Curriculum Management System - Monroe Township School District fileCurriculum Management System...

Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Honors World Studies Grade: 9

For adoption by all regular education programs Board Approved: 9.10.2014as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ….

Mission, Vision, Beliefs, and Goals Page ….

Core Curriculum Content Standards Page ….

Scope and Sequence Pages …

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages …

Quarterly Benchmark Assessment Page ….

Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent

Dr. Jeff C. Gorman, Assistant Superintendent

BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President

Mr. Doug Poye, Board Vice President Ms. Amy Antelis

Ms. Michele Arminio Mr. Marvin I. Braverman

Mr. Ken Chiarella Mr. Lew Kaufman

Mr. Tom Nothstein Mr. Anthony Prezioso

Jamesburg Representative

Mr. Robert Czarneski

WRITERS NAME Renata MacKenzie

CURRICULUM SUPERVISOR

Dr. Kelly F. Roselle

mailto:[email protected]



Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

Common Core State Standards (CSSS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org

http://www.corestandards.org/

http://www.corestandards.org/the-standards

http://www.corestandards.org/the-standards

http://www.state.nj.us/education/sca

http://parcconline.org/

Quarter 1

Renaissance & Enlightenment

I. Italian Renaissance a. Machiavelli’s “The Prince” (extended excerpt- treatise) b. Characteristics of Renaissance Art –chiaroscuro method c. Stone’s “The Agony and the Ecstasy” (excerpt- historical fiction) d. Renaissance Art Tour at National Gallery of Art in Washington, DC (field trip- authentic experience) II. English Renaissance a. Introduction to William Shakespeare b. Romeo and Juliet (full text- drama) III. Spanish Renaissance

a. Cervantes’ Don Quixote (excerpt- fiction)

IV. Enlightenment a. Locke’s “Two Treatises of Government” (excerpt-

treatise) b. Rousseau’s “The Social Contract” (excerpt- essay) c. Jefferson’s “Declaration of Independence” (full text- essay) d. Voltaire’s Candide (excerpt- fiction) e. Swift’s “A Modest Proposal” (full text- essay) f. Wollstonecraft’s “A Vindication of the Rights of Woman” (excerpt- essay)

Quarter 2

French Revolution, Industrial Revolution, & Imperialism in Europe and Latin America

I. French Revolution a. Dickens’ A Tale of Two Cities (full text- historical fiction) b. The Execution of Louis XVI (anonymous eyewitness account) c. French National Anthem: “La Marsellaise” (audio and text) d. “A Declaration of the Rights of Man and of the Citizen” (excerpt- essay) II. Industrial Revolution

a. “Testimony on Child Labor in Britain” (excerpt- eyewitness accounts)

b. “Evidence of a Male Millhand” (excerpt- eyewitness account)

c. Gaskell’s Mary Barton (excerpt- historical fiction)

III. Imperialism in Europe and Latin America a. Rhys’ Wide Sargasso Sea (full text- historical fiction) b. Bronte’s Jane Eyre (excerpt- fiction) c. Rhys’ “The Day they Burned the Books” (short story- fiction) d. Nichols’ “Wherever I Hang” (post-colonial poetry)

Quarter 3

Imperialism in Africa & Asia and Nationalism & WWI

I. Imperialism in Africa & Asia a. Kipling’s “The Burial” (elegy) b. Kipling’s “The White Man’s Burden” (poem) c. Achebe’s Things Fall Apart (excerpt- historical fiction) d. Ezekiel’s “In India” (post-colonial poetry) e. Beveridge’s “In Favor of Imperialism” (speech) f. Ghandi’s Hind Swaraj (excerpt- essay) II. Nationalism & WWI a. Hugo’s “Les Miserables” (excerpt- historical fiction) b. Verdi’s “Aida” (excerpt- opera) c. Brooke’s “The Soldier” (poem) d. Owen’s “Dulce et Decorum Est” (poem) e. Remarque’s All Quiet on the Western Front (full text- historical fiction) f. WWI soldier testimonies (eyewitness accounts) g. WWI exhibits at Air & Space Museum in Washington, DC (field trip- authentic experience)

Quarter 4

Totalitarianism & WWII

I. Totalitarianism & WWII a. Propaganda Analysis (Russian and German political cartoons, photographs, and posters) b. Orwell’s 1984 (full text- political fiction) c. Holocaust Survivor stories (primary source documents and guest speakers) d. Holocaust Memorial Museum in Washington, DC (field

trip- authentic experience)

Stage 1 Desired Results Renaissance & Enlightenment

ESTABLISHED GOALS RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RL.9-10.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Transfer Students will be able to independently use their learning to…

• Describe how the Renaissance shaped European art, thought, religion, politics, and literature.

• Analyze events that led Enlightenment thinkers to question antiquated ideas in order to revolutionize the arts, thought, religion, politics, and literature..

Meaning UNDERSTANDINGS Students will understand that…

• Renaissance ideas, such as the importance of an individual, are an important part of modern thought.

• Idealism can be a motivating force and spawn newfound ideas.

ESSENTIAL QUESTIONS • What makes a leader? • What enables certain forms of literature

to transcend time? • How might one who’s idealistic be

deemed foolish, as well? • Are all rights equal or are some more

important than others?

Acquisition Students will know…

• Definition of the Renaissance. • Characteristics of a Renaissance person. • Traits of Renaissance art. • Qualities of a successful leader. • Influences of William Shakespeare. • Elements of drama. • Elements of non-fiction. • Elements of a satire.

Students will be skilled at… • Citing textual evidence from “The

Prince” in order to validate Machiavelli’s claims.

• Determining how Renaissance ideals pervade the era, via literature, artwork, and historical context.

• Using digital media to present an analysis of various genres of literature from Europe.

• Determining a central idea in “The Prince” and Romeo and Juliet in order to analyze its development and summarize the content.

• Comprehending a variety of drama, fiction, and non-fiction texts.

http://www.corestandards.org/ELA-Literacy/RI/9-10/2/

RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• Discussing and evaluating the impact of various influences on writers and the works they produce.

• Analyzing Enlightenment treatises and comparing them to the U.S. Declaration of Independence.

• Writing arguments to support claims using relevant evidence from unit texts.

http://www.corestandards.org/ELA-Literacy/RI/9-10/9/

Stage 2 - Evidence

Evaluative Criteria Assessment Evidence Suggested Performance Task Rubrics:

1) Rubric will address use of textual evidence, presentation of information, and use of digital media.

2) Rubric will address content and organization, usage, sentence construction, mechanics, and letter formatting.

3) Rubric will address pitch, volume, use of props, preparedness, and collaboration with peers.

4) Rubric will address presentation, knowledge and understanding of play, evidence of individual requirements, personal reflection, and creativity and effort.

5) Rubric will address elements of a satire and presentation.

PERFORMANCE TASK(S): 1) Students will be divided into small, collaborative groups and assigned a different excerpt to

read from “The Prince” by Machiavelli. Each group will create a Keynote presentation on the excerpt, which will include a list of tips for leaders who want to gain fame and public approval. They will present their Keynote to the class and share via eBackpack’s shared documents. Students will be assessed by a predetermined rubric.

2) Students will imagine that they are a current-day Machiavelli and are to give advice to a modern politician. They will type a formal letter (in block format) to the politician of their choice, suggesting how this leader might carry out his or her policies using Machiavellian principles. Students will also follow Machiavelli’s stylistic devices and the appropriate format of a letter. Students will be assessed by a predetermined rubric.

3) Students will dramatize various scenes of Romeo and Juliet. They will choose specific character roles within their assigned scene and work collaboratively in order to perform said scene. Students will be assessed by a predetermined rubric.

4) For their summative assessment on Romeo and Juliet, students will synthesize information and choose from creating one of the following: a playlist of songs that the main characters may relate to, a graphic novel of critical scenes from the play, or a modern-day translation of a specific scene, or part of a scene. Each project contains specific oral and written requirements and will be assessed on a predetermined rubric.

5) Compose a satirical piece that exposes a problem in current society in order to provoke change. The target can be social or political, and can take a variety of forms, such as a letter, speech, essay, or story. Students will be assessed by a predetermined rubric.

• Written journal responses should be:

Thorough and thoughtful. Display an organization of content. Adhere to proper grammar and mechanics.

• Verbal discussion responses should demonstrate: Articulation. Evidence of reading. Insightfulness.

• Guided reading question responses should be:

OTHER EVIDENCE: Formative assessments include:

• Journal writing on leadership, characteristics of a Renaissance man or woman, and comparison of Enlightenment thinkers.

• Guided reading questions on Romeo and Juliet and excerpts. • Class discussions on Renaissance and Enlightenment thinkers.

Well-supported. Organized. Display higher-level thinking. Adhere to proper grammar and mechanics.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction

• Pre-Assess using Essential Questions, via written journals, online and verbal discussions, and surveys. • Annotate the text of “The Prince” in GoodReader app in order to uncover layers of meaning. • View “Why Shakespeare?” DVD (approximately 20 minutes) in order to become familiar with Shakespeare’s influence over 400 years later. • Use Maps app on iPad to locate and research the Globe Theater. • Use a search engine to research a film, song, cartoon, or TV show in popular culture that alludes to a Shakespearean play. • Confront another classmate using Shakespearean language, intonations, and body language in order to create meaning. • Listen to an audio-recording of specific scenes from Romeo and Juliet. • Create a self-portrait using chiaroscuro method of the Renaissance, taught by AP Studio Art students, after reading excerpt from The Agony and

the Ecstasy. • Examine song lyrics and view scenes from Man of La Mancha in order to supplement excerpt from Don Quixote. • View and analyze Saturday Night Live skits, political cartoons, and other media spoofs in order to see evidence of satire in current society. • Engage in a philosophical chair on the idea that government should be devoted to the common good (as per Rousseau’s “Social Contract”). • Compare modern-day artwork (such as Rockwell’s “The Problem We All Live With”) and photographs (such as Tiananmen Square) to Locke’s

“Two Treatises of Government.”

Stage 1 Desired Results French Revolution, Industrial Revolution, & Imperialism in Europe and Latin America

ESTABLISHED GOALS RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.


• Analyze the French Revolution and how historical literature sparks and enforces the ideals of freedom.

• Trace key events of the Industrial Revolution and analyze the technological, social, and economic effects.

• Explain how revolutionary concepts in Europe and Latin America ignited uprisings in the first half of the nineteenth century.

Meaning

UNDERSTANDINGS Students will understand that…

• Throughout history, economic and social inequalities have led citizens to revolt against their governments.

• New technology impacts industry, transportation, and communication.

ESSENTIAL QUESTIONS • What is freedom? • How could one change an unjust

government? • Why revolt? • Why is it important to give minor

characters a voice?


• Key historical facts of the French Revolution.

• Elements of fiction. • New technology that was created during

Industrial Revolution. • Definition of Dickensian techniques,

such as parallelism, flashbacks, mood, and cliffhangers.

• Causes and effects of imperialism.

Students will be skilled at… • Analyzing characters and the

advancement of theme in A Tale of Two Cities and Wide Sargasso Sea.

• Analyzing Dickens and Rhys’ choices in creating various literary effects.

• Determining the meaning of words and phrases as they are used in a fictional text as compared to a court testimony.

• Using collaborative discussion (such as negotiating a labor contract) in order to express ideas clearly and persuasively.

• Comparing the benefits and drawbacks of industrialization and imperialism.

• Discussing and evaluating the impact revolution had on different areas of the

W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.9-10.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on GRADES 9-10 READING AND CONTENT, choosing flexibly from a range of strategies.

world. • Writing informative texts about the

impact of industrialization and technology.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubrics: 1)Rubric will address content and organization, usage, sentence construction, and mechanics. 2) Rubric will address content and format. 3) Rubric will address content and organization, usage, sentence construction, and mechanics.

PERFORMANCE TASK(S): 1) Students will compose a five-paragraph essay on one of the following prompts related to A

Tale of Two Cities: 1. What is Dickens’ attitude toward the French Revolution? He shows his distaste for the Revolution, but is also regarded as a social crusader. Using details from the text to illustrate his attraction or revulsion to the movement, convince the reader that Dickens was more sympathetic either to the aristocracy or the revolutionaries. 2. Unlike Dickens’ other novels, A Tale of Two Cities lacks well-drawn, comic characters and instead focuses on the effect of political upheaval. As some critics note, this is “a novel of scenes, not characters.” Find important scenes in which Dickens uses visual descriptions as symbols for significant themes throughout the novel. 3. Madame Defarge is often regarded as the most interesting of the main characters. Support or argue against the following statement: Madame Defarge is the symbol for the French Revolution. Give evidence from the text to support your claims. Students will be assessed by a predetermined rubric.

2) Students will conduct interviews with a person from their parents or grandparents’ generation in order to find out what changes have most impressed interviewees and how the changes have affected their lives. They are to use the same format as the court testimonies that they have read. Students will be assessed by a predetermined rubric.

3) Students will compose a timed, in-class essay on one of the following prompts related to Wide Sargasso Sea: 1. Many of the characters are mad. Does madness give the characters freedom? protection? the ability to see the truth? the ability to hide from it? Choose a character and perspective and support it with evidence from the novel. 2. The presence of obeah (magic) plays an important role in the novel. Cite instances where obeah is used and the effect it has on the characters and their relationships with others. 3. Slavery is apparent on many levels in the novel. Discuss how the effects of emancipation and the racial identity of specific characters contribute to the theme of enslavement. Students will be assessed by a predetermined rubric.

• Written journal responses should be: Thorough and thoughtful. Display an organization of content. Adhere to proper grammar and mechanics.


• Guided reading question responses


• Journal writings on description of work life in a textile mill, and fictional character development, interaction, and advancement.

• Guided reading questions on A Tale of Two Cities, Wide Sargasso Sea, and excerpts. • Class discussions on themes and motifs within novels and excerpts.

should be: Well-supported. Organized. Display higher-level thinking.

Adhere to proper grammar and mechanics.


• Pre-Assess using Essential Questions, via written journals, online and verbal discussions, and diary entries. • Complete a close reading of Chapter 5 of A Tale of Two Cities and conduct an imaginary interview with one of the participants from the wine

cask incident. • Chart how the French declaration mimics the American Declaration of Independence. • Listen to an audio-recording of “La Marsellaise” and discuss why it was adopted as the national anthem of France. • Using Educreation (or similar app), illustrate a specific scene from A Tale of Two Cities by using descriptive textual evidence. • Role-play as labor or management and negotiate a new contract for the Manchester Textile Company, circa 1800s. • Read the short story “The Day they Burned the Books” by Rhys and mark the text in order to analyze how similar themes pervade her novella. • Identify significant quotations from A Tale of Two Cities and Wide Sargasso Sea and how they relate to the Bible as literature. • Read excerpts and view clips of Jane Eyre in order to identify an adaptation of Bertha Mason from Wide Sargasso Sea.

Stage 1 Desired Results Imperialism in Africa & Asia and Nationalism & WWI

ESTABLISHED GOALS RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. RI.9-10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


• Trace the spread of European influence through colonial expansion. • Identify the effects nationalism and the demand for reform had on Europe.


• Imperialism spread rapidly and influenced nations around the world, both positively and negatively.

• The spirit of nationalism swept across Europe and became a basis for people’s actions.

ESSENTIAL QUESTIONS • Where can passive resistance be used in

the United States? • What advantages and disadvantages

might colonizers bring? • How can nationalism be both a unifying

and dividing force? • How is the romantic view of war

challenged by its realities?


• Definition of nationalism. • Elements of poetry. • Elements of narratives. • Motives for colonization. • Positive and negative effects of

nationalism. • Definition of tone.

Students will be skilled at… • Determining words and phrases as they

are used in All Quiet on the Western Front and various forms of poetry in order to establish tone.

• Analyzing how various authors unfold an analysis of ideas regarding imperialist and nationalist attitudes.

• Analyzing events that are presented in speeches about imperialism.

• Determining Remarque and other authors’ points of view within works.

• Writing narratives about WWI experiences based on differing points of view.

L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubrics:

1) Rubric will address daily formative assessment monitoring scale and qualitative feedback.

2) Rubric will address content (style/voice), grammar and mechanics, letter format, and overall creativity.

3) Rubric will address content and organization, usage, sentence construction, and mechanics..

PERFORMANCE TASK(S):

1) Students will read poetry from differing colonial perspectives and analyze one of the poems in an assigned group. They will then engage in a jigsaw activity where they will teach the poem to their classmates. Students will peer-evaluate each other based on a predetermined rubric.

2) Students will imagine themselves as a German soldier the day before the Battle of the Somme and compose a letter home to their parents. They will be assessed by a predetermined rubric.

3) Students will write an essay on the following prompt: When the novel debuted in the United States, it drew tremendous reviews from critics. Even so, one critic tempered admiration of the book’s realism with this comment: “It is not a great book; it has not the depth, the spiritual insight, the magnitude of interests which make up a great book.” Do you agree or disagree with this assessment? What ingredients are essential to the making of a great book? Cite examples from the novel to support your claim. Students will be assessed according to a predetermined rubric..

• Written journal responses should be:

Thorough and thoughtful. Display an organization of content. Adhere to proper grammar and mechanics.


• Guided reading question responses


• Journal writings on the description of work life in a South African diamond mine, the influence of nationalism, and narrative writing.

• Guided reading questions on All Quiet on the Western Front, excerpts, and poems. • Class discussions on differing perspectives of Imperialism and Nationalism.

.

should be: Well-supported. Organized. Display higher-level thinking.



• Pre-Assess using Essential Questions, via written journals, online and verbal discussions and entrance and exit tickets. • Complete a close reading of Ghandi and Beveridge’s selections and use a graphic organizer to compare the two. • View clips of Ghandi film in order to see examples of passive resistance and “soul force.” • Listen to Verdi’s Triumphal March and the storyline to Aida and take Cornell notes on its relationship to nationalism. • Read an excerpt from Les Miserables and view clips of the film in order to understand Hugo’s intentions. • Analyze and compare the poems “The Soldier” and “Dulce et Decorum Est.” • Conduct a trench warfare simulation in order to experience conditions of the trenches during WWI. • Participate in a Philosophical Chair on the fate of a wounded soldier.

Stage 1 Desired Results Totalitarianism & WWII

ESTABLISHED GOALS RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. RI.9-10.10

By the end of grade 9, read and comprehend literacy nonfiction in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W.9-10.6 Use technology, including the Internet, to


• Investigate the economic, political, and social changes that brought the world to the brink of WWII.

• Analyze the effects WWII had on the global community.


• It can take years for the world to attempt to recover from an abuse of power.

• One must bear witness to the atrocities that occurred in history in order to prevent future injustices.

ESSENTIAL QUESTIONS • How can censorship threaten a society? • Is war ever justified? • Does the presence of computers and

networks result in increased security, a fundamental loss of privacy, or both?

• Where will research take you? • Why is it important to reflect on

writing?


• MLA Research Process. • Definition of totalitarianism. • Characteristics of a totalitarian regime. • Definition of genocide. • Propaganda techniques. • Definition of dystopia.

Students will be skilled at… • Comprehending fictional literature in

various forms at or above grade level. • Delineating and evaluating false

statements and fallacious reasoning in print and multimedia formats related to totalitarian propaganda.

• Comprehending non-fictional texts at or above grade level.

• Producing clear and coherent writing on a current privacy-related issue as an anticipatory set to reading of 1984.

• Developing and strengthening writing through various stages of the research process.

• Using technology to produce, publish,

produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

and update writing products.

SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence..

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Suggested Performance Rubrics:

1) Rubric will address content and focus, organization, style, sources/format, and conventions.

2) Rubric will address content and presentation of media.

3) Rubric will address content and organization, usage, sentence construction, and mechanics.

PERFORMANCE TASK(S): 1) Students will write a research paper on a current privacy-related issue, such as cyber-

surveillance, police surveillance, or public video surveillance. Through reliable research methods, students should be able to answer the following questions: In what ways is privacy being violated? What are the justifications for this violation of privacy? Who’s implementing the privacy-invading measures: the government, corporations, or both? Why is this policy or practice in place? What are some positive reasons for having this policy? What are some of the negative effects? Points will be assigned to each phase of the process (classwork, source cards, note cards, outline, multiple drafts, revision) and the final paper will be assessed according to a predetermined rubric.

2) Students will create propaganda for 1984 using GRASP model. They will assume the role of a sketch artist and attempt to influence the proles for or against Big Brother. The product will be assessed according to a predetermined rubric.

3) Students will compose an in-class essay on the societal problem that Orwell hopes the reader will consider and “repair” through reading 1984. The essay will address terms, such as satire, totalitarianism, and dystopia, and will be graded according to a predetermined rubric.

• Written journal responses should be: Thorough and thoughtful. Display an organization of content. Adhere to proper grammar and mechanics.


• Guided reading question responses should be: Well-supported. Organized. Display higher-level thinking.



• Journal writings on the research process and propaganda in written and visual forms. • Guided reading questions on 1984. • Class discussions on totalitarianism and genocide..


• Pre-Assess using Essential Questions, via written journals, online and verbal discussions, and webquests. • Using school-based databases, gather and research articles in order to integrate information into an original paper. • Use Internet resources (such as Purdue’s OWL) in order to become familiar with MLA formatting, namely how to properly cite sources. • Complete a graphic organizer on current privacy-related issues that exist in our society. • Extract and analyze significant quotations from 1984 in order to comprehend the literature. • Complete a close reading of Holocaust survivor primary source documents and supplement them with actual Holocaust survivor guest

speakers. • View clips from Schindler’s List in order to witness acts of genocide. • Deconstruct various forms of Russian and German propaganda and present the creator’s biased material. • Conduct a Socratic Seminar on the relevance of genocide in modern society.

Benchmark Assessment Quarter 1

1. Students will demonstrate the ability to analyze how certain events led Enlightenment thinkers to question antiquated ideas in order to revolutionize the arts, thought, religion, politics, and literature.

2. Students will be able to cite fictional and nonfictional texts. 3. Students will be able to use digital media to present analyses of world literature. 4. Students will successfully write a letter to a current politician as if they are a modern-day Machiavelli. 5. Students will be able to use analytical skills to apply to various works of literature.


1. Students will demonstrate how revolution could spark and enforce the ideals of freedom. 2. Students will be able to analyze characters and the advancement of theme. 3. Students will be able to discuss and evaluate the impact revolution had on different areas of the world. 4. Students will successfully compose an essay on A Tale of Two Cities and Wide Sargasso Sea. 5. Students will be able to use knowledge of how new technology impacts industry, transportation, and communication.


1. Students will demonstrate the effects nationalism and the demand for reform had on Europe. 2. Students will be able to analyze how various authors unfold an analysis of ideas regarding imperialist and nationalist attitudes. 3. Students will be able to write narratives about WWI experiences based on differing points of view. 4. Students will successfully compose a letter as a soldier during WWI. 5. Students will be able to use insight into how nationalism can be both a unifying and dividing force.


1. Students will demonstrate how economic, political, and social changes brought the world to the brink of WWII. 2. Students will be able to develop and strengthen writing through various stages of the research process. 3. Students will be able to use technology to produce, publish, and update writing products. 4. Students will successfully write a research paper on a current privacy-related issue. 5. Students will be able to use knowledge of past atrocities in order to prevent future injustices.

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