Course+Connections

=Collaborative Connections Chart= Feel free to add, edit and modify to create an online interactive chart.

**PURPOSE: Overview and Review of Honors English 11- Student Generated and Moderated Collaborative Content Connections Chart**
(What We Have Read) || **Significant Authors/Figures** (Who We Have Read/Studied || **Key Concepts** (Key Ideas Explored) || **Key Terms** (Key Terms Defined and Applied) || **Relevant Links:** (Helpful Web-Based Links) || Americans || * Organic --Explaining worldly happenings with stories (example: "The World on the Turtle's Back" explains the worlds creation) Four functions of myth: --Three "Trickster Tale" roles-hero, deceiver, numskull || Trickster Tale- a story featuring a protagonist (often an anthropomorphized animal) who has magical powers and is characterized as a compendium of opposites. || www.**nativeamericans**.com || Explorers || * Structured • 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/ Williams) • Analyze and use "basic" elements of poetry • Analyze literature using a biographical and sociological criticism lens (Bradstreet) • 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. --seperatists= people who left the church of England because they felt it was corrupt. Seperate church and state (Williams) --others wanted to refrom the church, convert more through force, and want religion to have a larger role in gov. (theocracy). --regenerate= saved --unregenerate=not saved. --"knit together" || Ø Meter Ø Archaic Language Ø Inverted Syntax Ø Transcript Ø Bias Ø Loaded Language Ø Loaded Questions Ø Persuasive Writing Ø Logos-logic/ reasoning. Ø Ethos-ethics/credibility Ø Pathos-emotions Ø Tone Ø Rhetoric Ø Imagery Ø Metaphor ||  || •Identify and understand the conventions of a drama •Understand and apply the elements of characterization •Identify and analyze the elements of storytelling •Understand the concept of a tragic hero and the difference and significance of an “American Tragedy” vs. a Classical Tragedy •Ponder the differences between history and literature by comparing facts with the fictional or dramatic treatments of the facts •Consider the ways in which an historical event and a work of literature may mean different things for different generations of citizen readers •View and note similarities between 1692 Puritan New England and the United States during the Red Scare years of the 1950’s •Become aware and be given insights into the nature of intolerance, persecution and moral panic •Evaluate the concept of individual honor •Research, analyze, evaluate, write and present on historical or other examples, that parallel “The Crucible” || N?A || * Arthur Miller || --Bible, Original Sin, Predestination --tragic hero= noble stature, tragic flaw, doomed to fail, trapped in a situation, makes an error in judgment, fall form greatness, gains self-knowledge or epiphany, wins a moral victory, and the audience sypmathizes (Aristotles). --domestic tragedy= (came about in shakesperean time) the misfortunes of everyday people. --spectral evidence= believing whatever a person says as true. --allegory of the 1950's Red Scare of Communism in the U.S. --dramatized version of the real salem witch hunt. --Themes/motifs= jealousy, hysteria, reputation. || -Irony (tragic falls, and using good for own gain). -Foil (opposite characters to highlight each one's different personality. -"Crucible"= 1)a vessel used for melting (in science), 2)severe test, as of belief 3)situation/ time characterized by intellectual/ social/politcal forces. || [|Sparknote- explain important quotes/underlying meaning of the story]
 * **Time Period** ||< **Unit** || **Pattern/Formula** || **Learning Objectives** || **Readings**
 * Pre-Early 1600s ||< The Native
 * Animals before Man
 * Good/Evil coexist
 * Polytheistic
 * based on oral literature passed down through generations.
 * anthropomorphic protagonist
 * common folk tale showing culture, music, dance, legends, oral history, proverbs, jokes, popular beliefs, customs, and tradiction of culture, or group. || # Understand and apply the four functions of myth
 * 1) Compare and contrast cultural values of Native Americans and settlers
 * 2) Appreciate and make thematic links with Native American storytelling/poetry
 * 3) Understand and apply the conventions of a trickster tale || * "The World on the Turtle's Back"
 * "Genesis: 1-4"
 * "Hunting Song"/"Song of the Sky Loom"
 * "Coyote and Buffalo"
 * "Fox and Coyote and Buffalo"
 * || * Iroquois
 * Navajo & Tewa (sky loom)
 * Okanogan/Mourning Dove || --Respect/Love for Nature
 * metaphysical= instills awe
 * -cosmological= explaining the universe (formation)
 * sociological= customs of a society
 * pedagogical= to give lessons in life, or guide people
 * ||< The Settlers/
 * Good vs Evil
 * Creator = Perfect
 * Perfect vs Sinful
 * Patriarchy
 * "City on a Hill" || # Motivations for settlers to come to Americas
 * 1) Cultural values of settlers and how they could cause conflict
 * 2) Origins and impact of slavery
 * 3) The obstacles that those who settled forced (both willingly and unwillingly)
 * 4) Importance of considering audience and purpose
 * 5) Influence of Judeo/Christian theology on American thought/Literature
 * 6) Primary us secondary sources (significant/diff.) || * "The Log of Christopher Columbus"
 * "La Relacion"
 * "Of Plymouth Plantation"
 * "The Interesting Narrative of the Life of Olaudah Equiano"
 * "My Sojourn in the Lands of My Ancestors" || * William Bradford
 * Cabeza De Vaca
 * Marco Polo
 * Olaudah Equiano
 * Maya Angelou || --Many of the explorers lived by God, Glory and Gold these were what their trips and excursions were based on along with the fame that would come with discovering new land. ||  ||   ||
 * ||< The Puritans || * Arrogant about religion
 * Wealth as a reward
 * Disease as punishment
 * Predestination
 * Orginal Sin (emphasis on humans being inherently evil and trying to vercome sinful nature, personal salvation granted by God)
 * No Questioning
 * Bible = Supreme authority
 * Theocracy || • Apply historical background to improve reading comprehension and analyze texts
 * "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"
 * Written in the 1950's, Based off of events in 1692 ||< "The Crucible" || * written as a play || •Examine the historical context of a consciously historical work of literature

http://www.sparknotes.com/lit/crucible/summary.html || and Transcendentalism || * Importance of individual (over the community) N3: > Non-Conformity > Natural State O2: > Optimism D1: I2: S3: C2: •Understand and analyze syntax, detail, diction and author purpose in writing •Appreciate and recognize various literary devices/elements and theme •Identify and understand the Faustian story and resulting allusions in literature •Identify elements of transcendentalism such as the connection between people and nature, an individual's ability to think freely, and the importance of spiritual self-reliance to the individual found in the works of American Transcendentalists. •Articulate the predominant perspectives of these writers, to respond to them critically, and to compare and contrast one to another •Place American Transcendentalists in an historical perspective, seeing how each earlier writer influenced those who followed (within the movement and beyond) •Identify the elements of transcendentalism as represented in present-day genres. •Investigate representation of transcend. thought in social commentaries •Develop their own views on the subjects of individualism, nature, and passive resistance || * "Self Reliance" *Ralph Waldo Emerson * Washington Irving --Individual can discover their own higher truths through intuition. --movement form God to science to intuition --inspired by Kant (mysticism-realities/truths beyond reason), Locke (epiricism= experience is the only source of knowledge) --began due to industrialization (otehr influences available), access to spiritual ideas, erosion of Puritanism, secularization of science --symbolism, alllegory, archetypes, imagination, glorified heroism. || __**Carpe Deiem-**__ seize the day ||  || Enlightenment and Age of Reason || * Justice > Purpose, Audience, Language, Devices, and Appeals. || •Identify and use persuasive rhetoric •Identify and use varied styles of persuasion •Identify and use oratory mechanics •Understand and analyze the speaker’s choice of persuasive elements for purpose and audience •Analyze effectiveness of speaker’s persuasive techniques •Understand and analyze the historical context of literature within the development of American thought •Understand the development of American thought expressed in early political documents •Compare and contrast different persuasive approaches implemented for a similar goals •Understand the importance and use collaborative work skills •Identify and use effective oral communication skills to persuade and audience. || * "The Declaration of Independence" --More emphasis on reason. --"Tabula rasa"= born with a clean slate that is written on with experience. ||  ||   || Dickinson/ Poetry || * Conventional vs. Unconventional •Research the life and poetry of Dickinson. •Apply a set of critical questions to find literary elements used by author and interpret poem. •Analyze a poem by Emily Dickinson. •Determine meaning and theme in poetry by identifying the literary and poetic elements. •Understand the placement and significance of Emily Dickinson within the context of American thought. •Compare and Contrast Emily Dickinson to other American Poets. •Understand Emily Dickinson’s participation and impact upon the American voice. || * "This is my letter to the World" --Foreshadow of the aspects of life leading to the "Gothic"era. --represents silent (the underrepresented) --trustworthy author ||  || www.bartleby.com || - Nathaniel Hawthorne -Flannery O'Connor -Stephen King -William Faulkner || --Dark setting --gargoyles --fascination with the grotesque --Beautiful dead women --The actual action of death is quick, but much suffering and pain leading up to it. --The insanity of those (Poe, Faulkner, etc.) who provoke and "enjoy" the process, before and after death. --The sorrow in the loss of loved one's (Annabelle Lee). --The disgust within to the resentment of the beloved dead. --mourning of the "old south" --distortion of reality to show important truths --stretching of the human imagination --potential for evil --emphasis on disgust and empathy for the character. --The Seven Ages of Man (Shakespeare) || -grotesque || http://www.zittaw.com/gothicliterature.htm
 * 1800's ||< Romanticism
 * Optimism
 * Concience
 * Unity with nature
 * Natural State of Man
 * Plato's World of Forms
 * Seeking truth within oneself
 * break from traditional poetry.
 * Introduction of American setting
 * Nature
 * Over soul
 * Divinity
 * Individualism
 * Intuition
 * Self-reliance
 * Solitude
 * Simplicity
 * Cycle
 * “Carpe Diem”
 * Conscience || •Become familiar with important aspects and excerpts of writings from selected American Transcendentalists and Romantics
 * “Civil Disobedience”
 * “Walden"
 * Walt Whitmen poems
 * Psalm of life.
 * "The Devil and Tom Walker" || * Walt Whitman
 * Henry Wadsworth Longfellow
 * **Henry David Thoreau** || --Self reliance
 * ||< Persuasion:
 * 3 Appeals:
 * Logos
 * Pathos
 * Ethos
 * Retoric, Persuasive
 * Elevated Language
 * Explain persuasion by using:
 * "Speech at the Virginia Convention"
 * Abigail Adams
 * "Stride Toward Freedom"/ "Necessary to Protect Ourselves"
 * Common Sense
 * From the American Crisis || * Martin Luther King Jr.
 * Malcolm X
 * Patrick Henry
 * Thomas Jefferson
 * Abigail Adams
 * Ben Franklin
 * Thomas Paine || --Idea of "natural rights" (John Locke)= life, liberty, right to own property.
 * ||< Emily
 * 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 Dickinson's poetry.
 * "'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).
 * 1800's ||< Gothic || * Depravity: Concept of being Sinful
 * Natural state = bad
 * decaying, death, dark, grotesque, superatural, architecture, insanity, mystery || # Understand what Gothic fiction (and its sub-genres) are.
 * 1) Understand how American hopes, fears, and anxieties are explored and critiqued by writers in the gothic mode
 * 2) Understand the social context in which gothic literature emerged and how gothic literature reflects it.
 * 3) Understand the elements used to create suspense such as mood, tone, imagery, etc.
 * 4) Understand poetic devices used to create different moods, tone, reading pace, etc. in poetry.
 * 5) Understand and identify author style and literary genre elements present in a piece of literature. || * Annabel Lee
 * Ligeia
 * The Fall of the House of Usher
 * The Tell-Tale Heart
 * The Black Cat
 * The Masque of the Red Death
 * The Murders in the Rue Morgue
 * The Cask of Amontillado
 * The Bells
 * Young Goodman Brown
 * The Black Veil
 * The Birth Mark
 * Rappaccini's Daughter
 * Dr. Heidegger's Experiment
 * A Rose for Emily
 * A Good Man is Hard to Find
 * The Life you Save May be Your Own || -EDGAR ALLEN POE

http://academic.brooklyn.cuny.edu/english/melani/gothic/gothic.html || American Voice || * Equality/Civil Liberty and its denial -Sympathy -I, too -The Weary Blues -Harlem -Negro speaks of rivers -My City -Any Human to Another -Yet Do I Marvel -The Lynching -If We Must Die -A Black Man Talks of Repeaing -Life for My Child Is Simple -Primer for Blacks -We Real Cool -Preface to a 20 Volume Suicide Note -A Man Who Was Almost A Man || * Claude McKay --The fact that black is beautiful. Many poets in this unit stress the fact that despite the cruel words of those around them, African-Americans needed to embrace their race and know that black really is beautiful. --The African American search for equality and proving that they are just as good as Whites. --The fight to express the roots of the "black" race within a humane and peacefull/controlled socitey. --The extermination of segregation. --Black is powerful --Centered around Harlem and African-American artistic creativity. ||  ||   || --local color --reality --social reform --regionalism --naturalism --the concept of "what is" --man is insignificant to the universe --Naturalism: * hyper-realism with American grit and harshness of human nature. --man has no control over his own life. ---complexity of human experience, character over the action and the plot of the story ||  ||   || Finn || * evasion sequence --racism --farther south, the worse things get. --issue with Christianity (decided to go to hell by not writing the letter, believs more in superstitions) --running from and rejecting civilization. --Huck symbolizes youthful America --Tom symbolizes the romantic ideas --narrator reliability/ perspective --Great American Novel --Conventions vs. Conscience --Social Conditioning vs. Natural Morality --Plot sequencing --Episodic Novel || -dialect -vernacular -social commentary -bildungsroman -episodic ||  || --The American Dream is unattainable --Wealth-driven/Materialistic Society --Godlessness/ Immorality --"eye for an eye" --symbolism of the eyes of T.J. Eckleberg as God --rich society crushes/kills any self-made dreamer --"tomorrow we wil run faster, stretch our arms out farther... and one fine morning..." is left as an unfinished sentence because the American Dream is already in the past. --morality is an unafforadable luxury --detached from God --symbols of April, the waste land (ash heaps), eeys of T.J. Eckleberg, green light, automobile --"bad drivers" --materialism --impossible to find the individual in society (alienation of the individual) --past is superior to the present --break down of the family ||  ||   ||
 * ||< The Emerging African
 * Obstacles (often racism and poverty)
 * Roots: Africa especially, slavery
 * Being American- place in America- role in society [New York was a big part]
 * Influence of arts, blues, jazz, gospel, oral tradition
 * Black empowerment/beauty
 * Speaking back to the canon
 * Being one and peace with others
 * Not having to struggle through society || * Understand how African American literature both echoes "traditional" literary themes, but also differentiates itself with specific and distinct themes of its own.
 * Demonstrate knowledge of the major texts and periods in African-American literature, such as slave narratives, the Harlem Renaissance, and Black Arts Movement.
 * Discuss social, intellectual, and historical influences specific to the development of African-American literature.
 * Demonstrate critical skills and knowledge of literary conventions used to evaluate works of poetry, nonfiction, and fiction. || -We wear the mask
 * Langston Hughes
 * Paul Dunbar
 * Gwendolyn Brooks
 * James Weldon Johnson
 * Frederick Douglas
 * Countee Cullen
 * Arna Bontemps
 * Amiri Baraka
 * Zora Neale Hurston
 * Toni Cade Bambara
 * Richard Write || --The obstacles that the African Americans faced (racial stereotypes, social oppression, etc.)
 * Mid 1800s- Early 1900s ||< Realism || * Life and society depicted as "they are" opposed to how they "ought to be"
 * Everyday activities of people without the shiny gloss and style of romantics
 * commonly the "good guy" doesn't win. (In opposition to the the past romantic notions)
 * God as an apathetic/ indifferent observer.
 * Godliness-> Godlessness
 * ruthless individualism
 * class importance (middle class) || # Understand that realism is a reflection of human experiences "as they are", not as "they ought to be"
 * 1) Understand the important and radical differences between realistic and romantic texts
 * 2) Understand that realism and naturalism often parody or satirize the romantic formula.
 * 3) Understand the social context in which realism was born, and how factors influenced writers, which caused American thought to shift
 * 4) Understand the societal reaction to realism and its writers.
 * 5) Understand the differences between realism and naturalism. || * Occurence at Owl Creek Bridge
 * Open Boat
 * Stanzas on Freedom
 * Free Labor
 * Chicago
 * Richard Cory
 * Miniver Cheevy
 * War is Kind
 * War Prayer
 * Story of an Hour
 * Yellow Wallpaper
 * Almost a Man || * Mark Twain
 * Ambrose Bierce
 * James R. Lowell
 * Frances Harper
 * Richard Wright
 * Stephen Crane || --Industrial and Scientific Revolution
 * animalistic nature of people.
 * Herbert Spencer= Social Darwinism and "survival of the fittest"
 * ||< Adventures of Huckleberry
 * American novel that people can relate to.
 * Can only take place in America
 * Domestic tragedy
 * Not europeanized/ shakespearized
 * Incorporates past writers
 * has a lot to do with realism, and it ties in with the realism unit || # Understand plot structure and theme
 * 1) Understand how narative voice, plot episodes, dialogue, and allusions are used to depict characters and ideas
 * 2) Understand characterization and significance of the characters
 * 3) Understand Twain's view of civilization, its character, strengths and defects
 * 4) Understand Twain's analysis of human freedom, equality, aristocracy, lying, nature vs. convention, family, religion, etc.
 * 5) Understand how humor is used to defend/ criticize
 * 6) Understnad concept of the "Great American Novel" || N/A || by Mark Twain || --looking back on society
 * ||< The Great Gastby || * modernist genre
 * past tense
 * reminiscient, nostalgic tone
 * first person point of view ||  || N/A || by F. Scott Fitzgerald || --The American Dream (become whateevr you want to be without being born into it, American hero with rich, big house, good job, family -wife and kids)