A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah ... · Possible sensitive topics contained in A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah: violence, drug use,

Curriculum Rationale: Grade 10: Honors World Literature

A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah (2007) The English Department has carefully evaluated A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah as a

whole and deemed it worthy for the 10th grade World Literature curriculum.

I. PLOT SUMMARY

A Long Way Gone recounts the author’s childhood experiences during the civil war in Sierra Leone. This beautifully written account of a child soldier reveals the traits that make us human, and how that humanity can be lost under the influence of violent leaders.

II. RATIONALE AND LEARNING OBJECTIVES We begin our exploration of this text by examining the historical and cultural contexts in which the story is situated. It offers students a first-hand, recent account of war conditions in another country and the persistent tragedy of child soldiers. Beah recounts his transition from a child running from war to a vicious soldier with eloquent metaphor and brutal honesty. A Long Way Gone will allow students to question who we name enemy and why. In this unit, students will look at figurative language and particularly personification of nature, metaphor and simile. Nature often represents Ishmael’s feelings or transformation. In addition, students will take note of how flashback impacts the reading of the text. Students will be evaluating Beah’s account as an anti-hero, and acknowledging the changes that bring the protagonist to lose his humanity.

III. COMMON CORE STANDARDS

Reading Standards for Literature Key Ideas and Details Grades 9-10

1. Read closely to determine what the text says

explicitly and to make logical inferences from it;

cite specific textual evidence when writing or

speaking to support conclusions drawn from the

text.

1. Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text.

2. Determine central ideas or themes of a text

and analyze their development; summarize the

key supporting details and ideas.

2. Determine two or more themes or central ideas of a text and analyze their development

over the course of the text, including how they interact and build on one another to produce

a complex account; provide an objective summary of the text.

3. Analyze how and why individuals, events, and

ideas develop and interact over the course of a

text.

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.

Craft and Structure Grades 9-10

4. Interpret words and phrases as they are used

in a text, including determining technical,

connotative, and figurative meanings, and

analyze how specific word choices shape meaning

or tone.

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).

5. Analyze the structure of texts, including how

specific sentences, paragraphs, and larger

portions of the text (e.g., a section, chapter,

scene, or stanza) relate to each other and the

whole.

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.

6. Assess how point of view or purpose shapes

the content and style of a text.

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

Integration of Knowledge and Ideas Grades 9-10

Curriculum Rationale: Grade 10: World Literature

9. Analyze how two or more texts address

similar themes or topics in order to build

knowledge or to compare the approaches the

authors take.

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).

Range of Reading and Level of Text

Complexity

Grades 9-10

10. Read and comprehend complex literary and

informational texts independently and

proficiently.

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.

By the end of grade 10, read and comprehend literature, including stories, dramas, and

poems, at the high end of the grades 9-10 text complexity band independently and

proficiently.


poems, at the high end of the grades 9–10 text complexity band independently and

proficiently.

IV. ADDRESSING SENSITIVE SUBJECTS

Possible sensitive topics contained in A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah: violence, drug

use, Post Traumatic Stress Disorder, language, and references to sexual violence.

In the classroom, sensitive topics will be dealt with in a mature fashion, toward an understanding of why this material

is included in the memoir. The English department feels that the literary merit of the memoir more than compensates

for the inclusion of this sensitive subject matter. The student is encouraged to feel comfortable in expressing his/her

beliefs and views openly within the classroom environment. If the student is uncomfortable at any time, the student

should meet with the teacher to discuss his/her concerns.

Adapted From: http://ttbyl.net/a-long-way-gone-by-ishmael-beah/


An Ordinary Man: An Autobiography of Paul Rusesabagina by: Tom Zoellner (2006) The English Department has carefully evaluated An Ordinary Man: An Autobiography of Paul Rusesabagina by: Tom

Zoellner as a whole and deemed it worthy for the 10th grade World Literature curriculum.

I. PLOT SUMMARY

An Ordinary Man recounts the life of Paul Rusesabagina As Rwanda was thrown into chaos during the 1994 genocide. Rusesabagina, a hotel manager, turned the luxurious Hotel Milles Collines into a refuge for more than 1,200 Tutsi and moderate Hutu refugees, while fending off their would-be killers with a combination of diplomacy and deception. In An Ordinary Man, he tells the story of his childhood, retraces his accidental path to heroism, revisits the 100 days in which he was the only thing standing between his “guests” and a hideous death, and recounts his subsequent life as a refugee and activist II. RATIONALE AND LEARNING OBJECTIVES We begin our exploration of this text by examining the historical and cultural contexts in which the story is situated. It offers students a first-hand, recent account of war conditions in another country and the persistent tragedy of genocide and discrimination. This book will be read in conjunction with activities in World History 10, where students will not only understand the historical and cultural implications of genocide, but will receive a clear testimony of the proceedings. Students will examine the language and cultural implications within the text, and will evaluate Rusesabagina’s tale as it fits with the Hero’s Journey. Students will determine if Rusesabagina should be defined as a hero, or as An Ordinary Man, as he states.







text.











text.



develop the theme.






or tone.









whole.













authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in An Ordinary Man: An Autobiography of Paul Rusesabagina by: Tom Zoellner

violence, language.


is included in the memoir. The English department feels that the literary merit of the autobiography more than

compensates for the inclusion of this sensitive subject matter. The student is encouraged to feel comfortable in

expressing his/her beliefs and views openly within the classroom environment. If the student is uncomfortable at any

time, the student should meet with the teacher to discuss his/her concerns.


Angela’s Ashes: A Memoir by Frank McCourt (1996) The English Department has carefully evaluated Angela’s Ashes: A Memoir as a whole and deemed it worthy for the

10th grade World Literature curriculum.

I. PLOT SUMMARY

Frank McCourt’s, Angela’s Ashes, is a poignant retelling of life during the Depression, specifically for Irish immigrants. McCourt is faced with varying challenges involving poverty, discrimination in America and Ireland, and his father’s alcoholism. McCourt’s memoir allows the reader to critically evaluate the form of memoir and the concept of memory. The student will study the narrative voice and analyze its role in the craft of memoir.

II. RATIONALE AND LEARNING OBJECTIVES We begin our exploration of this text by examining the historical and cultural contexts in which the story is situated. Angela’s Ashes, a coming of age story, anchors the memoir unit, where students study the genre and craft of memoir and finally draft memoirs of their own. We will consider the roles of memory, truth, and fact in autobiographical writing, as well as the literary techniques writers employ to shape their own stories. Students will closely read excerpts of Angela’s Ashes to analyze narrative voice, especially perspective, tone, and mood. We will also examine McCourt’s development of themes including but not limited to poverty/hunger, alcoholism, discrimination, and faith/spirituality.







text.











text.



develop the theme.






or tone.









whole.













authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in Angela’s Ashes: A Memoir: references to sexuality and profanity.


is included in the memoir. The English department feels that the literary merit of the memoir more than compensates





Persepolis by Marjane Satrapi (2001)

AND

Film Adaptation. Vincent Paronnaud, Marjane Satrapi, 2007.

The English Department has carefully evaluated both the text and film Persepolis a whole and deemed them worthy

for the 10th grade World Literature curriculum.

I. PLOT SUMMARY

Marjane Satrapi’s graphic novel, Persepolis, is an autobiographical account of life in Iran during the 1979 Iranian

Revolution. Satrapi recounts her life between the ages of nine and fourteen. Marji struggles with what she is being

taught at home and what the government is imposing on her society and school. The student will examine the

components of the graphic novel genre and analyze how Satrapi uses it to present historical fact within literature,

specifically examining the Iranian and Islamic revolutions. The student will also compare and contrast the written text

with the film.

II. RATIONALE AND LEARNING OBJECTIVES

This unit is grounded in a study of the text’s cultural and historical contexts. Students conduct guided research about

Iran and its Islamic revolution that occurred in the late 1970s as they begin reading Satrapi’s memoir. This text drives

the graphic novel unit in which students examine of the overlap/adaptation of conventional literary techniques in

graphic novels—a non-conventional genre which has received critical acclaim in academic/literary communities.

Furthermore, students make connections between the graphic novel form and storyboarding as an important part of

filmmaking when they view the film adaptation of the text.

As Persepolis is a memoir, students draw on their knowledge from the previous unit (Angela’s Ashes) to consider

how memoir writers use theme, symbolism, voice, and plot structure in different forms to generate meaning and

influence interpretation. Finally, students create their own graphic story to demonstrate comprehension of the

learning objectives in this unit.







text.











text.



develop the theme.







or tone.









whole.









7. Integrate and evaluate content presented in

diverse formats and media, including visually and

quantitatively, as well as in words.

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 (e.g., Auden’s “Musée des Beaux

Arts” and Breughel’s Landscape with the Fall of Icarus




authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in Persepolis: profanity, violence, and brief sexual references.


is included in the graphic novel and its film adaptation. The English department feels that the literary merit of the

graphic novel and its film adaptation more than compensates for the inclusion of this sensitive subject matter. The

student is encouraged to feel comfortable in expressing his/her beliefs and views openly within the classroom

environment. If the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her

concerns.


The Joy Luck Club by Amy Tan (1989)

The English Department has carefully evaluated The Joy Luck Club as a whole and deemed it worthy for the 10th

grade World Literature curriculum.

I. PLOT SUMMARY

Amy Tan’s The Joy Luck Club is a multi-generational story that follows the lives of four Chinese women and their

daughters. The women gather to share stories about their childhoods, relationships, marriages, and immigration to

America. Tan’s novel challenges the reader to evaluate the differences in culture, religion, and societal and

generational beliefs of differing time periods.


This unit is grounded in a study of the text’s cultural and historical contexts. Specifically, students examine the nature

of the immigration experience for Asian migrants entering the U.S., especially during the late 1800s and early 1900s

(particularly those affected by the Chinese Exclusion Act). Students focus their analysis on Tan’s development of

thematic tension in the four fable sections and sixteen interlocking vignettes that make up the book. Students are

asked to consider whether or not the themes of ignorance v. knowledge, loss v. gain, rebellion v. obedience, and bad

luck v. good intentions are resolved in the text, and what factors promote or prevent resolution of this thematic

tension. In addition, students will critically analyze the text’s complex structure and characterization, as well as

identify how the author uses literary techniques including point of view and symbolism to illustrate thematic tension.







text.











text.



develop the theme.






or tone.









whole.

















Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in The Joy Luck Club: violence, brief references to sex, and profanity.


is included in the novel. The English department feels that the literary merit of the novel more than compensates for

the inclusion of this sensitive subject matter. The student is encouraged to feel comfortable in expressing his/her




The Kite Runner by Khaled Hossieni (2003)

AND

Film Adaptation. Mark Forster, 2007.

The English Department has carefully evaluated The Kite Runner and its film adaptation—each as a whole, and

deemed them worthy for the 10th grade World Literature curriculum. However, the suggestive scene from chapter

seven of the novel will be omitted for the purpose of class screening.

I. PLOT SUMMARY

Khaled Hossieni’s The Kite Runner is a story about two young boys growing up in Afghanistan during the Soviet

occupation of 1978. Through a series of flashbacks interwoven with present day, Hossieni tells the story of Amir and

his servant/best friend Hassan and how their choices have devastating effects on both of their lives. Hossieni

presents a world under Taliban rule, examples of class division, racism, and the power of choice.


As with each text studied in this course, The Kite Runner unit is grounded in an examination of the book’s historical

and cultural contexts, which is particularly relevant given the U.S.’s involvement in Afghanistan after the events of

September 11, 2001. Students will delve into the text to analyze the themes of ethnic prejudice, honor, betrayal, guilt,

and redemption, as well as the relationship between individual morality and the health of a larger society. In addition,

students will explore the relationship between symbolism and motif. Finally, they will identify, trace, and analyze the

author’s use of motif throughout the novel.

**At the end of the unit, students compare and contrast the text and its film adaptation. The entire movie is not

screened in class: the suggestive scene from chapter seven is omitted for class viewing.







text.











text.



develop the theme.






or tone.










whole.












authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in The Kite Runner: profanity, sexual content, and violence.


is included in the novel and its film adaptation. In this text specifically, the sexual content is discussed in terms of the

antagonist, Assef’s desire for power and domination. The English department feels that the literary merit of the novel

and its film adaptation more than compensates for the inclusion of this sensitive subject matter. The student is

encouraged to feel comfortable in expressing his/her beliefs and views openly within the classroom environment. If

the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.


Heart of Darkness by Joseph Conrad (1899)

The English Department has carefully evaluated Heart of Darkness as a whole and deemed it worthy for the Honors

10th grade World Literature curriculum.

I. PLOT SUMMARY Joseph Conrad’s novella, Heart of Darkness, weaves a tale about the dark side of humanity. Marlow, an ivory

transporter, becomes obsessed with Kurtz, an ivory procurement agent. As Marlow travels down the Congo, his

choices and jealousy result in a series of tragic events.


We begin our exploration of this text by examining the historical and cultural contexts in which the story is situated.

Students study the Scramble for Africa, when the continent was carved up by European powers and administered by

colonial governments. The student will examine Conrad’s use of the frame novel, a story within a story, as well as

analyze his use of literary impressionism to convey deeper meaning. These aspects of the novella, along with its

complex symbolism, characterization and style, provide students with a challenging text in preparation for AP

Literature, which they may take junior year. Taught in conjunction with Things Fall Apart, the student will compose an

essay analyzing how Achebe’s novel is a response to views presented by Colonial authors like Joseph Conrad and

Rudyard Kipling.







text.











text.



develop the theme.






or tone.









whole.



















authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in Heart of Darkness: violence and vulgar language.


is included in the novella. The English department feels that the literary merit of the novella more than compensates





The Tempest by William Shakespeare (1623) and The Tempest film adaptation, 2010

The English Department has carefully evaluated The Tempest as a whole and deemed it worthy for the Honors 10th


II. PLOT SUMMARY The Tempest is set on a remote island, where Prospero, the rightful Duke of Milan, plots to restore his daughter

Miranda to her rightful place using illusion and skillful manipulation. He conjures up a storm, the eponymous tempest,

to lure his usurping brother Antonio and the complicit King Alonso of Naples to the island.


A number of factors make The Tempest a rich text in which to consider matters of sight and perspective. First, the play is especially visual in nature, rich with stage directions and special effects. From the opening tempest to the exotic setting and many songs and spells that appear throughout the play, the audience is constantly exposed to visual (and auditory) stimulation. The Tempest is also a play that raises significant questions concerning the ways in which different characters and cultures see and understand each other. The events that take place on the island take on very different meanings based on the perspective from which they are seen. Prospero can be seen as a lovingly caring father to Miranda or an overbearingly protective patriarch. His treatment of Caliban can be understood as the result of frustrated good intentions or the actions of a treacherous tyrant. Caliban himself can be seen as an ugly, dangerous savage or an innocent and oppressed native, fighting for his freedom. Each of these perspectives is valid in that the text is open to interpretation and supports each reading.

Furthermore, studying The Tempest allows students the opportunity to consider the relationship between what Elizabethans knew about distant cultures of the New World and how they saw them. The Tempest is loosely drawn from the accounts of exploration and shipwreck that were making their way back to Europe at the turn of the seventeenth century, many of which documented Europeans' first encounters with (and impressions of) the indigenous people they met. There has been much debate about whether the play challenges or gives voice to the Eurocentric worldview from which it was created, and it is undoubtedly beneficial to include students in this meaningful conversation. There is, however, a larger lesson to be taken from this discussion. Students must understand that imperfect knowledge often results in a skewed perception of others; this is a valuable lesson for students to carry with them throughout their lives, a lesson that will far outlast their understanding of the particulars of Shakespeare's play.







text.












text.



develop the theme.






or tone.









whole.


















authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in The Tempest: Mild Language, mild sexual content, violence


is included in the novella. The English department feels that the literary merit of the novella more than compensates





Things Fall Apart by Chinua Achebe (1958)

The English Department has carefully evaluated Things Fall Apart as a whole and deemed it worthy for the 10th


I. PLOT SUMMARY Chinua Achebe’s novel, Things Fall Apart, takes place in Nigeria during the British colonization. Achebe presents a perspective on tribal life and how the tribe of Okonkwo is losing control of their traditions and land. The reader will follow Okonkwo as he rises and falls as a leader in his community. This complex text challenges the reader to evaluate the impact of colonization on self and community. II. RATIONALE AND LEARNING OBJECTIVES

As with each text studied in this course, Things Fall Apart unit is grounded in an examination of the book’s historical

and cultural contexts. Nigerian novelist Chinua Achebe published this text just as his country was moving from

colonial rule toward independence from Great Britain. Achebe is considered the “grandfather of African literature,”

and this text is well established in the literary canon. Students will compare and contrast Achebe’s work with

dominant European narratives of colonization, specifically as relayed by authors like Rudyard Kipling in his poem,

“The White Man’s Burden” (1899), and Joseph Conrad in his novella, Heart of Darkness (1899). Specifically, students

will compose an analytical essay in which they examine how Achebe’s novel draws on yet subverts the European

narrative of colonialism of the African continent.


Reading Standards for Literature

Key Ideas and Details Grades 9-10





text.











text.



develop the theme.






or tone.









whole.



















authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in Things Fall Apart: violence.


is included in the novel. The English department feels that the literary merit of the novel more than compensates for

the inclusion of this sensitive subject matter. The student is encouraged to feel comfortable in expressing his/her




Hamlet by William Shakespeare (1603)

AND

Film Adaptation. Franco Zeffirelli, 1990.

The English Department has carefully evaluated Hamlet and the Zeffirelli film adaptation—each in its entirety, and

deemed them worthy for the 10th grade World Literature curriculum.

I. PLOT SUMMARY William Shakespeare’s tragedy, Hamlet, is a story of murder, revenge, and power. The student will follow the plight of Prince Hamlet as he tries to uncover how and why his father, the King, has died. Hamlet struggles with his own identity as well as his relationships with his mother and uncle, who is the new King. When Hamlet uncovers the truth, a series of tragic events unfold leaving the reader with a plethora of thoughts and emotions. The student will examine the art f drama in literature by performing various scenes throughout the play and engage in discussions about the many ways Shakespeare can be interpreted. The student will also critically evaluate Shakespeare’s complex use of plot and language and compare the written text with the film.


Just as each unit begins with inquiry into the historical and cultural contexts out of which a work emerges; Hamlet is

introduced with an overview of Elizabethan England and Shakespeare’s literary significance. Study of this play is

driven by class performance as students work in committees to interpret, plan, prepare costumes, and present

specific scenes to the class. Student performances are evaluated on their effort, creativity, and oral presentation

skills. In addition, students work to engage Shakespeare’s complex language and translate his work into modern

English. Finally, students prepare an analytical essay in which they examine a chosen character’s significance,

development, and relationship to Hamlet throughout the play.

The film adaptation is used at the end of the unit and show in its entirety. Students are asked to examine how

different performances of the play can influence interpretation.







text.











text.



develop the theme.







or tone.









whole.


















authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in Hamlet and its film adaptation: violence and sexual content.


is included in the play and its film adaptation. The English department feels that the literary merit of the play and its

film adaptation more than compensates for the inclusion of this sensitive subject matter. The student is encouraged

to feel comfortable in expressing his/her beliefs and views openly within the classroom environment. If the student is

uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.


Enrique’s Journey: The Story of a Boy’s Dangerous O dyssey to Reunite with his Mother by Sonia Nazario (2006)

The English Department has carefully evaluated Enrique’s Journey as a whole and deemed it worthy for the 10th


III. PLOT SUMMARY Enrique’s Journey began as a series of Pulitzer Prize winning articles in the Los Angeles Times describing the plight of the immigrant. Nazario tells the story of a young boy, Enrique, and how he will do anything to be reunited with his mother, an immigrant to the United States. Enrique will attempt to enter the United States seven times before he is finally successful. The student will evaluate complex ideas of human nature, identity, survival, immigration, racism, poverty and how government policy molds these ideas. In addition, the student will examine how The Odyssey and Enrique’s Journey present the reader with the archetypal journey. II. RATIONALE AND LEARNING OBJECTIVES

Just as each text studied in this course is rooted in an examination of the cultural and historical contexts out of the

text emerges, so too is Enrique’s Journey. Students are introduced to another type of non-fiction writing outside of

memoir, and they consider how Nazario’s book joins the ranks of important works of investigative journalism,

including Upton Sinclair’s The Jungle and Jacob Riis’s How the Other Half Lives.

This unit anchors a research project. As they read, students gather evidence that Nazaio presents in support of her

goals: she attempts to humanize migrants while simultaneously illustrating the complex nature of illegal immigration,

an issue that is central to recent political discourse in the U.S., but especially in Arizona. At the end of the unit,

students follow in Nazario’s footsteps as they identify a topic of interest related to the book, gather scholarly

research, and craft an analytical research paper.

This unit also draws on themes from The Odyssey, as students are asked to consider to what extent Enrique’s

Journey reflects the pattern of a hero’s journey and whether or not Enrique himself can truly be considered a hero.







text.











text.



develop the theme.







or tone.









whole.















8. Delineate and evaluate the argument and

specific claims in a text, including the validity of

the reasoning as well as the relevance and

sufficiency of the evidence.

8. (Not applicable to literature)




authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in Enrique’s Journey: violence, sexual content, and profanity.


is included in the text. The English department feels that the literary merit of the text more than compensates for the

inclusion of this sensitive subject matter. The student is encouraged to feel comfortable in expressing his/her beliefs

and views openly within the classroom environment. If the student is uncomfortable at any time, the student should

meet with the teacher to discuss his/her concerns.


FILM. Under the Same Moon, Patricia Riggen, 2007.

The English Department has carefully evaluated Under the Same Moon as a whole and deemed it worthy for the 10th


I. PLOT SUMMARY

Under the Same Moon presents a perspective on illegal immigration and the effect it has on families. Rosario has left her son with her mother while she attempts to provide money and opportunity for her family. A series of tragic events unfold, forcing Carlitos to cross the border and attempt to locate his mother.


Students compare and contrast this heartwarming story of immigration to Enrique’s Journey. This film presents a

romanticized/simplified view of illegal immigration, and students are asked to consider the consequences of relying

on a single story about a complex issue like immigration. This film will only be screened in class if time allows.












text.



develop the theme.













8. Delineate and evaluate the argument and

specific claims in a text, including the validity of

the reasoning as well as the relevance and

sufficiency of the evidence.

8. (Not applicable to literature)




authors take.





Complexity

Grades 9-10




proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in Under the Same Moon: violence, mild suggestive sexual content and profanity.


is included in the film. The English department feels that the merit of the film more than compensates for the inclusion

of this sensitive subject matter. The student is encouraged to feel comfortable in expressing his/her beliefs and views

openly within the classroom environment. If the student is uncomfortable at any time, the student should meet with

the teacher to discuss his/her concerns.


The Odyssey by Homer

AND

Film Adaptation. O’ Brother Where Art Thou?, Joel Coen, 2000.

The English Department has carefully evaluated The Odyssey and O’ Brother, Where art Thou?, each in their

entirety, and deemed them worthy for the 10th grade World Literature curriculum.

I. PLOT SUMMARY

The Odyssey is a classic epic poem that tells the myth of Odysseus, who has been missing for ten years after fighting in the Trojan War. Homer presents a story that includes Greek Gods, monsters, and adventure. After overcoming a series of obstacles, the hero Odysseus returns home to Ithaca, where he reunites with his wife, Penelope.


This unit is grounded in a study of the text’s cultural and historical contexts. Students begin their study of this text by

investigating ancient Greek culture. After examining Greek history and culture and defining mythology, students

critically evaluate how mythology influences worldview as well as analyze Homer’s presentation of the archetypal

hero and the heroic journey, as introduced by American mythologist Joseph Campbell. Students view the film, O’

Brother Where Art Thou? in order to examine how Homer’s myth and the heroic monomyth are adapted in modern

film. In a culminating essay, students choose another film, either classic or contemporary, in which they apply their

knowledge of the heroic monomyth, and analyze how the pattern is revealed in the film’s plot and characterization.








text.











text.



develop the theme.






or tone.










whole.


















authors take.





Complexity

Grades 9-10



proficiently.






proficiently.



proficiently.


Possible sensitive topics contained in The Odyssey and O’ Brother, Where art Thou?: violence, mild suggestive

sexual content.


is included in the epic poem and its film adaptation. The English department feels that the literary merit of the epic

poem and its film adaptation more than compensates for the inclusion of this sensitive subject matter. The student is

encouraged to feel comfortable in expressing his/her beliefs and views openly within the classroom environment. If

the student is uncomfortable at any time, the student should meet with the teacher to discuss his/her concerns.

Documents

A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah ... · Possible sensitive topics contained in A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah: violence, drug use,