Geographical Approach

GEOGRAPHICAL APPROACH

The geographical approach emphasizes both the uniqueness within cultures and the common bonds among cultures. The four geographical units studied are “Africa,” “The Americas,” “Asia,” and “Europe.” This approach adapts easily to the four quarters of the school year. As students explore each geographic region, they will analyze the themes and genres that emerge.

Yearlong Indicators 1. Read world literature and examine the cultural context in which it was written to determine the diversity of world cultures and similarities of the human condition.

12. Use appropriate conventions of usage, mechanics, and grammar to write and speak effectively for an identified audience.

13. Demonstrate appreciation of reading, writing, speaking, and listening for personal, professional, and social value.

14. Study the meaning of words in context, etymological development, and clues from roots and affixes to develop vocabulary.

Unit: Africa

Unit Controlling Questions  How do African writers clarify personal or cultural values, responsibilities, and conduct through their literature?

 How do we recognize a reflection of ourselves in the feelings and values of others?

Suggested Unit Indicators 1. Read world literature and examine the cultural context in which it was written to determine the diversity of world cultures and similarities of the human condition. (yearlong)

2. Differentiate between translator and author of world literature to recognize the difficulties inherent in translation.

3. Locate, evaluate, select, and incorporate appropriate information from primary and secondary sources to prepare an oral or written report on a researched topic.

7. Identify points of view in narratives to determine how they shape the stories, and compose a narrative incorporating an appropriate point of view. Concept/Content Emphases Alienation The faults of society Archetypal patterns The human condition Core values Search for cultural identity Cultural heroes Search for order and meaning Definition of otherness Search for self-identity

Suggested Composing Emphases (For additional suggestions, consult “Types of Composing” and “Oral/Aural Skills” charts at the end of the “Activities” section of this guide.)

Family history (oral or written) Oral or written report based on research of Original myth of a culture Narrative with an emphasis on Personal narrative point of view

Suggested Interpreting Emphases Translation Primary and secondary sources Subjective point of view Objective point of view Viewpoint Critical approaches (reader response, Proverbs historical, cultural, biographical, structural)

Suggested Language Emphases Appropriate language structures from A Scope and Sequence of Language Skills and Concepts: Pre-K to 12

History of language Oral tradition Role of translator Point of view and pronouns

Suggested Readings: (Works are classified by the author’s country of birth rather than the location of the setting.)

GWL = Glenco, World Literature (purple) RTL = McDougal, Littell, Responding to Literature (mauve) WL = Macmillan, World Literature (gold) EL = Holt, Rinehart, and Winston, Elements of Literature (dark green) **Caution: Contains mature subject matter and/or strong language.

Collections African Folktales (Radin, Paul, ed.) African Treasury (Hughes, ed.) Black African Voices (Miller, ed.)

Long Fiction Guinea The Dark Child (Laye) India Kanthapura (Rao) Long Fiction Kenya Matigari (Ngugi)** Nigeria The Bride Price (Emecheta) Nigeria No Longer at Ease (Achebe) Nigeria Things Fall Apart (Achebe) South Africa Cry, the Beloved Country (Paton) Zimbabwe Nervous Conditions (Dangarembga) Egypt The Sixth Day (Chedid)

Nonfiction Benin from Narrative of the Life of Olaudah Equiano “Life in Benin” GWL Guinea “The Snake and The Goldsmith” (Laye) WL South Africa from Kaffir Boy (Mathabane) RTL

Short Fiction Angola “Mussoco” (Ribas) RTL Nigeria “Dead Man’s Path” (Achebe) WL, EL North Africa “The Story of the Chest” (Kabyle people) WL Senegal “Tribal Scars or The Voltaique” (Sembene) GWL South Africa “The Prisoner Who Wore Glasses” (Head) RTL, EL South Africa “The Quarry” (Paton) WL Sudan “A Handful of Dates” (Salih) WL

Drama Kenya Bones (Kassam) GWL Nigeria The Jewels of the Shrine (Henshaw) WL

Poetry Egypt “Adoration of the Disk” (Yoruba people) RTL French Guiana “Hiccups” (Damas) RTL Ivory Coast “All That You Have Given Me, Africa” (Kanie GWL Mali An Epic of Old Mali (Sundiata) GWL, EL West Africa from “Gassire’s Lute” (oral literature) GWL Suggested Unit Activities: (Interdisciplinary activities are italicized.) Indicator #1- Have students  explore/research and share through oral or written form one’s cultural heritage based on photographs, memorabilia, interviews, letters, and shared memories. (“We are here because someone has paid our way.” Maya Angelou)  trace a social custom such as the relationship between men and women, the family structure, or maturation rites of passage to reinforce both the diversity and commonality of the human experience.  compose an extended definition of the term hero based on a combination of heroic patterns from a variety of cultural backgrounds and literary works.  complete outside reading assignments to become aware of cross-cultural connections. These assignments may include biographies, autobiographies, historical novels, travel writing, diaries, letters, and memoirs by writers from other cultures.

Indicator #2- Have students  play the telephone gossip game to illustrate how a story alters in translation based on an individual’s perceptions and interpretations.  explore what an idiom is. Collect foreign idioms, translate their literal meanings, and discuss the English-foreign discrepancies.  discuss variations in dialect based on generational, regional, or cultural differences to illustrate the concept of translation and possible source bias.  read “The Translator at Work” (RL) to discuss how translators transformed literal meaning into the author’s intended message and genre. Read “The Art of Translation” to put students into the place of interpreters. (GWL, 1039)

Indicator #3- Have students  compare fictional and nonfictional accounts of a specific cultural and/or historical event.  identify primary sources, request information, identify secondary sources and use them to locate additional information.  Research the historical background of the narrative.  Identify controversial issues suggested by the work and select one issue to research more thoroughly in collaboration with a world history teacher.

Indicator #7- Have students  rewrite a passage from a piece of literature using a variety of points of view. Have students determine the varying effects on the passage.  summarize an incident in a piece of literature from the point of view of a character other than that of the character(s) directly involved.  assume the identity of a fictional character and compose after-the-fact reactions to particular events in a story. Analyze how the character’s perspective influences how the events are interpreted.  identify the time and place of the narrative. Note details about the culture represented in the story. Consult the “Activities” section of the English 10 Resource Guide for additional activities by indicator.

Unit Summative Assessment Tasks - Refer to the “Assessment” section of the English 10 Resource Guide for sample summative assessments to determine student success in relation to the indicators. Additional assessments are provided below.

Indicator #1- Have students  read a variety of myths from Africa in order to complete a chart and/or a Venn diagram in which they compare and contrast the cultural values reflected in the tales. Have students compose an original African myth. or  read two passages from Nigerian writers (for example, Achebe and Emecheta) and compose a timed writing which compares the cultural values expressed in the passages.

Indicator #2- Have students  translate individual sentences from Shakespearean to contemporary English. or  examine two or more translations of the same literary passage and identify the changes to recognize the difficulties inherent in translation.

Indicator #3- Have students  research the use of masks in theater and religious ceremonies around the world. Have students construct a chart comparing and contrasting the information from at least three cultures. or  use primary and secondary sources to research an author, a literary work, a time period, a locale, an historical event, or a current issue to prepare an oral or written report. The final product may be a formal research paper, an oral presentation, an outline, a travel brochure, a biographical sketch, a newspaper article, an editorial, or a pamphlet stating a position about a controversial issue.

Indicator #7- Have students  analyze in groups a section from a novel or short story and rewrite the section from a minor character’s point of view. Students will perform the rewritten section as a dramatic scene. or  determine the point of view of a short story and how it helped to shape the plot. Have students re-write specified passages from a different point of view and explain the effect of their revision on the original story. Unit: The Americas

Unit Controlling Questions  How do writers from the Americas clarify personal or cultural values, responsibilities, and conduct through their literature?

Suggested Unit Indicators 4. Differentiate between literal and figurative language in order to interpret and compose prose and poetry.

8. Examine the elements of characterization and methods of character development to compose a narrative incorporating an appropriate point of view.

14. Study the meaning of words in context, etymological development, and clues from roots and affixes to develop vocabulary. (yearlong)

Concept/Content Emphases Alienation The faults of society Archetypal patterns The human condition Core values Search for cultural identity Cultural heroes Search for order and meaning Definition of otherness Search for self-identity

Character sketch Original poem/prose description Original myth or story

Suggested Interpreting Emphases Direct/indirect Blank verse Alliteration Dynamic/static Diction Allusion Flat/round Inference/context clues Personification Major/minor Symbol Metaphor Detonation/connotation Simile

Suggested Language Emphases Appropriate language structures from A Scope and Sequence of Language Skills and Concepts: Pre-K to 12 Connotation and denotation Diction Influence of other languages on English (nature of language) Suggested Readings: (Works are classified by the author’s country of birth rather than the location of the setting.)

GWL=Glencoe, World Literature (purple) RTL=McDougal, Littell, Responding to Literature (mauve) WL=Macmillan, World Literature (gold) EL = Holt, Rinehart, and Winston, Elements of Literature (dark green)

Long Fiction Antigua Annie John (Kincaid) Argentina The Dream of Heroes (Casares) Argentina The Little School: Tales of Disappearance And Survival in Argentina (Partnoy) Mexico The Underdogs (Azuela) United States Bridges at Toko-Ri (Michener) West Indies Segu (Conde)

Nonfiction Antigua Annie John (Kincaid) Antigua A Small Place (Kincaid) United States Hiroshima (Hersey)

Short Fiction Argentina “Afterglow” (Borges) WL Argentina “The Censors” (Valenzuela) RTL Argentina “The Form of the Sword” (Borges) RTL Argentina “The Night Face Up” (Cortazar) RTL, GWL, EL Brazil from Child of the Dark: The Diary of Carolina Maria deJesu (de Jesu) RTL Brazil “Metonymy, or The Husband’s Revenge (de Queirez) RTL Canada “Day of the Butterfly” (Munro) GWL Canada “The Indian Cinderella” (Folktale) RTL Columbia “The Handsomest Drowned Man in the in the World” (Marquez) RTL Jamaica “Love Orange” (Senior) GWL Mexico “Matusalen, The Village Without Time” (Maria) RTL Trinidad “When Greek Meets Greek” (Selvon) GWL Poetry Argentina “Afterglow” (Burges) WL Brazil “Weaving the Morning” (Cabral de Melo Neto) WL Chile “Ode To My Socks” (Neruda) RTL Chile “Rocking” (Minstral) WL Cuba “Versos Sencillos” (Marti) WL Mexico “Discoveries” (Langagne) GWL Mexico “Wind and Water and Stone” (Paz) WL, EL Suggested Unit Activities: (Interdisciplinary activities are italicized.) Indicator #4- Have students  read a poem that focuses on an historical event. Have students read a prose account of the same event and compare similarities and differences of the two accounts.  compose a parody of a piece of prose or poetry that uses the cultural values present in the original piece.  convert a short story from another culture into a poem.  create a chart in which students record and analyze recurring imagery from a poem or short story.

Indicator #8- Have students  distinguish between indirect and direct methods of characterization and between static and dynamic characters.  select a character from literature and compose a job description that outlines the qualities and responsibilities of that character.  compose a character sketch in which various methods of characterization are used.  select a character from literature and design a personal ad which emphasizes personality traits or qualities of that character.

Indicator #14- Have students  maintain a word bank of unfamiliar words and their definitions.  use context clues to help determine the meanings of unfamiliar words.  identify roots and affixes in order to increase vocabulary development.  examine the similarities between words common to a variety of cultures.  prepare a dictionary of words that have come into our language from the author’s native language.

Consult the “Activities” section of the English 10 Resource Guide for additional activities by indicator.

Unit Summative Assessment Tasks – Refer to the “Assessments” section of the English 10 Resource Guide for sample assessments to determine student success in relation to the indicators. Additional assessments are provided below.

Indicator #4- Have students  use a variety of literary devices to compose a poem exploring an aspect of their personal family history (examples: the stories of a grandparent, the birth of a sibling, family traditions, celebration of a holiday).

or  create a critical reading log in which students record and reflect on the effectiveness of examples of figurative language from literature. Indicator #8- Have students  review procedures for resume writing and compose a resume for a literary or dramatic character who is applying for a position of responsibility in his/her society. or  study the actions of several survivors from Hiroshima to determine methods and examples of indirect characterization. Have students assume the identity of a character and develop an original speech to be delivered in a situation such as a political convention, a dinner party, a school assembly, or a family gathering. In preparing the speech, students should identify the specific audience, situation, and purpose, and select an appropriate level of language consistent with the character.

Indicator #14- Have students  compose a list of unfamiliar words from a foreign news story and research the etymological development of those words to create a chart of new vocabulary. or  identify and learn a variety of words, phrases, and names from selected short fiction from a variety of cultures and orally present their findings to the class. Unit: Asia

Unit Controlling Questions  How do Asian writers clarify personal or cultural values, responsibilities, and conduct through their literature?

Suggested Unit Indicators 10. Examine elements affecting the validity of persuasive writing and select appropriate message, diction, tone, and rhetorical devices for an identified audience and purpose to influence opinion in persuasive writing and/or speaking.

11. Incorporate appropriate conventions, fresh and precise language, and clear and direct sentences in friendly letters, business letters, and resumes.

13. Demonstrate appreciation of reading, writing, speaking, and listening for personal, professional, and social value. (Student Service Learning)

Persuasive speech Editorial/letter to the editor Essay Commercial Advertisement Resume Friendly and business letters/forms Book review

Suggested Interpreting Emphases Satire Irony Audience Elements of persuasion Author’s purpose Tone Message

Suggested Language Emphases Appropriate language structures from A Scope and Sequence of Language Skills and Concepts: Pre-K to 12

Tone Rhetorical devices GWL=Glencoe, World Literature (purple) RTL=McDougal, Littell, Responding to Literature (mauve) WL=Macmillan, World Literature (gold) EL = Holt, Rinehart, and Winston, Elements of Literature (dark green)

Long Fiction Egypt The Sixth Day (Chedid) India Nectar in a Sieve (Markandaya) Japan Kokoro (Natsume)

Nonfiction Cambodia from Stay Alive, My Son, “Feeding The Fire Of Enmity” (Yathay) GWL China “From Emperor to Citizen” (Pu Yi) RTL India “By Any Other Name” (Rau) WL Vietnam “When Heaven and Earth Changed Places” RTL (Hayslip)

Short Fiction China “The Lady Who Was a Beggar” (Folktale) RTL China “Lilies” (Zhijuan) RTL China “Lingkuan Gorge” (Peng Cheng) WL India “Games at Twilight” (Desai) RTL India “The Kabuliwallah” (Tagore) WL Korea “The Heir” (Kiwon) RTL Korea “Two Lies” (Folktale) GWL Japan “Autumn Mountain” (Ryunosuke) WL Japan “Benizara and Kakezara” (Folktale) RTL Japan “The Pearl” (Mishima) RTL Pakistan “The Wagon” (Asghar) GWL Persia “The Tale of the Anklet” (Folktale) RTL

Drama Japan The Damask Drum (Motokiyo) GWL Japan The Dwarf Trees (Motokiyo) GWL

Poetry Bangladesh “The Sun Witness” (Choudhury) GWL China “Poem On Returning, To Dwell In The Country” (Chien) RTL China “Taking Leave of a Friend” (Po) WL, EL China “Written In Behalf of My Wife” (Po) RTL Indian “1996” (Tagore) RTL India “Street Cries” (Naidu) WL Vietnam “The Song of the Soldier’s Wife” (Con and Ich) RTL Suggested Unit Activities Indicator #10- Have students  prepare a defense or prosecution brief for or against a given character in a story or novel.  write an invitation to attend an event that occurs in a work of literature.  assume the identity of a character and infer how that character might solve a specific problem or react in a new situation.  identify persuasive techniques used by writers, speakers, and multimedia specialists.

Indicator #11- Have students  write a letter explaining their culture to a person from another culture.  create and conduct an opinion poll on a global issue and present the results.  write both a news article and a feature article on a current world event.  examine a variety of technical or instructional manuals and create charts that examine the technical language used.

Indicator #13- Have students  view a variety of provocative speeches via media and identify characteristics of an effective speaker.  work in groups to compose original satirical song lyrics to address their stand on a social issue.  compose a journal entry discussing their opinion of a character’s reaction to a controversial situation.  select a work of literature from an Asian writer of their choice and write a critique of the work highlighting unique characteristics of the writer.

Consult the “Activities” section of the English 10 Resource Guide for additional activities by indicator. Unit Summative Assessment Tasks - Refer to the “Assessments” section of the English 10 Resource Guide to determine student success in relation to the indicators. Additional assessments are provided below.

 work in groups to research a controversial issue and read opposing commentaries on the issue in order to analyze effective persuasive techniques.

Suggested Unit Activities Indicator #11- Have students  choose a world leader (or author), research the individual’s background, and create a resume for this individual. or  research a global issue. Have students write a letter to a member of Congress or to a U.N. representative expressing concern about the issue and outline ideas for a possible solution.

Indicator #13- Have students  create a list of works from world literature that are of interest to the class. Stu- dents will select a work to read and participate in small group book discussions. Have students respond to specific passage(s) regarding various aspects of the discussion. (Example: Which character did you connect with the most?)

or  generate a list of key concepts of performance (projection of voice, body language, proximity, etc.) to include as they present a scene from a drama for the rest of the class to evaluate. Unit: Europe

Unit Controlling Questions  How do European writers clarify personal or cultural values, responsibilities, and conduct through their literature?

Suggested Unit Indicators 5. Examine the universality of human experience in a variety of art forms to compare and contrast the treatment of theme.

6. Analyze the relationship between theme and other elements of narration to evaluate orally or in writing the effectiveness of a writer’s work.

9. Demonstrate the use of a restricted, unified, and precise thesis statement; relevant and accurate supporting details; appropriate transitional devices; and an effective concluding sentence when writing to inform.

12. Use appropriate conventions of usage, mechanics, and grammar to write and speak effectively for an identified audience. (yearlong)

Comparison/contrast Expository essay Diagnostic composition Extended definition Dialectical journal

Suggested Interpreting Emphases Aside Purpose Dramatic structure Soliloquy Elements of narration Supporting details Foil Theme Monologue Thesis Plot structure Tragedy Suggested Language Emphases Appropriate language structures from A Scope and Sequence of Language Skills and Concepts: Pre-K to 12

Intonation and inflection Language choices

Suggested Readings: (Works are classified by the author’s country of birth rather than the location of the setting.)

AA= Harcourt Brace Jovanovich, Adventures in Appreciation GWL=Glencoe, World Literature (purple) RTL= McDougal Littlell, Responding to Literature (mauve) WL= MacMillan, World Literature (gold) EL = Holt, Rinehart, and Winston, Elements of Literature (dark green) ** Caution: Contains mature subject matter and/or strong language.

Long Fiction Algeria/France The Plague (Camus) Algeria/France The Stranger (Camus) Austria The Metamorphosis (Kafka) England Animal Farm (Orwell) France Candide (Voltaire) Germany All Quiet on the Western Front (Remarque) Germany Siddhartha (Hesse) Italy Inferno (Dante) Russia Crime and Punishment (Dostoyevsky) Russia Fathers and Sons (Turgenev) Russia One Day in the Life of Ivan Denisovich (Solzhenitsyn)** Spain Don Quixote (Cervantes)

Nonfiction Germany The Diary of Anne Frank (Frank) Romania/Hungary Night (Wiesel)

Short Fiction France “A Piece of String” (Maupassant) RTL, WL, EL Greece (Ancient) from “The Apology” (Plato) RTL, EL Italy “Santa’s Children” (Calvino) RTL Italy “War” (Pirandello) GWL, EL Poland “The Tale of the Computer That Fought a Dragon” (Lem) RTL Russia “The Beggar” (Chekhov) WL Russia “How Much Land Does a Man Need?” (Tolstoy) RTL Sweden “The Rat Trap” (Lagerlof) WL

England Julius Caesar (Shakespeare) AA England The Tempest (Shakespeare) France Cyrano de Bergerac (Rostand) France Tartuffe (Moliere) RTL Greece (Ancient) Antigone (Sophocles) RTL Greece (Ancient) Oedipus (Sophocles) GWL, EL Norway A Doll’s House (Ibsen) GWL Norway Enemy of the People (Ibsen) Russia The Cherry Orchard (Chekhov) Russia Mozart and Salieri (Pushkin) RTL Poetry England “Sonnet 29” (Shakespeare) WL France “Sonnet 8” (Labe) GWL Ancient Greece The Iliad (Homer) EL Ancient Greece “Leaving Crete” (Sappho) RTL Germany “Song” (Heine) Italy The Divine Comedy (Dante) GWL, EL Italy “Rapt in the One Fond Thought” (Petrarch) RTL Italy “The Spring Returns” (Petrarch) RTL Poland “Antigone” (Milosz) RTL Poland “Lot’s Wife” (Szymborska) GWL Russia “Lot’s Wife (Akhmatova) GWL Spain “I Was Born at Birth of Blossoms” (de Castro) RTL

Suggested Unit Activities: (Interdisciplinary activities are italicized.) Indicator #5- Have students  participate in a guided tour through the Walters Art Gallery which emphasizes the portrayal of cultural heroes in art.  maintain a theme log that records recurring universal experiences from a variety of artistic selections.  view slide and print packages of artwork from around the world. (Consult art department.)  listen to musical selections that represent a variety of world cultures. (Consult music department.) Indicator #6- Have students  assume the identity of a character from a literary work and respond orally or in writing with a partner’s character from a work with a similar theme. Examine how both characters serve to develop theme in their respective works.  explain how geographical location, historical time period, cultural bias, social milieu, political climate, and philosophical/artistic context influence the development of theme.  rearrange events in the plot of a novel or story and predict how those changes would affect the stated or implied themes of the work.  compile a dialectical journal connected to a piece of world literature.

Indicator #9- Have students  compose a paragraph or more in response to a timed writing assignment, which specifies the use of thesis, support, and conclusion.  analyze the components of well-organized writing by examining student- generated paragraphs.  use either required or supplemental literature as subject matter to compose a thesis statement that can be supported with evidence.  compose a news statement that presents factual evidence gathered from a variety of print and non-print sources.

Indicator #12- Have students  imitate professional language structures through sentence composing activities.  imitate the language of a legal document in order to compose a contract for an outside reading assignment.  complete peer responses of fellow students’ work using a predetermined set of criteria.  study specific grammatical concepts in groups and teach those concepts to the class.

Consult the “Activities” section of the English 10 Resource Guide for additional activities by indicator.

Unit Summative Assessment Tasks - Refer to the “Assessments” section of the English 10 Resource Guide to determine student success in relation to the indicators. Additional assessments are provided below Indicator #5- Have students  work in groups to identify universal themes from art, music, and literature and present their findings in a graphic organizer. (Possible student groups: France, Spain, Russia, Italy, Germany, and Austria)

or  read Night and maintain a dialectical journal. Have students share their perceptions about techniques used to convey theme and emotional impact and provide corresponding support for their perceptions. After students have read, extend their experience by taking a field trip to the Holocaust museum, and/or hearing a guest speaker who has a personal connection with the Holocaust experience. Have students write a short summary of the similarities between their observations about Night and the museum/video/art/poetry/guest speaker.

Indicator #6- Have students  read One Day in the Life of Ivan Denisovich to construct, examine, and extend meaning through analysis of the theme of human dignity in the face of adversity. Have students select a descriptive passage that conveys the conditions that Ivan must endure in order to survive. Have students visualize these conditions by drawing, describing, or diagramming what they imagine from the author’s descriptions. Have each student explain orally or in a writing how Ivan responds in the selected passage to the specific conditions imposed by the given situation. Have students contribute to a class chart that lists examples of how Ivan maintains his dignity despite the hardships of the prison camp. or  Analyze the relationship between theme and other elements of a narration in a variety of short stories. Have students compose a thesis statement in preparation for a written review to evaluate the interrelationship of narrative elements.

Indicator #9- Have students  select a country in Europe and several selections that reflect the culture and geography of the region. Have students devise a chart to record authors, titles, geographical regions, implied or expressed cultural values, and methods by which values are revealed. This chart should serve as a prewriting strategy for an informative essay explaining how the works of literature reflect cultural values of a specific region. The essay should contain a restricted, unified, and precise thesis statement; relevant and accurate supporting details; and an effective concluding sentence or statement. or  research a belief or value of a particular culture and prepare a 3-5 minute oral presentation on how it is portrayed in a work of literature from that country.

Indicator #12- Have students  write a friendly letter to instruct an imaginary person who is unfamiliar with a selected European culture on how to perform a simple activity, such as a school routine, a household chore, a holiday celebration, a game or a sport. Before students write, have the class review the importance of using transitions to indicate sequence. After students draft their letters, have them evaluate the letters using a checklist that includes categories for organization, word choice, syntax, and transitions. or  research a global problem and compose a short persuasive speech expressing solutions to that problem.