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  • COURSE OUTLINE (teacher reserves the right to add or omit selections as time allows)


    First Quarter:     Early America (Beginnings to 1800)

                                    Unit 1: Coming to America

                                                    Meeting of Cultures: Native American Origin Myths, A General History of Virginia

                                                    Literature: Puritan Poets (time permitting) 

                                    Unit 2: Building a Democracy

    Literature:  The Declaration of Independence, The U. S. Constitution, Article 2 and the Bill of Rights

    District Assessments: CRL Rhetorical Devices, Edwards’ Sinners in the Hands of an Angry God and Henry’s “Speech at the Virginia Convention”

                                    Writing Focus – Informative Writing


    Second Quarter:  The American Renaissance (1800 to 1870)

                                    Unit 3: The Modern World

                                                    Literature:  The Crucible

                            Unit 4: The Individual and Society

                                                    LiteratureRomantic Poets

                                                    Literature:  Gothicism; Hawthorne, The Minister’s Black Veil

                                                    Literature:  The Transcendentalists (Emerson and Thoreau) Film: Dead Poet’s Society

                                                    Literature:  American Poets: Dickinson, Whitman

    District Assessments: CRL Individual and Society, from Thoreau’s “Civil Disobedience” and Chavez’s “He Showed Us the Way”

                                    Writing Focus – Argumentative Writing


    Third Quarter:   The Civil Way and the  Age of Realism (1850-1914)

                                    Unit 5: New Birth of Freedom

                                        Literature:  Bierce’s An Occurrence at Owl Creek Bridge

    Literature: Douglass’ What to the Slave is the Fourth of July, Lincoln’s 2nd Inaugural Address

                                    Unit 6: The Age of Realism

                                                    Literature: Twain’s  The Lowest Animal, Chopin’s The Story of an Hour

    District Assessments CRL Continuity of Life, Steinbeck’s “The Turtle” and Frost’s “Out, Out…”

                                    Writing Focus: Literary Analysis


    Fourth Quarter: Literature of the Modern Age (1914-1945) and Post War (1945-1970)_

                                    Unit 7:  The Modern World

                                                    Literature:  Fitzgerald’s Winter Dreams

    Literature:  Harlem Renaissance: Langston Hughes’ poetry and Hurston’s “What It Feels Like to Be Colored Me”

                                                    Literature:  Independent Novel study (One Flew Over the Cuckoo’s Nest, Keynes)

                                                    Literature:  Novel Study continued

    District Assessments – Optional CRL Effects of War, O’Brien’s “Ambush” and Komunyakaa’s “Camouflaging the Chimera”

                                    Writing Focus – Narrative Writing



    • Reading book (book to read)

    • 1 (one) Composition Book

    • Plastic Folder with prongs and pockets

    • Notebook paper

    • Highlighter (any color)

    • Post-its (optional)

    • A pencil every day (pen can be used for notes)


    Books: HMH Collections is the textbook.  Students may choose to have a hardcopy or a digital copy of the text for home use; we will have a class set in the room for class use.  They are also required to have an independent reading book at all times. Literature and poetry books will be assigned according to the curriculum.


    Homework: Every night students should be reading independently. In addition, students will periodically have reading assignments in order to prepare for the next day’s in class assignment. Additional homework or reading will be assigned in order to reinforce the skills learned in class. Homework will be due at various times and intervals.


    Required Reading: The district’s curriculum map includes selected texts/stories/poems/speeches that the student must read in order to be prepared for classroom discussions and assignments. In addition, novels are required to be read in class and for homework. Novels are assigned by the teacher and some may be chosen by the student with teacher’s permission. Reading research shows that students, who read regularly, perform better in school and specifically on high-stakes tests.


    Required Writing: Students are expected to generate and write ideas daily, write essays, and work through the writing process. Students’ writing is expected to contain school appropriate content. Parents should be aware that not all of the ideas generated by students are read by the teacher.