courseconceptschart

Period** || **Pattern/ Formula** || **Learning Objectives** || **Readings** (What We Have Read) || **Significant Authors/Figures/ Characters** (Who We Have Read/Studied || **Key Concepts** (Key Ideas Explored) || **Key Terms** (Key Terms Defined and Applied) || **Helpful Links** || Americans || pre 1600s || nature, gratitude, harmony, balance, respect, organic, coexistance || 1. Understand and apply the four functions of myth 2. Compare and contrast cultural values of Native Americans and settlers 3. Appreciate and make thematic links with Native American storytelling/poetry 4. Understand and apply the conventions of a trickster tale || “World on the Turtle’s Back”, "Genesis 1-3", “Coyote Stories”, “Hunting Song”, “Song of the Sky-Loom” || The Iroquois Tewa Navajo Okanogan || 1. Native Americans valued and respected nature 2. Know the "formula" for a trickster tale 3. Know the "formula" for myths || Myth Creation Myth Trickster Tales Folk Tales Repetition ||  || Exploration || * Motivations for settlers to come to the Americas "Of Plymouth plantation" "The interesting life of olauda Equaino" || Marco Polo Willam Bradford Cabeza De Vaca Olauda Equaino Christopher Columbus || God, Glory, and Gold. Must go over to America to teach "uncivilized savages" the way of God. Find gold, spices, and treasures for kings in Europe. Find new land and become famous. || Audience Primary Sources Slave narratives Autobiography ||  || Bible as Supreme Authority Predestination Chosen People Original Sin City on a Hill || · Apply historical background to improve reading comprehension and analyze texts · Understand conflicting Puritan perspectives · Compare and contrast significant figures based on primary and secondary sources · Utilize research skills to inform literary context · Evaluate electronic sources · Analyze and use tone in writing · Analyze a conflict--specifically man vs. self and man vs. society (Bradstreet and Williams be the basis) · Analyze and use "basic" elements of poetry ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 10pt;">Analyze literature using a biographical and sociological criticism lens (Bradstreet) ·<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 10pt;">Identify elements of persuasion and rhetoric within text and apply in personal writing and speech || * "To My Dear and Loving Husband" -"soul liberty" or religious freedom. -Church's role in the government as a theocracy ||  ||   || American Revolution || 1700s ||  || * Identify and use persuasive rhetoric Jefferson Adams Wheatley Franklin Paine Crevecoeur MLK Malcolm x John Locke || Syllogism, Natural Rights, Appeals, Aristotle, "Tabula Rasa", "Melting Pot" || Historical context, Structure, Tone, Parallelism ||  ||   || Transcendentalism || 1800- Civil War || N N Divinity Within I I S S C ||  ||   || -THoreau -Emerson -Longfellow Whitman ||  ||   ||   || --Foreshadow of the aspects of life leading to the "Gothic"era. --represents silent (the underrepresented) --trustworthy author ||  ||   || Gothic || 1800s || D D D D G A S P I M P A C T ||  || "The Masque of the Red Death" "The Raven" "The Fall of the House of Usher" "Dr. Heidegger's Experiment" || Edgar Allen Poe Hawthorne ||  ||   ||   ||
 * **Unit** || **Time
 * Native
 * Settlers || 1500-1630 || God, Glory, Gold
 * Cultural values of settlers and how they could cause conflict
 * Origins and impact of Slavery
 * The obstacles that those who settled faced (both willingly and unwillingly)
 * Importance of considering audience and purpose
 * Primary sources vs. Secondary sources (difference/significance)
 * Influence of Judeo/Christian theology on American thought/literature || "La Relacion"
 * Puritans || 1620-1700 || God
 * "Upon the Burning Of Our House"
 * Other Anne Bradstreet Poems
 * "The Examination of Sarah Good"
 * 'Sinners in the Hands of an Angry God" || * John Winthrop
 * Roger Williams
 * Anne Bradstreet
 * Salem Court Documents 1692
 * Jonathan Edwards || -"City Upon a Hill"
 * The Scarlet Letter || 17th century || Gothic Romance ||  || "The Scarlet Letter" || Nathanial Hawthorne || That the Puritan Church was corupt and hypocritic ||   ||   ||
 * Enlightenment/
 * Understand and analyze speaker’s choice of personal elements for purpose and audience
 * Understand and analyze historical context of literature within development of human thought
 * Compare and contrast perspectives, approaches, and implements for similar goals || Henry
 * Author Study: Washington Irving || Late 1700’s, Early 1800’s ||  ||   || “The Legend of Sleepy Hollow” || Washington Irving ||   ||   ||   ||
 * American Romanticism:
 * Author Study: Emily Dickinson ||  || * Conventional vs. Unconventional
 * Major themes of darkness, pessimism, nothingness, bleak, doubt in faith, pain/anguish, nature, death.
 * contemplates death, "cross over", eternity
 * poems are untitled || * Identify the characteristics of Emily Dickinson's poetry.
 * Analyze a poem by Emily Dickinson.
 * Apply a set of critical questions to a poem in order to interpret poem and find literary elements used by author.
 * Determine meaning and theme in poetry by identifying the literary and poetic elements being used.
 * Understand the importance of when something is written versus when something is published.
 * Understand the placement and significance of Emily Dickinson within the context of American thought.
 * Compare and contrast Dickinson’s poetry with other American poets.
 * Understand Emily Dickinson’s participation and impact upon the American voice. || * "This is my letter to the World"
 * "'Hope' is a thing with feathers--"
 * "Success is counted sweetest"
 * "Much Madness is divinest Sense"
 * "My life closed twice before its close"
 * "After great pain, a formal feeling comes"
 * "I Heard a Fly Buzz--when I died"
 * "Because I could not stop for Death" || Emily Dickinson || --Understand the underlying concepts of the contemptment and calm intake of death and betrayal. Understand the introduction into the negativity and sorrows of life (i.e. death).
 * American Romanticism:
 * Realism || 1865-1910 || Possible Events

Individual is simply a person

Challenges/Parodies Romanticism

Social Commentary || 1. Understand that Realism is a reflection of human experiences as they are, not as they ought to be 2. Understand important differences between realistic and romantic texts 3. Realism often parodies the romantic formula 4. Understand the societal reaction to realism and its writers || "The Open Boat" "To Build a Fire" ||  ||   ||   ||   ||
 * Naturalism || 19th Century || Intensification of Realism-- in addition to realistic formula includes

I I A ||  ||   ||   ||   ||   ||   || Huckleberry Finn || 1830s-1840s || Realist Novel with Romanticized Evasion Sequence || <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;">1.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Times New Roman','serif'; color: black; font-size: 10pt;">Understand plot structure and theme <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;"> 2.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Times New Roman','serif'; color: black; font-size: 10pt;">understand how narrative voice, plot episodes, dialogue and allusions are used to depict characters and ideas. <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;"> 3.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Times New Roman','serif'; color: black; font-size: 10pt;">Understand characterization and significance of characters. <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;"> 4.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Times New Roman','serif'; color: black; font-size: 10pt;">Understand Twain’s view of civilization (its character, strengths and defects) <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;"> 5.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Times New Roman','serif'; color: black; font-size: 10pt;">Understand Twain’s analysis of human freedom, equality, aristocracy, lying, nature v. convention, family, religion, etc <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;"> 6.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Times New Roman','serif'; color: black; font-size: 10pt;">Understand how humor is used to defend and criticize <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;"> 7.<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> <span style="font-family: 'Times New Roman','serif'; color: black; font-size: 10pt;">Understand the concept of the “Great American Novel” <span style="font-family: 'Arial','sans-serif'; color: black; font-size: 10pt;"> || "Adventures of Huckleberry Finn" || Mark Twain Huckleberry Finn Tom Sawyer ||  ||   ||   || American Voice || 1920s || R A C E O E ||  ||   ||   ||   ||   ||   || Nick Carraway Jay Gatsby Daisy Buchanan Tom Buchanan Jordan Baker Myrtle Wilson George Wilson Owl Eyes Klipspringer Dan Cody Meyer Wolfsheim Michaelis Henry Gatz || -idealism vs. pragmatism -spiritual vs. material -new morality (decline of values) -morality is a luxury that cannon be afforded -real vs. unreal -old money vs. new money -bad driving= carless people || Explored the Immorality and Godlessness of Americans in the Jazz Age. (The Billboard of T.J. Eckleburg, Careless Driving, the American Dream.) ||  ||
 * Adventures of
 * Emerging African
 * The Great Gatsby || 1920s ||  ||   || "The Great Gatsby" || F.Scott Fitzgerald
 * The Crucible || 1962 || American (Domestic Tragedy)

Drama || * Identify literary terms and elements specific to a drama
 * Understand and apply the elements of characterization
 * Identify and analyze the elements of storytelling (plot, character, setting, conflict, irony, foil)
 * Identify the organization and structure of a drama
 * Understand how drama elements combine with storytelling elements to create meaning
 * Understand the purpose and audience of an allegory
 * Understand the nature of intolerance, persecution, and moral panic
 * Understand allegorical styles
 * Understand the difference and significance of an “American Tragedy” vs. a Classical/Shakespearean Tragedy || "The Crucible" || Arthur Miller || Allegory

American Drama

Domestic Tragedy

HUAC

Communist Scare

McCarthy || Act, Aside, Cast of characters, comedy, dialogue, drama, dramatic irony, foil, monologue, scene, stage directions, tragedy, tragic hero || [] || D D D G A S P I M P A C T
 * Southern Gothic ||  || D

Additional: F O S I ||  || "A Rose for Emily" "The Life You Save May be your Own" ||  ||   ||   ||   ||
 * Hemingway || 20th Century || War and Violence

Controlled Economic Prose

Relationship between Men and Women

Dialogue ||  ||   ||   ||   ||   ||   ||