Description
This lesson is the first in a series of lessons in which students work independently and in groups to trace how Alexander develops and supports the central claim of a particular chapter (2, 3, or 4) of The New Jim Crow. For their assigned chapters, students evaluate Alexander’s specific claims as well as whether her reasoning is valid and evidence is relevant and sufficient. Students also evaluate the persuasiveness and strength of Alexander’s argument, citing how she uses rhetoric to contribute to the development of her claims. Drawing from their reading and analysis, students develop group presentations over the course of the next three lessons.
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