11th grade IB/AP Student Syllabus
Winter 2015
Hove
Please read Great Gatsby over winter break
Or before…..
Standards
Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights
gained from specific details to an understanding of
the text as a whole. (11-12.RH.1)
2. Determine the central ideas or information of a
primary or secondary source; provide an accurate
summary that makes clear the relationships among
the key details and ideas. (11-12.RH.2)
3. Evaluate various explanations for actions or events
and determine which explanation best accords with
textual evidence, acknowledging where the text
leaves matters uncertain. (11-12.RH.3)
Craft and Structure
4. Determine the meaning of words and phrases as they
are used in a text, including analyzing how an author
uses and refines the meaning of a key term over the
course of a text (e.g., how Madison defines faction in
Federalist No. 10). (11-12.RH.4)
5. Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’
claims, reasoning, and evidence. (11-12.RH.6)
6. 11 W.9: Draw Evidence from literary or informational
texts to support analysis, reflection, and your research.
7. 11 RI.7: Integrate and evaluate multiple sources of information
presented in different media formats.
This week’s question:
“How does history affect a novel?”
Wednesday/Thursday
October 14/15
Take Multiple-Choice practice AP- 20 questions-
Use the Scarlet Letter Exam (MAKE UP IF ABSENT)
New Writing Partners today
Write down the strategies that were successful for you
Introduce “Dream Deferred” and annotate for strategies
Annotate and discuss
If you are absent: Find the poem, “Dream Deferred” and read and annotate
Assign research Topics for the lab today…
Then if you are absent, complete your own presentation for Group #2
Students will work in the lab to design their ppts. to be presented on Friday
Group #1: World War II ended, many Americans were eager to have children because they were confident that the future held nothing but peace and prosperity. In many ways, they were right. Between 1945 and 1960, the gross national product more than doubled, growing from $200 billion to more than $500 billion. Much of this increase came from government spending: The construction of interstate highways and schools, the distribution of veterans’ benefits and most of all the increase in military spending–on goods like airplanes and new technologies like computers–all contributed to the decade’s economic growth. Rates of unemployment and inflation were low, and wages were high. Middle-class people had more money to spend than ever–and, because the variety and availability of consumer goods expanded along with the economy, they also had more things to buy.
Moving to the Suburbs Group #2:
The baby boom and the suburban boom went hand in hand. Almost as soon as World War II ended, developers such as William Levitt (whose “Levittowns” in New York, New Jersey and Pennsylvania would become the most famous symbols of suburban life in the 1950s) began to buy land on the outskirts of cities and use mass production techniques to build modest, inexpensive tract houses there. The G.I. Bill subsidized low-cost mortgages for returning soldiers, which meant that it was often cheaper to buy one of these suburban houses than it was to rent an apartment in the city.
These houses were perfect for young families–they had informal “family rooms,” open floor plans and backyards–and so suburban developments earned nicknames like “Fertility Valley” and “The Rabbit Hutch.” However, they were often not so perfect for the women who lived in them. In fact, the booms of the 1950s had a particularly confining effect on many American women. Advice books and magazine articles (“Don’t Be Afraid to Marry Young,” “Cooking To Me Is Poetry,” “Femininity Begins At Home”) urged women to leave the workforce and embrace their roles as wives and mothers. The idea that a woman’s most important job was to bear and rear children was hardly a new one, but it began to generate a great deal of dissatisfaction among women who yearned for a more fulfilling life. (In her 1963 book “The Feminine Mystique,” women’s rights advocate Betty Friedan argued that the suburbs were “burying women alive.”) This dissatisfaction, in turn, contributed to the rebirth of the feminist movement in the 1960s.
The Civil Rights Movement Group #3
A growing group of Americans spoke out against inequality and injustice during the 1950s. African Americans had been fighting against racial discrimination for centuries; during the 1950s, however, the struggle against racism and segregation entered the mainstream of American life. For example, in 1954, in the landmark Brown v. Board of Education case, the Supreme Court declared that “separate educational facilities” for black children were “inherently unequal.” This ruling was the first nail in Jim Crow’s coffin.
Many Southern whites resisted the Brown ruling. They withdrew their children from public schools and enrolled them in all-white “segregation academies,” and they used violence and intimidation to prevent blacks from asserting their rights. In 1956, more than 100 Southern congressmen even signed a “Southern Manifesto” declaring that they would do all they could to defend segregation.
Despite these efforts, a new movement was born. In December 1955, a Montgomery activist named Rosa Parks was arrested for refusing to give her seat on a city bus to a white person. Her arrest sparked a 13-month boycott of the city’s buses by its black citizens, which only ended when the bus companies stopped discriminating against African American passengers. Acts of “nonviolent resistance” like the boycott helped shape the civil rights movement of the next decade.
The Cold War Group #4
The tension between the United States and the Soviet Union, known as the Cold War, was another defining element of the 1950s. After World War II, Western leaders began to worry that the USSR had what one American diplomat called “expansive tendencies”; moreover, they believed that the spread of communism anywhere threatened democracy and capitalism everywhere. As a result, communism needed to be “contained”–by diplomacy, by threats or by force. This idea shaped American foreign policy for decades.
It shaped domestic policy as well. Many people in the United States worried that communists, or “subversives,” could destroy American society from the inside as well as from the outside. Between 1945 and 1952, Congress held 84 hearings designed to put an end to “un-American activities” in the federal government, in universities and public schools and even in Hollywood. These hearings did not uncover many treasonous activities–or even many communists–but it did not matter: Tens of thousands of Americans lost their jobs, as well as their families and friends, in the anti-communist “Red Scare” of the 1950s.
Shaping the ’60s Group #5
The booming prosperity of the 1950s helped to create a widespread sense of stability, contentment and consensus in the United States. However, that consensus was a fragile one, and it splintered for good during the tumultuous 1960s.
Group #6: Lorainne Hansberry and her style of writing as used in the drama,
Raisin in the Sun
Group #7: Plessy Vs. Fergusen
10/20 - PPT will be 20 slides including works cited with only 10 words per slide
We will present these on Friday before beginning the drama
Friday October 16: Students will show their ppts, while the other students take notes
If you are absent, you are still responsible for the notes
Standards:
1.
Cite specific textual evidence to support analysis of
primary and secondary sources, connecting insights
gained from specific details to an understanding of
the text as a whole. (11-12.RH.1)
2.
Evaluate authors’ differing points of view on the same
historical event or issue by assessing the authors’
claims, reasoning, and evidence. (11-12.RH.6)
3.Resent 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 of formal
and informal tasks. (11-12.SL.4)
4. 11 W. 4: Produce clear and coherent writing in which the development, organization, and
style is appropriate to task, have a purpose, and clear audience.
Question:
“How are elements more or less significant in a drama than a prose piece?”
Monday, October 19: Finish presenting Power Points today
Do the rest of last week’s multiple- choice test
Tuesday, October 20: ECAP today
Wednesday/Thursday Activity to learn techniques for argumentative writing
October 21/22: 15 minute Silent Discussion: Have students rotate
To different posters around the classroom. On their
Own paper, react to each of them and then we will share.
Activity #1: To be completed in class with the articles and
Questions.
If you are absent: Get two of the articles from me when you return to school, unless
It is a field trip, and read and annotate. Lastly, answer these questions about the articles.
A) What is the message/ purpose of this article?
B) What were the most meaningful examples of pathos?
C) What was the most significant use of logos
D) What is the proof of ethos in this document? Why should we even trust this author?
E) What is one thing you learned that was new?
Activity #2: Read the National Archives Teaching Documents Read the background piece.
After reading about the Brown vs. Board of Education, discuss these questions:
1) Why do others immigrate to American?
2) What does the American dream mean to you?
3) What are some obstacles that get in the way of dreams?
4) Who would have trouble achieving this American dream?
5) What makes this one dream so appealing to so many?
6) Why is it deferred like in our poem?
Now in your same group, split up these activities and bring together as one assignment:
1) Write a poem about the Civil Rights
2) Write an Editorial over the judicial restraint vs. judicial activism.
One will write for support while the other person in the group writes for against.
3) Create and color and design a book jacket which is focusing on this issue; however, it is happening in the 2000s.
4) Brainstorm qualifications (writhe them down) to consider for a Chief Justice. You are the President who has to interview and then choose this person. Write 10 questions and sample answers which will be expected.
5) Create and design a children’s book about the Civil Rights. Make sure the book has a clear message/lesson to the audience and that your audience is clear.
HW: Read and annotate the introduction by Friday
Friday October 23:
Read Act I in class today. If you are absent, please read this at
home.
HW: Finish reading Act I, scene I by Monday
Question: “How is a setting significant in a drama?”
Standards:
(1) 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.) (11-12.RL.7)
( 2) 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. (11-12.RL.1)
(3) 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. (11-12.RL.2)
(4) 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). (11-12.RL.3)
Craft and Structure
(5) 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.) (11-12.RL.4)
(6) Analyze how an author’s choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact. (11-12.RL.5)
(7) 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). (11-12.RL.6)
Monday, October 26: Discuss Reciprocal Teaching WS
Begin Act I, Scene II. If you are absent, read at home AND
finish Reciprocal Teaching Worksheet. This sheet
Is on my website, so please download it and fill it out.
Tuesday, October 27: Lecture Act I- No annotations will be collected for this drama.
If you are absent, you are responsible for notes
If you are absent: Type a one page essay answering Question #1 and the significance
Of settings in plays. Use this play for your example.
Questions for today’s discussion:
1. What is the significance of the setting in scene I and how does it display poverty?
2. How is the scene between Ruth and Walter an example of foreshadowing?
3. How is Walter’s American Dream developed in Scene I?
4. What does the following allusion mean? How does Beneatha use this allusion in the context of the play?
Beneatha: (Turning slowly in her chair) And then there are all those prophets who would lead us out of the wilderness-(WALTER slams out of the house) - into the swamps!
5. Which theme is introduced in Scene I and how does Hansberry introduce it?
6. What is the significance of the scene with the rat?
7. How does the allusion to Nigeria play a role in scene II?
8. What is the significance of the meaning of the word “Alaiyo”? What subtle glimpse into Beneatha’s soul does this conversation provide?
9. What does the allusion “this here can is empty as Jacob’s kettle” mean? How does Hansberry use it in this scene?