^{ESL 114 COMPOSITION UNIT}

^{Topic: The Dickson Mounds Controversy}

^{Rhetorical Style: Argumentation}

^{INPUT TEXTS:}

^{Spotted Elk, Clara. "Skeletons in the attic." Scholastic Update 26 May 1989: 25.}

^{Trotter, V.L. Letter. "Case Presented for Dickson Mounds." Lewiston Daily 7 June 1990.}

^{SUPPLEMENTARY TEXTS:}

^{Brower, Montgomery. "Walter Echo-Hawk Fights for his People's Right to Rest in Peace-not in Museums." People Weekly 9 Sept. 1989: 42-44.}

^{Burghart, Tara. "UI Continues to Research Human Remains." The Daily Illini 18 Oct. 1991.}

^{"Case 5. Who Owns the Bones?" Omni Ja. 1988: 98-99.}

^{Cowley, Geoffrey. et al. "The Plunder of the Past." Newsweek 26 June 1989: 58-60.}

^{Craig, Bruce. "Bones of Contention." National Parks Jl/Ag 1990: 16-17.}

^{Dellios, Hugh. "Edgar Wrestling Dickson Mounds Question." The Chicago Tribune 11 Sept. 1991.}

^{The Dickson Mounds Controversy. Videocassette transcript. 1990.}

^{Johansen, Bruce E. "Dead Indians Out, Live Indians In." The Progressive Dec. 1989:15-16.}

^{Letter from the Editor. "Moore Blasts Dickson Mounds Exhibit Closing." The Augusta Eagle 10 January 1990.}

^{Argumentaion Essay Unit}

^{The Case of Dickson Mounds}

^{Unit Objectives:}

^{Practice the components of the five paragraph essay including: topic sentence, support, thesis statement, introductory paragraph, concluding paragraph.}

^{Learn the strategy of identifying the arguments of a text using outlining.}

^{Use English for communication and problem solving.}

^{Practice writing introductory and concluding paragraphs.}

^{Write a five paragraph argumentation essay.}

^{Day 1}

^{1.1 Watching the video}

^{Whole class work 30 minutes}

^{Read the questions below and be prepared to discuss your answers after watching the video "The Dickson Mounds Controversy."}

^{1. What is Dickson Mounds?}

^{2. Where is it located?}

^{3. What exactly is the Dickson Mounds controversy?}

^{4. What are some of main points, both for and against the closing of the Dickson Mounds skeletal exhibit?}

^{1.2 Discussion}

^{Whole class work, 20 minutes}

^{Day 2}

^{2.1 Reading source Material}

^{Individual work, 10 minutes.}

^{Read either article A: "Case Presented for Dickson Mounds."}

^{or article B: "Skeletons in the Attic."}

^{2.2 Evaluating your comprehension}

^{Individual work, 5 minutes.}

^{Answer the following True/False questions on the content of the article you have just read.}

^{Learning Hint: Be ready to ask your partner specific questions about any part of the article that you do not understand.}

^{ARTICLE A: "Case presented for Dickson Mounds."}

^{1. T F The decision about the fate of Dickson Mounds is political rather than ethical or moral.}

^{2. T F All Native Americans think that the exhibit should be closed.}

^{3. T F No known ancestors of the Mississippian Indians who built Dickson Mounds exist.}

^{4. T F The Dickson Mounds Museum exhibit is educational.}

^{5. T F Tourism plays an important role in the arguments to keep the exhibit open.}

^{ARTICLE B: "Skeletons in the Attic."}

^{1. T F The Smithsonian's National History Museum has a collection of skeletons from all racial groups.}

^{2. T F The Smithsonian Museum will return the bones of Native American groups provided they prove that the bones are part of their lineage.}

^{3. T F Over half a million Native American remains are held in locations throughout the country.}

^{4. T F The idea of freedom of religious/cultural observance is an important point for those who wish to close the Dickson Mounds site.}

^{5. T F The conflict of reburial of the Native American remain pits one group's world view against another's.}

^{2.3 Evaluating your comprehension}

^{Pair work, 15 minutes.}

^{Correct the answers you gave in the previous activity and clarify any information that you did not understand. Summarize the main points of the article. (Refer to the your group reaches a consensus in 15 minutes.}

^{2.4 Exchanging Information}

^{Group Work (4 people), 20 minutes.}

^{Form mixed groups and exchange information contained within your respective articles; complete the chart below using the main points from articles A and B.}

^{Learning Hint: Rely on each other's summaries for the information contained in the article you did not read. You do not have time to read the other article at this time.}

^{Be sure to reach a consensus in 20 minutes.}

^{For the closing of | Against the closing}

^{of Dickson Mounds | of Dickson Mounds}

^{___________________________________________________________}

^{1. 1.}

^{2. 2.}

^{3. 3.}

^{4. 4.}

^{5. 5.}

^{2.5 Homework for Day 4}

^{Individual work, approximately 90 minutes.}

^{Decide which side of the Dickson Mounds controversy you support. Then go to the Reserve desk of the Undergraduate Library and ask for the ESL 114 Dickson Mounds packet. Use the information contained in at least three of the articles to support your arguments. Be sure to take notes on the articles.}

^{Day 3}

^{3.1 Whole class discussion}

^{10 minutes}

^{3.2 Outlining example}

^{Whole class work, 10 minutes}

^{3.3 Outlining}

^{Pair work, 15 minutes}

^{With a partner outline the given article. Be sure to note the major arguments of the article.}

^{3.4 In class discussion}

^{Whole class work, 15 minutes}

^{Day 4}

^{4.1 Review}

^{Pair work, 15 minutes.}

^{Discuss which side of the Dickson Mounds controversy you think is correct (and support your argument with specific quotations from at least three of the source materials).}

^{4.2 Generating ideas and outlining}

^{Individual work, 25 minutes.}

^{Using the discussion in activity 4.1 as a basis, create an outline of your argumentative essay, including a thesis statement, supporting points with citations and a title.}

^{4.3 Peer editing outlines}

^{Pair work, 10 minutes.}

^{4.4 Homework for Day 5}

^{Read chapters 12-13 in The Practical Writer that deal with introductions and conclusions}

^{Day 5}

^{5.1 Introductory and concluding paragraphs}

^{Handout, 10 minutes}

^{5.2 Introduction and conclusion exercise}

^{Individual work, 40 minutes}

^{Using your thesis statement, write 3 introductory paragraphs and 3 concluding paragraphs that you could use in your five paragraph essay. Turn these in by the end of the period.}

^{Day 6}

^{6.1 Writing the rough draft}

^{Individual work, 50 minutes}

^{With the outline you have created write a five paragraph essay rough draft of at least 3 pages, incorporating at least three of the reading sources. You must be turn in the rough draft by the end of the period.}

^{Day 7}

^{7.1 Peer editing I}

^{Pair work, 20 minutes.}

^{Using the peer editing guide included in this packet peer edit your partner's rough draft. Be prepared to provide specific suggestions to help you partner revise the essay. Write on the essay, and be sure to summarize the strengths and weaknesses of the composition in a few sentences at the bottom of the last page.}

^{7.2 Peer editing II}

^{Pair work, 15 minutes.}

^{Spend 15 minutes discussing the editing suggestions you made about the essay.}

^{7.3 Homework}

^{Individual work.}

^{Revise your rough draft synthesizing the suggestions of your peer partner and your own editing suggestions. Present this in its final form to the instructor.}