Grade Literacy in English Language Arts: Are Humans Good or Evil?

C8AuL
11-12
Ll1L8AC? ln LnCLlSP LAnCuACL
A81S: A8L PuMAnS CCCu C8 LvlL?
!"#$ &'()'#(*
SLudenLs wlll examlne Lhe wrlLlngs of Pobbes and 8ousseau Lo galn a deeper undersLandlng of Lhelr dlvergenL
vlewpolnLs on human naLure. 1hey wlll apply Pobbes's and 8ousseau's ldeas ln analyzlng varlous llLerary works
ln preparaLlon for Lhe flnal assessmenL. lor Lhelr flnal producL, sLudenLs wlll read 1he Pollow Men" and make
an lnformed argumenL, supporLed by evldence, connecLlng Lhe ldeas expressed ln Lhls LexL Lo Lhe ldeas
expressed by one of Lhe LnllghLenmenL Lhlnkers.
$+,- .($+#/,
$012 "0345 Are Pumans Cood or Lvll?
670845 11-12
,9:;4<=5 LlLeracy
.4>=? @A -B@CD48E45 4
$012 .41<7F>=F@B5 SLudenLs wrlLe an easy answerlng Lhe quesLlon: accordlng Lo 1.S. LlloL, are humans good or
evll? ln Lhelr essay, sLudenLs argue whlch slde Lhey Lhlnk LlloL Lakes. ln Lhelr argumenL, Lhey explaln wheLher
LlloL's Lhesls ls supporLed by Lhe ldeas of elLher Pobbes or 8ousseau. 1hey also address Lhe counLerclalm (ln
oLher words, explalnlng why Lhe oLher enllghLenmenL Lhlnker's ldeas do noL supporL LlloL's Lhesls). SLudenLs
use evldence from 1he Pollow Men," !"# %&'()* +&,-.)'-, and /#0()-"), Lo supporL Lhelr asserLlons.
,=0B80781 +11411485
8l.11-12.1: ClLe sLrong and Lhorough LexLual evldence Lo supporL analysls of whaL Lhe LexL says expllclLly, as
well as lnferences drawn from Lhe LexL, lncludlng deLermlnlng where Lhe LexL leaves maLLers uncerLaln.

W.11-12.1: WrlLe argumenLs Lo supporL clalms ln an analysls of subsLanLlve Loplcs or LexLs, uslng valld
reasonlng and relevanL and sufflclenL evldence.
a. lnLroduce preclse, knowledgeable clalm(s), esLabllsh Lhe slgnlflcance of Lhe clalm(s), dlsLlngulsh Lhe clalm(s)
from alLernaLe or opposlng clalms, and creaLe an organlzaLlon LhaL loglcally sequences clalm(s),
counLerclalms, reasons, and evldence.
b. uevelop clalm(s) and counLerclalms falrly and Lhoroughly, supplylng Lhe mosL relevanL evldence for each
whlle polnLlng ouL Lhe sLrengLhs and llmlLaLlons of boLh ln a manner LhaL anLlclpaLes Lhe audlence's
knowledge level, concerns, values, and posslble blases.
1

COMMON COREALIGNED TASK WITH INSTRUCTIONAL SUPPORTS
c. use words, phrases, and clauses as well as varled synLax Lo llnk Lhe ma[or secLlons of Lhe LexL, creaLe
coheslon, and clarlfy Lhe relaLlonshlps beLween clalm(s) and reasons, beLween reasons and evldence, and
beLween clalm(s) and counLerclalms.
d. LsLabllsh and malnLaln a formal sLyle and ob[ecLlve Lone whlle aLLendlng Lo Lhe norms and convenLlons of
Lhe dlsclpllne ln whlch Lhe sLudenL ls wrlLlng.
e. rovlde a concludlng sLaLemenL or secLlon LhaL follows from and supporLs Lhe argumenL presenLed.
G0=47F0D1 "448485
Pobbes, 1homas, and C. 8. Macpherson. /#0()-"),. London: enguln, 1988. rlnL. ChapLer 13.
8ousseau, !ean-!acques. !"# %&'()* +&,-.)'- ),1 2-"#. /)-#. 3&*(-(')* 4.(-(,567 LdlLed and LranslaLed by vlcLor
CourevlLch. Cambrldge, u.k.: Cambrldge unlverslLy ress, 1997. arL 1.
LlloL, 1.S. %#*#'-#1 3&#86. Crlando, llorlda: ParcourL 8race & Company, 1930. rlnL.

2

1A8LL Cl CCn1Ln1S
1he Lask and lnsLrucLlonal supporLs ln Lhe followlng pages are deslgned Lo help educaLors
undersLand and lmplemenL Common Core-allgned Lasks LhaL are embedded ln a unlL of lnsLrucLlon.
We have learned Lhrough our plloL work LhaL focuslng lnsLrucLlon on unlLs anchored ln rlgorous
Common Core-allgned assessmenLs drlves slgnlflcanL shlfLs ln currlculum and pedagogy. CallouL
boxes and unlversal ueslgn for Learnlng (uuL) supporLs are lncluded Lo provlde ldeas around how Lo
lnclude mulLlple enLry polnLs for dlverse learners.
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Acknowledgements: 1hls unlL was developed by SLephanle lannuzzl and Payley Peffernan aL WashlngLon
lrvlng Plgh School ln n?C, and revlewed for CCLS allgnmenL by Lhe Common Core lellows.

3

GRADE
11-12
LITERACY IN ENGLISH LANGUAGE
ARTS: ARE HUMANS GOOD OR EVIL?

PERFORMANCE TASK

4
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5

GRADE
11-12

RUBRIC

6
Adapted from Teaching Matters

Argumentative Essay Rubric
Exemplary Proficient Developing Rewrite

Introduction
You have introduced Eliots
claim about human nature
with precision, knowledge,
and significance.
You have clearly articulated
which Enlightenment thinker
Eliot most resembles.
You have clearly identified
Eliots claim about human
nature.
You have articulated which
Enlightenment thinker Eliot
most resembles.

You have somewhat
identified Eliots claim about
human nature.
You have somewhat
articulated which
most resembles.
You have not identified or
misinterpreted Eliots claim
about human nature.
You have not identified or
misinterpreted which
most resembles.
Assign Points 20 19 18 17 16 15 14 13 12 11

Arguments

In your topic sentence, you
have clearly connected Eliots
thesis with one of the
Enlightenment thinkers.
You have provided strong and
thorough evidence to prove
your assertions about Eliot.
thorough evidence from
either author and have
analyzed this evidence to
prove your assertions about
their connection.
have connected Eliots thesis
with one of the
You have provided evidence
to prove your assertions
about Eliot.
from each author and have
used this evidence to prove
your assertions about their
connection.
have somewhat connected
Eliots thesis with one of the
You have tried to provide
evidence to prove your
assertions about Eliot.
evidence from each author
and have used this evidence
to prove your assertions
about their connection. Some
evidence was used more
effectively.
Your topic sentence does not
connect the two authors or is
missing.
You have not provided
adequate evidence to prove
your assertions about Eliot.
adequate evidence to prove
your assertions about Eliots
link to Hobbes or Rousseau.
Assign Points 20 19 18 17 16 15 14 13 12 11

Opposing
view
(Other Side)
have clearly presented the
counterclaim.
thorough evidence from
either author and have
analyzed this evidence to
disprove the counterclaim.
have presented the
counterclaim.
from each author and have
used this evidence to
have somewhat presented
the counterclaim.
evidence from each author
and have used this evidence
to disprove the counterclaim.
Some evidence was used
more effectively.
Your topic sentence does not
identify or misidentifies the
counterclaim.
adequate evidence to
Assign Points 20 19 18 17 16 15 14 13 12 11

Conclusion
You have clearly restated the
claim.
You have effectively
supported and summarized
your argument.
You have restated the claim.
You have summarized your
argument.
You have somewhat restated
the claim.
You have somewhat
summarized your argument.
You have not restated the
claim.
You did not adequately
summarize your argument.
Assign Points 20 19 18 17 16 15 14 13 12 11

Conventions

You have consistently
maintained a formal style and
objective tone.
Your grammar and usage are
consistently accurate.
You have created a logical
organization, demonstrating
cohesion and clear
relationships among major
sections of the text.
You have mostly maintained a
formal style and objective
tone.
mostly accurate.
You have created a logical
organization, demonstrating
some cohesion and
You have sometimes
maintained a formal style and
objective tone.
sometimes inaccurate; errors
do not interfere with
understanding.
You have created an
organization, at times
demonstrating cohesion,
though weakly clarifying
You have rarely maintained a
formal style and objective
tone.
often inaccurate; errors
interfere with understanding.
You have inconsistently
created an organization, and
have not demonstrated
cohesion or relationships
among major sections of the
text.

Assign Points 20 19 18 17 16 15 14 13 12 11
Introduction
Arguments
Counterargument
Conclusion
Conventions

TOTAL SCORE (out of 100) _________

Comments and Next Steps:
7

GRADE
11-12

ANNOTATED STUDENT WORK

This section contains annotated student work at a range of score points and suggested next steps for
students. The student work shows examples of student understandings and misunderstandings of the task.

8
!"#$%&" () *%+%,-./&0
1.S. LlloL's Lhesls abouL human naLure, ln hls poem, 1he Pollow Men," he expresses
human naLure as emoLlonless and cold hearLed. lor example, ln hls flrsL Lwo sLanzas, he
characLerlzes men as hollow men LhaL are made of sLraw, such as a scarecrow, whlch has no
hearL. Pe also descrlbes men as colorless, formless, and no or low self-esLeem. LlloL's vlews on
human naLure relaLes Lo 8ousseau's vlews because Lhey share Lhelr own perspecLlve on human
naLure and Lhey boLh don'L have a leader baslcally. LlloL's vlews relaLes Lo Pobbes' vlews
because Lhey look aL human naLure and characLerlze lL as a bad Lhlng on manklnd. 1hey boLh
baslcally belleve LhaL lf you are sLrong, you should Lake advanLage of LhaL and conLrol Lhe weak.
l belleve LhaL LlloL mosL resembles Lhe phllosopher Pobbes. l belleve LhaL because Lhey boLh
Lhlnk allke.
l Lhlnk LhaL LlloL mosL resembles Pobbes because Lhey Lhlnk allke ln many ways. 1hey
boLh have a negaLlve polnL of vlew on manklnd. 1hey boLh belleve LhaL manklnd Lrles Lo
degrade each oLher every opporLunlLy Lhey geL Lo show who's sLronger and who ls golng Lo be
ln charge. lor example, ln Pobbes' LevlaLhan, paragraph slx, lL shows how men cannoL be
happy ln lnLeracLlng wlLh each oLher lf Lhere ls no larger power Lo puL Lhem ln fear, respecL,
and/or wonder, so ln oLher words, ln awe. lf Lhere lsn'L any larger power Lo puL Lhem ln awe,
Lhen Pobbes' Lhen belleves LhaL men have Lhree maln reasons LhaL cause Lhem Lo flghL. Cne ls
Lo compeLe wlLh each oLher, Lhe oLher ls Lo dlsrespecL each oLher and Lhlrdly, ls Lo feel
accompllshmenL. 1hese examples are shown ln Pobbes' LevlaLhan paragraph 7. ln LlloL's poem,
1he Pollow Men", he wrlLes abouL how Lhe narraLor ls one group of hearLless, self-cenLered
Comment [1]: A clalm ls lnLroduced. Whlle
sLudenL uses language such as a bad Lhlng on
manklnd," he/she does noL dlrecLly answer Lhe Lask
quesLlon.
[W.11-12.1.a]
Comment [2]: 1exLual evldence ln supporL of Lhe
clalm
[8l.11-12.1]
Comment [3]: lnformal sLyle
[W.11-12.1.d]
[W.11-12.1.d]
Comment [5]: SLudenL ldenLlfles Lhe phllosopher
LhaL connecLs Lo Pollow Men buL does noL provlde a
preclse clalm l.e. Lhey boLh Lhlnk allke."
[8l.11-12.1]
[W.11-12.1.d]
Comment [7]:
uevelopmenL of clalm
[W.11-12.1.b]
Comment [8]:
uevelopmenL of clalm, expllclL evldence from LexL
[W.11-12.1.b]
9
men ln whlch beLween Lhe poem, lnsLead of lL referrlng Lo a 'we', lL Lhen changes Lo 'l'. 1hls
symbollzes how all Lhe men are puL LogeLher and are as one unlfled group who baslcally has Lhe
same perspecLlve on Lhlngs LhroughouL Lhe poem. 1herefore, Lhls concludes my bellef of LlloL
resembllng Pobbes because of Lhelr slmllar ways of Lhlnklng on manklnd.
Some people, ln Lhe oLher hand, mlghL flnd LhaL LlloL mosL resembles !ean !acques
8ousseau. l Lhlnk oLherwlse, yeL l could see why Lhey mlghL Lhlnk LhaL. lor example, ln parL lll
paragraph 7, 8ousseau explalns how mlghL does noL, ln facL, equal rlghL and LhaL Lhere should
be a leader, [usL noL one LhaL has Lhelr followers followlng Lhem by force and fear, buL by
cholce. ln LlloL's, 1he Pollow Men", Lhe narraLors are praylng Lo a power, LhaL happens Lo be
sLronger Lhan Lhey are, yeL Lhe power lsn'L llsLenlng Lo Lhe men because he ls sLronger so he
doesn'L have Lo, buL lL ls sLlll noL rlghL. See, Lhere ls flaw LhaL conLradlcLs Lhls resemblance
beLween 8ousseau and LlloL because alLhough Lhe men are praylng Lo a larger power, Lhe
hollow men do noL leave or break Lhe conLracL llke 8ousseau would suggesL.
ln concluslon, Lhe enllghLenmenL Lhlnker ln whlch LlloL resembles Lhe mosL ls 1homas
Pobbes. 1hls would be because Lhelr perspecLlves, ways of Lhlnklng, and words are very much
slmllar wlLh each oLher, as Lo where 8ousseau and LlloL mlghL have a blL of resemblance, yeL
Lhere's mosL llkely golng Lo be someLhlng LhaL proves 8ousseau and LlloL's resemblance
lncorrecL. 1herefore, l conclude LhaL LlloL ls more llke Pobbes Lhan 8ousseau.

Comment [9]:
SLudenL ldenLlfles quoLaLlons from boLh works Lo
supporL clalm buL does noL explaln Lhe underlylng
reasonlng LhaL connecLs Lhe evldence Lo Lhe clalm.
[8l.11-12.1]
[W.11-12.1.b]
Comment [10]:
lnference based on LexLual evldence
[8l.11-12.1]
Comment [11]:
SLudenL lnLroduces a counLerclalm.
[W.11-12.1.b]
Comment [12]: Analysls lacks LexLual evldence
and needs more developmenL Lo supporL reasonlng
[8l.11-12.1]
[W.11-12.1.d]
Comment [14]: SLudenL provldes a concludlng
sLaLemenL LhaL summarlzes hls/her argumenL.
[W.11-12.1.e]
10
123$/&04
lnLroducLlon: 13
ArgumenLs: 13
CounLerargumenL: 13
Concluslon: 17
ConvenLlons: 13
1oLal Score: 77

1he sLudenL's analysls of Lhe maLerlals and Lhe consLrucLlon of hls/her argumenL are
sophlsLlcaLed and nuanced. Pe/she clearly sLaLes LlloL's clalm abouL human naLure and provldes
evldence Lo supporL hls/her asserLlon. Pe/she connecLs LlloL's Lhesls Lo an LnllghLenmenL Lhlnker and
provldes evldence for LhaL connecLlon. Pe/she presenLs a counLerargumenL and provldes evldence Lo
argue agalnsL Lhe counLerargumenL. Pe/she provldes a concluslon LhaL meeLs Lhe sLandard. SLudenL wlll
need supporL ln developlng hls/her reasonlng Lo more clearly defend hls/her clalms and explaln Lhe
underlylng assumpLlons LhaL connecL Lhe evldence/quoLaLlons Lo Lhe clalms. SLudenL could also pracLlce
evaluaLlng evldence and lncludlng quoLaLlons LhaL more clearly supporLs hls/her argumenL. 1here are
some errors ln convenLlons LhaL creaLe mlnor confuslon ln Lhe clarlLy of Lhe sLudenL's ldeas.
lurLhermore, Lhe sLudenL does noL esLabllsh and malnLaln a formal sLyle and ob[ecLlve Lone LhroughouL
Lhe paper.

11
!"#$%&" 5) *%+%,-./&0
ln Lhe 1he Pollow Men" 1.S. LlloL argues LhaL humans are evll. Lvldence ls shown LhaL Lhey're
evll when Lhey speak abouL deaLh's dream klngdom. Pls vlews on human naLure relaLe Lo Pobbes
because Pobbes belleves LhaL humans are evll and llve by Lhelr deslres and only wanL Lo do whaL Lhey
wanL Lo and need a governmenL Lo regulaLe people. An example Lo show LhaL Pollow Men are
malevolenL when he says, vlolenL souls, buL only as Lhe Pollow Men, Lhe sLuffed men." 1hls means LhaL
Lhese people who were once allve have Lurned lnLo evll souls, Lhey're bad, LhaL's why Lhey're hollow,
because Lhey don'L have mlnds or hearLs. AnoLher example ls when Lhe auLhor says ln deaLh's oLher
klngdom walklng alone, aL Lhe hour when we are Lrembllng wlLh Lenderness." 1hls means LhaL Lhey're ln
deaLh's dream klngdom. 1he hollow men are sufferlng for Lhe bad Lhlngs Lhey've done. 1hey are afrald
and forever alone. 1herefore, Pobbes ls Lhe phllosopher LhaL mosLly resembles LlloL's argumenL on
human naLure.
Accordlng Lo Pobbes and 1.S. LlloL humans are evll and lrresponslble. An example of where
Pobbes Lhlnks humans are lrresponslble ls when he says, when golng Lo sleep, he locks hls chesLs, and
Lhls Lhls when he knows Lhere be laws and publlc offlcers." Pere Pobbes wanLs Lhe reader Lo know LhaL
people don'L LrusL eachoLher. And wlLhouL LrusL everyLhlng Lurns lnLo a mess, LhaL's why we need laws.
AnoLher example of where Pobbes Lhlnks humans are evll and lrresponslble, Pereby lL ls manlfesL LhaL
durlng Lhe Llme men llve wlLhouL common power Lo keep Lhem all ln awe, Lhey are ln LhaL condlLlon
whlch ls called war, and such a war as ls of every man agalnsL every man." 1hls quoLe reveals LhaL Lhere
has Lo be someone ln charge because lf noL everyone goes agalnsL each oLher and sLarL war. Men need a
sLrong leader who wlll have everyLhlng under conLrol. 8oLh Pobbes and 1.S. LllloL boLh agree LhaL
humans are evll and lrresponslble and wlll run everyLhlng lf Lhey have no one ln charge.
Comment [16]: lormal sLyle
[W.11-12.1.d]
Comment [15]:
Clalm ls lnLroduced clearly
[W.11-12.1.a]
1he reasonlng Lo supporL Lhe use of Lhls quoLaLlon ls
noL clear
[W.11-12.1.a]
Comment [17]:
Lvldence Lo supporL clalm
[8l.11-12.1]
Comment [18]:
Agaln sLudenL's reasonlng ls amblguous
[8l.11-12.1.b]
Comment [19]:
Lvldence should be clLed Lo supporL Lhls ldea.
SLudenL does noL supporL clalm wlLh evldence from
Pobb's LexL.
[8l.11-12.1]
[W.11-12.1.c]
Comment [20]:
8esLaLemenL of clalm
[8l.11-12.1.b]
Comment [22]: Llnks ma[or secLlons of LexL
[W.11-12.1.c]
Comment [21]:
Lrror ln language creaLes confuslon
[8l.11-12.1]]
Comment [23]: Lvldence should be clLed Lo
supporL Lhls ldea
[8l.11-12.1]
[W.11-12.1.c]
12
Conversely some mlghL argue LhaL 8ousseau's ldeas of human naLure closely resembles 1.S.
LllloL ldeas. Accordlng Lo 8osseau humans have Lhe ablllLy Lo self govern, belleves LhaL people have Lhe
ablllLy Lo self govern when he says, 8uL, as men cannoL engender new forces, buL only unlLe and dlrecL
exlsLlng ones, Lhey have no oLher means of preservlng Lhemselves Lhan Lhe formaLlon, by aggregaLlon,
of a sum of forces greaL enough Lo overcome Lhe reslsLance." 1hls quoLe reveals LhaL when people
become crazy Lhey [oln LogeLher. 1.S. LllloL dlsagrees wlLh Lhls quoLe when he wrlLes, 1he eyes are noL
here 1here are no eyes here ln Lhls valley of dylng sLars ln Lhls hollow valley," 1.S. LllloL baslcally ls saylng
how no one sees anyLhlng Lhey are evll and regreL lL.
1herefore, Pobbes and 1.S. LllloL boLh agree LhaL humans are evll and responslble. As you can
see ln Lhe examples Pobbes ldeas of human naLure resembles more Lo 1.S. LllloL.

Comment [24]: lormal sLyle
[W.11-12.1.d]
Llnks clalm/counLerclalm
[W.11-12.1.c]
Comment [25]:
SLudenL's reasonlng ls noL clear and lndlcaLes a
mlslnLerpreLaLlon of Lhe quoLaLlon
[8l.11-12.1]
Comment [26]:
Clalm lacks sLrong supporL
[W.11-12.1.b]
Comment [27]:
Concludlng sLaLemenL lacks developmenL.
[W.11-12.1e]
13
123$/&04
lnLroducLlon: 13.3
ArgumenL: 14
CounLerargumenL: 13
Concluslon: 13
ConvenLlons: 16
1oLal Score: 71.3
1he sLudenL sLarLs off sLrong, wlLh a clear clalm and wlLh an aLLempL Lo lnclude evldence Lo
supporL LhaL clalm ln Lhe lnLroducLlon. Pe/she speclfles whlch LnllghLenmenL Lhlnker LlloL mosL
resembles, adds evldence, and Lrles Lo connecL LhaL evldence Lo Lhe clalm. Pe/she needs Lo explaln
hls/her ldeas ln greaLer deLall. 1here are some mlslnLerpreLaLlons of quoLes ln Lhe second paragraph.
Pls/her counLerclalm paragraph ls Loo brlef. Pe/she provldes adequaLe evldence, buL needs Lo
palr lL wlLh equally sLrong analysls.
Pls/her concluslon also needs slgnlflcanL expanslon. Pe/she somewhaL resLaLes hls/her clalm,
buL does noL adequaLely summarlze hls/her argumenL. 1he sLudenL esLabllshes and malnLalns an
approprlaLe sLyle and Lone.

14

GRADE
11-12
LITERACY IN ENGLISH LANGAUGE

INSTRUCTIONAL SUPPORTS

The instructional supports on the following pages include a unit outline with formative assessments and
suggested learning activities. Teachers may use this unit outline as it is described, integrate parts of it into a
currently existing curriculum unit, or use it as a model or checklist for a currently existing unit on a different
topic.

15
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16
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19

Date:
Class: Grade 11-12 ELA
Aim: How can we determine how Burns articulates his thesis about power?

Background:

- This lesson is meant to help the students see connections between nonfiction and fiction
texts.
- We want these lessons to be more interactive. To this end, we will be introducing a highly
scaffolded version of Socratic Seminar.
- We want students to attend to the devices that poets use to get across ideas that can be
seen in other genres of writing, such as philosophical treatises.

NYS
Standard(s):
-Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
-Standard 4: Students will read, write, listen, and speak for social interaction.

Common Core
Standard(s):
-RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly, as well as inferences drawn from the text.
-RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
-RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
-RL.9-10.4. Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or
informal tone).

Learning
Intention(s):
Students will be able to identify how Burns develops his thesis about power using characterization
and symbolism.

Materials Copies of To a Mouse and The Social Contract

Agenda: 1. Do Now: Describe a time when you were scared. What did you do? How did you act?
2. Debrief the Do Now:
Students will share their responses to the Do Now. The teacher will capture their answers on
the board to use in the subsequent discussion.
3. First Read: Students will read To a Mouse together.
Circle unfamiliar words
Summarize stanzas in the margins
Put question marks next to things students do not understand
4. Second Read:
Students will highlight and analyze two examples of characterization for the farmer and two
for the mouse.
Students will choose their top example to use for the Socratic Seminar.
5. Socratic Seminar:
Each student will need to share one significant moment and ask one question about someone
elses example. If possible, each student will try to add or connect their example to the
previous example by either showing how they agree or disagree with the previous students
analysis.
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The teacher will guide the students to assess the symbolic significance of each character by
asking: What is each characters relationship to power? Who has power? How do you know?
How does Burns use symbolism to build his argument regarding power?
6. Third Read:
Students will choose what they consider to be the strongest pieces of evidence Burns
provides to develop his thesis of power and will complete the chart with a partner.
Each pair will be asked to make a connection back to Rousseau. How does Burnss thesis on
power relate to that of Rousseaus?

Differentiation: - By reading the text multiple times, students of all levels are able to refine their
understanding of the text.
- By sharing vocabulary responsibilities as a class, students identify the words that are
making comprehension difficult for them. Other students who can help the class define
the words can take ownership of their own learning. Lastly, all students can appreciate
how class community can contribute to individual learning.
- By engaging in the Socratic Seminar, all students can participate according to their
comfort level, including those who would prefer to actively listen and provide a written
summary of discussion for credit.

Assessment: - Class discussion, chart, and written response

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Date:
Aim: How can we draw connections between Dulce et Decorum Est and Leviathan through an
exploration of the use of imagery?

Background:

- Now that students have had a chance to grapple with the ideas contained in Hobbess
Leviathan, students will practice juxtaposing Hobbess ideas about war with Wilfred Owens
ideas contained in his poem, Dulce et Decorum Est.
- Students will practice their three-phase process of reading for the gist, selecting significant
moments, and evaluating the effects of literary techniques on authors purpose.
- Students will construct their own cartoon images connecting Hobbes and Owen after
analyzing both authors views of war. We have added in this component to help students
make connections between authors in a different (and more interactive) way, and to engage
our creative students. We hope that the students will have fun with the project and use it as
a forum for more in-depth analysis.

NYS
Standard(s):

Common Core
Standard(s):
informal tone).
-RL.9-10.7. Analyze the representation of a subject or a key scene in two different artistic mediums,
including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and
Breughels Landscape with the Fall of Icarus).

Learning
Intention(s):
Students will be able to choose significant moments from the text that connect to Hobbess Leviathan
and represent those connections in an artistic way.

Materials Copies of Dulce et Decorum Est, Leviathan and copies of project, cartoon model

Agenda: 1. Do Now: List two positive and two negative outcomes of war. Do the positives outweigh the
negatives enough to justify war? Why or why not?

2. Think-Pair-Share:
After students have thought out their viewpoints on paper for the Do Now, they will pair up with a
member of their group and share their responses. Then the class as a whole will discuss the subject of
war using some of the following questions to stimulate conversation:

Why do we go to war? What do we hope to gain?
How does Hobbes define war? Do you agree or disagree with his assessment of it?
Do you think Hobbes is arguing against war? Why or why not?

3. First read:
Class will read through Owens poem once, trying to understand the gist of the poem.
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Groups will discuss how to summarize poem and write their summary on their whiteboards.
Teacher will ask:
o What do you think Owens thesis about war is?
o How do you know?

4. Second Read:
Teacher will ask the class to go back through the poem and circle any imagery that the author
uses.
Teacher will clarify misconception about imagery. Authors use imagery not only to help us
visualize what it is they are talking about, but also to visualize it in a very specific way. This is
one way that authors create mood: the atmosphere that pervades a literary work with the
intention of evoking a certain emotion or feeling from the audience.
Teacher will list imagery students identified on the board and ask the students to identify
what they believe the overall mood of the poem is.
Teacher will then ask groups to discuss how mood and imagery support Owens thesis.
Each student should choose one image and complete the significant moments chart for that
image. This quote will also serve as the foundation of their comic. Students should evaluate
how mood and imagery support Owens thesis.

5. Making Connections:
Students will each choose a quote from Hobbes that speaks to the image that they captured
from Dulce et Decorum Est in the second read.
o The quote should speak to the message about war that is conveyed through the
image in Dulce et Decorum Est.
The teacher will ask the students to make connections between Leviathan and Dulce et
Decorum Est. Students should use the quotes as a forum for this discussion.

6. Creative Project:
The teacher will review the project with the class. Students will construct a cartoon that
depicts the action in Dulce et Decorum Est using the quotes that their group selected
above. The directions are as follows:
Each group member will be responsible for creating one cell of the cartoon.
Each cell should have:
o an image,
o a subtitle (the quote from Dulce et Decorum Est),
o and a thought or word bubble (a quote from Leviathan that connects to the
chosen scene).
Students should use color, graphics, symbols, etc. to illustrate the scene.
When students have finished, assemble the classs work into one cartoon. Students
will need to tape their work together, title their work, and add one big image to tie all
of the cells together.
Each cell will be worth 25 points. Students grade will be out of 100%. Students
should note that they will be graded for their creativity and ability to connect and
illustrate ideas from Dulce et Decorum Est and Leviathan, not their artistic ability.
The teacher will share the model with the class. The model connects To a Mouse and The
Social Contract.
o Discuss how the quotes connect.
o Review images, colors, etc. How do these add up to a message about strength?
Students will work in groups to construct their cartoon.

7. Share-Out: Gallery Walk: Posters will be hung around the room.
Students will re-convene in their cartoon groups at their poster.
23
They will spend two minutes at each poster. The teacher will time their progress and tell the
groups when to move.
Once the students have visited each poster, each individual member will choose their
favorite cell from all of the students work.
Students will fill out the Gallery Walk debrief sheet based on their favorite cell.
o The teacher will review the model with the students and discuss how to fill out the
sheets. The teacher should stress the use of evidence in the explanation.
Debrief:
o The teacher will elicit the following information from the students: similarities,
commonalities, striking images, etc.
o The teacher will ask for volunteers to read some of their Gallery Walk feedback and
for students to share some of their favorite images.

Differentiation: - If students have difficulty with identifying the mood of the poem, teacher will ask for
students to list synonyms for each of the images. Teacher will ask class if the synonym is
a more positive or more negative take on the same image. Teacher will group words
accordingly on board. Then teacher will ask students to name positive moods or feelings
and negative moods or feelings. Students will then be asked to decide which of the
moods they listed best fit the imagery used in the poem.
- By reading the text multiple times, students of all levels are able to refine their
understanding of the text.
- By sharing vocabulary responsibilities as a class, students identify the words that are
making comprehension difficult for them. Other students who can help the class define
the words can take ownership of their own learning. Lastly, all students can appreciate
how class community can contribute to individual learning.
- Chunking text will help lower level students make sense of the text.
- Students will be able to choose their own cell to debrief for the Gallery Walk.

Assessment: - Class discussion, annotations, student handouts, creative projects

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The lesson provides options to support struggling students: teachers are suggested to generate
lists of synonyms for the images and to present the text to the students in chunks to foster
comprehension.
24

Date:
Aim: How can we compare and contrast how authors convey their viewpoints on human nature?

Background:

- Students need to be able to parse the nuances between Hobbes and Rousseau in order to
effectively tackle their final assessment.
- We will also be starting to examine The Hollow Men in a first read. As this poem is
extremely difficult, we will be doing more than one reading. As we assess student progress,
we will decide how interactive to make the reading of the poem. Ideas include: whiteboards,
acting the poem out, debate/philosophical chairs, etc. This lesson includes directions for all
three readings.

NYS
Standard(s):

Common Core
Standard(s):
-RI.9-10.5. Analyze in detail how an authors ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
-RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot or develop the
theme.
informal tone).

Learning
Intention(s):
Students will be able to identify authors theses on the theme of human nature and to define how
each author built his thesis.

Materials Copies of comparison worksheet and The Hollow Men worksheet

Agenda: 1. Question 26
Students will work in groups to complete a Question 26 paragraph comparing and contrasting
Hobbes and Rousseau with a focus on human nature.
Students should check in with the teacher once they finish an initial draft then write a final
draft onto chart paper.

2. Share-Out
Students will share their work with the class. We will use the Question 26 rubric to assess
each groups work.
We will work to discuss distinctions between Rousseau and Hobbes as well as commonalities.
This discussion will be invaluable as we move toward work on The Hollow Men.

3. The Hollow Men
First Read: Read the poem and annotate the plot in the margins.
o PART 1: We meet the hollow men. They are lost souls, compared to scarecrows;
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men are hollow; we have lost purpose, identity, etc.
We will read the first section together in the margins. Students will perform a
choral reading of the stanzas. They should be aware of the narrator or, in this
case, the narrators.
Students will work through the difficult language of the first section and take
notes on the plot.
Students will be encouraged to discuss multiple interpretations: the hollow
men as scarecrows, as men who have been hollowed out by society, as men
who need society in order to be full.
Students will be encouraged to make connections between the poem and
popular culture: zombie movies, end of the world movies, etc.
For Part 1, teacher will ask questions like:
What has made these men hollow?
Are they actually hollow? What might be the larger thematic
connotations of their state?
Why are their heads filled with straw?
Why have multiple narrators (the hollow men) instead of one
narrator (the hollow man)?
Why would these men be lost souls?
Do you think that they want to go to deaths other kingdom? Why or
why not? Why are they not allowed to travel on?
o PART 2: The narrator switches from the hollow men to a hollow man; we see the
motif of eyes (identity?); the setting becomes deaths dream kingdom (what has
changed that now they are allowed entrance? Notice that it is a dream and all as
surreal); distant singing like a fading star, a tree swinging, and sunlight on a broken
column all speak to a sense of isolation; the hollow man wants to be disguised here;
the speaker is afraid of what is ahead.
Why switch the narrative voice?
What might the eyes represent?
Where is the hollow man? How is the dream kingdom characterized?
How does the hollow man feel about this place? How do you know?
o PART 3: The hollow man describes deaths dream kingdom: dead land, cactus land;
the hollow man wants a connection (lips that would kiss), but only gets prayers to
a broken stone.
Why does the hollow man call deaths dream kingdom the cactus
land?
What is the significance of the fading star (hope is dissipating with
the light)?
Why does the hollow man want a connection at this point in the
story? Why isnt he able to make one?
o PART 4: The stars are dying, like hope; the eyes have disappeared; their kingdoms
have become lost and a hollow valley (signifies that the kingdom was not always a
hollow valley, but it is lost); it is dark and the hollow men grope together, but they do
not speak or truly connect; the men hope for stars or eyes (God?), but get nothing.
Why have the eyes disappeared? What is the significance?
Why would this section of the poem be dark?
Can the hollow men bring the light back? Why or why not? How do
you know?
26
Why do they want the eyes to come back after avoiding them earlier
in the poem?
o PART 5: Begins with a childrens rhyme with a play on here we go round the
mulberry bush; perhaps the light might come back with the call for five oclock in
the morning? Between all ideas and reality is the Shadow, which is even between
the prayers of the hollow men; describes the end of the world not with a bang, but a
whimper.
Why begin with a nursery rhyme?
Why repeat the idea of the Shadow?
How does the world end?
Is there any room for hope at the end of the poem? Have the hollow
men finally connected in the song?
Second Read: Identify significant moments that reveal the characterization of the hollow
men and that reveal setting. Find two quotes that reveal aspects of the hollow men (yellow)
and two for the setting (pink) and highlight them. Annotate key details in the margins for
each highlight. Focus on understanding the relationship between the two.
o The teacher will help the students to grapple with the following questions:
Who or what made these men hollow?
Society?
The men themselves?
The absence of functional society?
What is the significance of the setting in the poem? Can the setting be
changed? Should we take it literally?
What is the larger message at the end of the poem? Does the world truly end
or is this a cautionary tale?
Is there any hope for the hollow men?
Third Read: Read through the poem. Determine Eliots thesis about human nature. Highlight
at least three pieces of evidence that reveal his argument in green.
o The teacher will help the students to decide:
What is Eliots message about human nature in The Hollow Men?
Who does Eliot most resemble: Hobbes or Rousseau?
What evidence can we use to make this comparison?

Differentiation: - Students will be able to work in groups on the writing process to gain extra support.
- There will be several checks throughout the class so that students who are less
comfortable with the material will be able to hear their peers work.
- Students will be able to choose their own evidence for each philosopher, both
independently and then after hearing from their peers.
- Students will be able to make multiple interpretations of The Hollow Men based on
their understanding of the poem.

Assessment: - Class discussion, annotations, student handouts

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Outline for Argument Essay
I. Introduction: Introduce the topic and state or explain the question.

II. Body Paragraph One: Present your case.

III. Body Paragraph Two: Refute or disprove the opposing position.

Conclusion: The conclusion of this format is a restatement of your claim and a summary of the
information that supports it.
Below you will find a detailed outline for your paper. Use the directions here as a guide as you
write your essay.
Outline for Argument Essay
I. Introduction
a. Identify Eliots thesis about human nature and provide one or two examples.
b. Thesis: Which Enlightenment thinker does Eliot most resemble? Why?

II. Body Paragraph One (Claim)
a. Topic Sentence: Which Enlightenment thinker does Eliot most resemble? Why?
Identify the thesis or controlling idea about human nature here.
b. Identify one way in which the Enlightenment thinker and Eliot are similar.
i. Identify one example from the Enlightenment thinker and one from
Eliot. Explain how their thinking is similar.
c. Identify another way in which the Enlightenment thinker and Eliot are similar.
i. Identify another example from the Enlightenment thinker and another
from Eliot. Explain how their thinking is similar.

III. Body Paragraph Two (Counterclaim)
a. Topic Sentence: How might somebody argue that the other Enlightenment
thinker resembles Eliot? Why are they wrong?
b. Identify one way in which the Enlightenment thinker and Eliot may be
considered to be similar, but are actually different.
i. Identify one example from the Enlightenment thinker and one from
Eliot. Explain how their thinking is different.
c. Optional: Identify a second way in which the Enlightenment thinker and Eliot
may be considered to be similar, but is actually different.
i. Identify another example from the Enlightenment thinker and another
from Eliot. Explain how their thinking is different.

Conclusion: Restatement of claim (Which Enlightenment thinker does Eliot most resemble?
Why?) and summary of the main ideas.
Below are two outlines teachers could share with students. The first is
appropriate for supporting more advanced students. The second is
appropriate for supporting struggling students.
28

This resource could be provided to students at the start of the unit, or presented with the
writings of Rousseau and Hobbes. Encouraging students to utilize the vocabulary of the
Enlightenment in their writing would be a strong next step in ensuring systematic
opportunities to utilize academic vocabulary.

The Vocabulary of the Enlightenment

Term Textbook Definition Your Definition
infallible
geocentric
heliocentric
natural law
natural rights
social contract
laissez-faire
divine right
feudalism
enlightened despots
general will
bourgeoisie
nobility
aristocracy
radical
abdicate
censorship

29
Name:_________________

Thomas Hobbes: Leviathan, Chapter XIII, 1651
and
Jean Jacques Rousseau: The Social Contract, Part I, 1762

Directions: For the first read of Leviathan and The Social Contract, practice the chunking technique below for
paragraphs that are hard to follow.

Chunking Technique:

For each paragraph:

o Number sentences in the paragraph.

For each long sentence:

o Break up the text according to punctuation by writing a slash after each comma, parentheses,
and/or semicolon.

o Circle words you do not know. If you can understand the gist of the sentence without the word,
ignore it.

o Try to paraphrase the text in between each slash. Take notes in the margins.

o **For parentheses, read the sentence without the parentheses first.**

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Name:

To A Mouse
On turning her up in her nest with the plough
Robert Burns
November 1785

Directions:


Second Read: Identify significant moments that reveal the characterization of the mouse and the
farmer. Find two quotes that reveal aspects of the mouse and two for the farmer. Focus on
understanding the relationship between the two characters.

Third Read: Read through the poem. Determine Burnss thesis about power. Annotate at least three
pieces of evidence that reveal his argument. (See following page)

--------------------------------------------------------------------------------------------------------------------------------------------------

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Name:

To a Mouse Significant Moments

Directions: After you have annotated three pieces of evidence that reveal Burnss argument about power, choose your best quote and fill out the
chart below.

Quote: Choose one quote from To A
Mouse that reveals Burnss thesis about
power.
Analysis: What does this quote reveal about
Burnss views of power? Make sure you
explain your points.
Connections: Connect Burnss ideas about
power to Rousseau. Would these two men
agree? Why or why not?

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Name:
To A Mouse
Write an analysis of Burnss To a Mouse. What is his thesis about power? What evidence does he use to
prove his point? How do his views on power relate to Rousseau? You should use at least two examples to
support your assertions.

33

Name:_________________________

Deconstructing Wilfred Owens Dulce et Decorum Est

Aim: How can we draw connections between Dulce et Decorum Est
and Leviathan through an exploration of imagery?

Learning Intention: You will identify, analyze, and construct images to
explore Hobbess and Owens views of the brutality of war.

First Read: What is going on? Summarize the action of the poem in two
sentences. Please make sure to take all stanzas into account.

Second Read: How does Owen communicate the brutality of war and mans natural state through his use of imagery?
Choose one quote from Dulce et Decorum Est that answers this question. Everyone in the group should have a
different quote and explanation.

Quote: Choose a quote from Dulce et
Decorum Est that illustrates the
brutality of war.
Line
Number(s)
Explanation: Which words in the quote help to reveal an image
about violence? How do these words lead to a message about
the brutality of war?

Making Connections:
Notes on Dulce et Decorum Est

DULCE ET DECORUM EST: The first words of a Latin saying
(taken from an ode by Horace). The words were widely
understood and often quoted at the start of the First
World War. They mean "it is sweet and right". The full
saying ends the poem: Dulce et decorum est pro patria
mori (It is sweet and right to die for your country). In
other words, it is a wonderful and great honor to fight
and die for your country.

34
Find one quote from Leviathan that connects to the image you chose from Dulce et Decorum Est. Write your quote
below:

Connect the ideas in Hobbess Leviathan back to your quote from Dulce et Decorum Est. How does Owen use ideas
from Hobbes in his writing? Be as specific as possible.

Creative Project: Construct a cartoon that depicts the action in Dulce et Decorum Est using the quotes that your group
selected above.

The Specifics:
Each group member will be responsible for creating one cell of the cartoon.
Each cell should have:
o an image,
o a subtitle (the quote from Dulce et Decorum Est),
o and a thought or word bubble (a quote from Leviathan that connects to your scene).
You should use color, graphics, symbols, etc. to illustrate the scene.
When you have finished, assemble everyones work into one cartoon. You will need to tape your work together.
Each cell will be worth 25 points. Your grade will be out of 100%. Note that you will be graded for your creativity
and ability to connect and illustrate ideas from Dulce et Decorum Est and Leviathan, not your artistic ability.

35
Grading:
A B C D F
Image 1 - You chose a quote from
Dulce et Decorum Est that
masterfully illustrates how
Owen uses imagery to
illustrate the brutality of
war.
- You chose a quote from
Leviathan that clearly
connects to Owens ideas.
- Your illustration captures
the ideas from both authors.
- You used colors, images,
and words in a strategic and
meaningful way.
illustrates how Owen uses
imagery to illustrate the
brutality of war.
and words in a meaningful
way.
brutality of war.
- One of your quotes is
better than the other.
- You tried to use colors,
images, and words in a
strategic and meaningful
way.
somewhat illustrates how
war.
Leviathan that somewhat
- Your illustration somewhat
captures the ideas from both
authors.
images, and words, but you
needed to add more detail.
- You did not incorporate
one quote for each author.
- Your quotes were off-topic.
- Your image shows a lack of
preparation or is unfinished.
25 24 23 22 21 19 18 17 16 14
war.
meaningful way.
brutality of war.
way.
brutality of war.
way.
war.
authors.
25 24 23 22 21 19 18 17 16 14
36
A B C D F
war.
meaningful way.
brutality of war.
way.
brutality of war.
way.
war.
authors.
25 24 23 22 21 19 18 17 16 14
war.
meaningful way.
brutality of war.
way.
brutality of war.
way.
war.
authors.
25 24 23 22 21 19 18 17 16 14

37
Name:

The Hollow Men
T.S. Eliot
1925

Directions:


Second Read: Identify significant moments that reveal the characterization of the hollow men and that
reveal setting. Find two quotes that reveal aspects of the hollow men (yellow) and two for the setting
(pink) and highlight them. Annotate key details in the margins for each annotation. Focus on
understanding the relationship between the two.

Third Read: Read through the poem. Determine Eliots thesis about human nature. Highlight at least
three pieces of evidence that reveal his argument in green.

---------------------------------------------------------------------------------------------------------------------------------------------------------------

The Hollow Men
Write an analysis of Eliots The Hollow Men. What is his thesis about human nature? What evidence does he
use to prove his point? How do his views on human nature relate to Rousseau and Hobbes? Which
philosopher do you feel he most resembles? You should use at least two examples to support your assertions.

38

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