Civil Disobedience

Part 1, Paragraph 5 & 6

BY HENRY DAVID THOREAU
Instructional Focus
o 9-10.RI.KID.1-- Analyze what the text says explicitly and draw inferences; cite the strongest,
most compelling textual evidence to support conclusions.
o 9-10.RI.KID.2-- Determine a central idea of a text and analyze its development; provide an
objective or critical summary.
o 9-10.RI.KID.3 -- Analyze how an author presents and develops key ideas and events to impact
meaning.
o 9-10.RI.CS.5-- Analyze how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text.
o 9-10.RI.CS.6-- Determine an authors point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose
o 9-10.L.VAU.4-- Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on 10th grade-level text by choosing flexibly from a range of strategies.
A. Use context as a clue to the meaning of a word or a phrase.
o 9-10.L.VAU.6-- demonstrate independence in building vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
o 9-10.W.RBPK.9-- Support and defend interpretations, analyses, reflections, or research with
evidence found in literature
Guiding Question:
How is the authors point of view conveyed throughout the text?
Learning Target:
Students will understand the following:
The authors point of view is shaped and refined through the use of
rhetoric, specific language, phrases, and intertextual connections.
Agenda
Students will listen to a masterful reading of part 1, paragraphs 5-6 of Civil
Disobedience by Henry David Thoreau.
Students should focus on Thoreaus views on how to serve the state.

Civil Disobedience
Part 1, Paragraph 5 & 6
Circle words that repeat.
Box the unknown words.
Underline the important words
and phrases.
Vocabulary
benefactor (n.) a kindly helper
distinctions (n.) notable differences
between things or people
exercise (n.) the use of an ability or
power
philanthropist (n.) a wealthy person
who gives money and time to help make
life better for other people
pronounced (v.) stated in an official or
definite way
Directions: Identify the ideas that you encounter throughout the text. Trace the development of those ideas
by noting how the author introduces, develops, or refines these ideas in the text. Cite textual evidence to
support your work.

Part and Central Ideas Notes and Connections

Paragraph #

Part 1, par. 5 Ethics

The
relationship
Part 1, par. 5 between the
individual
and the state
Ethics; the
relationship
Part 1, par. 6 between the
individual
and the state
Civil Disobedience
Part 1, Paragraph 5 & 6
1. What distinction does Thoreau make between the ways in which men
serve the state?
2. How does Thoreaus description of those who serve the state with their
bodies develop the ideas that Thoreau introduces in part 1, paragraph 4?
3. How does Thoreaus use of figurative language develop a central idea in
the text?
4. What does Thoreau mean when he says that those who serve the state
with their consciences resist it?
5. How does this sentence develop a central idea? [This question refers to
#4]
Civil Disobedience
Part 1, Paragraph 5 & 6
Homework
Read paragraph 7 (from How does it become a man to behave to my
government which is the slaves government also) and write a paragraph
in response to the following prompt:
How does this paragraph develop Thoreaus point of view of the
relationship between the individual and the state?
Use this lessons vocabulary where possible in your written response.
Add to your list of GIST statements: Write a 20 word GIST statement for
paragraph 5 & 6.
Exit Ticket- Quick Write
Add to your list of GIST statements: Write a 20 word GIST statement for
paragraph 5 & 6.