…Human rights make up the backdrop for this unit. Each student will eventually have to develop a thesis that falls under this category. Their thesis will be the basis for their argument. The hope is that as they read the various texts, they will discover the authors’ theses and identify how they support their claims. With exposure to different models of argument and some exploration of a topic that interests them the most, I want each student to develop her own claim. Hopefully the students will see the importance of reading as a way to prepare for writing–especially an argument. Another way to look at this is that writing an argument just means that we are joining a conversation that is already in progress.
…Students will read excerpts from thinkers such as Abraham Lincoln, Thomas Paine, Mary Wollstonecraft, Sojourner Truth, Malala, Gandhi, Pope Francis, and Martin Luther King, Jr.; poets, such as Elma Stuckey, and other authors including W.E.B. Du Bois, George Orwell, Harper Lee, Anne Frank, Alex Haley, and Aldous Huxley will also be explored. The students will not only identify their claims, but they will look for the evidence that these influential people have used to support them. In addition, they will evaluate and assess the evidence. This is particularly important for 8th graders to begin doing before they start high school.
*Note: According to the Common Core Standards for English Language Arts, this is the biggest difference between the 7th and 8th grade expectations for writing an argument. Seventh graders must use relevant evidence while 8th graders must use well-chosen, relevant evidence. Eighth graders will evaluate and assess the evidence of other writers and begin to strategically select evidence to include in their writing.