CCSS.ELA-Literacy.RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic media, including what is emphasized or absent in each treatment.
CCSS.ELA-Literacy.RI.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.
CCSS.ELA-Literacy.RI.9-10.7 Analyze various accounts of a subject told in different media (e.g., a persons life story in both print and multimedia), determining which details are emphasized in each account.
These first four standards will be addressed by analyzing the First World War through the points of view of different combatants and noncombatants from multiple countries and sides during the war. One of the key events I would like my students to analyze is the cause of the war; different countries viewed this event differently. By looking at news articles, political cartoons, and speeches from different countries regarding the assassination of Archduke Franz Ferdinand, students can gain a better perspective of why some countries went straight to war while others chose to delay their entrance into the war.
CCSS.ELA-Literacy.RI.9-10.6 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.
As part of the overarching theme of the unit, how and why people make the choices that they do, it is imperative that students be able to identify the authors point of view on a topic in order to accurately identify what it is they are trying to tell you about the topic. Political speeches, such as those by the "Four Minute Men," give students ample opportunity to analyze the authors perspective as well as the types of rhetoric they use to get their point across.
CCSS.ELA-Literacy.RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
Comparing and contrasting posters (the US and UKs variations of the "I want you" recruitment poster, for instance) as well as speeches (Wilsons "Fourteen Points", Lenins "Decree on Peace," etc) allow students to identify how historical documents help shape the world around them and continue to influence future generations.
CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
In order to be effective members of society, people need to work together, whether or not they get along, believe the same things, or have similar backgrounds. Daily opportunities for students to discuss ideas and work together will gradually get students acclimated to working in unexpected partnerships and groups. Collaborative discussions will be an integral part of most lessons, whether they be brief (pair and share) or substantial (philosophical chairs).
CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.SL.9-10.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
These final three standards will be addressed mostly through the final project for the unit where students will have to research a countrys involvement in the war and then speak on behalf of that country as advocates for reparations. They will have to thoroughly understand their countrys role before, during, and after the war, its potential contributions to society following the war, and use rhetorical arguments to try and help their country following the war. They will also need to evaluate other students arguments on behalf of their own country in order to dispute concessions, form alliances, and barter for a fair outcome of the "Paris Peace Conference."