Analyzing the Historical Context of American Romanticism
|Overview:||In small groups, students will analyze a primary source set from the late 1700s and early 1800s to draw conclusions about the historical context in which American Romanticism literature was written. Additionally, the students will compare and contrast this historical context with the previously studied historical context and literary period of Colonial and Revolutionary literature. Finally students will infer how this historical context might be reflected in the American Romanticism literature.|
After completing this activity, students will be able to:
|Time Required:||Two class periods of 45 minutes.|
|Topic/Subject:||Immigration, American Expansion and Literature|
|Era:||The New Nation, 1783-1815 and National Expansion and Reform, 1815-1860|
|Illinois Learning Standards:|
Common Core Standards:
Rl.11-12.7 and RH.11-12.7-Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Divide students into groups of five or six. Hand out introduction to American Romanticism Primary Source Set (primary sources and analysis tools). Each student chooses a primary source to analyze independently with the corresponding analysis tool (if only five in a group, remove one of the three maps).
|2.||After independently completing the primary source analysis, each student presents his/her primary source and analysis to the group.|
|3.||After each group member has presented, the group will compare/contrast the American Romanticism primary sources with the characteristics of the Colonial/Revolutionary literary time period, which they will have just finished studying (page 3 of PDF).|
|4.||Each group will infer three possible characteristics of American Romanticism literature based on the conclusions from the primary source set, which will be noted on the Literary Time Period Compare/Contrast Tool (page 4 of PDF).|
|5.||Each group will report the three possible characteristics to the class. These will be noted on chart paper or in a SmartBoard file. Students will then compare these possible characteristics with the introductory information presented in the textbook.|
Individual students will be evaluated on the completion of the analysis tools. Each group will be evaluated on the completion of the Compare/Contrast tool.
Refer to the list of student-generated characteristics while reading each selection from the American Romanticism Literary Time Period to identify characteristics of the primary sources within the texts. Create a primary source set for each American literary time period to use as an introduction to each unit.
Charleston High School