COURSE TITLE: Honors World
History and Literature
ROOM: Ground Floor, Blue
“Pod,” B1.2
COURSE
DESCRIPTION:
This
is an integrated course for students interested in taking 10th grade
Honors Social Studies and English. The
course uses the chronological study of world history from 1500 to the present
and covers the themes of culture, science and technology, economics, and
government. The content integrates
readings and writings that focus on exploring, interpreting, and analyzing
literature and other readings that extend and support the world history
discussions and research. The course is
a demanding study of world history and literature, requiring students to
understand, analyze, and interpret the connections between major historical
events and the writings of the time.
Critical thinking, philosophical discussion, concept attainment,
vocabulary development, language usage, and research will be stressed. The
development of discussion and presentation skills will focus on analysis,
interpretation, and evaluation.
Instructional activities will be provided using the content of World
History. Students will read and
critically respond to a wide spectrum of challenging literary selections that
mirror the cultures, themes and times of the period from 1500 to the present.
Students will conduct in-depth research on topics relative to major historical
events, people, and regions. Many of
the learning activities will culminate in shared products for Social Studies
and English.
COURSE
GOALS/OBJECTIVES/STANDARDS:
Upon completion of the Honors World History and Literature course,
students should be able to:
Strand:
E1 Reading Reading is a process which includes demonstrating comprehension and showing evidence of a warranted and responsible interpretation of the text. “Comprehension” means getting the gist of a text. It is most frequently illustrated by demonstrating an understanding of the text as a whole; identifying complexities presented in the structure of the text and extracting salient information from the text. In providing evidence of a responsible interpretation, students may make connections between parts of a text, among several texts, and between texts and other experiences; make extensions and applications of a text; and examine texts critically and evaluatively.
Standard: E1a: The student reads at least twenty-five books or book equivalents each year. The quality and complexity of materials to be read is based on the lexile level for grade ten (1025L-1250L). The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials. Such reading should represent a diverse collection of material from at least three different literary forms and at least five different writers.
Examples: Examples
of activities through which students might produce evidence of reading
twenty-five book include:
• Maintain an annotated list of works read.
• Generate a reading log or journal.
• Participate in formal and informal book talks.
Standard: E1b: The student reads and comprehends at least four books (or book equivalents) about one issue or subject, or four books by a single writer, or our books in one genre, and produces evidence of reading that:
Components: E1b.1: makes and supports warranted and responsible assertions about the texts;
E1b.2: supports assertions with elaborated and convincing evidence;
E1b.3: draws the text together to compare and contrast themes, characters, and ideas;
E1b.4: makes perceptive and well developed connections;
E1b.5: evaluates writing strategies and elements of the author’s craft.
Examples: Examples of activities through which students might produce evidence of reading comprehension include:
• Write a saturation report (a report that recounts substantial information on a topic gathered by a student over a period of time.)
• Construct a review of several works by single author.
• Produce a literary response paper.
• Produce a research report.
• Participate in formal or informal book talks.
• Create an annotated book list organized
according to author, theme, or genre
Standard: E1c: The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that:
Components: E1c.1: restates or summarizes information;
E1c.2: relates new information to prior knowledge and experience;
E1c.3: extends ideas;
E1c.4: makes connections to related topics or information.
Examples Examples of activities through which students might produce evidence of reading informational materials include:
• Write a report of information that draws from multiple sources.
• Incorporate expert opinions into a speech or position paper.
• Develop a proposal based on data obtained from reading informational texts.
• Use informational materials to reach a conclusion regarding a controversial topic.
• Develop a portfolio of materials regarding a particular career choice.
• Write exhibit notes for historical or artistic exhibits.
Strand:
E2 Writing Writing is a process through which a writer shapes language to communicate effectively. Writing often develops through a series of initial plans and multiple drafts and through access to informed feedback and response. Purpose, audience, and context contribute to the form and substance of writing as well as to its style, tone, and stance.
Standard: E2a: The student produces a report that:
Components: E2a.1: engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
E2a.2: develops a controlling idea that conveys a perspective on the subject;
E2a.3: creates an organizing structure appropriate to a specific purpose, audience and context;
E2a.4: includes appropriate facts and details;
E2a.5: excludes extraneous and inappropriate information;
E2a.6: uses a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, narrating a relevant anecdote, comparing and contrasting, naming, and explaining benefits or limitations;
E2a.7: provides a sense of closure to the writing.
Examples: Examples of reports include:
• An I-search essay (an essay that details a student’s search for information as well as the information itself; I-search papers are developed through a variety of means, e.g., interviews, observation, as well as traditional library research).
• A saturation report (a report that recounts substantial information on a topic gathered by a student over a period of time).
• A report produced as part of studies in subjects such as science, social studies, and mathematics.
• A formal or informal research paper.
• An investigative report for a newspaper.
• A report of information on an item of personal interest or experience
Standard: E2b: The student produces a response to literature that:
Components: E2b.1: engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
E2b.2: advances a judgment that is interpretive, analytic, evaluative, or reflective;
E2b.3: supports judgment through references to the text, references to other works, authors, or non-print media, or references to personal knowledge;
E2b.4: demonstrates an understanding of the literary work;
E2b.5: anticipates and answers a reader’s questions;
E2b.6: recognizes possible ambiguities, nuances, and complexities;
E2b.7: provides a sense of closure to the writing.
Examples: Examples of responses to literature include:
• An evaluation of a piece of literature or several pieces of literature.
• A comparison of a piece of literature with its media presentation.
• A response that focuses on personalizing the theme of a literary work.
• An analysis of the significance of a section of a novel in terms of its significance to the novel as a whole.
• An evaluation of the role played by setting in a novel.
• An analysis of the effect of a minor character on the plot of a novel.
• An interpretation of a recurring motif in a novel or a play.
• A comparison of two critical interpretations of a poem or work of fiction.
Standard: E2c: The student produces a narrative account (fictional or autobiographical) that:
Components: E2c.1: engages the reader by establishing a context, creating a point of view, and otherwise developing reader interest;
E2c.2: establishes a situation, plot, point of view, setting, and conflict (and for autobiography, the significance of events and of conclusions that can be drawn from those events);
E2c.3: creates an organizing structure;
E2c.4: includes sensory details and concrete language to develop plot and character;
E2c.5: excludes extraneous details and inconsistencies;
E2c.6: develops complex characters;
E2c.7: uses a range of appropriate strategies, such as dialogue, tension or suspense, naming, and specific narrative action, e.g., movement, gestures, expressions;
E2c.8: provides a sense of closure to the writing.
Examples: Examples of narrative accounts include:
• A biographical account.
• A fiction or non-fiction story.
• A personal narrative.
• A narrative poem or song based on a modern hero.
• An historical account.
• A parody of a particular narrative style e.g. fable, soap opera.
Standard: E2d: The student produces a narrative procedure that:
Components: E2d.1: engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
E2d.2: provides a guide to action for a relatively complicated procedure in order to anticipate a reader’s needs; creates expectations through predictable structures, e.g., headings; and provides transitions between steps;
E2d.3: makes use of appropriate writing strategies such as creating a visual hierarchy and using white space and graphics as appropriate;
E2d.4: includes relevant information;
E2d.5: excludes extraneous information;
E2d.6: anticipates problems, mistakes, and misunderstandings that might arise for the reader;
E2d.7: provides a sense of closure to the writing.
Examples: Examples of narrative procedures include:
• A set of rules for organizing a class meeting.
• A set of instructions for playing computer games.
• A set of instructions for using media technology.
• A report of a mathematical investigation.
• A set of instructions for conducting searches on the web.
Standard: E2e: The student produces a persuasive essay that:
Components: E2e.1: engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
E2e.2: develops a controlling idea that makes a clear and knowledgeable judgment;
E2e.3: creates and organizes a structure that is appropriate to the needs, values, and interests of a specified audience and arranges details, reasons, examples, and anecdotes effectively and persuasively;
E2e.4: includes appropriate information and arguments;
E2e.5: excludes information and arguments that are irrelevant;
E2e.6: anticipates and addresses reader concerns and counter-arguments;
E2e.7: supports arguments with detailed evidence, citing sources of Information as appropriate;
E2e.8: uses a range of strategies to elaborate and persuade, such as definitions, descriptions, illustrations, examples from evidence, and anecdotes;
E2e.9: provides a sense of closure to the writing.
Examples: Examples of persuasive essays include:
• A position paper.
• A problem-solution paper.
• Opening statement for a debate.
• An evaluation of a product or a policy.
• A critique of a public policy.
• An editorial on a current issue that uses reasoned arguments to support an opinion.
Standard: E2f: The student produces a reflective essay that:
Components: E2f.1: engages the reader by establishing a context, creating a persona, and otherwise developing reader interest;
E2f.2: analyzes a condition or situation of significance;
E2f.3: develops a commonplace, concrete occasion as the basis for the reflection, e.g. personal observation or experience;
E2f.4: creates an organizing structure appropriate to purpose and audience;
E2f.5: uses a variety of writing strategies, such as concrete details, comparing and contrasting, naming, describing, creating a scenario;
E2f.6 provides a sense of closure to the writing.
Examples: Examples of reflective essays include:
• An analysis of the significance of a proverb or quotation.
• A report about a concrete occasion and its implications over time.
• An essay comparing a school issue to broader societal concerns.
• A paper explaining how some experiences, conditions, or concerns have universal significance.
• A self-reflective essay evaluating a portfolio to be submitted.
• A comparison of a scene from a work of fiction with a lesson learned from a personal experience.
• A paper about a common childhood experience from a more adult perspective.
Strand:
E3 Speaking, Speaking, listening, and viewing are fundamental processes which
Listening and people use to express, explore, and learn about ideas. The functions
Viewing of speaking, listening, and viewing include gathering and sharing information; persuading others; expressing and understanding ideas; coordinating activities with others; and selecting and critically analyzing messages. The contexts of these communication functions include one-to-one conferences, small group interactions, large audiences and meetings, and interactions with broadcast media.
Standard: E3a: The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student:
Components: E3a.1: initiates new topics in addition to responding to adult-initiated topics;
E3a.2: asks relevant questions;
E3a.3: responds to questions with appropriate elaboration;
E3a.4: uses language cues to indicate different levels of certainty or hypothesizing, e.g., “what if…,” “very likely…,” “I’m unsure whether…”;
E3a.5: confirms understanding by paraphrasing the adult’s directions or suggestions.
Examples: Examples of one-to-one interactions include:
• Analytical discussion of movies or television programs in a one to one situation.
• Student-teacher conferences regarding a draft of an essay, the student’s progress on a mathematics assignment, or the state of a science project.
• Assessment interview by a teacher about an author or book.
• Discussion of portfolio artifacts.
Standard: E3b: The student participates in group meetings, in which the student:
Components: E3b.1: displays appropriate turn-taking behaviors;
E3b.2: actively solicits another person’s comment or opinion;
E3b.3: offers own opinion forcefully without dominating;
E3b.4: responds appropriately to comments and questions;
E3b.5: volunteers contributions and responds when directly solicited by teacher or discussion leader;
E3b.6: gives reasons in support of opinions expressed;
E3b.7: clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions;
E3b.8: employs a group decision-technique such as brainstorming or problem-solving sequence (e.g. recognize problem, define problem, identify possible solutions, select optimal solution, implement solution, evaluate solution);
E3b.9: divides labor so as to achieve the overall group goal efficiently.
Examples: Examples of activities involving group meetings include:
• Develop and negotiate a classroom rubric.
• Engage in classroom town meetings.
• Participate in book talks with other students.
• Work as part of a group to solve a complex mathematical task.
• Role-play to understand better a certain historical event.
• Participate in peer writing response groups.
Standard: E3c: The student prepares and delivers an individual presentation, in which the student:
Components: E3c.1: shapes information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members;
E3c.2: shapes content and organization according to criteria for importance and impact rather than according to availability of information in resource materials;
E3c.3: uses notes or other memory aids to structure the presentation;
E3c.4: develops several main points relating to a single thesis;
E3c.5: engages the audience with appropriate verbal cues and eye contact;
E3c.6: projects a sense of individuality and personality in selecting and organizing content and in delivery.
Examples: Examples of presentations include:
• An individual talk which develops several main points relating to a single thesis (e.g. describing a problem and evaluating alternative solutions to that problem or explaining several causes leading to a historical event, or constructing different types of argument, all supporting a particular policy).
• A public panel discussion during which each member of the panel speaks about a particular area of expertise relating to the overall topic.
• A forum discussion during which audience members question and respond to panelists during a presentation.
• A simulated congress (e.g., Model United Nations) in which each participant “represents” the interests of a particular constituency
• A multimedia report employing sound, jpeg or mpg files, graphics and/or animation.
• Video broadcasting of a presentation.
• A report that presents data collected to prove/disprove a particular hypothesis, along with an appropriate conclusion.
Standard: E3d: The student makes informed judgments about television, radio, and film productions; that is, the student:
Components: E3d.1 demonstrates an awareness of the presence of the media in the daily lives of most people;
E3d.2: evaluates the role of the media in focusing attention and in forming opinion;
E3d.3: judges the extent to which the media are a source of entertainment as well as a source of information;
E3d.4: defines the role of advertising as part of media presentation.
Examples: Examples of activities through which students might produce evidence of making informed judgments about television, radio, and film production include:
• Maintain a week’s log to document personal viewing habits, and analyze the information collected in the log.
• Summarize patterns of media exposure in writing or in an oral report.
• Analyze the appeal of popular television shows and films for particular audiences.
• Explain the use of “propaganda techniques” (e.g., bandwagon, glittering generalities, celebrity) in television commercials.
Standard: E3e: The student listens to and analyzes a public speaking performance; that is, the student:
Components: E3e.1: takes notes on salient information;
E3e.2: identifies types of arguments (e.g., causation, authority, analogy) and identifies types of logical fallacies (e.g., ad hominem, inferring causation from correlation, over-generalization);
E3e.3: accurately summarizes the essence of each speaker’s remarks;
E3e.4: formulates a judgment about the issues under discussion.
Examples: Examples of activities through which students might provide evidence of analysis of public speaking include:
• Take notes of a meeting of a local government council or of an institution’s governing body.
• Produce charts and/or diagrams as part of an analysis of a public address.
• Analyze an argument by a political leader (e.g., demagoguery, political bias, propaganda techniques, and political correctness).
• Summarize the key points of a public speech.
• Analyze the intent and appeal of a public address.
Strand:
E4 Conventions, Having control of the conventions and grammar of the English language
Grammar, and means having the ability to represent oneself appropriately with regard to
Usage of the current standards of correctness (e.g., spelling, punctuation,
English Language paragraphing, capitalization, subject-verb agreement). Usage involves the appropriate application of conventions and grammar in both written and spoken formats
Standard: E4a: The student independently and habitually demonstrates an understanding of the rules of the English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and context of the work. The student demonstrates control of:
Components: E4a.1: grammar;
E4a.2: paragraph structure;
E4a.3: punctuation;
E4a.4: sentence construction;
E4a.5: spelling;
E4a.6: usage.
E4a.7: syntax.
Examples: Examples of activities through which students might demonstrate an understanding of the rules of the English Language include:
• Demonstrate in a piece of writing the ability to manage the conventions, grammar, and usage of English so that they aid rather than interfere with reading.
• Independently and accurately proofreads the student’s own writing or the writing of others, using dictionaries, thesauruses, and other resources as appropriate.
• Apply the conventions of language and style to connect with the audience and content.
• Demonstrate use of a variety of sentence patterns for stylistic effects.
• Make effective use of language and style to connect with the audience and content.
• Analyze the language conventions of other groups and culture.
Standard: E4b: The student analyzes and subsequently
revises work to clarify it or make it more effective in communicating the
intended message or thought. The student’s revisions should be made in light of
the purposes, audiences, and contexts that apply to the work.
Strategies for revising include:
Components: E4b.1: adding or deleting details;
E4b.2: adding or deleting explanations;
E4b.3: clarifying difficult passages;
E4b.4: rearranging words, sentences, and paragraphs to improve or clarify meaning;
E4b.5: sharpening the focus;
E4b.6: reconsidering the organizational structure;
E4b.7: rethinking and/or rewriting the piece in light of different audience and purposes;
Examples: Examples of activities through which students might provide evidence of analyzing and revising written work include:
• Incorporate into revised drafts, as appropriate, suggestions taken from critiques made by peers and teachers.
• Produce a series of distinctly different drafts that result in a polished piece of writing or presentation.
• Critique the writing or presentation of a peer.
• Describe the reasons for stylistic choices made as a writer or presenter.
• Produce a series of papers on the same topic each serving a different purpose.
• Manage a writing portfolio and/or electronic portfolio.
Strand:
E5 Literature Literature consists of poetry, fiction, non-fiction, and essays as distinguished from instructional, expository or journalistic writing.
Standard: E5a: The student responds to non-fiction, fiction, poetry, and drama using interpretive, critical, and evaluative processes; that is, the student:
Components: E5a.1: makes thematic connections among literary texts, public discourse, and media;
E5a.2: evaluates the impact of authors’ decisions regarding word choice, style, content, and literary elements;
E5a.3: analyzes the characteristics of literary forms and genres;
E5a.4: evaluates literary merit;
E5a.5: explains the effect of point of view;
E5a.6: makes inferences and draws conclusions about fictional and non-fictional contexts, events, characters, settings, themes, and styles;
E5a.7: interprets the effect of literary devices, such as figurative language, allusion, diction, dialogue, description, and symbolism;
E5a.8: evaluates the stance of a writer in shaping the presentation of a subject;
E5a.9: interprets ambiguities, subtleties, contradictions, ironies, and nuances;
E5a.10: understands the role of tone in presenting literature (both fictional and non-fictional);
E5a.11: demonstrates how literary works (both fictional and non-fictional) reflect the culture that shaped them.
Examples: Examples of responding to literature include:
• Analyze stereotypical characters in popular fiction.
• Evaluate the effect of literary devices in a number of poems by one author or poems on a common topic.
• Compare the literary merits of several American short stories, biographies of one individual, novels, or plays.
• Compare different media presentations of an American literary work.
• Compare several American works written in different time periods on the same topic or theme.
• Evaluate the persona of the writer.
• Compare several literary texts that share a similar theme.
• Interpret, explain, or apply the author’s point of view toward an issue raised in one of an author’s works.
• Evaluate the literary, cultural, and social context of a literary work and the impact is created upon the reader and the literature’s salient point.
Standard: E5b: The student produces work in at least one literary genre that follows the conventions of the genre.
Examples: Examples
of literary genres include:
• A reflective essay.
• A memoir.
• A short story.
• A short play.
• A poem.
• A vignette.
Strand:
E6 Public Documents A public document is a document that focuses on civic issues or matters of public policy at the community level or beyond. These documents, ranging from speeches to editorials to radio and television spots to pamphlets, do at least one of the following: take issue with a controversial public policy; suggest an alternative course of action; analyze and defend a contemporary public policy; define a public problem and suggest policy.
Standard: E6a: The student identifies strategies common to public documents and public discourse, including:
Components: E6a.1: effective use of argument;
E6a.2: use of the power of anecdote;
E6a.3: anticipation of counter claims;
E6a.4: appeal to audiences both friendly and hostile to the position presented;
E6a.5: use of emotionally laden words and imagery;
E6a.6: citing of appropriate references or authorities.
Examples: Examples of activities through which students might provide evidence of identifying strategies used in public documents include:
• Evaluate a political speech.
• Evaluate and respond to an editorial or political cartoon.
• Examine campaign literature to determine underlying assumptions.
• Examine a range of articles published in a variety of media and draw inferences about the political stance of that source.
• Evaluate the visual appearance and presentation of information.
• Analyze two conflicting public opinions on a single topic, take a stance, and defend that point of view.
Standard: E6b: The student produces public documents, in which the student:
Components: E6b.1: exhibits an awareness of the importance of precise word choice and the power of imagery and/or anecdote;
E6b.2: utilizes and recognizes the power of logical arguments, arguments based on appealing to a reader’s emotions, and arguments dependent upon the writer’s persona;
E6b.3: uses arguments that are appropriate in terms of the knowledge, values, and degree of understanding of the intended audience;
E6b.4: uses a range of strategies to appeal to readers.
Examples: Examples of public documents include:
• A proposal for changing an existing social or school policy.
• An analysis of a state policy.
• A policy statement that closely examines a significant public policy and proposes change or rationale for retention.
• A letter to an elected official or editor taking a position on an issue or concern.
• A press release announcing a policy.
Strand:
E7 Functional A functional document is a document that exists in order to get things
Documents done, usually within a relatively limited setting such as a social club, a business, an office, a church, or an agency. These often take the form of memoranda, letters, instructions, and statements of organizational policies. Functional documents require that particular attention be paid to issue of layout, presentation, and particularly to audience and the way different audiences will interact with the documents.
Standard: E7a: The student identifies strategies common to effective functional documents, including:
Components: E7a.1: visual appeal, e.g. format, graphics, white space, headers;
E7a.2: logic of the sequence in which the directions are given;
Examples: Examples of activities through which students might provide evidence of critiquing functional documents include:
• Analyze a manual.
• Analyze a contract.
• Evaluate a loan application.
• Critique tax documents.
Standard: E7b: The student creates functional documents appropriate to audience and purpose, in which the student:
Components: E7b.1: reports, organizes, and conveys information and ideas accurately;
E7b.2: includes relevant narrative details, such as scenarios, definitions, and examples;
E7b.3: anticipates readers’ problems, mistakes, and misunderstandings;
E7b.4: uses a variety of formatting techniques, such as headings, subordinate terms, foregrounding of main ideas, hierarchical structures, graphics, and color;
E7b.5: establishes a persona that is consistent with the document’s purpose;
E7b.6: employs word choices that are consistent with the persona and appropriate for the intended audience.
Examples: Examples of functional documents include:
• A summary of a meeting.
• A manual.
• A proposal
• A set of instructions.
• A recommendation.
• A web
site.
SCOPE AND SEQUENCE:
Students will be required to respond to the literature and guiding questions below utilizing various written and oral formats throughout the year. Instruction, practice and application of the 6+1 Traits of writing will be the driving force behind these responses and the techniques used to accomplish proficiency in each of the strands.
First Quarter:
Time Period 1500-1700
Weeks I and II: Renaissance
from The Koran translated
by N. J. Dawood
from The Rubaiyat by
Omar Khayyam
The Medici:
Godfathers of the Renaissance produced
by Lion Television in association with PBS
The Prince –
TLC Video
The Prince
by Niccolo Machiavelli
Martin Luther’s Speech before the Diet of Worms
The Tempest or Julius Caesar by
William Shakespeare
Sonnets by William Shakespeare,
Francesco Petraarch and Pierre de Ronsard
Week III: Intro to Age of Discovery
Rig Veda translated
by Wendy Doniger O’Flaherty
Analects by Confucius
Weeks IV-V: Age of Discovery
Of Plymouth Plantation
by William Bradford
Excerpts from A Midwife’s
Tale: The Life of Martha Ballard 1785-1812 by Laura Ulrich (Text and Video)
Weeks VI and VII: Age of Absolutism/Divine Right Theory
Tartuffe by
Jean Baptiste Poquelin de Moliere
Commentaries of the Great Alfonso de Albuquerque
Japanese Zen Parables
Guiding
Questions for Use with Students for First Quarter Material:
Quarter Two:
Time Period 1700-1850
Week I-II: I. Age of Reason/Enlightenment
Two Treatises on Government
by John Locke
The Social Contract by
Jean-Jacques Rousseau
from Candide by Francois Voltaire
Common Sense by
Thomas Paine
The Declaration of Independence by Thomas Jefferson
The Preamble of the Constitution by Thomas Jefferson
Weeks III-IV: II. The French
Revolution
What Is an American? By
J. Hector St. John (Michel-Guillaume Jean de Crevecoeur)
“Russia 1812” from The Expiation by Victor Hugo
Declaration of the Rights of Man and of the citizen, August
27, 1789
A Tale of Two Cities by
Charles Dickens
Other Related
Readings
Weeks V-VI: The Industrial Revolution
A Modest Proposal
by Jonathan Swift
from The Vindication of the Rights of Woman by
Mary Wollestonecraft
Selected Romantic and
Realist Poets
Amistad (video) by Morgan Freeman
Weeks VII-VIII: Nationalism
National Anthems
Selected Leo Tolstoy
short story