Home » Using PASS » Curriculum » PASS Course List » Language Arts » American Literature B
 

American Literature B
   

Course Description

This course introduces students to various concepts of the study of English and develops skills related to the critical analysis of American literature. In conjunction with American Literature A, this course traces the development of American literature from the colonial period to modern times. Selections from different genres like fiction, short stories, novels, nonfiction, biography/autobiography, poetry, myths and speeches are presented. Students also read Hunger of Memory by Richard Rodriguez.

Credits: 5

uc logo
University of California
A-G Approval
State Standards
High School Exit Exam

Course Content

Unit 6 - The Depression Years

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.1, 3.2, 3.3, 3.5, 3.6, 3.8, 3.9)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.2, 1.5, 1.7, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.4)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions 1.1, 1.2, 1.3)

Unit Objectives

Upon completion of this Unit, students will:

  • Practice independent reading and build reading speed.
  • Develop reading and vocabulary strategies.
  • Read, understand, and critically analyze American literature selections from The Great Depression era, including drama scripts and comics.
  • Read and understand information that provides a historical context for the literature presented and demonstrate an understanding of the social climate and culture of the period.
  • Utilize the Writing Process to write reflective compositions.


Unit 7 - World War II and its Aftermath

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.2, 2.3, 2.4, 2.5, 2.6)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.2, 3.3, 3.5, 3.8, 3.9)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.2, 1.4, 1.5, 1.6, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.4, 2.5, 2.6)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions 1.1, 1.2, 1.3)

Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. (Listening and Speaking Strategies 1.2, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.14)

Unit Objectives

Upon completion of this Unit, students will:

  • Practice independent reading and build reading speed.
  • Develop reading and vocabulary strategies.
  • Read, understand, and critically analyze American literature selections from the mid to late 1800s, including short stories and nonfiction selections.  
  • Read and understand information that provides a historical context for the literature presented and demonstrate an understanding of the social climate and culture of the period.
  • Utilize the Writing Process to write reflective compositions.


Unit 8 - Americans Search for Answers

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.1, 3.2, 3.3, 3.5, 3.8, 3.9)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.2, 1.4, 1.5, 1.6, 1.7, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.2)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions 1.1, 1.2, 1.3)

Unit Objectives

Upon completion of this Unit, students will:

  • Practice independent reading and build reading speed.
  • Develop reading and vocabulary strategies.
  • Read, understand, and critically analyze American literature selections from the 1960s-1980s including fiction, nonfiction, and short stories.
  • Read and understand information that provides a historical context for the literature presented and demonstrate an understanding of the social climate and culture of the period.
  • Utilize the Writing Process to write responses to literature.


Unit 9 - The Electronic Age 

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.2, 2.3, 2.4, 2.5, 2.6)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.1, 3.2, 3.3, 3.5, 3.8, 3.9)
Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.2, 1.5, 1.6, 1.7, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.2)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions 1.1, 1.2, 1.3)

Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. (Listening and Speaking Strategies 1.4, 1.6, 1.7, 1.8, 1.11, 1.14)

Students deliver polished formal and extemporaneous presentations that combine traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. (Speaking Applications 2.1, 2.3)

Unit Objectives

Upon completion of this Unit, students will:

  • Practice independent reading and build reading speed.
  • Develop reading and vocabulary strategies.
  • Read, understand, and critically analyze American literature excerpts from longer modern works in both the fiction and nonfiction genres and speeches.
  • Read and understand information that provides a historical context for the literature presented and demonstrate an understanding of the social climate and culture of the period.
  • Read about and understand the effects of 9/11 on American culture.
  • Deliver reflective speeches and oral responses to literature.
  • Utilize the Writing Process to write responses to literature.


Unit 10 - Hunger of Memory 

California English Language Arts Curriculum Standards

Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. (Word Analysis, Fluency, and Systematic Vocabulary Development 1.0)

Students read and understand grade-level-appropriate material. They analyze the organizational patterns, arguments, and positions advanced. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. (Reading Comprehension 2.0, 2.1, 2.2, 2.4, 2.5)

Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct in-depth analyses of recurrent themes. (Literary Response and Analysis 3.1, 3.2, 3.3, 3.5, 3.8, 3.9)

Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students’ awareness of the audience and purpose and progression through the stages of the writing process. (Writing Strategies 1.1, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9)

Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. (Writing Applications 2.4)

Students write and speak with a command of standard English conventions. (Written and Oral Language Conventions 1.1, 1.2, 1.3)

Unit Objectives

Upon completion of this Unit, students will:

  • Practice independent reading and build reading speed.
  • Develop reading and vocabulary strategies.
  • Read, understand, and critically analyze Hunger of Memory, by Richard Rodriguez and understand the characteristics of autobiography/memoir.
  • Read and understand information that provides a historical context for the literature presented and demonstrate an understanding of the social climate and culture of the period.
  • Utilize the Writing Process to write a historical investigation report.