HOTS | READING COMPREHENSION PASSAGES AND QUESTIONS (THE REPUBLIC)

Linda Jennifer
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9th - 12th, Higher Education, Adult Education, Homeschool
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40+ pages
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Linda Jennifer
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Description

Higher Order Thinking

READING COMPREHENSION PASSAGES AND QUESTIONS

High School HOTS #2 (THE REPUBLIC)

This is a self-contained product on HIGHER ORDER THINKING SKILLS.  This product focuses on a small section of Plato’s Republic; this work is listed as an exemplary information text in the CCSS for Language Arts (Appendix B1).

Plato’s Republic is one of the most influential texts of the Western canon and has had a significant role in shaping Western culture. 

The following is from Allan Bloom’s “Preface to the Second Edition.” “The Republic is, of course, a permanent book, one of the small number of books that engage the interest and sympathy of thoughtful persons wherever books are esteemed and read in freedom. No other philosophic book so powerfully expresses the human longing for justice while satisfying the intellect’s demands for clarity.”

While the overall theme of the Republic is justice, this unit also focuses on social interaction, tyranny, and ethics. Justice is often raised in AP History and AP English exams. It will be rewarding to both teachers and students alike to debate and analyze the “Big Ideas” spoken about in the new CCSS  guidelines. This product will help guide your students through this difficult, yet accessible, text.


INCLUDED IN THIS PRODUCT ARE THE FOLLOWING:

⚫ EIGHT pages of teacher notes

⚫ An introduction to Platonic dialogues and the Republic in particular

⚫ Information on how I use the text

⚫ Assignment suggestions

18 discussion questions, some of these could be turned into short writing assignments

⚫ Vocabulary

FIVE essay questions

A multiple-choice test (based upon the included reading) with 18 questions and answers; included as a separate PDF file

⚫ 11 pages of the dialogue itself (beginning of BOOK I), THIS DIALOGUE IS IN THE PUBLIC DOMAIN.

7 pages of endnotes from the dialogue 

⚫ CCSS related information on text complexity

⚫ Suggestions on how to read the text at different levels. For instance, using Bloom’s Taxonomy, the majority of questions ask for comprehension, understanding, and application. However, I have included questions of a much higher order: analysis, judgment, and evaluation.

If you are interested in this activity on Book I of the Republic you may be interested in my other HOTS products on TpT:

Higher Order Thinking Skills HOTS #3 (THE THEAETETUS) WHAT IS KNOWLEDGE?

Higher Order Thinking Skills/High School HOTS #1 Nietzsche (Non-fiction)

VISUAL NOTETAKING LECTURE SERIES (PLATO'S THEAETETUS)

HIGHER ORDER THINKING SKILLS, VNT, AND VNT (PLATO'S THEAETETUS) BUNDLE

HIGHER ORDER THINKING SKILLS AND VNT (PLATO'S THEAETETUS) PERFECT PAIRING BUNDLE

Critical Thinking: What is Textual Analysis #2: THE REPUBLIC (Philosophy)

CCSS covered in this product:

CCCSS.ELA-Literacy.RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CCSS.ELA-Literacy.RL.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.
CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS.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.
CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.9-10.1: W 11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2: 11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

The ELA Common Core State Standards require students to learn how to read texts carefully:

“As a natural outgrowth of meeting the charge to define college and career readiness, the Standards also lay out a vision of what it means to be a literate person in the twenty-first century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic. In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.” English Language Arts Standards | Home | English Language Arts

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Total Pages
40+ pages
Answer Key
Included
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
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.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

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