Unit 3: A Troubled Young Nation
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ELA
ELA 3
DecJan
6-8 Weeks, English 3 Honors
Published
Title Section
Department of Curriculum and Instruction
Belleville Public Schools
Curriculum Guide
English 3 Honors: Grade 11
Unit 3: A Troubled Young Nation
Belleville Board of Education
102 Passaic Avenue
Belleville, NJ 07109
Prepared by: Carmine Guinta
Dr. Richard D. Tomko, Superintendent of Schools
Dr. Giovanni Cusmano, Director of Curriculm and Instruction Math and Science K -8
Mr. George Droste, Director of Curriculum and Instruciton Math and Science 9 - 12
Mr. Carmine Guinta, Director of Curriculum and Instruction Language Arts and Social Studies K - 12
Board Approved: October 17, 2016
Unit Overview
Students explore the themes related to the evolving young nation, such as the challenges of westward
expansion, slavery, the changing role of women, regionalism, the displacement of Native Americans, the
growth of cities, and immigration. Building on the previous unit, in which individualism is a prominent theme
in American romanticism and transcendentalism, this unit explores the expanding idea of the American
individual and the related idea of the pursuit of liberty in various forms. Research/research simulation task,
literary analysis and narrative writing will be emphasized on a regular basis during the marking period.
NJSLS
LA.11-12.RL.11-12.9
Demonstrate knowledge of and reflect on (e.g. practical knowledge,
historical/cultural context, and background knowledge) eighteenth-, nineteenthand early twentieth-century foundational works of literature, including how two
or more texts from the same period treat similar themes or topics.
LA.11-12.L.11-12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
LA.11-12.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
LA.11-12.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
LA.11-12.RI.11-12.1
Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of what the text says explicitly as well as
inferentially, including determining where the text leaves matters uncertain.
LA.11-12.L.11-12.5
Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
LA.11-12.RI.11-12.2
Determine two or more central ideas of a text, and analyze their development and
how they interact to provide a complex analysis; provide an objective summary of
the text.
LA.11-12.W.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1–3 above.)
LA.11-12.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
LA.11-12.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear,
convincing, and engaging.
LA.11-12.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting,
trying a new approach, or consulting a style manual (such as MLA or APA Style),
focusing on addressing what is most significant for a specific purpose and
audience.
LA.11-12.L.11-12.1
Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
LA.11-12.W.11-12.7
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.
LA.11-12.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
LA.11-12.L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
LA.11-12.L.11-12.3
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.
LA.11-12.L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11–12 reading and content, choosing flexibly from a
range of strategies.
LA.11-12.RL.11-12.5
Analyze how an author’s choices concerning how to structure specific parts of a
text (e.g., the choice of where to begin or end a story, the choice to provide a
comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
LA.11-12.RL.11-12.6
Analyze a case in which grasping a point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
Exit Skills

Attend closely to characterization, sensory details, setting, etc. to create vivid pictures in their mind as they
read, and to make personal connections to the text.

Attend closely to textual and symbolic cues when reading aloud or silently to deepen comprehension, and
begin to consider how they can employ similar structures to improve their own writing.

Define different purposes for narrative writing, identify narrative techniques in context, and analyze and
evaluate how an author uses these techniques to achieve a given purpose.

Construct a narrative using real or imagined experiences by establishing one or more point(s) of view,
introducing and developing a narrator and/or characters, creating a sequence of events, and bringing the story
to a resolution.

Define and identify in context common literary devices, specifically those found in 19th century American
literature (characterization, point of view, stream-of consciousness, sequence, diction, historical narratives,
mood, tone, regionalism, internal/external conflict, verbal/situational/dramatic irony, climax,rising/falling
action, resolution).

Identify emerging themes in 19th century American literature, such as freedom, the American dream, racism,
regionalism, and the individual vs. society, and cite specific textual evidence to show how these themes are
represented in the literature.
Enduring Understanding

A writer’s unique tone and style develops over time through risk- taking, experimenting, getting feedback, and
revising, and it allows his/her writing to connect with readers on an emotional level.

Human rights in America have been traditionally defined as being free, receiving equal treatment under the
law, having equal access to financial success, and having opportunities to live life as one sees fit. However,
these rights are influenced by systems of government and majority opinion, and tensions of race and gender in
our own history have influenced access to freedom, money, education, and democratic participation.

The role of women is beginning to change and women are becoming recognized contributors on the literary
landscape and catalysts for social change.

Nineteenth century writers were influenced by specific intellectual movements, including naturalism,
impressionism, realism, and pragmatism
Essential Questions

How do writers find voice in their writing, and why is it important to develop?

What are human rights, and how have issues of race and gender complicated this idea?

How does an individual maintain a sound heart in the face of society’s deformed conscience?

What does it mean to be ‘American’?
Learning Objectives

Analyze the role of culture and setting in local color and regional literature.

Define literary realism and describe it as a style in American literature.

Analyze salient historical forces that influenced the development of American literature in the mid- and latenineteenth century.

Describe the characteristics of literary naturalism, impressionism, realism, and pragmatism.

Analyze Twain’s focus on human freedom, equality, aristocracy, lying, nature v. convention, family, religion,
etc.

Analyze how Twain uses humor to defend and criticize.

Analyze how and why American literature has found its place in the literary canon.
Interdisciplinary Connections
SOC.6.1.12.C.4.a
Assess the role that economics played in enabling the North and South to wage
war.
SOC.6.1.12.D.4.a
Compare and contrast the roles of African Americans who lived in Union and
Confederate states during the Civil War.
TECH.8.1.12.C.CS2
Communicate information and ideas to multiple audiences using a variety of
media and formats.
TECH.8.1.12.B.CS1
Apply existing knowledge to generate new ideas, products, or processes.
TECH.8.1.12.B.CS2
Create original works as a means of personal or group expression.
TECH.8.1.12.C.CS1
Interact, collaborate, and publish with peers, experts, or others by employing a
variety of digital environments and media.
SOC.6.1.12.A.4.c
Judge the effectiveness of the 13th, 14th, and 15th Amendments in obtaining
citizenship and equality for African Americans.
SOC.6.1.12.D.4.b
Compare and contrast the impact of the American Civil War and the impact of a
past or current civil war in another country in terms of the consequences for
people’s lives and work.
SOC.6.1.12.D.4.c
Analyze the debate about how to reunite the country, and determine the extent
to which enacted Reconstruction policies achieved their goals.
SOC.6.1.12.C.4.b
Compare and contrast the immediate and long-term effects of the Civil War on the
economies of the North and South.
SOC.6.1.12.B.4.b
Analyze the impact of population shifts and migration patterns during the
Reconstruction period.
SOC.6.1.12.D.4.d
Relate conflicting political, economic, social, and sectional perspectives on
Reconstruction to the resistance of some Southern individuals and states.
SOC.6.1.12.A.4.a
Analyze the ways in which prevailing attitudes, socioeconomic factors, and
government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the
North and South (i.e., Secession) led to the Civil War.
TECH.8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or professional
audience and present it to peers and/or professionals in that related area for
review.
SOC.6.1.12.D.4.e
Analyze the impact of the Civil War and the 14th Amendment on the development
of the country and on the relationship between the national and state
governments.
SOC.6.1.12.C.4.c
Explain why the Civil War was more costly to America than previous conflicts
were.
SOC.6.1.12.A.4.b
Analyze how ideas found in key documents (i.e., the Declaration of Independence,
the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation
Proclamation, and the Gettysburg Address) contributed to demanding equality for
all.
TECH.8.1.12.A.CS2
Select and use applications effectively and productively.
Alignment to 21st Century Skills & Technology
Key SUBJECTS AND 21st CENTURY THEMES
Mastery of key subjects and 21st century themes is essential for all students in the 21stcentury.
Key subjects include:

English, reading or language arts

World languages

Arts

Mathematics

Economics

Science

Geography

History

Government and Civics
21st Century/Interdisciplinary Themes
• Civic Literacy
.
• Environmental Literacy
.
• Financial, Economic, Business and Entrepreneurial Literacy
.
• Global Awareness
.
• Health Literacy
.
21st Century Skills
• Communication and Collaboration
.
• Creativity and Innovation
.
• Critical thinking and Problem Solving
.
• ICT (Information, Communications and Technology) Literacy
.
• Information Literacy
.
• Life and Career Skills
.
• Media Literacy
.
Technology Infusion
Select from below as needed.
Differentiation
As a Reminder:
The basis of good differentiation in a lesson lies in differentiating by content, process, and/or product.
Resources:

NJDOE: Instructional Supports and Scaffolds for Success in Implementing the Common Core State
Standards http://www.state.nj.us/education/modelcurriculum/ela/
Special Education
•
printed copy of board work/notes provided
.
• additional time for skill mastery
.
• assistive technology
.
• behavior management plan
.
• Center-Based Instruction
.
• check work frequently for understanding
.
• computer or electronic device utilizes
.
• extended time on tests/ quizzes
.
• have student repeat directions to check for understanding
.
• highlighted text visual presentation
.
• modified assignment format
.
• modified test content
.
• modified test format
.
• modified test length
.
• multiple test sessions
.
• multi-sensory presentation
.
• preferential seating
.
• preview of content, concepts, and vocabulary
.
• reduced/shortened reading assignments
.
• Reduced/shortened written assignments
.
• secure attention before giving instruction/directions
.
• shortened assignments
.
• student working with an assigned partner
.
• teacher initiated weekly assignment sheet
.
• Use open book, study guides, test prototypes
.
ELL
•
teaching key aspects of a topic. Eliminate nonessential information
.
•
using videos, illustrations, pictures, and drawings to explain or clarif
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
.
• allowing students to correct errors (looking for understanding)
.
• allowing the use of note cards or open-book during testing
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using computer word processing spell check and grammar check features
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
Intervention Strategies
•
allowing students to correct errors (looking for understanding)
.
•
teaching key aspects of a topic. Eliminate nonessential information
.
• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards,
charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning
.
• allowing students to select from given choices
.
• allowing the use of note cards or open-book during testing
.
• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to
reflect objectives for the student, eliminate sections of the test, and determine how the grade will be
determined prior to giving the test.
.
• decreasing the amount of workpresented or required
.
• having peers take notes or providing a copy of the teacher’s notes
.
• marking students’ correct and acceptable work, not the mistakes
.
• modifying tests to reflect selected objectives
.
• providing study guides
.
• reducing or omitting lengthy outside reading assignments
.
• reducing the number of answer choices on a multiple choice test
.
• tutoring by peers
.
• using authentic assessments with real-life problem-solving
.
• using true/false, matching, or fill in the blank tests in lieu of essay tests
.
• using videos, illustrations, pictures, and drawings to explain or clarify
.
Evidence of Student Learning-CFU's
Please list ways educators may effectively check for understanding in this secion.
• Admit Tickets
.
• Anticipation Guide
.
• Common benchmarks
.
• Compare & Contrast
.
• Create a Multimedia Poster
.
• Define
.
• Describe
.
• Evaluate
.
• Evaluation rubrics
.
• Exit Tickets
.
• Explaining
.
• Fist- to-Five or Thumb-Ometer
.
• Illustration
.
• Journals
.
• KWL Chart
.
• Newspaper Headline
.
• Outline
.
• Question Stems
.
• Quickwrite
.
• Quizzes
.
• Red Light, Green Light
.
• Self- assessments
.
• Socratic Seminar
.
• Study Guide
.
• Teacher Observation Checklist
.
• Think, Pair, Share
.
• Think, Write, Pair, Share
.
• Top 10 List
.
• Unit tests
.
Primary Resources
My Guilt - Maya Angelou
from The Narrative of the Life of Frederick Douglass - Frederick Douglass
from Life on the Mississippi - Mark Twain
An Occurrence at Owl Creek Bridge - Ambrose Bierce
A Mystery of Heroism - Stephen Crane
The Gettysburg Address - Abraham Lincoln
To Build a Fire - Jack London
A Wagner Matinee - Willa Cather
Nothing Gold Can Stay - Robert Frost
Birches - Robert Frost
Huckleberrry Finn - Mark Twain
Go Ask Alice - Anonymous
Ancillary Resources
The Outcasts of Poker Flat - Bret Harte
The Notorius Jumping Frof of Calaveras County - Mark Twain
Our Town - Thornton Wilder
The Red Badge of Courage - Stephen Crane