Essential
Questions for English 9A |
Enduring
Understanding Unit focus for U.S. History A
|
Anchor
Texts selected from the English Curriculum |
Overarching
Outcomes of U.S. History A |
Core
Learning Goals for English |
Interdisciplinary
Common Tasks |
Unit
One
9 weeks |
Continuity
and Change
Approx. 15 class periods The
result of conflict can be change or continuity. The diverse
interests of individuals, groups and institutions determine
the degree to which change or continuity results from conflict.
Complex
Change Transforms American Society
Approx. 25 class periods
Complex
systems consist of multiple structures. When individual
elements of the structure change, new system boundaries
and interactions within the system are established.
|
Of Mice and Men
Our
Town
The
Story of a Shipwrecked Sailor
Selected
short stories, essays, poems, art, films
|
Students
demonstrate understanding of the Civil War and its effects
on the people of the United States. Students demonstrate understanding
of the successes and failures of Reconstruction and its enduring
impact.
Students
demonstrate understanding of the transformation of the American
economy and the changing social and political conditions
in the United States in response to the Industrial Revolution
up to 1917. |
The student
will construct, examine and extend meaning of traditional
and contemporary works recognized as having literary merit.
[The student will further develop meaning by explaining
the implications of the text for the reader or contemporary
society.]
[CLG 1.2.5] The
student will compose oral, written, and visual presentations
that inform, persuade, and express personal ideas.
[The student will compose to describe using prose and/or
poetic forms]
[CLG 2.1.2] |
TBA |
Unit
2
9 weeks
In what
respect are the characters' conflicts and experiences particular
to their lives? To their cultures? In what respect are they
universal? |
The
United States and a World Identity
Approx. 15 class periods
Culture
in Prosperity and Adversity
Approx. 20 class periods
Cultural
systems, the integrated beliefs and behaviors of a society,
are determined by the interaction of learned behaviors of
people. |
Inherit
the Wind
To Kill a Mockingbird
Selected
short stories, essays, poems, art, films |
Students
demonstrate understanding of the changing role of the United
States in world affairs through World War I (1867-1920).
Students
analyze the major political, social, economic, technological,
and cultural developments of the 1920s and 30s. |
The student
will locate, retrieve, and use information from various sources
to accomplish a purpose.
[the Student will identify sources of information on a
self-selected and/or assigned topic.]
[The student will use a systematic process for recording,
documenting, and organizing information.]
[CLG 2.3.1 & 2.3..3] |
TBA |
Thematic
Focus for English 9B |
Enduring
Understanding Unit focus for U.S. History B |
Anchor
Texts selected from the English Curriculum |
Overarching
Outcomes of U.S. History B |
Core
Learning Goals for English |
Interdisciplinary
Common Tasks |
Relationships
9 week unit
What happens
to an established relationship when the environment changes?
What is
the relationship between an individual’s opinions
and the time period, culture, gender, and personal experiences
that shape them? |
The
Common Good
Approx. 20 class periods In
times of crisis, decisions are often made in the name of
the common good.
The
Struggle for Power in Postwar America
Approx. 15 class periods
Power is
the possession of control or authority over others. In a
democracy power is shared among many individuals, groups,
and institutions. |
Romeo
and Juliet A
Raisin in the Sun |
Students
demonstrate understanding of the cause, course, and consequences
of World War II, including the character of the war at home.
Students demonstrate understanding of the economic boom, social
transformation, and technological development of the post-war
United States to the present.
Students demonstrate understanding of domestic policies
and politics from 1945 to 1970 with emphasis on the struggle
for racial and gender equality and the extension of civil
liberties.
Students
demonstrate understanding of how the cold war and related
conflicts influenced domestic politics and foreign policy
from 1945 to the present. |
The student
will compose oral, written, and visual presentations that
inform, persuade, and express ideas.
[The student will compose to describe using prose and/or
poetic forms]
[CLG 2.1.2]
The student
will locate, retrieve, and use information from various
sources to accomplish a purpose.
[The student will identify sources of information on
a self-selected and/or assigned topic.]
The student will use a systematic process for recording,
documenting, and organizing information.]
[CLG 2.3.1 & 2.3.3]
|
Students
will prepare a multi-media research project, synthesizing
information from six or more sources about a selected time
period in American history from 1940-1980. Students will
address one the English essential questions to shape their
project. |
CHANGE
9 week unit How
does society change as a result of its members’ beliefs,
ideas, and accomplishments?
How do
members of a society affect the social, cultural, and economic
situation of an entire society?
How does
literature reflect changes made in society? |
Balance
in Foreign Policy
Approx. 25 class periods Balance
is necessary in a system as complex and potentially dangerous
as foreign policy. The elements to consider in maintaining
balance include diversity, national interest, change, history,
ideology, power, and morality.
Patterns
of Contemporary America
Approx. 15 class periods
A pattern
is a group of traits, acts, or other observable features.
|
Literature
Circle texts:
A Separate
Peace
The
Chosen
Farewell
to Manzanar
Poetry:
Spoon River Anthology
House
on Mango Street |
Students
demonstrate understanding of the political, economic, social,
and cultural developments in a contemporary United States. |
The student
will assess the effectiveness of details, organizational pattern,
word choice, syntax, use of figurative language, and rhetorical
devices in the student’s own composing.
The student will assess the effectiveness of diction that
reveals his or her purpose.]
[CLG 4.2.1]
|
Students
will evaluate the relevancy of social, political, economic
and cultural issues, as well as themes and language, of Romeo
and Juliet. Students will select portions of the play
that relate to the present day and portions that do not, but
can be altered. Students will perform selected scenes. |
|
