Unit+5+19th+Century

Unit 5 European Literature: 19th Century

Overview:

 * They will explore both form and meaning of literary works and consider historical context. Through close reading of selected texts, students will see how subtle narrative and stylistic details contribute to the meaning of the whole. They will consider how certain poems of this unit are intimate on the one hand and reflective of a larger civilization on the other. Moral conflicts and subtle psychological portrayals of characters will be another area of focus; students will consider how novels of the nineteenth century develop character and how their conflicts are both universal and culturally bound. Students will also have the opportunity to develop a research paper from earlier in the year and to write a shorter essay on topic from the unit. In their essays, students will continue to strive for precision and clarity, paying close attention to the nuances of words.

Focus Standards:

 * **RL.11-12.3:** Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
 * **RL.11-12.4:** Determine the meaning of words and phrases as they are used in the text,
 * including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
 * **RI.11-12.2:** Determine two or more 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 provide a complex analysis; provide an objective summary of the text.
 * **W.11-12.5:**Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12 on page 54.)
 * **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.
 * **W.11-12.8:** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
 * **SL.11-12.4:** Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.
 * **L.11-12.5 (a-b):** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Suggested Student Objectives:

 * Consider the tension between art for art’s sake and art as a response to social and cultural conflict, as expressed in the works of this unit.
 * Closely analyze a key passage from a novel and comment on how it illuminates the work as whole.
 * Contrast two works by a single author.
 * Observe common tendencies//, cont//radictions, outliers, and subtleties of the Romantic and Victorian periods in literature.
 * Contrast the moral conflicts of characters in two works of this unit consider how the poetry of this period reflects both on the human psyche and on the state of civilization.
 * Analyze how the forms of the poems in this unit contribute to the meaning.
 * Consider how the works of this period show signs of early modernism.
 * Develop a research paper on one of the topics from this year.
 * Indentify elements of romanticism and gothic romanticism in works of literature.


 * SUGGESTED WORKS**

Literary Texts

__Novels__ //The Red and the Black// (Stendhal) //The Hunchback of Notre D//ame (Victor Hugo) //The Three Muskateers// and //The Count of Monte Cristo// (Dumas) //Twenty Thousand Leagues Under the Sea// (Jules Verne) //The Time Machine// (H.G. Wells) //Heart of Darkness// (Joseph Conrad) //A Passage to India// (E.M. Forster) //Sense and Sensibility// (Jane Austen) //Jane Eyre// (Bronte) //Wuthering Heights// (Emily Bronte) //A Christmas Carol// (Charles Dickens) //Frankenstein// (Mary Shelley) //Dracula// (Stoker) //The Picture of Dorian Gray// (Oscar Wilde)

__Children's Literature__ //Peter and Wendy// (J.M. Barrie) //Alice's Adventures in Wonderland// (Lewis Carroll)

__Drama__ //A Doll's House// (Ibsen) //The Sunken Bell// (Hauptmann) //The Jungle Book// (Rudyard Kipling)

__Poetry__ //The Flowers of Evil// //Childe Harold's Pilgrimage// //"//Dover Beach" (Matthew Arnold) "Goblin Market" (Christina Rossetti) "Spring and Fall" (Gerard Manley Hopkins) "Love Among the Ruins" (Robert Browning)

__Informational Texts__ //Culture and Anarchy// (Matthew Arnold) //Faust// (Goethe) //Hard Times// (Charles Dickens) //The Decay of Lying// (Wilde)

__Art, Music, and Media__ James McNeill Whistler, //Mother of Pearl and Silver:The Andalusion// James McNeill Whistler, //Symphony in White, No. 1: The White Girl// James McNeill Whistler, //Arrangement in Gray and Black: The Artist's Mother//