Tech English - Findlay City Schools. 12th Tech English Curriculum Map ... (e.g., for enjoyment, for...

12th Grade Tech English

(#412)

Course of Study

Findlay City Schools (Revised 2009)

TABLE OF CONTENTS

1. Findlay City Schools’ Mission Statement and Beliefs 2. 12th Tech English Curriculum Map 3. 12th Tech English Indicators 4. Resources

Course Summary: This very practical English course is designed to bridge the gap between the high school classroom and the kinds of reading and writing encountered in the “real” world of work and living. Literature selected for this course is of high interest and contemporary in nature. Writing experiences stress the practical and are evaluated primarily for clarity and fulfillment of purpose. The course also includes experiences in research, cooperative learning, general reading and study skills intended to prepare students for post-secondary education.

12th Tech English Course of Study

Writing Team

Barbara Bormuth

Vickie Essinger Sandy White

KEY: D – Drama P – Poetry IF – Informational Text F - Fiction

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the development of personal

values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full potential • honesty and integrity are essential for building trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of the democratic process. • personal fulfillment requires the nurturing of mind, body and spirit. • every individual has a moral and ethical obligation to contribute to the

well-being of society. • education is a responsibility shared by students, family, staff and

community. • the entire community benefits by investing its time, resources and effort

in educational excellence. • a consistent practice of shared morals and ethics is essential for our

community to thrive.

Grade 12_English Course Level _CCT/TECH_

INDICATORS DESCRIPTION OF INDICATORS LOCATION (B) Acquisition of Vocabulary

B.12.1

Recognize and identify how authors clarify meanings of words through context and use definition, restatement, example, comparison, contrast and cause and effect to advance word study.

B.12.2

Analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms, connotation and denotation) and evaluate the effectiveness of analogous relationships.

B.12.3

Examine and explain the influence of the English language on world literature, communications and popular culture.

B.12.4

Use knowledge of Greek, Latin and Anglo-Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies.

B.12.5

Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

(C) Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

C.12.1

Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions.

C.12.2

Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic visual media

C.12.3

Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.


C.12.4

Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others).

C.12.5

Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

(D) Reading Applications: Informational, Technical and Persuasive Text

D.12.1

Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches.

D.12.2

Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.

D.12.3

Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

D.12.4

Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping.

D12.5

Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

D.12.6

Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.

D.12.7

Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.

D.12.8

Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.


(E) Reading Applications: Literary Text

E.12.1

Compare and contrast motivations and reactions of literary characters confronting similar conflicts (e.g., individual vs. nature, freedom vs. responsibility, individual vs. society), using specific examples of characters’ thoughts, words and actions.

E.12.2

Analyze the historical, social and cultural context of setting.

E.12.3

Explain how voice and narrator affect the characterization, plot and credibility.

E.12.4

Evaluate the author’s use of point of view in a literary text.

E.12.5

Analyze variations of universal themes in literary texts.

E.12.6

Recognize and differentiate characteristics of subgenres, including satire, parody and allegory, and explain how choice of genre affects the expression of theme or topic.

E.12.7

Compare and contrast varying characteristics of American, British, world and multi-cultural literature.

E.12.8

Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.

(F) Writing Processes

F.12.1 Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas.

F.12.2 Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys).

F.12.3 Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing.

F.12.4 Determine a purpose and audience and plan strategies (e.g., adapting formality of style,


including explanations or definitions as appropriate to audience needs) to address purpose and audience.

F.12.5 Use organizational strategies (e.g., notes and outlines) to plan writing.

F.12.6 Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

F.12.7 Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure).

F.12.8 Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

F.12.9 Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

F.12.10 Use available technology to compose text.

F.12.11 Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

F.12.12 Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.

F.12.13 Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes.

F.12.14 Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice.

F.12.15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language.


F.12.16 Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing.

F.12.17 Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

(G) Writing Applications

G.12.1 Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract concepts; (c) maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life.

G.12.2 Write responses to literature that: (a) advance a judgment that is interpretative, analytical, evaluative or reflective; (b) support key ideas and view points with accurate and detailed references to the text or to other works and authors; (c) analyze the author’s use of stylistic devices and express an appreciation of the effects the devices create; (d) identify and assess the impact of possible ambiguities, nuances and complexities within text; (e) anticipate and answer a reader’s questions, counterclaims or divergent interpretations; and (f) provide a sense of closure to the writing.

G.12.3 Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that: (a) report, organize and convey information accurately; (b) use formatting techniques that make a document user-friendly; (c) anticipate readers’ problems, mistakes and misunderstandings.

G.12.4 Write informational essays or reports, including research, that: (a) develop a controlling idea that conveys a perspective on the subject; (b) create an organizing structure appropriate to purpose, audience and context; (c) include


information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; (d) make distinctions about the relative value and significance of specific data, facts and ideas; (e) anticipate and address a reader’s potential biases, misunderstandings and expectations; and (f) provide a sense of closure to the writing.

G.12.5 Write persuasive compositions that: (a) articulate a clear position; (b) support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and (c) develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).

G.12.6 Produce informal writing (e.g., journals, notes and poems) for various purposes.

(H) Writing Conventions

H.12.1 Use correct spelling conventions.

H.12.2 Use correct capitalization and punctuation.

H.12.3 Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

(I) Research

I.12.1 Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

I.12.2 Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources).

I.12.3 Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

I.12.4 Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.


I.12.5 Integrate quotations and citations into written text to maintain a flow of ideas.

I.12.6 Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

I.12.7 Use a variety of communication techniques (e.g., oral, visual, written or multimedia reports) to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented.

Grade 12_English (1st quarter) Course Level _CCT/TECH_


B.12.1


After the First Death

B.12.2



B.12.3


B.12.4


B.12.5


“In Praise of the F Word” “Do It Better” “A Love Affair with Books” “How to Mark a Book”


C.12.1


After the First Death “In Praise of the F Word” “Do It Better”

C.12.2


“A Love Affair with Books” After the First Death “In Praise of the F


Word” “Do It Better” “A Love Affair with Books” “How to Mark a Book”

C.12.3


After the First Death “How to Mark a Book”

C.12.4


C.12.5



D.12.1


“For Once Blame the Student”

D.12.2


“In Praise of the F Word” “Do It Better” “A Love Affair with Books”

D.12.3


“In Praise of the F Word” “Do It Better” Current articles about educational issues

D.12.4


Current articles (newspaper/magazine) about educational issues


D12.5


“In Praise of the F Word” “Do It Better” “A Love Affair with Books”

D.12.6


Current articles about educational issues

D.12.7


Business Letter

D.12.8



E.12.1



E.12.2



E.12.3



E.12.4



E.12.5



E.12.6


E.12.7




E.12.8





Journal entries


Narrative Expository essay


Narrative Expository essay

F.12.4 Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience.

Narrative Expository essay Business Letter


Expository essay Narrative







F.12.9 Use precise language, action verbs, sensory details, colorful modifiers and style as

Narrative


appropriate to audience and purpose, and use techniques to convey a personal style and voice.

F.12.10 Use available technology to compose text. Business Letter








Narrative


Business Letter Expository essay Narrative


Expository essay Business Letter


Business Letter


G.12.1 Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract concepts; (c) maintain a balance between describing

Narrative


incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life.


Journal entries


Business Letter

G.12.4 Write informational essays or reports, including research, that: (a) develop a controlling idea that conveys a perspective on the subject; (b) create an organizing structure appropriate to purpose, audience and context; (c) include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; (d) make distinctions about the relative value and significance of specific data, facts and ideas; (e) anticipate and address a reader’s potential biases, misunderstandings and expectations; and (f) provide a sense of closure to the writing.

Business Letter Expository Essay On-going Research Project

G.12.5 Write persuasive compositions that: (a) articulate a clear position; (b) support assertions using rhetorical devices,


including appeals to emotion or logic and personal anecdotes; and (c) develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning).


Journal entries


H.12.1 Use correct spelling conventions. Expository essay Business Letter

H.12.2 Use correct capitalization and punctuation. Expository essay Business Letter


Expository essay Business Letter

(I) Research Each student researches one topic connected to a unit of study. A partial list of possible topics is in Appendix. Student presents research during the unit.


On-going research for units of study









I.12.6 Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text



documentation, notes and an acceptable format for source acknowledgement.


Research presentation to the class and paper submission

Grade 12_English (2nd quarter) Course Level _CCT/TECH_


B.12.1


Alas, Babylon

B.12.2


Alas, Babylon

B.12.3


Alas, Babylon

B.12.4


Alas, Babylon

B.12.5


“Let’s Get Specific” Alas, Babylon


C.12.1


Alas, Babylon

C.12.2


“Let’s Get Specific” Alas, Babylon

C.12.3


Alas, Babylon


C.12.4


C.12.5



D.12.1


D.12.2


“Let’s Get Specific”

D.12.3


D.12.4


Current newspaper articles about weapons of mass destruction

D12.5


“Let’s Get Specific”

D.12.6


D.12.7


D.12.8


Research Project



E.12.1


Alas, Babylon “The Portable Phonograph” “By the Waters of Babylon”

E.12.2


Alas, Babylon “By the Waters of Babylon”

E.12.3



E.12.4


E.12.5


Alas, Babylon

E.12.6


E.12.7


E.12.8





Journal writing


Expository essay Character analysis





Expository essay










Character analysis

F.12.10 Use available technology to compose text.









F.12.15 Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments



and run-ons and eliminate inappropriate slang or informal language.


Expository essay





Expository essay


Character analysis


Research Project

G.12.4 Write informational essays or reports, including research, that: (a) develop a controlling idea that conveys a perspective on the subject;


(b) create an organizing structure appropriate to purpose, audience and context; (c) include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; (d) make distinctions about the relative value and significance of specific data, facts and ideas; (e) anticipate and address a reader’s potential biases, misunderstandings and expectations; and (f) provide a sense of closure to the writing.



Journal writing


H.12.1 Use correct spelling conventions. Expository essay Character analysis

H.12.2 Use correct capitalization and punctuation. Expository essay Character analysis



(I) Research Research Project (see Quarter 1 for explanation)


Research Project


Research Project


Research Project

I.12.4 Analyze the complexities and discrepancies in information and systematically organize

Research Project


relevant information to support central ideas, concepts and themes.


Research Project


Research Project


Research Project

Grade 12_English 3rd quarter Course Level _CCT/TECH_


B.12.1


A Time to Kill

B.12.2


A Time to Kill

B.12.3


B.12.4


B.12.5


“The Price of Hate”


C.12.1


“The Price of Hate” A Time to Kill “Nightriding with the Klan”

C.12.2


“The Price of Hate” A Time to Kill “Nightriding with the Klan”

C.12.3

Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning,



reading on, looking back, note taking or summarizing what has been read so far in text.

A Time to Kill “Nightriding with the Klan”

C.12.4


Choice novel

C.12.5


Choice novel


D.12.1


D.12.2



D.12.3


“The Price of Hate” “Nightriding with the Klan”

D.12.4


D12.5



D.12.6


D.12.7


D.12.8

Critique functional and workplace documents (e.g., instructions, technical manuals, travel


schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal.


E.12.1


A Time to Kill

E.12.2


A Time to Kill

E.12.3


A Time to Kill

E.12.4


A Time to Kill

E.12.5


A Time to Kill

E.12.6


E.12.7


E.12.8


A Time to Kill



Journal Writing


Contrast essay Persuasive essay
















F.12.10 Use available technology to compose text. On-going research project

















“The Price of Hate” writing choices


Journal writing “The Price of Hate” questions





Persuasive essay


Journal writing


H.12.1 Use correct spelling conventions. Contrast essay Persuasive essay

H.12.2 Use correct capitalization and punctuation. Contrast essay Persuasive essay



(I) Research Research Project (see quarter 1 for explanation)


On-going research


On-going research


On-going research



On-going research


On-going research


On-going research


On-going research

Grade 12_English 4th quarter Course Level _CCT/TECH_


B.12.1


“Rudeness at the Movies” “One Poke Over the Line” “Crack in the Box” “A Crime of Compassion”

B.12.2


B.12.3


“Is Sex All That Matters” “Television Changed My Family Life Forever”

B.12.4


“A Crime of Compassion”

B.12.5


“Rudeness at the Movies” “One Poke Over the Line” “Television Changed My Family Life Forever” “Crack in the Box” “A Crime of Compassion” “A Dangerous Party”“The Bystander Effect”

(C) Reading Process: Concepts of Print, Comprehension


Strategies and Self-Monitoring Strategies C.12.1


Izzy Willy-Nilly I Know Why the Caged Bird Sings Loves Music, Loves to Dance

C.12.2


“Rudeness at the Movies” “One Poke Over the Line” “A Crime of Compassion” “The Bystander Effect”

C.12.3



C.12.4


Choice novel

C.12.5


Choice novel


D.12.1


“To Get a Story, I Flimflammed a Dead Man’s Mother”

D.12.2


“Crack in the Box” “Is Sex All That Matters” “A Dangerous Party”“American Family Life: The Changing Picture”


D.12.3


“Rudeness at the Movies” “One Poke Over the Line”

D.12.4


“Crack in the Box” “One Poke Over the Line” “Is Sex All That Matters” “The Bystander Effect”

D12.5


“Television Changed My Family Life Forever” “Crack in the Box”

D.12.6


“Crack in the Box”

D.12.7


D.12.8



E.12.1



E.12.2


I Know Why the Caged Bird Sings “American Family Life: The Changing Picture”


E.12.3



E.12.4


Izzy Willy-Nilly Loves Music, Loves to Dance

E.12.5


Izzy Willy-Nilly I Know Why the Caged Bird Sings

E.12.6


E.12.7


E.12.8





“One Poke Over the Line” “Crack in the Box” “A Dangerous Party”Choice Novel


Comparison/ContrastAnalysis Movie Review
















F.12.10 Use available technology to compose text. Movie Review













Movie Review





Comparison/Contrast


Analysis






Journal writing


H.12.1 Use correct spelling conventions. Comparison/ContrastAnalysis Movie Review

H.12.2 Use correct capitalization and punctuation. Comparison/ContrastAnalysis Movie Review



(I) Research Research project (see quarter 1 for explanation)


On-going research projects

I.12.2 Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-



based resources).











GRAMMAR/CONVENTION STANDARD(S) H. Writing Conventions

COMPOSITION STANDARD(S)

F. Writing Processes G. Writing Applications

COURSE: CCT/TECH ENGLISH 1st Quarter GRADE: 12 THEME: EDUCATION/TERRORISM

CORE READING (CR): Text Education and Learning Unit: “In Praise of the F Word” (failure) Townsend Thematic Reader (IT) “Do It Better” Townsend Thematic Reader (IT) “A Love Affair with Books) Townsend Thematic Reader (IT) “How to Mark a Book” Townsend Thematic Reader (IT) “Sister Flowers” (autobiography excerpt) Townsend Thematic Reader (IT) NOVEL(S) AND/OR PLAY(S) After the First Death Student Purchase

SUPPLEMENTAL READINGS: “For Once Blame the Student” editorial “Shame” Townsend Thematic Reader (IT) MOVIE(S) Flight Plan

WRITING Journal writing Narrative Persuasive writing-Business letter about a problem in education Expository essay-synthesize ideas from unit that parents can apply to their children to help them be better students On-going research topics

TIME FRAME KEY Education Unit – 5 weeks After the First Death – 5-6 weeks (continues into the 2nd quarter)

READING STANDARD(S) B. Acquisition of Vocabulary C. Reading Process: Concepts of

Print, Comprehension Strategies, and Self-Monitoring Strategies

D. Reading Applications: Informational, Technical, and Persuasive Text

E. Reading Applications: Literary Text




COURSE: CCT/TECH ENGLISH 2nd Quarter GRADE: 12 THEME: NUCLEAR WAR

CORE READING (CR): Text “Let’s Get Specific” Townsend Thematic Reader (IT) Core Vocabulary: Cultural literacy terms—Cold War NOVEL(S) AND/OR PLAY(S) After the First Death Student Purchase Executive Decision (Movie) Alas, Babylon Student Purchase MOVIE(S) Atomic Café (Documentary) The Day After (Movie)

SUPPLEMENTAL READINGS: “The Portable Phonograph” (SS) “By the Waters of Babylon” (SS) MOVIE(S) Threads Fail Safe Dr. Strangelove Fat Man and Little Boy

WRITING Journal writing Expository essay about novel Character Analysis Project On-going research topics

TIME FRAME KEY Finishing After the First Death – 1-2 weeks Alas, Babylon Unit 7-8 weeks








COURSE: CCT/TECH ENGLISH 3rd Quarter GRADE: 12 THEME: U. S. LEGAL SYSTEM

CORE READING (CR): Text “The Price of Hate” Townsend Thematic Reader (IT) Core Vocabulary: Cultural Literacy terms-legal NOVEL(S) AND/OR PLAY(S) A Time to Kill (student purchase) Choice: My Sister’s Keeper or The House of the Scorpion MOVIE(S) A Time to Kill

SUPPLEMENTAL READINGS: “Nightriding with the Klan” (IT) DOCUMENTARIES: Eyes on the Prize KKK: the Face of Hate WRITING Journal writing Contrast essay Persuasive essay On-going research topics

TIME FRAME KEY A Time to Kill – 7-8 weeks Choice novel – 2-3 weeks (begins in 3rd quarter and ends in 4th quarter)








COURSE: CCT/TECH ENGLISH 4th Quarter GRADE: 12 THEME: ENTERTAINMENT/ETHICS ISSUES

CORE READING (CR): Text Entertainment Unit: “Rudeness at the Movies” (TR) “One Poke Over the Line” (TR) “Television Changed My Family Life Forever” (TR) “Crack and the Box” (TR) “Is Sex All that Matters” (TR) “American Family Life: The Changing Picture (TR) Ethics Unit: “Crime of Compassion” (TR) “A Dangerous Party” (TR) “The Bystander Effect” (TR) “To Get a Story, I Flimflammed a Dead Man’s Mother” (TR) NOVEL(S) AND/OR PLAY(S) One of the following: Izzy Willy-Nilly I Know Why the Caged Bird Sings Loves Music, Loves to Dance Ethics Unit: (Choice) My Sister’s Keeper The House of the Scorpion

SUPPLEMENTAL READINGS: MOVIE(S) Cape Fear (both versions for comparison) The Late Great Me Macbeth WRITING Journal writing Comparison/Contrast Analysis Movie Review On-going research topics

TIME FRAME KEY Novel – 2-3 weeks Entertainment Unit – 2-3 weeks Ethics Unit – 3-5 weeks





COURSE 612/412 – CULTURAL LITERACY TERMS

A Time to Kill

NAACP Jury tampering ACLU Mistrial KKK Brief Prosecuting Attorney Intimidation Disbarment Peremptory challenge Sustain an objection Hung jury Overrule an objection Sequester Plea bargain Gag order Change of venue Grand jury Bond Defense Attorney Preliminary hearing Expunged M’Naughten

Indictment Arraignment Contempt of Court Vigilante Forensic evidence Alleged Rebuttal witness Acquittal Retribution Affidavit Warrant Miranda rights Capital murder County court judge Public Defender District Attorney Parole Defendant Docket Aggravated assault Manslaughter

COURSE 612/412 – CULTURAL LITERACY TERMS

Alas, Babylon

For the exam: Know what these acronyms stand for: ICBM SAC NATO NORAD Be able to explain what each of these means: Martial law Cold War Nuclear weapons proliferation for deterrence Skunk Bogy Civil Defense Conelrad system Presidential succession Megiddo and Armageddon Offitt Field Hiroshima Preemptive strike Enola Gay Fat Man and Little Boy Raison d`être Casus belli Sputnik Know what precaution is taken when the President speaks to the entire U.S. government (such as the State of the Union Address) to ensure presidential succession in case of attack.

RESEARCH PROJECT – COURSE 612/412 – SUGGESTED TOPICS

After the First Death (Terrorism) Alas, Babylon (Nuclear War) Al Qaida Manhattan Project Formation of Israel Doomsday Clock Palestinian Movement McCarthy Era Palestinian Refugee Camps Fat Man and Little Boy Terrorist Training Camps Julius and Ethel Rosenberg Tom Kippur War Trinity Project The Arms Race Atomic Bomb Shelters A Time to Kill (Legal Issues) Cuban Missile Crisis NATO NAACP NORAD ACLU Cold War M’Naughten Civil Defense System KKK Cross Burnings Conelrad System Civil Rights Movement Effects on Japan from atomic bombs Martin Luther King, Jr. dropped on Hiroshima and Nagasaki School Integration Strategic Air Command The Townsend Thematic Reader Kitty Genovese Murder Early Television History Television Rating System Movie Rating System CHOICE NOVELS Cloning Genetic Engineering Drinking and Driving Famous Serial Killers (choose from a list)

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