and Innovation,” by Austan Goolsbee (pp.

341-43). Write a paragraph that makes a claim about

the economical effects of limiting immigration

using evidence from the essay to support your

claim.

Extension Assignments:

Making Connections Q3 and Q5 (pp. 343-44)

Entering the Conversation Q3 (p. 344); change

“essay” to “paragraph”

Unit Total 15 days

*Pacing is based on a standard 50-minute class period.

AP® Unit 2

Unit 2 deepens student focus on particular audiences, widens and intensifies discussion of claims

and evidence, and introduces rhetorical appeals in relation to audience, claims, and evidence.

Students will identify and write an overarching thesis for an argument and begin to move beyond

one paragraph of claims and evidence.

Essential knowledge (Skills 1.B, 3.A, 3.B):

o identify audience values, beliefs, needs, background

o identify evidence to persuade this audience (through illustration, clarification, mood,

exemplification, association, or amplification)

o identify appeals to persuade and motivate the audience (modes of persuasion)

o note strategic nature of selection of evidence (reasoning, emotions, credibility)

o note sufficiency of evidence

o identify and write a thesis – an overarching claim

o thesis may be explicit or implicit

4




Purpose


Reading Skill 1.B

Explain how an argument

demonstrates understanding

of an audience’s beliefs,

values, or needs.

Introduce modes

of persuasion;

examine

effectiveness of

rhetorical

choices in

relation to

particular

audiences

Chapter 1: Read pp. 9-21 1 day

Skill 3.A:



argument.

Practice

identifying

claims and

evidence within

a given written

or visual

argument

Chapter 1: Do Activities on pp. 11, 12, and 16-17


2 days

Skill 3.B:


overarching thesis of an

argument, and any

indication it provides of the

argument’s structure.

Practice

identifying the

overarching

thesis of an

argument and

how it previews

the argument’s

structure



1 day

Deepen practice

of required skills



Ted Closson, AGoFundMe Campaign Is Not Health

Insurance (graphic essay, pp. 257-68)

Skills 1.B, 3.A, and 3.B:


Q6 (p. 269)


Q5, Q6 (p. 269)

Bryan Stevenson, A Presumption of Guilt (pp. 270-79)



Q4, Q6 (p. 280)


Q3, Q5, Q6 (p. 280)

Jesmyn Ward, My True South: Why I Decided to Return

Home (pp. 285-89)

Skills 1.B, 3A, and 3.B:

o Image caption critical thinking question (p.

287)

o Understanding and Interpreting Q2, Q4 (pp.

289-90)

o Analyzing Language, Style, and Structure Q7

(p. 290)

Amy Sherald, First Lady Michelle Obama (visual text,

pp. 291-92)

Skill 1.B:


293)


Q2, Q3, Q4 (p. 293)

6 days

5




Purpose


Kehinde Wiley, President Barack Obama (visual text,

pp. 294-95)

Skill 1.B:


296)


Q3, Q4 (p. 296)

Bill McKibben, 2050: How Earth Survived (pp. 318-24)


• Understanding and Interpreting Q1, Q2, Q3,

Q6, Q7 (p. 325)

• Analyzing Language, Style, and Structure Q3,

Q5 (p. 325)

Skill 3.A:

• Image caption critical thinking question (p.

321)

Writing Skill 2.B:

Demonstrate an

understanding of an

audience’s beliefs, values,

or needs.

Practice

identifying an

audience’s

beliefs, values,

and needs

Writing assignments use the suggested texts from

Chapter 5 and some of the texts featured in the

Conversation section of the chapter. We suggest

choosing from the following writing options and

allocating 3 class periods for writing and discussion; 1

class period for workshopping; and 1 class period for

revisions/final drafts. Topics for Composing questions at

the end of each reading may reference additional

features of the text that are not introduced or assessed in

Unit 2.

• Skill 2.B: Study the cartoon on p. 332 by Khalil

Bendib. Answer Q1 and Q2 in two well-developed

paragraphs.

• Skill 2.B: Read “Is America Still a Nation of

Immigrants?” by Andrew Lam on pp. 338-39.

Answer Q5 on p. 340 in a well-developed

paragraph.

• Skill 4.A: Study the graphs on pp. 340-41. Answer

Q1 in a well-developed paragraph.

• Skill 4.A: Answer Entering the Conversation Q2 on

p. 344. Change last line of assignment to: “Develop

a paragraph that includes a claim and evidence

about immigration today based on President

Roosevelt’s ‘Four Freedoms’.”

• Skill 4.A: Answer Q2 on p. 270. Change last line

to: “Develop a paragraph that includes a claim and

evidence supporting the claim based on this

statement.”

• Skill 4.A: Answer Q2 on p. 481. Add the following

line: “Develop a paragraph that includes a claim

and evidence supporting the claim.”

• Skill 2.B: Answer Topics for Composing Q1 on p.

290. Change “essay” to “paragraph.”

Extension Assignments:

Q4 on p. 351

Q8 on p. 352

5 days

Skill 4.A:




claim.

Practice writing

a paragraph that

includes a claim

and evidence

Unit Total 15 days


6



AP® Unit 3

Unit 3 leads students more deeply into using evidence effectively in an argument. Students will

gather evidence and determine which evidence is most effective to support the claims they are

making. Students will also work on the quality of their commentary by introducing evidence

smoothly and developing commentary that links the evidence logically to the claim. They will

develop their argument by synthesizing and clearly citing their sources. Students will work on

planning and executing a line of reasoning in their argument and making logical connections

from one paragraph to the next. Additionally, methods of development available to writers vary,

and students will strategize and use various modes that best suit their purposes.

• Essential knowledge (Skills 3.A, 4.A, 5.A, 6.A, 5.C, 6.C):

o commentary establishes a logical relationship between evidence and claim and builds

a line of reasoning

o synthesizing others’ arguments into one’s own argument requires an introduction,

commentary, and citations

o an overarching thesis is developed through a line of reasoning and commentary

o paragraphs are used to provide a sequence in a line of reasoning

o methods of development are employed in an argument and may include: narration,

cause-effect, comparison-contrast, definition, description

o flaws in a line of reasoning create confusion; logical fallacies can contribute to these

flaws


Purpose


Reading

Skill 3.A:



argument.

Practice

identifying and

explaining

claims and

evidence



Chapter 1: Do Q1, Q2, Q8 on p. 48

1 day

Skill 5.A:

Describe the line of

reasoning and explain

whether it supports an

argument’s overarching

thesis

Practice

identifying and

explaining a line

of reasoning in a

given text

Chapter 1: Do Q3, Q5, Q6 on p. 48


Chapter 2: Do Activity on p. 64 (with partners)

1 day

Skill 5.C:

Recognize and explain the

use of methods of

development to accomplish

a purpose.

Practice

recognizing and

explaining

various methods

of development

in a given visual

or written text


Chapter 2: Do Activity on pp. 67-68 (with partners)



2 days

Deepen practice

of required skills

Chapter 6: Read A Meeting of Old and New Worlds,”

chapter introduction (pp. 355-360), to help students

identify exigence and context for the texts within this

chapter.



Iroquois Confederacy, from the Iroquois Constitution

(pp. 364-68).

• Skills 3.A, 5.A, 5.C:

o Extending Beyond the Text box Q1, Q4 (p.

366)

6 days

7




Purpose


o Understanding and Interpreting Q1, Q4, Q5

(p. 369)


(p. 369)

Richard Frethorne, Letter to Father and Mother (pp.

384-88)

• Skill 5.C:


(p. 388)


(p. 388)

• Skill 5.A:

o Topics for Composing Q1 (p. 389)

John Winthrop, A Modell of Christian Charity (pp. 389-

94)

• Skills 3.A, 5.A, 5.C:

o Image caption critical thinking questions (p.

392)


(p. 394)


Q3, Q7 (p. 395)

Cotton Mather, Wonders of the Invisible World (pp. 398-

403)

• Skill 3.A:

o Image caption critical thinking question (p.

399)

• Skills 3.A., 5.A, 5.C:


(pp. 403-04)

Jonathan Edwards, from Sinners in the Hands of an

Angry God (pp. 405-06)

• Skills 3.A, 5.A, 5.C:

o Understanding and Interpreting Q1, Q2, (p.

407)


Q5 (p. 407)

Benjamin Franklin, The Speech of Miss Polly Baker (pp.

408-10)

• Skills 3.A, 5.A, 5.C:


Q4, Q5 (p. 410)

• Skill 5.A:


(p. 411)

Phillis Wheatley, On Being Brought from Africa to

America (p. 412) and Talkback | June Jordan, from The

Difficult Miracle of Black Poetry in America: Or

Something Like a Sonnet for Phillis Wheatley (pp. 422-

28)

• Skills 3.A., 5.A, 5.C:


413)

8




Purpose


o Exploring the Text Q1, Q3, Q5, Q6 (pp. 428-

29)

Patrick Henry, Speech to the Second Virginia

Convention (pp. 429-32)

• Skills 3.A, 5.A, 5.C:


Q4, Q7 (pp. 432-433)

• Skill 5.A:


Q8 (p. 433)

Writing Skill 4.A:




claim

If needed,

practice/review

writing a

paragraph that

includes a claim

and evidence

Chapter 1: Read p. 29-32

Chapter 1: Do Activity on p. 33 (write a paragraph)


As

needed

Skill 6.A:

Develop a line of reasoning

and commentary that

explains it throughout an

argument

Practice writing

an argument

essay that

develops a line

of reasoning and

commentary that

explains it

We suggest choosing from the following writing options

and allocating 1 class period for writing and discussion

and 1 class period for revisions or conferencing:

• Benjamin Franklin, The Speech of Miss Polly Baker

Topics for Composing Q2, “Composing” (p. 411)

• Patrick Henry, Speech to the Second Virginia

Convention Topics for Composing Q3 (p. 434)

2 days

Skill 6.C:

Use appropriate methods of

development to advance an

argument

Practice writing

an argument

using an

appropriate

method of

development

(narration,

cause-effect,

comparison-

contrast,

definition,

description)


and allocating 1 class period for writing and discussion;

1 class period for workshopping; and 1 class period for

revisions/final drafts:

• Benjamin Franklin, The Speech of Miss Polly Baker

Topics for Composing Q1, Q3, Q4 (p. 411)

• Jonathan Edwards, from Sinners in the Hands of an

Angry God Topics for Composing Q1, Q2, Q3 (p.

407)

• Cotton Mather, Wonders of the Invisible World

Topics for Composing Q2, Q3 (p. 404)

• John Winthrop, A Modell of Christian Charity

Topics for Composing Q1, Q2 (p. 395)

3 days

Unit Total 15 days


AP® Unit 4

Unit 4 circles back to the components of the rhetorical situation, which were introduced in Unit

1. This unit includes deepening the quality of student writing and focusing on introductions and

conclusions to clearly establish a line of reasoning. Additionally, students will use comparison-

contrast, definition, and/or description as modes of development to advance an argument.

Teachers should note that the language of argument is also used when introducing and planning a

rhetorical analysis essay – overarching thesis, claims, evidence, and commentary.

Essential knowledge (Skill 1.A):

o rhetorical situation

o exigence

o purpose of a text

o audience

o context

Essential knowledge (Skill 2.A):

9



o introductions and conclusions should be appropriate to purpose and context of

rhetorical situation

o introductions should engage and orient the reader; may present the thesis

o conclusions may present the thesis

o conclusions deepen audience involvement

Essential knowledge (Skills 3.B, 4.B):

o identify overarching thesis in an argument

o write overarching thesis that previews the argument’s structure

Essential knowledge (Skills 5.C, 6.C):

o methods of development are used to advance an argument, and they provide an

audience with the means to trace a writer’s reasoning

o write arguments using comparison/contrast by presenting a category of

comparison and then analyzing the similarities and differences between the

objects/ideas of the comparison

o writers relate the characteristics, features, or sensory details of an object/idea,

often using examples or illustrations

o though the unit guide does not mention other methods of development, students

may notice that classification and division is also a commonly-used method of

development


Purpose


Reading

Skill 1.A:


components of the

rhetorical situation: the

exigence, audience,

purpose, context and

message.

Practice

evaluating how

authors

strategically use

introductions

and conclusions

to present their

thesis, orient

and engage their

audience, call

their audience to

act, or propose a

solution

Thomas Paine, from Common Sense (pp. 434-37)

• Skill 1.A (as reinforcement of earlier skills):

o Extending Beyond the Text box Q1, Q2, Q3

(p. 436)

• Skill 1.A:


(pp. 437-38)


(p. 438)

Abigail and John Adams, Letters (pp. 439-43)

• Skill 1.A:

o Understanding and Interpreting Q1 (p. 444)

o Topics for Composing Q1 (p. 444)—discuss

and annotate in pairs

Thomas Jefferson, The Declaration of Independence

(pp. 445-49)

• Skill 1.A:



(p. 449)

2 days

Skill 3.B:



argument, and any

indication it provides of the

argument’s structure

Practice

identifying the

overarching

thesis of an

argument,

especially how it

might preview

an argument;

deepen practice

of required skills



Thomas Jefferson, The Declaration of Independence

(pp. 445-49)

• Skill 3.B:


449)

Alexander Hamilton, from The Federalist No. 1 (pp.

455-58)

• Skills 1.A and 3.B:

5 days

10




Purpose


o Understanding and Interpreting Q1, Q6 (pp.

458-59)


Q6 (p. 459)

Judith Sargent Murray, from On the Equality of the

Sexes (pp. 463-69) and Talkback | H. L. Mencken, from

In Defense of Women (pp. 470-72)



469)


Q5, Q6 (p. 469)

o Exploring the Text Q2, Q8 (p. 472)

o Making Connections Q1, Q6 (pp. 472-73)

Benjamin Banneker, Letter to Thomas Jefferson (pp.

477-480)



Q6 (p. 481)

Skill 5.C: Recognize and

explain the use of methods

of development to

accomplish a purpose

Practice

recognizing

different modes

of writing used

in given texts

and deepen

practice of

required skills



Moses Seixas and George Washington, Letters on

Religious Tolerance (pp. 473-75)

• Skill 5.C:


(p. 475)


Q5, Q6 (p. 476)

Absalom Jones, Petition of the People of Colour (pp.

482-85)



(p. 485)

• Skill 5.C:


Q4, Q6 (p. 485)

Red Jacket, Defense of American Indian Religion (pp.

486-88)

• Skill 5.C:

o Understanding and Interpreting Q2, Q3, (p.

488)


Q5 (p. 489)

Francis Scott Key, The Star-Spangled Banner (pp. 489-

90) and Talkback | Ada Limón, A New National Anthem

(pp. 492-93)

• Skill 5.C:


Q4, Q7, Q8 (pp. 491-92)


o Making Connections Q2, Q4, Q5 (p. 494)

2 days

Writing Skill 4.B:

Write a thesis statement

that requires proof or

Practice writing

strong,



1 day

11




Purpose


defense and that may

preview the structure of the

argument

defensible thesis

statements

Chapter 2: Read pp. 99-107 and write a strong,

defensible thesis statement in small groups of two

Skill 2.A:

Write introductions and

conclusions appropriate to

the purpose and context of

the rhetorical situation.

Practice writing

introductions

and conclusions

in response to

given prompts

Choose one of the following assignments:

• Making Connections Q13 (p. 539). Students should

write an introduction and conclusion only.

• Making Connections Q15 (p. 539). Students should

write an introduction and conclusion only.

1 day

Skill 6.C:



argument.

Practice writing

a timed

comparison-

contrast essay


and allocating 1 class period for annotating/outlining

and 1 class period for a timed, 40-minute response:

• Q7, p. 539 (compare and contrast 3 sets of letters)

• Q10, p. 539 (compare and contrast 3 speeches)

• Q11, p. 539 (compare and contrast 3 female

writers)

2 days

Skill 6.C:



argument.

Practice writing

a timed

synthesis essay

Chapter 6, Synthesis Essay: “The Second Amendment:

What Does It Mean Today?” (pp. 517-30). We suggest

allocating 1 class period for reading/annotating sources

and constructing an outline, and 1 class period for a

timed, 40-minute response.

2 days

Unit Total 15 days


AP® Unit 5

One focus of Unit 5 is deepening the quality of coherence in an argument. Students will

recognize and describe the organization and sequence of claims and evidence which build an

argument’s line of reasoning. Particular features of writing that help build coherence are

introduced. Students will practice developing a line of reasoning in their own arguments and

using particular stylistic elements that help to focus audience attention on that line of reasoning.

Essential knowledge (Skills 5.A, 6.A):

o overarching thesis

o line of reasoning

o commentary in body paragraphs explain connections between claims, evidence,

and the overarching thesis

o audience awareness to build coherence and strength in argument


o understand unifying features of argument

o identify a smooth progression of ideas that build a logical coherence from

paragraph to paragraph

o repetition, parallel structure, pronoun references, and synonyms develop a

relationship through elements of a text

o transitional elements introduce evidence, create coherence, and contribute to line

of reasoning


o tone and style through word choice, comparisons, syntax

o connotation and denotation in word choice

o recognizing and using precision and strategy in word choice

o using adjectives and adverbs to qualify, modify, and clarify writer’s perspective

12




Purpose


Reading

Skill 5.A:

Describe the line of

reasoning and explain

whether it supports an

argument’s overarching

thesis.

Skill 5.B:

Explain how the

organization of a text

creates unity and coherence

and reflects a line of

reasoning.

Trace an author

or speaker’s line

of reasoning

and how it

supports the

overarching

thesis in a given

text

Demonstrate an

understanding of

how unity and

coherence are

established and

reflected in a

line of reasoning

Chapter 7: Read “America in Conflict,” chapter

introduction, pp. 541-545, to help students identify

exigence and context for the texts within this chapter.



John Ross and Elias Boudinot, Responses to the Treaty

of New Echota (pp. 558-62)


• Understanding and Interpreting Q1, Q4, Q5,

Q7 (p. 563)


Q6 (p. 563)

Sarah Grimké, from Letter on the Condition of Women

in the United States (pp. 564-67)



Q5, Q6 (pp. 567-68)


(p. 568)

Ralph Waldo Emerson, Self-Reliance (pp. 585-95)



596)


Q7 (p. 596)

Elizabeth Cady Stanton, Declaration of Sentiments (pp.

597-600)



600)


Q4 (p. 600)

Sojourner Truth, Ain’t I a Woman? (pp. 601-03)



603)


Q4 (p. 603)

Harriet Beecher Stowe, Preface to Uncle Tom’s Cabin

(pp. 604-06)



(p. 606)


Q3, Q4 (p. 606)

5 days

Skill 7.A:

Explain how word choice,

comparisons, and syntax

contribute to the specific

tone or style of a text.

Explain the

effects of

diction,

comparison, and

syntax on tone

or style in given

texts; deepen

practice of

required skills


Chapter 1: Do Activities on pp. 24 and 27



Frederick Douglass, from What, to the Slave, is the

Fourth of July? (pp. 607-11)

• Skill 7.A:

5 days

13




Purpose



Q3, Q4, Q6, Q7 (p. 611)

Henry David Thoreau, Where I Lived and What I Lived

For (pp. 617-24) and Talkback | Kathryn Schulz, from

Pond Scum (pp. 627-30)

• Skill 7.A:

o Q4, Q6, Q7, “Analyzing” (p. 624)

o Exploring the Text Q8 (p. 631)

o Making Connections Q1, Q7 (p. 631)

• Skill 1.A:

o Making Connections Q6 (p. 631)

John Brown, Last Speech (pp. 634-37)

• Skill 7.A:


Q2, Q4, Q5 (p. 637)

Walt Whitman, I Hear America Singing (p. 638) and

Talkback | Langston Hughes, I, Too (p. 641)

• Skill 7.A:


Q2, Q3, Q4, Q5 (p. 640)

o Making Connections Q1, Q2, Q3 (p. 642)

Harriet Jacobs, from Incidents in the Life of a Slave Girl,

Written by Herself (pp. 645-55)

• Skill 7.A:


Q3, Q5 (p. 655)

o Topics for Composing Q1, Q2, (p. 656)

Writing

Skill 6.A:

Develop a line of reasoning

and commentary that

explains it through an

argument.

Skill 6.B:

Use transitional elements to

guide the reader through the

line of reasoning of an

argument.

Practice

developing a

line of reason

and commentary

in response to a

given prompt

Practice using

transitional

elements to

guide reader

through a line of

reasoning in

response to a

given prompt


in Chapter 7 and allocating 1 class period for writing

and discussion and 1 class period for workshopping

(revisions/final drafts can be assigned for homework):

Alfred Green, Let Us Take Up the Sword (pp. 656-58)


o Topics for Composing Q1 or Q2 (p. 658)

Abraham Lincoln, Second Inaugural Address (pp. 669-

72)


o Topics for Composing Q1 or Q2 (pp. 673-74)

Mathew Brady Photography Studio, Civil War

Photography (visual essay), pp. 674-79)

• Skills 6.A and 6.B


Suggestions for Writing (pp. 710-11)


o Q1 (women’s rights writers)

o Q4 (democracy)

o Q7 (race)

2 days

Skill 8.A:

Strategically use words,

comparisons, and syntax to

convey a specific tone or

style in an argument.

Use precise

diction,

comparisons,

syntax to convey

Chapter 7, Synthesis Essay, “Reparations: How Do We

Address the Legacy of Slavery in America?” (p. 681).

We suggest allocating 1 class period for

reading/annotating sources and constructing an outline,

and 1 class period for a timed, 40-minute response.

2 days

14




Purpose


a particular tone

and style in a

timed synthesis

essay

Use precise

diction,

comparisons,

syntax to convey

a particular tone

and style in a

timed rhetorical

analysis essay


and allocating 1 class period for a timed, 40-minute

response:

• Henry David Thoreau, Where I Lived and What I

Lived For Topics for Composing Q2 or Q3 (p. 626)

• Ralph Waldo Emerson, Self-Reliance Topics for

Composing Q1 or Q2 (p. 596)

• John Ross and Elias Boudinot, Responses to the

Treaty of New Echota Topics for Composing Q1

(p. 563)

1 day

Unit Total 15 days


AP® Unit 6

In Unit 6, conversation centers on evidence – the effectiveness of evidence, biases in different

sources, and limitations of particular evidence. Students will synthesize information from a

variety of sources and incorporate evidence from those sources into their own arguments.

Teachers will guide students through rethinking the overarching thesis of their arguments to take

into account evidence that contradicts or questions their position. Choosing readings that present

various positions on a single issue – readings that may be written from differing perspectives – is

a helpful strategy for approaching the required skills in this unit. Additionally, teachers may want

to link conversation about a writer’s perspective, tone, and position to the writer’s choices in

connotative diction and comparisons within the text.


o synthesize information and evidence from multiple sources

o evaluate credibility of sources and evidence

o discuss distinction between position and perspective

o build awareness of biases and limitations of evidence


o overarching thesis

o progression of ideas that build a logical coherence from paragraph to paragraph

o adjust or rethink a thesis if evidence contradicts

o adjust or rethink the line of reasoning if evidence contradicts


o tone suggested by examining a writer’s word choice, comparisons, syntax

o connotation and denotation in word choice

o recognizing and using precision and strategy in word choice

o note effective shifts in tone; use effective shifts in tone in writing an argument


Purpose


Reading

Skill 3.A:

Identify and explain

claims and evidence

within an argument.

Practice identifying

reliable sources and

recognizing an

author or speaker’s

perspective vs.

his/her position


Chapter 2: Do Activities on pp. 76 and 77

5 days

15




Purpose


Skill 3.B:



argument, and any

indication it provides of

the argument’s structure.

Using given texts,

review and deepen

skills on identifying

the thesis of an

argument and how it

previews the


Chapter 8: Read “Reconstructing America,” chapter

introduction (pp. 713-19), to help students identify

exigence and context for the texts within this chapter.


prompts from Chapter 8:

Jourdon Anderson, To My Old Master (pp. 719-21)




Q3 (pp. 721-22)

Red Cloud, Speech on American Indian Rights (pp.

726-28)



(p. 728)


Q5 (p. 729)

Sarah Winnemucca Hopkins, from Life Among the

Piutes: Their Wrongs and Claims (pp. 730-32)




(p. 733)

Mark Twain, from Life on the Mississippi (pp. 735-45)



745)


(p. 745)

Jacob Riis, The Mixed Crowd (pp. 746-50)



Q5 (pp. 750-751)


Q5 (p. 751)

Skill 7.A:

Explain how word

choice, comparisons, and

syntax contribute to the

specific tone or style of a

text.

Practice

identifying/inferring

a writer’s tone and

tone shifts in a given

text. Practice

analyzing how

diction/connotations,

comparisons, and

syntax contribute to

that tone



Ida B. Wells-Barnett, from Southern Horrors: Lynch

Law in All Its Phases (pp. 776-80)

• Skill 7.A:


Q2, Q5, Q6 (p. 781)

Frederick Jackson Turner, from The Significance of the

Frontier in American History (pp. 782-87)

• Skill 1.A (review):


Q4 (p. 787)

• Skill 7.A:


(p. 787)


5 days

16




Purpose


Booker T. Washington, The Atlanta Exposition Address

(pp. 788-92)

• Skill 1.A (review):


(p. 793)

• Skill 7.A:


Q3, Q4 (p. 792)

Jane Addams, The Subtle Problem of Charity (pp. 796-

802)

• Skill 7.A:


Q2, Q5, Q6 (p. 803)

o Topics for Composing Q2 (p. 804—one

paragraph)

Theodore Roosevelt, The Strenuous Life (pp. 804-09)

• Skill 7.A:


Q3, Q4 (pp. 809-10)

o Topics for Composing Q3 (p. 809—one

paragraph)

James Weldon Johnson, Lift Ev’ry Voice and Sing (pp.

810-11)

• Skill 7.A:


Q3, Q4 (p. 813)

W.E.B. DuBois, The Talented Tenth (pp. 826-33)

• Skill 7.A:


833)


Q2, Q5 (p. 833)

Writing Skill 4.A:




claim.

Deepen required

skills by writing a

timed argument

essay that includes a

claim and evidence

We suggest choosing from the following writing

options and allocating 1 class period for a timed, 40-

minute response and 1 class period for scoring sample

essays with a given rubric:

• Suggestions for Writing Q9 (p. 893—national

anthem)

• Mark Twain, from Life on the Mississippi Topics

for Composing Q2 (p. 746)

• Ida B. Wells-Barnett, from Southern Horrors:

Lynch Law in All Its Phases Topics for Composing

Q1 (p. 781)

• Booker T. Washington, The Atlanta Exposition

Address Topics for Composing Q3 (p. 793)

2 days

Skill 4.B:

Write a thesis statement

that requires proof or

defense and that may

preview the structure of

the argument.

Deepen required

skills by writing a

timed rhetorical

analysis that

includes a defensible

thesis statement that

previews the


We suggest choosing from the following writing

options and allocating 1 class period for a timed, 40-

minute rhetorical analysis response:

• Suggestions for Writing Q1 (p. 892—loss of

innocence)

• Jourdon Anderson, To My Old Master Topics for

Composing Q1 (p. 722)

• Red Cloud, Speech on American Indian Rights

Topics for Composing Q1 (p. 729)

1 day

17




Purpose


• Sarah Winnemucca Hopkins, from Life Among the

Piutes: Their Wrongs and Claims Topics for


Writing Skill 8.A:



to convey a specific tone

or style in an argument.

Practice writing

arguments using

varied styles and

syntax in order to

convey a particular

tone to the audience

Chapter 8, Synthesis Essay

“Income Inequality: Are We Living in a New Gilded

Age?” (p. 864). We suggest allocating 1 class period for

reading/annotating sources and constructing an outline,

and 1 class period for a timed, 40-minute response.

2 days

Unit Total 15 days


AP® Unit 7

In Unit 7, students will hone their arguments using qualification and counterarguments. They

will look deeper into given arguments to articulate the complexities and nuances of various

perspectives and positions, and they will write their own arguments with these complexities in

mind. They will also note strategic choices in syntax, design, and diction in given texts.

Grammatical constructions and arrangement of ideas within sentences and paragraphs are also

important features in this unit. Punctuation choices and their effects are also introduced.


o review rhetorical situation

o note various ways writers begin arguments – special focus on possibilities for

introductions

o note various ways writers end arguments –conclusions should unify the claims,

provide closure and a memorable ending, offer a solution, and connect

meaningfully with the overarching thesis


o a strong argument will include an understanding of the complexity and nuances of

an issue

o a qualified argument is a stronger argument than an absolute, one-sided argument

o students will qualify an argumentative position with their use of specific diction

that presents the conditions under which an argumentative stance is viable


o stylistic choices in writing sentences and choosing words should be made in

response to a specific rhetorical situation

o coordination of clauses and subordination of clauses create emphasis or provide

an awareness of relationships among ideas


o particular choices in punctuation can add emphasis or provide a means to make

comparisons

o students should use punctuation correctly – provide students with

instruction/feedback to highlight and practice using correct punctuation


Purpose


Reading

Skill 1.A:


components of the

rhetorical situation: the

Deepen practice

of required skills,

focusing on the

purpose of strong

Read Chapter 9: “America in the Modern World,” chapter

introduction (pp. 895-99) to help identify exigence and

context for the texts within this chapter.

2 days

18




Purpose


exigence, audience,

purpose, context, and

message.

introductions and

conclusions



Carrie Chapman Catt, Women’s Suffrage Is Inevitable (pp.

907-10)

• Skill 1.A:

o Understanding and Interpreting Q1, Q7 (pp. 910-

11)


Q7, Q8 (p. 911)

Theodore Dreiser, A Certain Oil Refinery (pp. 923-26)

• Skill 1.A:


927)


Q4 (p. 927)

Skill 3.C:

Explain ways claims are

qualified through

modifiers,

counterarguments, and

alternative perspectives.

Identify ways

that claims are

qualified by

examining how

words, phrases,

and clauses are

used as modifiers

Emma Goldman, Deportation Hearing Statement (pp. 928-

31)

• Skill 3.C:

o Understanding and Interpreting Q3, Q4, Q5, Q7

(p. 931)


Q4, Q5 (p. 932)

Zora Neale Hurston, How It Feels to Be Colored Me (pp.

969-972)

• Skill 3.C:


(p. 972)


Q4, Q7 (pp. 972-73)


2 days

Skill 7.B:

Explain how writers

create, combine, and place

independent and

dependent clauses to show

relationships between and

among ideas.

Practice

identifying

subordinate

clauses in

complex

sentences

Chapter 6: Read pp. 532-35 (Subordination in Complex

Sentences)

Chapter 6: Assign exercises 1-3 (pp. 535-37) for homework

1 day

Deepen required

skills by reading

selected texts in

which authors

use clauses and

coordination to

show

relationships

among complex

ideas.

Eleanor Roosevelt, Women Must Learn to Play the Game

as Men Do (pp. 982-85) and Talkback | Rebecca Solnit, If I

Were a Man (pp. 987-94)

• Skill 7.B:


(p. 986)


Q3, Q4 (p. 986)


o Making Connections Q4, Q6 (p. 996)

2 days

Skill 7.C:

Explain how grammar and

mechanics contribute to

the clarity and

effectiveness of an

argument.

Explain

importance

of grammar and

mechanics to

argument and

analysis

Chapter 10: Read pp. 1281-83 and do exercises 1-4

(parallel structures, select odd or even questions)

1 day

Practice

identifying an

author’s use of

punctuation and



Marianne Moore, Poetry (pp. 918-19)

• Skill 7.C:

3 days

19




Purpose


design features in

given texts


Q4 (p. 920)

E. E. Cummings, in Just- (pp. 950-51)

• Skill 7.C:


Q4, Q5 (p. 951)

T. S. Eliot, The Hollow Men (pp. 977-80)

• Skill 7.C:

o Understanding and Interpreting Q3, Q5 (pp. 980-

81)


Q6 (p. 981)

E. B. White, Farewell, My Lovely! (pp. 995-1002)

• Skill 7.C:


Q6 (p. 1003)

Franklin Delano Roosevelt, Second Inaugural Address (pp.

1004-08)

• Skill 7.C:


1008)


Q3, Q6 (pp. 1008-09)

Gordon Hirabayashi, from Diary in King County Jail (pp.

1023-27)

• Skill 7.C:


(p. 1028)


Q3, Q5 (p. 1028)

Writing Skill 2.A:

Write introductions and

conclusions appropriate to

the purpose and context of

the rhetorical situation.

Practice writing

an essay with a

compelling

introduction and

conclusion

FSA and WPA Photographers, The Great Depression

(visual essay, pp. 1015-21)

• Skill 2.A:


1 day

Skill 4.C:

Qualify a claim using

modifiers,

counterarguments, or


Practice writing

an argument

essay with a

claim using

modifiers,

counterarguments

or alternative

perspectives

FSA and WPA Photographers, The Great Depression

(visual essay, pp. 1015-21)

• Skill 4.C:


1 day

Skill 8.B:

Write sentences that

clearly convey ideas and

arguments.

Practice writing a

synthesis,

rhetorical

analysis, or

argument essay

using

subordination

and coordination,

strategic

punctuation, and

grammar that

follows


and allocating 1 class period for writing and discussion and

1 class period for workshopping (revisions/final drafts can

be assigned as homework):

• Chapter 9, Synthesis Essay: “Women in the

Workforce: Breaking the Glass Ceiling or Falling Off

the Glass Cliff?” (pp. 1030-48)

• Franklin Delano Roosevelt, Second Inaugural Address


• Suggestions for Writing Q5 (p. 1056-quote on

democracy)

2 days

Skill 8.C:

Use established

conventions of grammar

and mechanics to

communicate clearly and

effectively.

20




Purpose


established

conventions

Unit Total 15 days


AP® Unit 8

In Unit 8, only a minimal amount of new information is presented so as to leave teachers time to

review and reinforce skills on which students need further practice. Irony is presented in Unit 8,

so acquainting students with satire and other subtle forms of irony is advisable, if teachers have

not done so already. Modifiers and parenthetical elements are also introduced as stylistic

elements that create clarity. In addition, students will examine how writers strategically use

syntax, comparisons, and diction to influence their audiences.


o understanding of an audience determines a writer’s choices

o making comparisons through simile, metaphor, analogy, and anecdote is an

effective tool for connecting with an audience

o the writer is aware of the rhetorical effect of choices in syntax and diction

o identifying assumptions about audience is a powerful tool in choosing effective

evidence and organizing an argument


o syntax and diction contribute to a writer’s style

o irony is an important rhetorical feature that can often be identified through

examination of irony, diction, and syntax


o modifiers are used to signal a qualification or limitation in an argument

o parenthetical elements are often used to clarify or provide further depth and

nuance in writing


Purpose


Reading Skill 1.B:

Explain how an

argument demonstrates

understanding of an

audience’s beliefs,

values, or needs.

Deepen required

skills as needed Chapter 10: Read “The Rise of a Superpower” chapter

introduction (pp. 1059-1263) to help identify exigence and

context for the texts within this chapter.

Choose from the following recommended texts and prompts

from Chapter 10:

Harry S. Truman, Statement by the President of the United

States (pp. 1063-65)

• Skills 1.B and 7.A:

o Analyzing Language, Style, and Structure Q1, Q2,

Q3, Q5, Q6 (p. 1066)

Lillian Hellman, I Cannot and Will Not Cut My Conscience

to Fit This Year’s Fashions (pp. 1067-68)



Q3, Q5 (p. 1069)

o Topics for Composing Q1 (p. 1069—assign two

paragraphs)

5 days

Skill 7.A:

Explain how word

choice, comparisons, and

syntax contribute to the

specific tone or style of a

text.

21




Purpose


James Baldwin, Notes of a Native Son (pp. 1087-1102)




Q4, Q6, Q8, Q10 (p. 1103)

Dwight D. Eisenhower, Farewell Address (pp. 1121-25)




Q3, Q4, Q5, Q6 (p. 1125)

Skill 7.B:

Explain how writers

create, combine, and

place independent and

dependent clauses to

show relationships

between and among

ideas

Deepen required

skills as needed Joan Didion, On Self-Respect (pp. 1127-31)

• Skill 7.B:



Q7 (p. 1126)

o Topics for Composing Q1 (p. 1126—assign two

paragraphs)

John F. Kennedy, Cuban Missile Crisis Speech (pp. 1136-42)

and Talkback | Nikita Khrushchev, Letter to John F. Kennedy

(pp. 1143-44)

• Skill 7.B:


Q5, Q6, Q7 (p. 1142)

o Exploring the Text Q2, Q3, Q4 (p. 1144)


Rachel Carson, from Silent Spring (pp. 1145-53)

• Skill 7.B:


1153)


Q8, Q10 (p. 1154)

4 days

Writing Skill 2.B:

Demonstrate an

understanding of an

audience’s beliefs,

values, or needs

Deepen required

skills as needed We suggest choosing from the following writing options and

allocating ½ class period for a short response:

• Image caption and critical thinking question

(Eisenhower, p. 1122)

• Image caption and critical thinking question (Carson, p.

1149)

½ day

Skill 8.A:



to convey a specific tone

or style in an argument

Practice writing

a timed

argument essay

using

strategically-

chosen diction,

comparisons,

irony,

and/syntax to

convey tone

and/or style

We suggest choosing from the following writing options and

allocating 1 class period for a timed, 40-minute response and

½ class period for scoring sample essays using a given

rubric:

• Rachel Carson, from Silent Spring Topics for


• Joan Didion, On Self-Respect Topics for Composing Q2

(p. 1132)

1 ½

days

Skill 8.B

Write sentences that

clearly convey ideas and

arguments.

Practice writing

a timed

rhetorical

analysis essay

using sentences

that use

parenthetical

elements and

convey clear

We suggest choosing from the following writing options and

allocating 1 class period for a timed, 40-minute response and

1 class period for scoring sample essays using a given rubric:

• Joan Didion, On Self-Respect Topics for Composing Q1

(p. 1132)

• John F. Kennedy, Cuban Missile Crisis Speech Topics

for Composing Q1 (p. 1143)

• Rachel Carson, from Silent Spring Topics for

Composing Q1 (pp. 1154-55)

2 days

22




Purpose


ideas and strong

arguments Practice writing

a timed

synthesis essay

using

strategically-

chosen diction,

syntax, and

parenthetical

elements

incorporated

into a clear,

cohesive

argument.

Chapter 10, Synthesis Essay: “Military Spending: How Much

is Enough?” (pp. 1264-78). We suggest allocating 1 class

period for reading/annotating sources and constructing an

outline, and 1 class period for a timed, 40-minute response.

2 days

Unit Total 15 days


AP® Unit 9

In Unit 9, focus is on examining multiple perspectives on a given issue and how writers make

their arguments stronger by entering into conversation with these views. Addressing

counterarguments, making concessions, and providing qualifications all strengthen an argument.

Students learn that transitions may be used to introduce counterarguments and that not all

arguments explicitly address a counterargument.


o understand qualified arguments

o note modifiers, counterarguments, and alternate perspectives

o provide strong evidence that reveals one’s understanding of opposing views

o note how writers make concessions


Purpose


Reading Skill 3.C:

Explain ways claims are

qualified through

modifiers,

counterarguments, and


Practice

identifying how

claims are

qualified through

modifiers,

counterarguments,

and alternative

perspectives in

given texts



Martin Luther King Jr., Letter from Birmingham Jail (pp.

1155-73) and Talkback | Malcolm Gladwell, Small

Change: Why the Revolution Will Not Be Tweeted (pp.

1175-84)

• Skill 3.C:


1173)


Q2, Q6, Q11, Q14 (pp. 1173-74)

o Exploring the Text Q4, Q7, Q9, Q11, Q13 (p.

1185)


Robert F. Kennedy, The Mindless Menace of Violence (pp.

1186-89)

• Skill 3.C:


Q6 (p. 1189)

5 days

23




Purpose


Brent Staples, Just Walk on By: A Black Man Ponders His

Power to Alter Public Space (pp. 1215-19)

• Skill 3.C:

• Understanding and Interpreting Q2, Q4, Q5 (p.

1219)


Q4, Q7 (p. 1220)

• Topics for Composing Q4 (p. 1220)

Judith Ortiz Cofer, The Myth of the Latin Woman: I Just

Met a Girl Named María (pp. 1241-47)

• Skill 3.C:

o Understanding and Interpreting Q3, Q4, Q5, Q6,

Q7 (p. 1247)

o Analyzing Language, Style, and Structure Q7 (p.

1248)


Toni Morrison, Nobel Lecture (pp. 1249-56)

• Skill 3.C:


Q13 (p. 1256)


Q8, Q9 (p. 1257)


Writing Skill 4.C:


modifiers,


alternative perspectives

Practice

identifying claims

in visual rhetoric

such as

photographs,

artwork, and

graphics

Choose from the following recommended questions from

Chapter 10:

Kerry James Marshall, Our Town (visual text, pp. 1258-

59)

• Skill 4.C:


(p. 1259)


Q3, Q5 (pp. 1259-1260)


Choose from the following recommended visual text

questions from Chapter 10:

• Image caption and critical thinking question (King, p.

1158)


1160)


1163)


1164)


1166)


1169)


1170-King)

• Extending Beyond the Text box Q1, Q2, Q4, Q5

(King, p. 1171)

3 days

Reading Skill 7.C (review):

Explain how grammar

and mechanics contribute

to the clarity and

Review key

grammar/usage

skills before exam

Review of adjectives and adverbs: pp. 1331-34

Review of capitalization: pp. 1335-38

Review of comma splices/run-on sentences: pp. 1338-41

2 days

24




Purpose


effectiveness of an

argument.

Review of fragments: pp. 1348-50

Review of verb forms/tense: pp. 1371-74

Writing Skill 4.C:


modifiers,



Practice writing

an argument essay

using a qualified

claim


and allocating 1 class period for a timed, 40-minute

response and 1 class period for scoring sample essays

using a given rubric:

• Suggestions for Writing Q2 (p. 1289-multiculturalism

vs. assimilation)

• Suggestions for Writing Q4 (p. 1289-city living vs.

suburban living)

2 days

Practice writing a

timed, 55-minute

synthesis essay

using a qualified

claim


and allocating 1 class period for a timed response and 1

class period for scoring sample essays using a given rubric:

• Suggestions for Writing Q5 (p. 1289-change: use at

least three sources from Chapter 10)

• Suggestions for Writing Q6 (p. 1289-speeches--use at

least three sources from Chapter 10)

2 days

Practice writing a

timed, 40-minute

argument essay

using a qualified

claim


for a timed response:

• Robert F. Kennedy, The Mindless Menace of Violence


• Brent Staples, Just Walk on By: A Black Man Ponders

His Power to Alter Public Space Topics for


1 day

Unit Total 15 days


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