secondary english language arts (ela) curriculum...

SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT

2014 – 2015 Curriculum Mapping Purpose Canyons School District’s English language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using materials selected by schools and coordinated with feeder systems. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there. Curriculum Maps are a tool for:

• ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments

• COMMUNICATION: Articulates expectations and learning goals for students • PLANNING: Focuses instruction and targets critical information

• COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best practices pertaining to sequencing, unit emphasis and length, integration, and review strategies

Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning.

*2013 Only ** Initial mapping and 2013 remapping +2014 Only

These maps were collaboratively developed and refined by teacher committees using feedback from classroom teachers, literacy leads, building administrators, and the office of Evidence-Based Learning. It is with much appreciation that we recognize the many educators who collaborated in the effort to provide these maps for the teachers and students of CSD. Specific individuals that have assisted in the writing and editing of this document include:

Leslie Allen �� Sara Allen* Carlie Allred+ Lark Anderson *+ Carrie Ashcraft+ Kjersti Barlow+ Marianne Bates** Heather Beagley *+ Eva Bellison Carolyn Brown Meghan Brown** Katie Bullock+ Samantha Burton+ Shannon Callister Kimberly Carter* Alyssa Child+ Scott Christensen**+ Arna Clark**+ Kelly Corless+ Belann Earley Sheri Ebert Nathan Elkins Melissa Engel*+

Sarah Exon Karen Fairhurst+ Katherine Falk+ Denise Ferguson**+ Julie Fielding** Jenna Fitch**+ Russ Fullmer Eric Gardner+ Megan Gardner Jana Gold*+ Camille Graff Elise Gray+ Laura Grzymkowski Glen Gunnell Michelle Gurr Erica Hall+ Tawny Hawkins*+ Brooke Haydock- Duncan Jesse Hennefer Susan Henrie Rachel Hill Martine Hales

Barbara Hopkins Brianne Hepworth**+ Robyn Holoak+ Jennifer Humphreys Maggie Jensen** Emily Kafer+ Molly Kendall Kristi Killpack+ Susan Kirkland+ Scott Lambert ��Jill Landes-Lee Christine Lantis Karen Larson Whitney Lee** Lauren Lewis+ Julie Lindsay* John Lundstrom+ Allison Martin** Ryan Martin*+ Lisa McDonald* Pollyanna McGaffin* ��Ron Meyer**+ Kelli Miller**

Kimberlee Mitchell Caitlin Moser+ Jana Mumford** Athena Nadeau+ Courtney Nielsen+ Katie Norris* Jenny Olsen Randy Olsen**+ Erin Pack-Jordan+ Hollie Pettersson Marielle Rawle+ Joanne Ribiero* Karen Richards Tavia Richards** Rob Richardson Piper Riddle** Michelle Ritter** Leslie Robinett*+ Amber Roderick-Landward Jennifer Romney Mikianne Royal Jessica Sanders* Susan Saunders*

Hannah Sharr** Michelle Shimmin Lynna Shin** Connie True Simons** Jennifer Sinclair Alex Springer Alaina Stone+ Heather Swallow Shane Tanner** Debra Thorpe Jacqueline Thurnau**+ Lisa Tolk+ Leslie Trelease+ Charlotte Williams James Wilson* Rand Winward Christine Yee*+

Eleventh Grade: ELA Core Standards Overview Ø Understanding more from and making fuller use of written materials, including using a wider range of evidence to support an analysis

Ø Making more connections about how complex ideas interact and develop within a book, essay, or article

Ø Evaluating arguments and specific claims; assessing whether the reasoning is valid and the evidence is sufficient; and as appropriate, detecting inconsistencies and ambiguities

Ø Analyzing the meaning of foundational U.S. documents (the Declaration of Independence, the Preamble to the Constitution, the Bill of Rights)

Ø Making an argument that is logical, well-reasoned, and supported by evidence

Ø Writing a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant examples, facts, and details

Ø Conducting several research projects that address different aspects of the same topic, using more complex books, articles, and other sources 1

Ø Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidence made on all sides of an issue; and resolving contradictions when possible

Ø Sharing research, findings, and evidence clearly and concisely

Ø Making strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interest

Ø Determining or clarifying the meaning of words and phrases, choosing flexibly from multiple strategies, such as using context, Greek and Latin roots (e.g., bene as in benefactor or benevolent), patterns of words (conceive, conception, conceivable), and consulting specialized reference materials (e.g., dictionaries, glossaries, thesauruses)

Ø Interpreting figures of speech (e.g., hyperbole, paradox) in context and analyzing their role in the written materials

National PTA, 1250 N Pitt Street, Alexandria, VA 22314, PTA.org • [email protected] © 2011 PTA All rights reserved.

Eleventh Grade English Language Arts Year at a Glance 2014-15

8 Weeks 3-4 Weeks 6-7 Weeks 6-7 Weeks 8-9 Weeks 3-4 Weeks

Unit Theme The New World A New Nation American Romanticism

A Troubled Young Nation

Emerging Modernism

Challenges and Successes of the Twentieth Century

Essential Question

What influences shaped Colonial

America?

How did the philosophy of the Age of Reason influence the founding of America?

What philosophies influenced American

Romanticism?

How did the 19th Century shape what it means to be an American?

How did world events influence isolation and

disillusionment in the early American twentieth century?

How does postmodern text reflect change in American values and culture?

Writing Focus

Informative/ Explanatory Argument

Argument Narrative

Argument Narrative

Informative/ Explanatory


Social Studies

Connections

What is the American colonial experience?

How is the development of the United States form of government a compound

constitutional republic?

What was pre-‐Reconstruction America like?

Where, how, and why did pre-‐Reconstruction America expand?

How did the growth of industry change the United

States?

What was the social reform that occurred at the turn of the century?

Science Connections

What role did science and/or medicine play in developing American Culture?

How were science and technology involved in the struggle to win American independence?

What were the scientific developments from this time period that inspired literary thought in the world and US?

How did advancements in science shape American during the 19th century?

How did major scientific findings in the ‘20s affect the country?

How do modern discoveries change American culture?

Math Connections

Key Terms

Words for Review: Culture, Analysis, Point of view

Argumentation, Claims, Counter-‐Claims, Evidence, Reasons

Paradox Abolition, Mood Dialect Culture

Tier II: Simile, Metaphor, Allegory, Analogy, Connotative language, Denotative language, first person narration, unreliable narrator, third person limited, third person omniscient, imagery, tone, irony

Diction, Rhetoric, Ethos, Logos, Pathos, Rhetorical Device, Structure, Syntax Bias

Autobiography, Biography, Dialect, Naturalism, Realism, Regionalism, Satire

Flashback, Foreshadowing, Industrialization,

Minimalism, Postmodernism Civil Rights, Cold War, McCarthyism

Tier III: Protestant Reformation, Puritanism Oxymoron

Age of Reason, Age of Enlightenment, Nationalism

Realism, Romanticism, Self-‐Reliance, Transcendentalism, Utopian Societies Naturalism, Optimism,, “Fireside Poets,” Individualism, Manifest Destiny

Abolition, Antebellum

Interior Monologue, Lost Generation, Prohibition Era, Stream of Consciousness, Alienation, American Dream, Disillusionment, Harlem Renaissance

Assimilation, Counter-‐culture

Eleventh Grade Unit 1 Theme: The New World

In this unit students will discuss what influences shaped colonial America and why people explore new worlds, through the reading of period-‐related texts and the writing of informative/explanatory writings.

Essential Question

Supporting Questions Vocabulary Writing Focus

Cross-‐Curricular Connections

What influences shaped Colonial America?

• Why did people explore the new world?

• How did Native American and British colonists culturally clash?

• How did the Protestant Reformation influence colonial immigration?

• What were the main motivating factors of British colonist for coming to America?

• What was life like for early settlers? • What role did religion, particularly

Puritanism, play in developing American culture?

• How can understanding literary devices help modern readers better understand colonial American writers?

Words for Review: Culture, Analysis, Point of view Tier II: Simile, Metaphor, Allegory, Analogy, Connotative language, Denotative language, first person narration, unreliable narrator, third person limited, third person omniscient, imagery, tone, irony Tier III: Protestant Reformation, Puritanism Oxymoron


What is the American colonial experience?

• What are the reasons for the establishment of colonies in Americas?

• What are the differences among the American colonial areas: New England, Middle, and Southern colonies? How do these colonies contribute to a rise of American culture?

What role did science and/or medicine play in developing American Culture?

ELA Core Standards Student Learning Targets

READING

RL 11-‐12.4 Determine the meaning of words and phrases as they are in the text, including figurative and connotative meaning, analyze word choices on tone (includes Shakespeare as well as other others).

• I can use text to determine the meaning of words and phrases. • I can determine an author's tone through analysis of word choice. • I can determine the figurative and connotative meaning of words and

phrases. RL 11–12.9 Demonstrate knowledge of eighteenth-‐, nineteenth-‐, and early-‐twentieth-‐century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

• I can identify similar themes or topics in two or more texts from the same time period.

• I can demonstrate knowledge of eighteenth-‐, nineteenth-‐, and early-‐twentieth-‐century foundational works of American literature.

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.

• I can determine an author's point of view or purpose in a text. • I can analyze how a text's style and content contribute to the power,

persuasiveness, or beauty of a text. RL 11-‐12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

• I can analyze how the author's choices impact the development of a story or drama.

ELA Core Standards Student Learning Targets WRITING

W 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.

• I can write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately.

• I can effectively select, organize, and analyze content in my informative/explanatory writing.

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

• I can introduce a topic, and build complex ideas and concepts to create an organized and unified whole.

• I can use formatting, graphics and multi-‐media to aid comprehension when useful.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• I can identify my audience and use relevant concrete details (facts, extended definitions, quotations, or other information) to develop the topic thoroughly.

c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

• I can use appropriate and varied transitions and syntax (sentence fluency) to link major sections of the text.

• I can create cohesion and clarify relationships, complex ideas, and concepts through the use of transitions.

d. Use precise language, domain-‐specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

• I can use precise word choice and relevant vocabulary to direct the reader through the topic.

• I can use metaphor, simile, and analogy to direct the reader through the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• I can use correct and appropriate conventions in my writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic.)

• I can provide a concluding statement that supports the information or explanation presented.


SPEAKING & LISTENING

SL 11–12.1 Initiate and participate effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

• I can initiate and participate effectively in a range of collaborative discussions. (one-‐on-‐one, in groups, teacher-‐led).

• I can initiate and participate with diverse partners on grade 11 topics, texts, and issues.

• I can initiate and participate in discussions and build on others’ ideas. • I can initiate and participate in discussions and express my own ideas clearly and

persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-‐reasoned exchange of ideas.

• I can come to class prepared, having read and researched the material. • I can use my reading and research as evidence for a thought, well-‐reasoned

class discussion.

b. Work with peers to promote civil, democratic discussions and decision-‐making, set clear goals and deadlines, and establish individual roles as needed.

• I can work with peers to help create a civil and democratic discussion and promote decision-‐making.

• I can work with peers to set clear goals, deadlines, and establish individual roles.

c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

• I can pose and respond to questions that examine reasoning and evidence. • I can listen to a variety of positions on a topic or issue. • I can clarify, verify, or challenge ideas and conclusions. • I can promote differing and creative perspectives.

d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

• I can respond thoughtfully to diverse perspectives. • I can blend comments, claims, and evidence made on all sides of an issue. • I can use research to provide additional information to investigate, resolve

contradictions, and complete the task. ELA Core Standards Student Learning Targets

LANGU

AGE

L 11–12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

• I can understand the role of context in how language works and apply to my understanding when reading or listening.

• I can make effective language choices for meaning and style. a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

• I can use a variety of references to understand syntax (sentence fluency) when reading complex texts.

L 11-‐12.4 c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

• I can use print and digital references to determine the pronunciation, precise meaning, part of speech, etymology, and standard use of words.

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

• I can check context or reference materials to verify the meaning of a word.

Unit 1 Text Resources

Literary Informational

Many informational and non-‐fiction literary resources can be found on the Canyons School District Library Wiki. Native American Myths: “How the World Was Made” retold by James Mooney “The Sky Tree” retold by Joseph Bruchac (L 770)* from The Iroquois Constitution – Dekanawida (L 1350) from The Life of Olaudah Equiano – Olaudah Equiano The Crucible – Arthur Miller (could teach this for Unit 6) The Scarlet Letter -‐ Nathaniel Hawthorne (L 1340) “Young Goodman Brown” – Nathaniel Hawthorne (L 1340) Historical information: Joselit, Jenna Weissman. "The Free Air of the New World: The Protestant Immigrant Experience." Immigration and American Religion. May 2001: n.p. SIRS Issues Researcher. Web. 08 Jun 2012. (L 1360) CAUTION -‐ * Indicates that the Lexile level of the text is below the recommended Lexile range for that grade level.

Many informational and non-‐fiction literary resources can be found on the Canyons School District Library Wiki. About The Iroquois Constitution informational article (L 1280) Excerpts from “Sinners in the Hands of an Angry God” by Jonathan Edwards (L 1110)* The Myth; American Spectator Vol. 41 No. 1, Hasson, Kevin J. "Seamu (L 1140)* Ethnic Conflict: Challenging the Myths; Current , Bowen, John R. (L 1370) A Puritan's 'War Against Religion'; Los Angeles Times, Barry, John M. (L 1290) The Scarlet Letter Lives On; USA TODAY , Turley, Jonathan (L 1240) Article on Arthur Miller and McCarthyism Hollywood movie The Crucible directed by Nicholas Hytner (L 1480) Excellent resource to informational text on Salem Witch Trials http://www.eyewitnesstohistory.com/salem.htm (L 1050)* Great, short informational text on the Salem Witch Trials with nice paintings http://www.salemwitchmuseum.com/education/ (L 1250) John Winthrop, City Upon a Hill, 1630 https://www.mtholyoke.edu/acad/intrel/winthrop.htm (L 2590) From La Relacion by Alvar Nunez Cabeza de Vaca (L 820)* On Plymouth Plantation – William Bradford (L 1340)

Eleventh Grade Unit 1

Glossary of Key Terms

Key Term Definition ALLEGORY A metaphorical narrative in prose or verse in which the characters and often parts of the narrative itself represent moral

and spiritual values or have other symbolic meaning (e.g., The Pilgrim’s Progress, Animal Farm). ANALOGY A resemblance in some particulars between things otherwise unlike; inference that if two or more things are alike in

some respects, they will probably agree in others; a comparison based on such resemblance. ANALYSIS Detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation. CULTURE The behaviors and beliefs characteristic of a particular social, ethnic, or age group

CONNOTATIVE LANGUAGE

The emotional association(s) suggested by the primary meaning of a lexical unit, which affects its interpretations; things suggested by a word apart from the thing it explicitly names or describes.

DENOTATIVE LANGUAGE

The relationship between a linguistic event and its referent, as the word book denotes the object “book.” A direct specific meaning, as distinct from an implied or associated idea.

FIGURATIVE LANGUAGE

Language that deviates from a standard significance or sequence of words in order to achieve a special meaning or effect (e.g., similes and metaphors).

IMAGERY The use of language to create sensory impressions; the “mental pictures” experienced by readers while listening to or reading a story or poem.

IRONY A literary term referring to the discrepancy between the appearance and reality of a thing, which are often exact opposites. There are many types of irony; the three most common types are dramatic irony, situational irony, and verbal irony.

• Dramatic irony: A situation in a play or narrative in which the audience shares with the author knowledge of which a character is ignorant.

• Situational irony: A situation when a character laughs at a misfortune of another when unbeknownst to him the same misfortune is happening to him.

• Verbal irony: A situation when either the speaker means something totally different than what he is saying. Verbal irony also occurs when a character says something in jest that, in actuality, is true.

METAPHOR A figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness between them; a figure of speech in which a comparison is implied by analogy, but is not stated directly.

OXYMORON A paradox reduced to two opposing words, usually in an adjective-‐noun (deafening silence) or adverb-‐adjective (shockingly boring) relationship, and is used for effect, complexity, emphasis, or wit.

POINT OF VIEW The perspective or perspectives established by an author through which the reader is presented with the characters, actions, setting, and events that constitute the narrative in a work of fiction. There are multiple modes of point of view, including:

• First-‐person narration: A narrative mode where a story is told by one character at a time, speaking for and about himself or herself. The narrator may be a minor character observing the action or the main protagonist of the story. A first-‐person narrator may be reliable or unreliable.

• First-‐person perspective: The perspective implicit in first-‐person narration, intimate on the one hand and circumscribed on the other.

• Third-‐person narration: A narrative mode in which a story is told by a narrator who relates all action in third person, using third-‐person pronouns such as he or she.

• Third-‐person omniscience: A method of storytelling in which the narrator knows the thoughts and feelings of all of the characters in the story, as opposed to third person limited, which adheres closely to the thoughts and feelings of a single character.

PROTESTANT REFORMATION

A religious movement of the 16th century that began as an attempt to reform the Roman Catholic Church and resulted in the creation of Protestant churches

PURITANISM The principles and practices of a movement within 16th-‐century Anglicanism, demanding reforms in doctrine, polity, and worship, and greater strictness in religious discipline, chiefly in terms of Calvinist principles.

SIMILE A figure of speech or other direct comparison of two things that are dissimilar, using the words like or as (or other words of comparison).

TONE The author or narrator’s attitude reflected in the style of the text.

Unit 1 Planning and Notes

Eleventh Grade Unit 1 Com

mon Form

ative Assessment

Figurative Language

Prompt: Read the excerpt from

“Sinners in the Hands of an Angry God” by Jonathan

Edwards. Then w

rite an essay in which you analyze the strategies Edw

ards uses to achieve his purpose. Support your analysis w

ith specific references to the text. Address three of the follow

ing: figurative language (similes, m

etaphors, etc.), imagery (sensory details), diction

(specific word choice), repetition, and allusions.

Remem

ber to add adequate commentary/analysis as to w

hy your examples are significant

and important for Edw

ards to achieve his purpose. w

ww

.iclnet.org/pub/resources/text/history/.../edwards.sin

ners.htm

l The bow

of God's w

rath is bent, and the arrow m

ade ready on the string, and justice bends the arrow

at your heart, and strains the bow, and it is nothing but

the mere pleasure of G

od, and that of an angry God, w

ithout any promise or

obligation at all, that keeps the arrow one m

oment from

being made drunk w

ith your blood. Thus all you that never passed under a great change of heart, by the m

ighty power of the Spirit of G

od upon your souls; all you that were never born

again, and made new

creatures, and raised from being dead in sin, to a state of

new, and before altogether unexperienced light and life, are in the hands of an

angry God. H

owever you m

ay have reformed your life in m

any things, and may

have had religious affections, and may keep up a form

of religion in your families

and closets, and in the house of God, it is nothing but his m

ere pleasure that keeps you from

being this mom

ent swallow

ed up in everlasting destruction. H

owever unconvinced you m

ay now be of the truth of w

hat you hear, by and by you w

ill be fully convinced of it. Those that are gone from being in the like

circumstances w

ith you, see that it was so w

ith them; for destruction cam

e suddenly upon m

ost of them; w

hen they expected nothing of it, and while they

were saying, Peace and safety: now

they see, that those things on which they

depended for peace and safety, were nothing but thin air and em

pty shadows.

The God that holds you over the pit of hell, m

uch as one holds a spider, or some

loathsome insect over the fire, abhors you, and is dreadfully provoked: his w

rath tow

ards you burns like fire; he looks upon you as worthy of nothing else, but to

be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand tim

es more abom

inable in his eyes, than the most hateful

venomous serpent is in ours. You have offended him

infinitely more than ever a

stubborn rebel did his prince; and yet it is nothing but his hand that holds you from

falling into the fire every mom

ent. It is to be ascribed to nothing else, that

you did not go to hell the last night; that you were suffered to aw

ake again in this w

orld, after you closed your eyes to sleep. And there is no other reason to be given, w

hy you have not dropped into hell since you arose in the morning,

but that God's hand has held you up. There is no other reason to be given w

hy you have not gone to hell, since you have sat here in the house of G

od, provoking his pure eyes by your sinful w

icked manner of attending his solem

n w

orship. Yea, there is nothing else that is to be given as a reason why you do

not this very mom

ent drop down into hell.

O sinner! Consider the fearful danger you are in: it is a great furnace of w

rath, a w

ide and bottomless pit, full of the fire of w

rath, that you are held over in the hand of that G

od, whose w

rath is provoked and incensed as much against you,

as against many of the dam

ned in hell. You hang by a slender thread, with the

flames of divine w

rath flashing about it, and ready every mom

ent to singe it, and burn it asunder; and you have no interest in any M

ediator, and nothing to lay hold of to save yourself, nothing to keep off the flam

es of wrath, nothing of your

own, nothing that you ever have done, nothing that you can do, to induce G

od to spare you one m

oment.

Nam

e:_____________________________ Evaluating “Sinners in the H

ands of Angry G

od” Evidence from

Text C

omm

entary/Explanation D

evice #1

Device #2

Device #3

Eleventh Grade Unit 2 Theme: A New Nation

In this unit students will analyze texts, including US historical documents for their themes, purposes, and rhetorical features.

Essential Question

Supporting Questions Vocabulary Writing Focus

Social Studies Connections

How did the philosophy of the Age of Reason influence the founding of America?

• What is the historical background of the Age of Reason (Enlightenment)?

• Who were key figures in the American Enlightenment?

• What new philosophies formed the basis of the Age of Reason?

• How did the philosophies of the Age of Reason affect the founding of the United States?

• How do the founders use rhetorical devices to persuade others?

• What are the most effective devices to use in argumentation?

Words for Review: Argumentation, Claims, Counter-‐Claims, Evidence, Reasons Tier II: Diction, Rhetoric, Ethos, Logos, Pathos, Rhetorical Device, Structure, Syntax Bias Tier III: Age of Reason, Age of Enlightenment, Nationalism

Argument How is the development of the United States form of gov’t, a compound constitutional republic?

a. What are the philosophies that influenced the development of the Constitution, separation of powers, balance of power, and the elastic clause?

b. What is the impact of the Constitution’s creation on the United States?

How were science and technology involved in the struggle to win American independence? (i.e. telescope, navigation instruments for U.S. Military, road and canal systems, public health practices, electricity, invisible ink)


READING

RL 11-‐12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

• I can use text to determine the meaning of words and phrases. • I can determine the figurative and connotative meaning of words and

phrases. • I can determine an author's tone through analysis of word choice and

language. • I can analyze words with multiple meanings.

RI 11-‐12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

• I can analyze and evaluate the effectiveness of the author's structure. • I can analyze and evaluate use of structure in creating a clear, convincing, and

engaging text.

RI 11-‐12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

• I can define and evaluate the reasoning used in influential U. S. texts that apply constitutional principals and legal reasoning.

• I can define and evaluate the premises, purposes, and arguments used in government text.

RI 11-‐12.9: Analyze seventeenth-‐, eighteenth-‐, and nineteenth-‐century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

• I can analyze the themes, purposes, and rhetorical features used in important seventeenth-‐, eighteenth, and nineteenth-‐century U. S. documents.

• I can analyze U.S. documents for their historical and literary significance.


WRITING

Introduce 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.

• I can write an argument using valid reasoning with relevant and sufficient evidence.

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

• I can identify significant and opposing arguments. • I can logically sequence claims, counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

• I can develop claims and counterclaims with relevant evidence. • b. I can identify the strengths and limitations of claims and counterclaims

while anticipating the audience's knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

• I can use syntax (sentence fluency) to clarify the relationships among my claims, reasons, and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

• I can use appropriate style and tone to create a written product. • I can use correct and appropriate conventions in my writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

• I can provide a concluding statement that supports my argument.

W 11-‐12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)

• I can use multiple techniques of editing and revision to develop writing pieces with purpose.


SPEAKING

&

LISTENING SL 11-‐12.4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

• I can present the information and supporting evidence to convey a clear point of view.

• I can present information so that listeners can follow my line of reasoning. • I can address alternative or opposing perspectives. • I can use appropriate organization, development, substance, and style to

establish a purpose and audience.

ELA Core Standards Student Learning Targets LANGU

AGE

L 11-‐12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• I can correctly use Standard English conventions, grammar, and usage in writing and speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

• I can understand that usage changes throughout time and apply it appropriately.

b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-‐Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

• I can use references to resolve issues of complex and contested usage.



Letters: Abigail Adam’s letter to John Adams (“Don’t forget the ladies…”); http://www.teachingamericanhistory.org/library/index.asp?document=278 (L 1130) * Benjamin Banneker’s Letter to Thomas Jefferson (L 1820); Thomas Jefferson’s Letter to Benjamin Banneker (L 1780) Other: Sayings of Poor Richard by Benjamin Franklin (L 630)* The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow http://www.nationalcenter.org/PaulRevere%27sRide.html (L 1720) Washington Crossing the Delaware (painting) by Emanuel Leutze clips from HBO’s John Adams (i.e. Adam’s defense of the British soldiers after the Boston Massacre) The CSD Media Wiki site has links to most of the above listed items plus additional links to other texts that would fit this unit. CAUTION -‐ * Indicates that the Lexile level of the text is below the recommended Lexile range for that grade level.

Speeches Speech to the Virginia Convention by Patrick Henry (L 850)* Documents Excerpts from Common Sense by Thomas Paine (L 1330) Declaration of Independence by Thomas Jefferson (L 1252) Preamble to the Constitution by James Madison (L 1930) Federalist No. 10 by James Madison (L 1450) George Washington’s Farewell Address http://avalon.law.yale.edu/18th_century/washing.asp (L 1630) Great information about speeches as argument here The CSD Media Wiki site has links to most of the above listed items plus additional links to other texts that would fit this unit.


Glossary of Key Terms Key Term Definition

AGE OF ENLIGHTENMENT

An intellectual and scientific movement of 18th century Europe which was characterized by a rational and scientific approach to religious, social, political, and economic issues.

AGE OF REASON An era in which rationalism prevails, especially the period of the Enlightenment in England, France, and the United States. An age at which a person is considered capable of making reasoned judgments.

ARGUMENTATION A type of discourse in speech or writing that debates or simply develops a topic in a logical way.

BIAS Prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

CLAIMS An assertion of the truth of something COUNTER-‐CLAIMS A claim made to rebut a previous claim

DICTION In writing, the careful choice of words based on their correctness, clarity, or effectiveness. ETHOS, PATHOS,

LOGOS In Aristotle’s Rhetoric, a speaker appeals to any of these three in order to persuade the audience: emotion (pathos), logic and language (logos), credibility or authority (ethos). Each of these terms has broader meanings in other contexts.

EVIDENCE Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others. It should be in a form and be derived from a source accepted as appropriate to a particular discipline.

NATIONALISM 1. Devotion to the interests or culture of one's nation. 2. The belief that nations will benefit from acting independently rather than collectively, emphasizing national rather than international goals.

REASONS A cause, explanation, or justification for an action or event.

RHETORIC The art of using language effectively, especially for persuasion, in speaking or writing, especially in oratory.

RHETORICAL DEVICE Rhetoric is the art of effective expression and the persuasive use of language; rhetorical devices are specific, effective uses of language that may influence or persuade an audience (e.g., rhetorical questions, repetition, and extended analogies).

STRUCTURE Framework of a work of literature; the organization or over-‐all design of a work. The structure of a play may fall into logical divisions and also a mechanical division of acts and scenes.

SYNTAX The grammatical principles by which words are used in phrases and sentences to construct meaningful combinations.

Eleventh Grade Unit 3 Theme: American Romanticism

In this unit students will analyze texts, including philosophies that influenced American Romanticism.

Essential Question Supporting Questions Vocabulary Writing

Focus Social Studies Connections

What philosophies influenced American individualism?

• What is American Romanticism? • What characteristics do American

Romanticism and Transcendentalism share and how are they different?

• What were the philosophies from this time period that inspired literary thought in the world and the United States?

• How do American writers differentiate themselves from British writers during the American Romantic movement?

Words for Review: Abolition Tier II: Tier III: Realism, Romanticism, Self-‐Reliance, Transcendentalism, Utopian Societies Naturalism, Optimism,, “Fireside Poets,” Individualism, Manifest Destiny

Argument Narrative

What was pre-‐Reconstruction America like? How did the United States’ form of government, a compound constitutional republic, and its institutions and politics, get developed? How did the American government and politics develop from the Federalist period through Jacksonian democracy? What were the scientific developments from this time period that inspired literary thought in the world and US?


READING

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.

• I can determine two or more themes of a text and analyze their development over the course of a text.

• I can determine how texts interact and build on one another to produce a complex account.

• I can provide an unbiased summary of the text. RL 11-‐12.9: Demonstrate knowledge of eighteenth-‐, nineteenth-‐, and early-‐twentieth-‐century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

• I can identify similar themes or topics in two or more texts from the same time period.

• I can demonstrate knowledge of eighteenth-‐, nineteenth-‐, and early-‐twentieth-‐century foundational works of American literature.

RI 11-‐12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging advocacy (e.g., The Federalist, presidential addresses).

• I can analyze and evaluate the effectiveness of the author's structure. • I can analyze and evaluate use of structure in creating a clear, convincing,

and engaging text.

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.

• I can examine how the author chooses to structure the text. • I can determine how the structure contributes to the meaning of the text. • I can evaluate the style of the text and how it adds to the meaning of the

text.

ELA Core Standards Student Learning Targets WRITING

Extend 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.





• I can develop claims and counterclaims with relevant evidence. • I can identify the strengths and limitations of claims and counterclaims

while anticipating the audience's knowledge level, concerns, values, and possible biases.







Introduce W.11-‐12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

• I can write a logical, detailed narrative about real or imagined events or experiences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• I can create a problem, situation, or observation that is engaging and communicate its importance to the reader.

• I can establish one or more points of view and introduce a narrator and/or characters.

• I can create a smooth chain of experiences or events throughout my narrative.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

• I can use narrative techniques (such as dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

• I can use a variety of techniques to sequence events that build on one another to create a meaningful whole and build toward a particular tone and outcome.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

• I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

• I can write a conclusion that reflects on what is experienced and resolved over the course of the narrative.

W.11-‐12.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

• I can draw evidence from literary or informational texts to support

analysis, reflection, and research.


SPEAKING &

LISTENING

SL 11-‐12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

• I can present the information and supporting evidence to convey a clear point of view.

• I can present information so listeners can follow my line of reasoning. • I can address alternative or opposing perspectives. • I can use appropriate organization, development, substance, and style to

establish a purpose and audience. SL 11-‐12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

• I can include multiple sources of information, in a variety of formats and media, to make decisions and solve problems.

• I can evaluate the credibility of sources and note the differences among the sources.


LANGU

AGE

L 11-‐12.4 Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

• I can determine, through a variety of strategies, the meaning of unknown and multiple-‐meaning words.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

• I can use context to determine the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

• I can consult reference materials to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, development, or its standard usage.


Literary Informational Numerous resources can be found on the Canyons District wikispace: Additional literature choices include: Short Stories: “Minister’s Black Veil “, Nathaniel Hawthorne (L 1230) “Young Goodman Brown “, Nathaniel Hawthorne (L 1070)* “Tell Tale Heart,“ Edgar Allen Poe (L 820)* “Legend of Sleepy Hollow”, Washington Irving (L 1219) “The Fall of the House of Usher”, Edgar Allen Poe (L 1310) “Rip Van Winkle”, Washington Irving (L 930)* “The Devil and Tom Walker”, Washington Irving (L 1090)* Novels: The Scarlet Letter, Nathaniel Hawthorne (L 1340) Little Women, Louisa Alcott (L 1210) * Uncle Tom’s Cabin, Hariett Beecher Stowe (L 1050)* Moby-‐Dick, Herman Melville (L 1200) * Poems: “Midnight Ride of Paul Revere”, Henry Wadsworth Longfellow (L 1720) “I hear America Singing”, Walt Whitman (L 2670) “Song of Myself”, Walt Whitman (L 1490) Excerpts from “Tintern Abby”, Wordsworth (L 1080)* “The Raven,” Edgar Allen Poe (L 1330) *Various poems by Emily Dickinson: see CSD wikispace Walden, Henry David Thoreau (L 1320) CAUTION -‐ * Indicates that the Lexile level of the text is below the recommended Lexile range for that grade level.

Essays: “Nature”, Ralph Waldo Emerson (L 920)* “Self-‐Reliance”, Ralph Waldo Emerson (L 1020)* “Civil Disobedience”, Henry David Thoreau (L 970)* “The Great Lawsuit. Man versus Men. Woman versus Women”, Margaret Fuller (L 1140)* “Declaration of Sentiments”; Seneca Falls Convention (L 1275) The Biological Basis of Morality; Atlantic Monthly , Wilson, Edward O. (L 1230) "Making Free": African Americans and the Civil War, Francis H. Kennedy, (L 1310) “Manifest Destiny”, Frank Caso, (L 1320)

“Tim DeChristopher's courageous bid to save our world” http://articles.latimes.com/keyword/civil-‐disobedience (L 1690)

July 26, 2011 The Los Angeles Times |By Peter Yarrow (L 1320) (Use in connection with Civil Disobedience.)



FIRESIDE POETS The group is typically thought to comprise Henry Wadsworth Longfellow, William Cullen Bryant, John Greenleaf Whittier, James Russell Lowell, and Oliver Wendell Holmes, Sr., who were the first American poets whose popularity rivaled that of British poets

INDIVIDUALISM A doctrine holding that the interests of the individual are or ought to be ethically paramount to those of others and that all values, rights, and duties originate in individuals; a theory maintaining the political and economic independence of the individual and stressing individual initiative, action, and interests.

MANIFEST DESTINY A future event justified by some as inevitable; specifically, the mid-‐nineteenth-‐century expansion of the United States to the Pacific.

NATURALISM A pronounced interest in, sympathy with, or love of natural beauty. In literature, naturalism developed from realism. It is used primarily to describe works that use realistic subjects and embody the belief that everything in nature can be explained by natural and material causes, not by supernatural causes.

OPTIMISM a disposition or tendency to look on the more favorable side of events or conditions and to expect the most favorable outcome.

PARADOX A statement that seems on its face to be self-‐contradictory or absurd yet turns out to have valid meaning and to reveal an element of truth.

REALISM In literature and art, the depiction of subjects as they appear in everyday life; detailed and precise descriptions; close adherence to what is possible and plausible; the faithful rendition of things, without embellishment. Realism is often found in combination with other styles and modes.

ROMANTICISM A literary, artistic, and philosophical movement beginning in the second half of the late eighteenth century. Romanticism reacted against the extremes of rationalism by emphasizing strong emotion, irrationality, imagination, individuality, and aspects of life that cannot be determined or explained by science.

SELF-‐RELIANCE Reliance on one's own capabilities, judgment, or resources; independence

TRANSCENDENTALISM A literary and philosophical movement, associated with Ralph Waldo Emerson and Margaret Fuller, asserting the existence of an ideal spiritual reality that transcends the empirical and scientific and is knowable through intuition.

UTOPIAN SOCIETY An impractical, idealistic scheme for social and political reform.

Eleventh Grade Unit 3 Com

mon Form

ative Assessment

Transcendentalist Themes

Prompt:

After reading, “My Sym

phony”, “The Young American”, and view

ing the cartoon, write an essay

identifying three Transcendentalist themes w

ithin the texts (self-‐reliance, optimism

, individualism, non-‐

conformity, patriotism

, and/or the importance of nature). For each body paragraph, select a them

e and use evidence from

the text to demonstrate how

the theme is evident w

ithin each text. Article #1 Title: M

y Symphony by W

illiam Ellery Channing

“To live content with sm

all means.

To seek elegance rather than luxury, and refinem

ent rather than fashion. To be w

orthy not respectable, and w

ealthy not rich. To study hard, think quietly, talk gently, act frankly, to listen to stars, birds, babes, and sages w

ith open heart, to bear all cheerfully, do all bravely, aw

ait occasions, hurry never. In a w

ord, to let the spiritual, unbidden and unconscious, grow

up through the common.

This is to be my sym

phony.” Source: Channing, W

illiam Ellery. "M

y Symphony by W

illiam Ellery Channing Classic Fam

ous Poet -‐ All Poetry. ." All Poetry -‐ poets publish in a free online com

munity, fun supportive cash contests at allpoetry. N

.p., n.d. Web. 11 June 2012. <http://allpoetry.com

/poem/8557243-‐M

y_Symphony-‐by-‐W

illiam_Ellery_Channing>.

Article #2 Title: The Young Am

erican

A LECTURE READ BEFORE THE M

ERCANTILE LIBRARY ASSOCIATION

, BOSTON, FEBRUARY 7, 1844. -‐

Ralph Waldo Em

erson, The Works of Ralph W

aldo Emerson, vol. 1 (N

ature, Addresses, and Lectures)[1909]

I call upon you, young men, to obey your heart and be the nobility of this land. In every age of the w

orld there has been a leading nation, one of a m

ore generous sentiment, w

hose eminent citizens w

ere willing

to stand for the interests of general justice and humanity, at the risk of being called, by the m

en of the mom

ent, chimerical and fantastic. W

hich should be that nation but these States? Which should lead that

movem

ent, if not New England? W

ho should lead the leaders, but the Young American? The people, and

the world, are now

suffering from the w

ant of religion and honor in its public mind. In Am

erica, out-‐of-‐doors all seem

s a market; in-‐doors an air-‐tight stove of conventionalism

. Every body who com

es into our houses savors of these habits; the m

en, of the market ; the w

omen, of the custom

. I find no expression in our state papers or legislative debate, in our lyceum

s or churches, especially in our newspapers, of a high

national feeling, no lofty counsels that rightfully stir the blood. I speak of those organs which can be

presumed to speak a popular sense. They recom

mend conventional virtues, w

hatever will earn and

preserve property; always the capitalist ; the college, the church, the hospital, the theatre, the hotel, the

road, the ship of the capitalist, — whatever goes to secure, adorn, enlarge these is good; w

hat jeopardizes any of these is dam

nable. ****The 'opposition' papers, so called, are on the same side. They attack the

great capitalist, but with the aim

to make a capitalist of the poor m

an. The opposition is against those who

have money, from

those who w

ish to have money. But w

ho announces to us in journal, or in pulpit, or in the street, the secret of heroism

? “M

an alone Can perform

the impossible.”

Source:

"Online Library of Liberty -‐ THE YOUN

G AMERICAN

. A LECTURE READ BEFORE THE M

ERCANTILE

LIBRARY ASSOCIATION, BOSTON

, FEBRUARY 7, 1844. -‐ The Works of Ralph W

aldo Emerson, vol. 1

(Nature, Addresses, and Lectures)." Online Library of Liberty -‐ Front Page. N

.p., n.d. Web. 11 June 2012.

<http://oll.libertyfund.org/?option=com_staticxt&

staticfile=show.ph

Optional Source #3

Source:

"Honors English: Transcendentalist Com

ic Strips." Honors English. N

.p., n.d. Web. 11 June 2012.

<http://jazzman966.blogspot.com

/2010/10/calvin-‐and-‐hobbes-‐transcendentalism.htm

l>.

Nam

e______________________________________________________

Transcendentalist Them

es Essay Graphic Organizer

Transcendentalist

Theme

Evidence from Text (at least tw

o) C

omm

entary/Explanation

Eleventh Grade Unit 4 Theme: A Troubled Young Nation

In this unit students will integrate and evaluate several sources to determine how the 19th century shaped Americans.

Essential Question Supporting Questions Key Terms Writing Focus


How did the 19th Century shape what it means to be an American?

• How did regionalism affect the themes, subject matter, dialect, and style of American writing in the 19th century?

• How did authors of the time period, particularly Mark Twain, reveal and reflect the culture and conflict of the era?

• How did the Civil War reshape American society, beliefs, and identity?

• How did the western expansion impact the country and its culture?

• How did the Civil War and the Reconstruction period address racism in America?

Words for Review: Abolition, Mood Tier II: Autobiography, Biography, Dialect, Naturalism, Realism, Regionalism, Satire Tier III: Abolition, Antebellum

Narrative Argument

• Where, how, and why did pre-‐Reconstruction America expand?

• Where, how, and why did the United States grow and divide from 1820-‐1877?

• How and why did the United States expand and grow from the Atlantic to the Pacific?

• What sectional differences developed during the antebellum period?

• What were the causes, course, and consequences of the Civil War?

• What were the successes and failures of the Reconstruction period following the Civil War?

• What were the successes and failures of the Reconstruction period following the Civil War?

• What were the United States’ policies relating to American Indians?

How did advancements in science shape American during the 19th century?


READING

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.

• I can identify two or more themes or central ideas in a text and identify how they work together to create a complex piece.

• I can provide an objective summary of a text.

RL 11-‐12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

• I can analyze how the author's choices impact the development of a story or drama.

RI 11-‐12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

• I can analyze and evaluate the author's use of structure in creating an effective argument or exposition.

• I can analyze and evaluate the author's use of structure to create a clear, convincing, and engaging piece.

RI 11-‐12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines “faction” in Federalist No. 10).

• I can determine the meaning of words and phrases. • I can determine the figurative and connotative meaning of words and

phrases. • I can analyze how an author can refine the meaning of key terms in a text.

RI.11-‐12.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

• I can determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

• I can analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

RI.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.

• I can evaluate multiple sources of information presented in different media or formats to solve a problem.

• I can integrate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) to address a question or solve a problem.


Extend W.11-‐12.3: Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

• I can write a logical, detailed narrative about real or imagined events or experiences.

a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

• I can create a problem, situation, or observation that is engaging and communicate its importance to the reader.

• I can establish one or more points of view and introduce a narrator and/or characters.

• I can create a smooth chain of experiences or events throughout my narrative.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

• I can use narrative techniques (such as dialogue, pacing, description, reflection, and multiple plot lines) to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

• I can use a variety of techniques to sequence events that build on one another to create a meaningful whole and build toward a particular tone and outcome.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

• I can use precise words and phrases, telling details, and sensory language to convey a vivid picture of the events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

• I can write a conclusion that reflects on what is experienced and resolved over the course of the narrative.

Extend 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.





• I can develop claims and counterclaims with relevant evidence. • I can identify the strengths and limitations of claims and counterclaims while

anticipating the audience's knowledge level, concerns, values, and possible biases.







W 11-‐12.7 Conduct short as well as more sustained research projects to answer a question (including a self-‐generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

• I can answer a question (including self-‐generated) or solve a problem through short as well as sustained research.

• I can narrow or broaden inquiry when appropriate and combine multiple sources to demonstrate my understanding of the topic.

W 11-‐12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over-‐reliance on any one source and following a standard format for citation.

• I can determine authoritative and accurate sources from inferior sources and identify the strengths and weaknesses of each source.

• I can use a variety of print and digital sources and use advanced searches effectively.

• I can identify the task, purpose, and audience of my research. • I can include balanced research information smoothly into my piece. • I can understand the difference between plagiarism and my own work and

cite my sources in a standard citation format. ELA Core Standards Student Learning Targets

SPEAKING &

LISTENING

SL.11-‐12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

• I can include multiple sources of information, in a variety of formats and media, to make decisions and solve problems.

• I can evaluate the credibility of sources and note the differences among the sources.


LANGU

AGE L 11-‐12.2 (a-‐b) Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. I can demonstrate an understanding of Standard English conventions including capitalization, punctuation, and spelling.

a. Observe hyphenation conventions. • I can use hyphens correctly. b. Spell correctly. • I can use correct spelling.

Unit 4 Text Resources Literary Informational

11th Grade Common Core resources Wiki from CSD Novel and short stories: The Adventures of Huckleberry Finn by Mark Twain (L 990)* “The Notorious Jumping Frog of Calaveras County” by Mark Twain (L 1280) “To Build a Fire,” Jack London (L 970)* “An Occurrence at Owl Creek Bridge,” Ambrose Bierce (L 930)* “The Story of an Hour” Kate Chopin (L 810)* Call of the Wild, Jack London (L 931)* Life on the Mississippi by Mark Twain (L 1080)* The Narrative of the Life of Frederick Douglass, Frederick Douglass (L 1080)* “My Bondage, My Freedom”, (L 1210) “A Wagner Matinee”, by Willa Cather (L 1460) “A Rose for Emily” by William Faulkner (L 990)* The Age of Innocence by Edith Wharton (L 1170) Ethan Frome by Edith Wharton (L 820)* CAUTION - * Indicates that the Lexile level of the text is below the recommended Lexile range for that grade level.

11th Grade Common Core resources wiki from CSD One Nation, Out of Many; American Enterprise , Huntington, Samuel (L 1340) Biographical articles: Preface for The Adventures of Huckleberry Finn by Keith Nielson “The Seriously Funny Man” by Richard Lacayo (L 1040)* “America’s Original Superstar” by Roy Blount, Jr. (L 1040)* “Man of the World” by Jackson Dykman (L 1040)* “Getting Past Black and White” by Stephen L. Carter (L 1040)* (All from Time Magazine, July 14, 2008) Abraham Lincoln “Gettysburg Address” (L 1350) Abraham Lincoln “Emancipation Proclamation” (L 1670) John O’Sullivan, “Manifest Destiny” (L 1320) Chief Joseph Surrenders speech (L 430)* Abraham Lincoln, Second Inaugural Address (L 1270) Civil War Primary Sources New York Times Civil War blog “Disunion” (L 1250) 13th, 14th, 15th Amendments (L 1850) Reconstruction political cartoons


Glossary of Key Terms

Key Term Definition ABOLITION The end or banning of an act or practice; often used to refer to the end of slavery in the United States. ANTEBELLUM Belonging to a period before a war especially the American Civil War

AUTOBIOGRAPHY An account of a person’s life written by that person. BIOGRAPHY An account of a person’s life.

DIALECT A regional variety of a particular language with phonological, grammatical, and lexical patterns that distinguish it form other varieties.

NATURALISM A pronounced interest in, sympathy with, or love of natural beauty. In literature, naturalism developed from realism. It is used primarily to describe works that use realistic subjects and embody the belief that everything in nature can be explained by natural and material causes, not by supernatural causes.

REALISM In literature and art, the depiction of subjects as they appear in everyday life; detailed and precise descriptions, close adherence to what is possible and plausible; the faithful rendition of things, without embellishment. Realism is often found in combination with other styles and modes.

REGIONALISM In literature, this refers to writing that concentrates on a particular geographical area, which serves as the basis for the work.

SATIRE A literary art of diminishing a subject by making it ridiculous and evoking attitudes of amusement, contempt, indignation or scorn. It differs from comedy in that comedy evokes laughter as an end in itself. Satire uses laughter as a weapon against a subject existing outside the work itself; for example, social satire mocks existing social mores and conventions in order to draw attention to their limitations or hypocrisy.


Eleventh Grade Unit 5 Theme: Emerging Modernism

In this unit students will analyze texts that evaluate the results of modernization, particularly that of isolation and disillusionment, in the early American twentieth

century.

Essential Question Supporting Questions Vocabulary Writing Focus


How did world events influence isolation and disillusionment in the early American twentieth century?

• How did the historical events and social issues of the 1920’s affect the country?

• How did the Harlem Renaissance shape the future of African American culture and civil rights?

• How did the changes in the Women’s movement affect politics?

Words for Review: Dialect Tier II: Flashback, Foreshadowing, Industrialization, Tier III: Alienation, Disillusionment, Harlem Renaissance, Interior Monologue, Lost Generation, Prohibition Era, Stream of Consciousness


How did the growth of industry change the United States? How did the prominent business leaders and the business organizations influence the growth of industrialization in the United States? How did the growth of industry affect the movement of people into and within the United States? How did the United States cope with rapid economic and technological advances? How did major scientific findings in the 20’s affect the country?


READING

RL 11-‐12.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

• I can analyze a text's point of view that specifically requires using satire, sarcasm, irony, or understatement.

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.

• I can cite strong and thorough textual evidence to support analysis. • I can cite specific material from the text, draw inferences from the text, and

determine where the text leaves matters uncertain. ELA Core Standards Student Learning Targets

WRITING

W 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.













• I can use metaphor, simile, and analogy to direct the reader through the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


• I can use my conclusion to articulate the implication or significance of the topic.

W 11-‐12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.)

• I can develop, organize, and create clear and coherent writing in multiple genres.

• I can write pieces that are appropriate to task, purpose, and audience.

W.11-‐12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

• I can use technology to produce, publish and update individual writing products in response to ongoing feedback, including new arguments or information.

• I can use technology to produce, publish and update shared writing products in response to ongoing feedback, including new arguments or information.


SPEAKING &

LISTENING

SL 11-‐12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

● I can use digital media in presentations to increase understanding of evidence and reasoning.

● I can effectively use digital media to add interest.


LANGU

AGE

L 11-‐12.6 Acquire and use accurately general academic and domain-‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

● I can gather and use academic words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.

● I can independently determine a word or phrase's importance. ● I can independently acquire vocabulary knowledge.



The CSD Media Wiki site has links to most of the above listed items plus additional links to other texts that would fit this unit. Harlem Renaissance – John Carroll University: Harlem Renaissance -‐ Youtube.com: The Harlem Renaissance: The Rise of African American Literature, Art, and Music Poetry Langston Hughes: “The Negro Speaks of Rivers”; “Trumpet Player”; “Ballad of the Landlord”; “Daybreak in Alabama” ;”Harlem”; “I, Too”; “Mother To Son” (Average L 880)* Countee Cullen: “Tableau Incident” T.S. Elliot: “The Love Song of J. Alfred Prufrock” (L 1300); “The Wasteland” (L=1050)* Robert Frost: “Acquainted with the Night”; “Design”; “Out, Out “; “Once by the Pacific”: “Nothing Gold Can Stay” ; “Most of It” ; “Bereft”: “Death of a Hired Man” (Average L 660)* Novels & Short Stories Excerpts from The Jungle, Upton Sinclair (L 1290) The Great Gatsby by F. Scott Fitzgerald, (L 1070)* “Winter Dreams” by F. Scott Fitzgerald ( L 1420) Of Mice and Men, John Steinbeck, (L 630)* “Leader of the People” John Steinbeck “The Egg” by Sherwood Anderson (L 1160) * “A Rose for Emily,” William Faulkner, (L 990)* “A Wagner Matinee,” Willa Cather, (L 1460) Old Man and the Sea by Ernest Hemingway, (L 940)* CAUTION -‐ * Indicates that the Lexile level of the text is below the recommended Lexile range for that grade level.

Comparing Ernest Hemingway's Life to His Characters in The Sun Also Rises, Yahoo, http://voices.yahoo.com/comparing-‐ernest-‐hemingways-‐life-‐his-‐characters-‐33515.html?cat=38 (L 1370) PURSUED BY HAPPINESS AND BEATEN SENSELESS: PROZAC AND THE AMERICAN DREAM by Carl Elliott (L 1270)

American Dreamers, Lisa Miller, (L=1290)

GENERATION 'X', Leonard Pitts Jr., (L 1270)

An Examination of the 100 Documents That Most Define America As a Nation of Ideas and Ideals, By Michael Barone, Seth Rosen, Teresa Riordan, Jay Tolson, Bernadine Healy, M.D., Katherine Hobson, Angie C. Marek, Joannie Fischer, Thomas K. Grose, Charles

Fenyvesi and Michael Satchell, (L 1310) THE WAR ON THE HOME FRONT, Stephen E. Ambrose, (L 1200)

Harlem Renaissance, Wilma Mankiller, Gwendolyn Mink, Marysa Navarro, Barbara Smith, and Gloria Steinem, eds.


Glossary of Key Terms Key Term Definition ALIENATION The sense of estrangement, or separation, from society or self, identified in philosophy, the social sciences, and literature as a

central feature of modern life. AMERICAN DREAM An American social ideal that stresses social equality, social mobility, and material prosperity; the prosperity or life that

is the realization of this ideal. DIALECT A regional variety of a particular language with phonological, grammatical, and lexical patterns that distinguish it form

other varieties. DISILLUSIONMENT The loss of naïve faith or trust.

FLASHBACK A narrative technique that allows a writer to present past events during current events, in order to provide background for the current narration. By giving material that occurred prior to the present event, the writer provides the reader with insight into a character’s motivation and or background to a conflict. Flashbacks are often conveyed through narration, dream sequences, and memories presented of earlier conversation.

FORESHADOWING In literature, the use of hints about things to come in later plot developments. It can be obvious, or it may be subtler, involving the use of symbols that are connected to later turns in the plot.

HARLEM RENAISSANCE A literary and cultural movement among black Americans that flourished from the early 1920s to the early 1930s and emphasized African heritage. Prominent literary figures included Claude McKay, Jean Toomer, Countee Cullen, and Langston Hughes.

INDUSTRIALIZATION The process of converting to a socioeconomic order in which industry is dominant.

INTERIOR MONOLOGUE An extended representation in monologue of a character’s thought and feeling.

LOST GENERATION A term that refers to the host of young men who were killed in the First World War, as well as to the young men who survived but became adrift upon their return. The mood of the Lost Generation, reflected by some American novelists of the time, was disenchantment and cynicism.

PROHIBITION ERA The period from 1920 to 1933 when the sale of alcoholic beverages was prohibited in the United States by a constitutional amendment

STREAM OF CONSCIOUSNESS

A style or movement of German literature of the latter half of the eighteenth century, characterized chiefly by impetuosity of manner, exaltation of individual sensibility and intuitive perception, opposition to established forms of society and thought, and extreme nationalism.


Eleventh Grade Unit 5 Common Formative Assessment

Disillusionment and isolation

Prompt: In what ways are the ideas of disillusionment and isolation of the early twentieth century still prevalent today? After reading the texts write a compare/contrast essay that illustrates these ideas in both eras. Support your discussion with evidence from the texts. Article #1

Modernism and Experimentation: 1914-‐1945

M any historians have characterized the period between the two world wars as the United States' traumatic "coming of age," despite the fact that U.S. direct involvement was relatively brief (1917-‐1918) and its casualties many fewer than those of its European allies and foes. John Dos Passos expressed America's postwar disillusionment in the novel Three Soldiers (1921), when he noted that civilization was a "vast edifice of sham, and the war, instead of its crumbling, was its fullest and most ultimate expression." Shocked and permanently changed, Americans returned to their homeland but could never regain their innocence. Nor could soldiers from rural America easily return to their roots. After experiencing the world, many now yearned for a modern, urban life. New farm machines such as planters, harvesters, and binders had drastically reduced the demand for farm jobs; yet despite their increased productivity, farmers were poor. Crop prices, like urban workers' wages, depended on unrestrained market forces heavily influenced by business interests: Government subsidies for farmers and effective workers' unions had not yet become established. "The chief business of the American people is business," President Calvin Coolidge proclaimed in 1925, and most agreed. In the postwar "Big Boom," business flourished, and the successful prospered beyond their wildest dreams. For the first time, many Americans enrolled in higher education -‐-‐ in the 1920s college enrollment doubled. The middle-‐class prospered; Americans began to enjoy the world s highest national average income in this era, and many people purchased the ultimate status symbol -‐-‐ an automobile. The typical urban American home glowed with electric lights and boasted a radio that connected the house with the outside world, and perhaps a telephone, a camera, a typewriter, or a sewing machine. Like the businessman protagonist of Sinclair Lewis's novel Babbitt (1922), the average American approved of these machines because they were modern and because most were American inventions and American-‐made.

Americans of the "Roaring Twenties" fell in love with other modern entertainments. Most people went to the movies once a week. Although Prohibition -‐-‐ a nationwide ban on the production, transport, and sale of alcohol instituted through the 18th Amendment to the U.S. Constitution -‐-‐ began in 1919, underground "speakeasies" and nightclubs proliferated, featuring jazz music, cocktails, and daring modes of dress and dance. Dancing, moviegoing, automobile touring, and radio were national crazes. American women, in particular, felt liberated. Many had left farms and villages for homefront duty in American cities during World War I, and had become resolutely modern. They cut their hair short ("bobbed"), wore short "flapper" dresses, and gloried in the right to vote assured by the 19th Amendment to the Constitution, passed in 1920. They boldly spoke their mind and took public roles in society. Western youths were rebelling, angry and disillusioned with the savage war, the older generation they held responsible, and difficult postwar economic conditions that, ironically, allowed Americans with dollars -‐-‐ like writers F. Scott Fitzgerald, Ernest Hemingway, Gertrude Stein, and Ezra Pound -‐-‐ to live abroad handsomely on very little money. Intellectual currents, particularly Freudian psychology and to a lesser extent Marxism (like the earlier Darwinian theory of evolution), implied a "godless" world view and contributed to the breakdown of traditional values. Americans abroad absorbed these views and brought them back to the United States where they took root, firing the imagination of young writers and artists. William Faulkner, for example, a 20th-‐century American novelist, employed Freudian elements in all his works, as did virtually all serious American fiction writers after World War 1. Source: VanSpanckeren, Kathryn. Outline of American Literature. United States Information Agency. Web. 11 June 2012. http://usa.usembassy.de/etexts/oal/lit6.htm Article #2 Title: Census: Recession Turning Young Adults Into Lost Generation WASHINGTON — Young adults are the recession's lost generation. In record numbers, they're struggling to find work, shunning long-‐distance moves to live with mom and dad, delaying marriage and raising kids out of wedlock, if they're becoming parents at all. The unemployment rate for them is the highest since World War II, and they risk living in poverty more than others – nearly 1 in 5. New 2010 census data released Thursday show the wrenching impact of a recession that officially ended in mid-‐2009. There are missed opportunities and dim prospects for a generation of mostly 20-‐somethings and 30-‐somethings coming of age in a prolonged period of joblessness.

"We have a monster jobs problem, and young people are the biggest losers," said Andrew Sum, an economist and director of the Center for Labor Market Studies at Northeastern University. He noted that for recent college graduates getting by on waitressing, bartending and odd jobs, they will have to compete with new graduates for entry-‐level career positions when the job market does improve. "Their really high levels of underemployment and unemployment will haunt young people for at least another decade," Sum said. Richard Freeman, an economist at Harvard University, said young people "will be scarred and they will be called the `lost generation' – in that their careers would not be the same way if we had avoided this economic disaster." The latest figures also show a rebound in the foreign-‐born population to 40 million, or 12.9 percent, the highest share since 1920. The 1.4 million increase from 2009 was the biggest since the mid-‐decade housing boom and could fuel debate in this election season about immigration strategy. Most immigrants continue to be low-‐skilled workers from Latin America, with growing numbers from Asia also arriving. An estimated 11.2 million people are in the U.S. illegally. People age 65 and older tended to return to or stay in their jobs, accounting for the few employment gains in recent months. About 1 in 6 older people is now in the labor force. That's the highest level since the 1960s, before more generous Social Security and Medicare benefits made it more attractive to retire. Employment among young adults 16-‐29 was 55.3 percent, compared with 67.3 percent in 2000; it's the lowest since the end of World War II. Young males who lacked a college degree were most likely to lose jobs due to reduced demand for blue-‐collar jobs in construction, manufacturing and transportation during the downturn. Among teenagers, employment was less than 30 percent. The employment-‐to-‐population ratio for all age groups from 2007-‐2010 dropped faster than for any similar period since the government began tracking the data in 1948. In the past year, 43 of the 50 largest metropolitan areas continued to post declines in employment: Charlotte, N.C., Jacksonville, Fla., Las Vegas, Phoenix, Los Angeles and Detroit. Each experienced a severe housing bust, budget deficit or meltdown in industries such as banking or manufacturing. Without work, young adults aren't starting careers and lives in new cities. Among adults 18-‐34, the share of long-‐distance moves across state lines fell last year to roughly 3.2 million people, or 4.4 percent, the lowest level since World War II. For college graduates, who historically are more likely to relocate out of state, long-‐distance moves dipped to 2.4 percent.

Opting to stay put, roughly 5.9 million Americans 25-‐34 last year lived with their parents, an increase of 25 percent from before the recession. Driven by a record 1 in 5 young men who doubled up in households, men are now nearly twice as likely as women to live with their parents. Marriages fell to a record low last year of just 51.4 percent among adults 18 and over, compared with 57 percent in 2000. Among young adults 25-‐34, marriage was at 44.2 percent, also a new low. Broken down by race and ethnicity, 31 percent of young black men lived in their parents' homes, compared with 21 percent of young Latino men and 15 percent of young white men. At the state level, New York had the highest share of young men living with their parents at 21 percent, followed by New Jersey and Hawaii, all states with higher costs of living. Most of the cities with low percentages of young adults living at home were in the Midwest. Younger women across all race and ethnic groups had fewer children compared with 2008. Births declined 6 percent among 20-‐34 year-‐olds over the two-‐year period even though the number of women in this group increased by more than 1 million, according to an analysis of census data by Kenneth Johnson, sociology professor and senior demographer at the University of New Hampshire. Never before has such a drop in births occurred when the population of young adults increased in at least 15 years. "Are people just delaying births, or does this represent a real loss of babies that won't be replaced? During the Great Depression, there was a permanent loss of births – they were never made up," Johnson said. Homeownership declined for a fourth consecutive year, to 65.4 percent, following a peak of 67.3 percent in 2006. "Many young adults are essentially postponing adulthood and all of the family responsibilities and extra costs that go along with it," said Mark Mather, an associate vice president at the private Population Reference Bureau. He described a shift toward a new U.S. norm, one that's commonly seen in Europe, in which more people wait until their 30s to leave the parental nest. "Some of these changes started before the recession but now they are accelerating, with effects on families that could be long term," Mather said. The District of Columbia plus 14 states had the largest ratios of college graduates to high-‐school dropouts, more than 3 to 1. Several of these places, including the District of Columbia and states with larger immigrant populations, had the widest income gaps between rich and poor. The number of Hispanic children in poverty rose by half a million to 6.1 million last year, making up a majority of the increase in total child poverty. Hispanics now comprise 37 percent of children in poverty, compared with 30 percent for whites and 27 percent for blacks.

"We are really at a crossroads," said William H. Frey, a demographer at the Brookings Institution. "These new young immigrants and their children need a pathway to the middle class – good educations, affordable housing and jobs – at the same time federal and state budgets are strapped for funds. While we face tough choices, the quality of our future labor force depends on meeting their needs." Other census findings: _About 1 in 4 families with children is headed by single mothers, a record. Among young families with a head of household younger than 30, the poverty rate jumped from 30 percent in 2007 to 37 percent. In contrast, poverty remained at a low 5.7 percent for families with a head of household 65 or older. _The number of households receiving food stamps swelled by 2 million to 13.6 million, meaning that nearly 1 in 8 receives the government aid. Among households receiving food stamps, more than half have children. The 2010 numbers are from the American Community Survey, which queries 3 million households. In some cases, figures are supplemented with data from the Current Population Survey to establish historical trends. Source:

"Census: Recession Turning Young Adults Into Lost Generation." Breaking News and Opinion on The Huffington Post. N.p., n.d. Web. 11 June 2012. <http://www.huffingtonpost.com/2011/09/22/census-‐recession-‐young-‐adults_n_975476.html>.

Cocooning: It's back and thanks to tech, it's bigger Mike Snider, USA TODAY 10:43 a.m. EST February 18, 2013 McLEAN, Va. — Cocooning is undergoing a metamorphosis: Call it super-‐cocooning.

Thanks to always-‐on wireless Internet connectivity and bigger, better TVs that reproduce pixel-‐perfect high-‐definition video, cocooning is entering a new evolutionary stage. Consumers are staying home more, watching movies delivered via cable, satellite, Internet or disc, eating in and transforming their apartments and houses into a shelter from the daily social storm.

This new level of super-‐cocooning is affecting Hollywood, professional sports and restaurants across the U.S. "Everybody is nervous, really nervous," says trend forecaster Faith Popcorn, who coined the term "cocooning" in 1981. "I think we are looking for protection. Almost like the Jetsons, we want to walk around in a little bubble. We are moving toward that."

Cocooning is not a new behavior. Born out of a mix of fear and fun, it became a trend identified with Cold War unease that led to stay-‐at-‐home entertainment such as the first home video game systems, rec rooms and the adoption of home swimming pools and trampolines.

After the 9/11 terrorist attacks, a refocus on cocooning occurred. Homeowners lined their nests with media rooms and remodeled kitchens meant for entertaining. And in the last 12 months, with the July 20 movie theater shooting in Aurora, Colo., and the Dec. 14 school shootings in Newtown, Conn., many have a heightened sense of unease. "We don't feel too safe, and people are getting more and more nervous about being vulnerable," Popcorn says. "Cocooning is going strong in 2013."

By the numbers

An indication of super-‐cocooning comes from a recent JPMorgan Chase analysis of credit card spending. Consumers with Chase Freedom credit cards spent significantly more (65%) on electronics such as TVs and tablets during the last three months of 2012 than during the same period the year before, the firm found.

Overall, consumers spent 2% more during the fourth quarter of 2012 than a year before, but spent less on hotels (-‐21%), car rentals (-‐26%), restaurants (-‐16%) and tolls (-‐8%). "It does appear that consumers are staying closer to home," says Phil Christian, general manager for Chase Freedom.

That trend is buttressed by the slowed growth in travel and tourism spending, from about 5% growth in the first three months of 2012 to 2.2% and 0.6% in the second and third quarters, reported by the Bureau of Economic Analysis in December.

On the plus side, movie theaters set a box office record of $10.8 billion in 2012. but overall attendance remained flat, according to Nielsen.

That's in part because Hollywood is increasingly catering to consumers by getting films from theaters into homes more quickly via on-‐

demand or pay-‐TV services. Among those who stay close to home, a subset of about 7% of U.S. homes with Internet access are inhabited by "heavy home entertainment cocooners," says consulting and research firm Frank N. Magid Associates. They spend nearly $300 each month on pay TV, Internet service, video games, on-‐demand video, music, books, newspapers and magazines, says Magid. These heavy cocooners are an affluent, racially diverse group: More than one-‐third (35%) make $75,000 or more annually. Whites make up 57%, Hispanics 22%, blacks 14% and Asians 7%, according to Magid. The firm conducted the nationally representative survey of 2,540 digital consumers in March 2012.

Even a large portion of digital consumers in the $35,000-‐$50,000 annual-‐income bracket identified themselves as heavy cocooners.

"The emerging cocoon of home entertainment is being led by a new, technologically sophisticated and more culturally diverse American consumer," says Andrew Hare, senior analyst for Magid.

The cost of cocooning

While pay-‐TV bills have risen about 6% annually, The NPD Group says, more homes are opting for higher-‐cost packages. About 23% of homes pay more than $100 monthly for cable-‐delivered pay TV, up from 19% in 2008, Magid found. Homes paying more than $100 for satellite pay-‐TV service rose to 14% from 10%.

But in other ways, the price of becoming a super-‐cocooner is falling. As the average price for an HDTV has plummeted, now about 88% of homes have one, according to the Consumer Electronics Association. And bigger TVs, those larger than 55 inches, cost on average $1,400, about 10% less than a year ago, The NPD Group says.

Consumers bought slightly more TVs last year than in 2011, with many upgrading to bigger displays, says NPD analyst Ben Arnold. "The move toward big screen is part of that (cocooning) story. You've got tons of content options. You've got TVs that connect directly to the Internet, so you don't even have to get a DVD; you can call up Netflix or Amazon video services directly on your TV."

There's more HD content available, too, he says. "There are a lot of reasons to stay home and either watch movies or sports on TV. Picture quality has become better and better. Actually being able to see the event or see the game, one might argue that it's a better experience than in person." Among recent TV buyers is Kornel Lelea of Hawthorne, Calif., who bought a new 70-‐inch Sharp HDTV before his annual Super Bowl party. Three other screens also had the game on, but the new set was the star attraction. "The technology is so much better. It has 3-‐D capability, the color saturation," he says. "It is just beautiful."

The 46-‐year-‐old L.A. housing inspector watches a lot of sports, movies, as well as the Discovery Channel. "With the (new) 70-‐inch now, it's

better than a movie theater," he says.

And it's safer, even for a guy who's 6 foot, 2 inches. "I'm a big Dodgers fan, but the last time I was at a game someone was actually trying to get stupid with me," he says. "I'm a fan, but I'm not going to lose my career or my life over a game, either, you know."

Recent assaults at sports events have caught the attention of the public and fueled cocooning. A post-‐game stabbing occurred at the NFC Championship game in Atlanta last month. And in 2011, national attention was turned on Los Angeles after a San Francisco Giants fan was beaten at Dodger Stadium. The National Football League in 2008 enacted a Fan Code of Conduct; last season it toughened the rule by requiring fans kicked out of a stadium to take an online behavior-‐management course before returning.

While convenience, cost and quality of home theater were the biggest factors cited for staying at home, security was a concern for several others who responded to USA TODAY about the subject on Twitter and Facebook. "Why leave the comfort of my lazy boy (sic) when I can see/watch a HD football game?" wrote Nathan Tameling.

Said Dave Majewski of Columbus, Ohio, "It's cheaper and more comfortable and safer."

That is a growing consumer sentiment, says Tom Campbell of retailer Video & Audio Center in Los Angeles. He was surprised at the rate at which consumers began snapping up new $17,000, 84-‐inch Ultra HD televisions after LG Electronics began shipping them in late October.

"We called some of them back to ask, 'Why did you buy it?' We found out that with the ever-‐increasing violence at sports events people are becoming concerned about their safety," said Campbell, who called several dozen customers. The three-‐store chain has sold more than 100 Ultra HD displays.

Other retailers also report an uptick in sales of larger-‐screen TVs, he says: "It's beyond the cocooning we saw in the Jimmy Carter years."

Sales of Sony's first Ultra HD 4K TV, a $25,000 84-‐inch model that it began shipping in early December, have been "exceeding expectations," says Sony Electronics Vice President Brian Siegel. "Over the last few years, consumers have been spending more time at home, and their expectations are increasing" for TV quality, he says.

Not so super socially

Super-‐cocooning is making us less social, says analyst Michael Greeson of The Diffusion Group, a media research group.

Technology makes it possible for us to avoid leaving our homes — whether seeing a movie or getting food delivered — and, he says, it can lessen our connections with others.

"With all the information and entertainment at arm's reach at home, why get out and meet up with a friend when you can chat on Facebook?

Why go shopping for a book at Barnes & Noble when you can search through a virtually unlimited bookstore like Amazon and never leave your couch?"

Trend analyst Popcorn doesn't see an end in sight for super-‐cocooning.

If anything, we will line our cocoons with more technology like the IllumiRoom that Microsoft showed off at the Consumer Electronics Show last month. Using a Kinect camera controller and projector, the IllumiRoom turns your entire room into a 3-‐D movie or game environment.

"You can see the evolution," she says. "But it all comes out of the same thing: We're people getting more and more nervous about being vulnerable."

Venn Diagram – Disillusionment

Venn Diagram – Isolation

Eleventh Grade Unit 6 Theme: Challenges and Successes of the Twentieth Century

In this unit students will examine various postmodern texts that reflect the change in American values and culture, specifically addressing civil

rights issues and an emerging counter-‐culture. Essential Question

Supporting Questions Key Terms Writing Focus Cross-‐Curricular Connections

How does postmodern text reflect change in American values and culture?

• How did the emergence of civil rights movements affect women, African Americans and other minorities?

• How did the 1960’s and the Vietnam war impact the country?

• How have the events of the 1960’s affected the 21st century?

Words for Review: Culture Tier II: Minimalism, Postmodernism Civil Rights, Cold War, McCarthyism Tier III: Assimilation, Counter-‐culture


• What was the social reform that occurred at the turn of the century?

• What were the significant reform movements and who were their prominent leaders?

• What was the United States’ domestic and international position in the Cold War era?

• What were the political, social, and economic reactions to the Cold War in the United States?

• How did the emergence and development of human rights affect culture in the modern era?

How do modern discoveries change American culture?


READING

RL 11-‐12.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

• I can analyze multiple versions of a story, drama, or poem. • I can evaluate how multiple versions of a story, drama, or poem

interpret the source text.

RI 11-‐12.1 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.

• I can identify two or more themes or central ideas in a text and identify how they work together to create a complex piece.

• I can provide an objective summary of a text.


WRITING W 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.













• I can use metaphor, simile, and analogy to direct the reader through the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.


f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


• I can use my conclusion to articulate the implication or significance of the topic.


SPEAKING &

LISTENING

SL 11-‐12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

• I can evaluate how a speaker uses evidence, reasoning, point of

view, and rhetoric. • I can evaluate the speaker's stance, premises, word choice,

connects among ideas, points of emphasis, and tone used.


LANGU

AGE L 11-‐12.6 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. • I can demonstrate an understanding of figurative language, word

relationships, and the distinction in words meanings. a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

• I can identify figures of speech in the text. • I can analyze the impact of figures of speech in the text.

b. Analyze nuances in the meaning of words with similar denotations.

• I can analyze the nuances (tone) in the meaning of words with similar meanings.



Novel The Things They Carried by Tim O’Brien (L 880)* Warriors Don’t Cry Melba Pattillo (L 1000) Short Story “The Lottery” by Shirley Jackson (L 690)* “The First Seven Years” by Bernard Malamud (L 1160)* “The Brown Chest” by John Updike (L 1300) “Average Waves in Unprotected Waters” by Anne Tyler (L 725)* “Everyday Use” by Alice Walker (L 700)* “The Writer in the Family” by E. L. Doctorow (L 700)* “This Is What It Means to Say Phoenix, Arizona” by Sherman Alexie (L 660)* Drama A Raisin in the Sun by Lorraine Hansberry The Crucible by Arthur Miller (could teach this for Unit 1) CAUTION -‐ * Indicates that the Lexile level of the text is below the recommended Lexile range for that grade level.

“Rethinking the American Dream.” Vanity Fair. David Kamp. April 2009. (L 1440) Various articles on the Cold War Various articles on the Red Scare Current articles and editorials. Various Articles on Assimilation “Who's Coming to America,” Sam Roberts Today's immigrants come from different places, but their reasons are similar to those that motivated earlier immigrants (L 1360) Behind the Veil Debate, Alan Cowell in London (L 1330) Rescuing the Real Uncle Tom, David S. Reynolds (L 1360) The Things They Carried The Progressive “What War Looks Like” by Howard Zinn (L 1450) The CSD Media Wiki site has links to most of the above listed items plus additional links to other texts that would fit this unit.



ASSIMILATION The process of absorbing new ideas into an existing cognitive structure CULTURE See Unit 1 COUNTER-‐CULTURE

The counterculture of the 1960s refers to a cultural movement that mainly developed in the United States and England and spread throughout much of the western world between 1956 and 1974. The movement gained momentum during the U.S. government's extensive military intervention in Vietnam. Many scholars of this era believe that the peak years of the counterculture movement were from 1965 to 1972. As the 1960s progressed, widespread tensions developed in American society that tended to flow along generational lines regarding the war in Vietnam, race relations, sexual mores, women's rights, traditional modes of authority, experimentation with psychoactive drugs, and differing interpretations of the American Dream. New cultural forms emerged, including the pop music of the British band The Beatles and the concurrent rise of hippie culture, which led to the rapid evolution of a youth subculture that emphasized change and experimentation. In addition to the Beatles, many songwriters, singers and musical groups from the United Kingdom and America came to impact the counterculture movement.

CIVIL RIGHTS 1. The rights to personal liberty established by the 13th and 14th Amendments to the U.S. constitution and certain Congressional acts, especially as applied to an individual or a minority group. 2. The rights to full legal, social, and economic equality extended to blacks.

COLD WAR A state of political tension and military rivalry between nations that stops short of full-‐scale war, especially that which existed between the United States and Soviet Union following World War II.

McCARTHYISM 1. The practice of making accusations of disloyalty, especially of pro-‐Communist activity, in many instances unsupported by proof or based on slight, doubtful, or irrelevant evidence. 2. The practice of making unfair allegations or using unfair investigative techniques, especially in order to restrict dissent or political criticism.

MINIMALISM A technique in music, literature, or design that is typified by extreme sparseness and simplicity.

POSTMODERNISM A general term that refers to the changes, developments, and tendencies that have taken place in literature, art, music, architecture, and philosophy since the 1940s or 1950s; a movement away from

modernism.
