Vignette 7.3. Reading, Analyzing, and Discussing
Complex Texts in American Literature
Integrated ELA/Literacy, ELD, and History in Grade Eleven (cont.)conversations about complex texts and topics, and Ms. Robertson provides ample and varied
levels of support so that students can meet these challenges.
Lesson Context
At the beginning of the week, Ms. Robertson asks her students to view and discuss the
portrait “Manifest Destiny” by John Gast, which provides an opportunity for the students—
regardless of their prior knowledge of westward expansion in the 19th century—to discuss how
ideas in art can both reflect and shape human beliefs and actions. Ms. Robertson also asks the
class to view and discuss how Native Americans were depicted in photographs taken in the
nineteenth century. This task prepares students for discussing authors’ perspectives in texts.
The students then view and discuss brief excerpts from the film, Bury My Heart at Wounded
Knee (HBO Films), before reading excerpts from the book on which the movie was based. The
students compare the way Native Americans and the U.S. government were depicted in the
film, photographs, and art. Ms. Robertson tells her students that, in order to understand the
text they will be reading, it is important to think critically about the historical context, as well as
whose perspectives are being represented.
Ms. Robertson’s students will be reading excerpts from the book Bury My Heart at Wounded
Knee: An Indian History of the American West, by Dee Brown. It is an historical informational
text that describes the experiences of American Indian people from their own perspectives
during the second half of the nineteenth century. For the unit on the U.S. Civil Rights
movement, this book is considered a primary source as it was published in 1970 at a time of
increasing American Indian activism, and it addresses the civil rights of Native Americans. The
book weaves together many primary and secondary source documents from the 19th century.
(For studying westward expansion in the late 19th century itself, the book is considered a
secondary source.)
The learning target for today’s lesson and related standards follow.Learning Target: Students will closely examine and discuss an excerpt from Bury My
Heart at Wounded Knee to better understand the author’s perspective and reasons for the
American Indian Civil Rights Movement.CA CCSS for ELA/Literacy: RI.11–12.1 – Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain; RI.11–12.6 – Determine
an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the
text; SL.11–12.1 – Initiate and participate effectively in a range of collaborative discussions
with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.794 | Chapter 7 Grades 11 and 12