Standards: Connecticut has adopted the Common Core State Standards (CCSS) as the Connecticut State Standards (CSS). Standards are listed for each unit and priority standards for the unit are indicated with an asterisk.

Course Levels: College-Prep level completes 7-8 texts per year, Honors level completes 10-12 texts a year.

The units below reflect the learning objectives covered in Grade 11 and the texts used. There is no specific order to the texts covered. Additional texts may added to complete the curriculum and are based on student learning needs and interests.

All students are required to complete "Researching the American Experience." Teachers also meet with students in individual writing conferences.

BIG IDEAS - Students will . . .

• understand how to select scholarly, relevant sources.
• understand how to use technology to locate, organize, and annotate source information.
• understand how to use MLA style to format research writing.
• understand the purpose and method of note taking, including how to paraphrase and/or directly quote source information.
• understand how to synthesize material to arrive at a thesis statement.
• understand parenthetical citation and accurate Work Cited formatting.
• understand how to integrate source information into their writing.
• understand what constitutes plagiarism and how to avoid it.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others?
• How does American Society foster individualism and/or conformity?

STANDARDS

Reading for Information: RL.11-12.1, 2, 3, 4, 5, 6, 7, 8, 10

Writing: W.11-12.1, 2, 4, 5, 6, 7, 8, 9

CONTENT - Students will know . . .

• how to select relevant sources and will understand when sources are not relevant or scholarly.
• how to use NoodleTools to build a bibliography, note cards, and an outline.
• how to use online Databases and other digital sources to find information.
• MLA style and how it applies to parenthetical citations and Work Cited lists.
• the difference between paraphrased versus directly quoted information and when to use each and why.
• how to synthesize source material to develop a unique claim.
• how to embed sources gracefully into their writing.
• what constitutes plagiarism and how to avoid it.

SKILLS - Students will be able to . . .

• select relevant sources and determine which sources support their claim.
• use Noodletools.
• manipulate on-line Databases and other digital sources.
• utilize MLA style.
• distinguish between paraphrased and directly quoted information and use each appropriately.
• synthesize source material to develop a unique and cohesive plan and claim.
• embed sources into their writing.
• recognize plagiarism and how to avoid it.

BIG IDEAS

Students will examine how historical context affects individuals and how it helps to develop the setting and conflicts experienced by the narrator. They will explore how people encounter flaws within their social structure and institutions and the extent to which an individual is able to reconcile him or herself to his or her community. Students will evaluate the reliability of the narrative voice.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others?
• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 4, 7, 8

Writing: W.11-12.1, 2

Speaking and Listening: SL.11-12.1a, 1d, 3

CONTENT - Students will know . . .

• how narrative voice functions within the work to develop meaning.
• the historical context of the Jim Crow South.

SKILLS - Students will be able to . . .

• trace the progress of Richard’s education and how this drives his quest for knowledge.
• identify the major personal and societal conflicts that shape Richard’s identity.
• understand how the social and political institutions of Richard’s world are structured to reflect his values, beliefs and ethics.

TIMING 2-3 weeks

BIG IDEAS

Students will examine how place and social custom affects an individual. They will explore how people encounter flaws within their social structure and institutions and the extent to which an individual is able to reconcile him or herself to his or her community. Students will evaluate the reliability of the narrative voice, and the effect of non-linear narrative.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others?
• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 3, 5, 6

Writing: W.11-12.1a, 1c, 3a, 3b, 3d

Speaking and Listening: SL.11-12.1b

CONTENT

• Students will know how narrative voice and non-linear narrative create insight into the main character.
• Students will understand how the inability to come to terms with one’s past will hamper one’s ability to be successful in the present.

SKILLS - Students will be able to . . .

• evaluate and understand how the death of Holden’s brother affects his ability to form relationships.
• examine how Salinger uses Holden’s voice to control the reader’s understanding and reaction to the events in Holden’s life.

TIMING 2-3 weeks

BIG IDEAS

• Students will examine how historical context affects individuals and how it helps to develop the setting, themes, and conflicts.
• They will explore how people encounter flaws within their social structure and institutions and the extent to which an individual is able to reconcile him or herself to his or her community.
• Students will evaluate the elements of drama, how these elements function to present the story, and how drama differs from a narrative.

ESSENTIAL QUESTIONS

• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 3, 5

Writing: W.11-12.1a, 1d, 3a, 3b

Speaking and Listening: SL.11-12.1b, 1d, 2, 5

CONTENT - Students will know . . .

• the historical context of both 1950s McCarthyism as well as the Salem Witch Trials, and how one serves as an allegory to the other.
• how John Proctor’s (or Rev. Hale) actions, thoughts, and morals develop over the course of the play.

SKILLS - Students will be able to . . .

• examine the meaning of the title and how it represents a thematic element in the play.
• evaluate how power motivates characters’ behavior.
• identify Proctor as a contemporary tragic hero.
• understand the role that hysteria plays in the lives of Americans.

TIMING 2-3 weeks

BIG IDEAS

Students will understand of the concept of the American Dream and how it has or has not evolved over time. They will examine the structure of the American family and its changing role in society. Students will understand how familial relationships motivate behavior.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others?
• How does the American Dream drive the way we live and affect our behavior?

STANDARDS

Reading: RL.11-12.1, 2, 3, 5

Writing: W.11-12.1a, 1d, 3a, 3b

Speaking and Listening: SL.11-12.1b, 1d, 2, 5

CONTENT - Students will know . . .

• how Willy and Biff’s actions, thoughts, and morals develop over the course of the play.
• careers evolve to reflect the changes of society.
• what a social construct is.

SKILLS - Students will be able to . . .

• evaluate the deterioration of Willy’s mental health.
• understand how Miller’s dramatic structure creates meaning.
• recognize Miller’s commentary on the American Dream.

TIMING 2 weeks

BIG IDEAS

Students will examine how historical context affects individuals and how it helps to develop the setting and conflicts experienced by the narrator. They will explore how people encounter flaws within their social structure and institutions and the extent to which an individual is able to reconcile him or herself to his or her community. Students will evaluate the reliability of the narrative voice, and the effect of non-linear structure.

ESSENTIAL QUESTIONS

• How does American Society foster individualism and/or conformity?
• How does the American Dream drive the way we live and affect our behavior?

STANDARDS

Reading: RL.11-12.1, 2, 3, 4, 5

Writing: W.11-12.1a, 1c, 2a, 2d

Speaking and Listening: SL.11-12.1b, 1c

CONTENT - Students will know . . .

• how the narrative is influenced by unreliable narration.
• the historical context of The Roaring Twenties.

SKILLS - Students will be able to . . .

• examine how Nick’s narrative voice controls the reader’s impression of the other characters.
• identify both the positive and negative elements of the characters to determine Fitzgerald’s commentary on the moral corruption of society.
• evaluate Gatsby’s life and determine if he qualifies as a contemporary tragic hero.

TIMING 2-3 weeks

BIG IDEAS

• Students will understand the culture of the antebellum south and its mores.
• They will explore how people encounter flaws within their social structure and institutions and the extent to which an individual is able to reconcile him or herself to his or her community.
• Students will explore how dialectical language reflects time and place.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others?
• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 3, 6, 9

Writing: W.11-12.1, 2

Speaking and Listening: SL.11-12.1, 3

CONTENT - Students will know . . .

• the historical context of the antebellum south.
• understand how the episodic nature of the novel functions to create social commentary.

SKILLS - Students will be able to . . .

• evaluate how Twain’s use of characterization satirizes the time, place and characters.
• trace Huck’s moral development along his journey.
• analyze how the first person narrative affects the readers’ understanding of the story.

TIMING 3 weeks

BIG IDEAS

Students will understand the historical context of the civil war. They will focus their reading through different lenses (i.e. determinism, etc. see: terms). Students will evaluate the novel as social commentary on war.

ESSENTIAL QUESTIONS

• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 3, 5

Writing: W.11-12.1, 2

Speaking and Listening: SL.11-12.1

CONTENT - Students will know . . .

• historical context of the civil war.
• definitions of various literary/philosophical “isms.”

SKILLS - Students will be able to . . .

• apply the definition of the literary/philosophical “ism” to the novel as a whole.
• trace Henry’s character development as it evolves throughout the novel.

TIMING 1-2 weeks

BIG IDEAS

Students will understand the historical context of colonial society and the role of the theocracy. They will also understand Romanticism. Students will understand the role of women in Colonial society.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others?
• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 3, 5, 6

Writing: W.11-12.1, 2

Speaking and Listening: SL.11-12.1, 2, 4, 5, 6

CONTENT - Students will know . . .

• the historical context of colonial America.
• the elements of Romanticism.

SKILLS - Students will be able to . . .

• evaluate Hawthorne’s use of elevated syntax and complicated diction as a way to convey the mood and tone of the story.
• examine Hawthorne’s use of the “twice-told tale” to develop and enhance the Romantic style.
• analyze Hester’s development and struggle as a woman within a repressive society.

TIMING 3-4 weeks

BIG IDEAS

Students will understand Emerson’s belief in the “Over-soul.” They will understand the historical context of America’s progressive era (1830s-1840s). The students will understand the tenets of Transcendentalism and the relationship between man and nature.

ESSENTIAL QUESTIONS

• How does American Society foster individualism and/or conformity?

STANDARDS

Reading: RL.11-12.1, 2, 3, 4, 5, 6, 8, 9, 10

Writing: W.11-12.1, 2

Speaking and Listening: SL.11-12.1, 2, 3

CONTENT - Students will know . . .

• historical context of the progressive era.
• the tenets of Transcendentalism.

SKILLS - Students will be able to . . .

• examine Emerson’s use of diction and syntax as a means of creating and sustaining tone.
• examine how Emerson observes nature in order to gain a greater understanding of man his relationship to the universe. (MD2)

TIMING 2 weeks

BIG IDEAS

Students will understand the historical context of the Vietnam War. They will understand the political and cultural climate of America in the 1960s. Students will understand structure, form and how non-linear narration creates meaning.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others?
• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 3, 4, 5, 6

Writing: W.11-12.1, 2, 3

Speaking and Listening: SL.11-12.1, 2, 3

CONTENT - Students will know . . .

• the historical context of the Vietnam War and American in the 1960s.
• how narrative structure creates and affects meaning.

SKILLS - Students will be able to . . .

• evaluate the ramifications of war on the soldiers who fought and the people at home.
• examine use of story-telling and emotional truth as a means of creating and sustaining tone.

TIMING 3 weeks

BIG IDEAS

Students will understand the historical context of America’s Progressive Era (1830s-1840s). The students will understand the tenets of Transcendentalism and the relationship between man and nature. The Students will understand the concept of Civil Disobedience and how it applies to American Culture.

ESSENTIAL QUESTIONS

• How does American Society foster individualism and/or conformity?

STANDARDS

Reading: RL.11-12.1, 2, 3, 4, 5, 6, 8, 9, 10

Writing: W.11-12.1, 2

Speaking and Listening: SL.11-12.1, 2, 3

CONTENT - Students will know . . .

• historical context of the progressive era.
• the tenets of Transcendentalism.

SKILLS - Students will be able to . . .

• examine Thoreau’s use of diction and syntax as a means of creating and sustaining tone.
• examine how Thoreau observes nature in order to gain a greater understanding of man his relationship to the universe.
• evaluate how Emerson and Thoreau’s views of Transcendentalism are similar and different.

TIMING 1-2 weeks

BIG IDEAS

• Students will understand post-WWII American culture and mores.
• Students will understand black humor, satire, understatement, and irony.
• Students will understand the elements of the Science-Fiction genre.

ESSENTIAL QUESTIONS

• How does the concept of the American Family and the core values associated with it affect the way we view ourselves and others? (dependeing on story chosen)
• How does American Society foster individualism and/or conformity?
• How does the struggle for rights and freedom influence individuals and American society?

STANDARDS

Reading: RL.11-12.1, 2, 3, 4, 5, 6, 7, 10

Writing: W.11-12.1, 2, 3, 4, 5

Speaking and Listening: SL.11-12.1, 2, 3

CONTENT - Students will know . . .

• post WWII American culture and mores.
• how authors use black humor, satire, understatement, and irony.
• how authors create Science-Fiction.

SKILLS - Students will be able to . . .

• examine the use of Black humor in multiple short stories.
• analyze the deleterious effect of Science and Technology on humanity.
• discover various patterns in Vonnegut’s commentary on contemporary society by examining multiple stories.

TIMING 3 weeks

BIG IDEAS

• How does an individual make choices?
• How do specific social constructs challenge the individual?
• Should an individual feel obligated to make sacrifices for the greater good?

ESSENTIAL QUESTIONS

• How does an individual identify the choices available and their consequences?
• How does an individual’s environment affect the choices he/she makes?
• How do the people in an individual’s life influence the choices he/she makes?
• How does an individual justify the choices he/she makes?
• To what extent do specific social constructs define an individual?
• To what extent do specific social constructs challenge an individual?
• How does an individual reconcile his/her beliefs with the beliefs of others?
• How does an individual make decisions and choices that define his/her life and the lives of others?
• Who decides what the greater good is?

STANDARDS

Reading: RL.9-10.1, 2, 3, 4, 5, 6, 7*, 9

Writing: W.9-10.1, 1b, 2, 2b-e, 3, 3c*, 7

Speaking and Listening: SL.9-10.1, 1a, 1b*, 1c, 1d, 3, 4*

Language: L.9-10.1, 1, 2, 3, 4, 4a*, 5

CONTENT - Students will know . . .

• the social implications of the setting.
• elements of drama.

SKILLS - Students will be able to . . .

• analyze the personal conflicts that determine multiple character’s choices.
• analyze author’s craft and how it explores implications of character development .
• identify symbols and understand how they further develop various themes.