First Year English: Discovery of Self Sources: English 1-2 Curriculum Guide (1990), English 1-2 Revised Curriculum Guide (1998), Electronic Portfolio Committee “Pilot” Curriculum (2000), English 1-2 Revised Curriculum Guide (2002), Teacher Course Profiles (2003-2007) and Book Orders (2003-2007)

Big Questions Who am I?

What is my journey? How do I change? Why do I struggle? How do I grow? Objective The first year of core English focuses on the development and strengthening of writing, reading and language skills as well as an introduction to research and media literacy. Over the course of the year, students read and view culturally diverse texts from a variety of genres that explore foundational themes and questions. Students are encouraged to respond to literature in a variety of ways and to become critical and creative readers, thinkers and writers.

Course Outline Unit I Unit II Unit III Unit IV

The Perilous Journey Conflict and Consequence Transformations Coming of Age

9 9 9 9

weeks weeks weeks weeks

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Unit I: The Perilous Journey (9 weeks) Students explore classic and modern journeys from literature, film and other sources, asking what challenges the journeys present and what skills are necessary to overcome those challenges. Students also explore how their life is a personal journey, requiring their own unique brand of heroism to be successful. Key questions: Where is my journey leading me? Am I in control of where I am going? Where do you hope to be at the end of your journey? What are the goals of my journey? What are the obstacles to those goals (from myself, other people, the media, society)? Where can you find additional help to complete my journey? How will I make my decisions along the way?

Writing/Research/Speaking Assignments Mini-research project & orientation to library (Unit I and/or Unit II) Comparison and contrast essay (i.e., The Odyssey and a selected film) Creative: Writing a short original narrative Optional assignments Review and evaluation of a selected film Creative: Storyboards or screenplay for a film version of a scene from a text

Reading/Viewing Texts Major written texts All levels Epic poem: The Odyssey Novels: The Contender (Lipsyte) The Curious Incident of the Dog in the Night Time (Haddon) Something Wicked This Way Comes (Bradbury) Honors Greek drama: Medea (Euripedes) Antigone (Sophocles)

Selections from Elements of Literature “The Most Dangerous Game” (12-25) “The Sound of Thunder” (32-45) selection from “Black Boy” (104-111) “A Christmas Memory” (155-161) “A Man Called Horse” (166-181) “The Cask of Amontillado” (232-243) “The Road Not Taken” - poem (601)

Film and other media O Brother, Where Art Thou? The Lord of the Rings Rudy The Legend of Bagger Vance Jason and the Argonauts Indiana Jones Star Wars Castaway The Natural Field of Dreams Buffy, The Vampire Slayer (tv) Star Trek (tv)

Novels: Things Fall Apart (Achebe) Cry, the Beloved Country (Paton) Go Tell It on the Mountain (Baldwin) Alice Adventures in Wonderland & Through the Looking Glass (Carroll)

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Elements of Reading Novels: Heroes (Billings)

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Unit II: Conflict and Consequence/Triumph and Defeat (9 weeks) Students will explore the nature of conflict and the consequences of individual and collective action. They will also explore the values and beliefs that motivate characters and the consequences that develop from characters‟ decisions. Key questions: Have any events changed, or can I imagine any events that might change, my values? Is a defeat always a defeat? How have I or would I recover from a defeat in my life? What is the influence of my family on my values and my direction in life? What is the role of fate in my life? Do I have power over my own actions? What are my responsibilities toward family, friend and the world?

Writing/Research/Speaking Assignments Cause and effect essay Persuasive essay (Unit III or Unit IV) Creative: Writing and performing an original drama Optional assignments Rhetorical analysis of an advertisement Creative: Directing/performing a TV commercial

Reading/Viewing Texts Major written texts All levels Drama: The Good Times Are Killing Me (Barry) The Miracle Worker (in Elements) Cyrano d’Bergerac (Rostand)

Selections from Elements of Literature

Film and other media

“Poison” (80-91) “The Interlopers” (94-100) “Harrison Bergeron”+“The Moth” (132-140) “The Gift of the Magi”+“When I‟m SixtyFour” (202-208) “The Princess and the Tin Box” (244-246)

Romeo and Juliet (Zefferelli and modern versions) Love and Basketball Shawshank Redemption Groundhog Day Freaks and Geeks (tv)

Novels: Only Twice I Wished for Heaven (Trice) The Contender (Lipsyte) A Gathering of Old Men (Gaines) Of Mice and Men (Steinbeck) Cannery Row (Steinbeck) Honors Drama: Julius Caesar A Midsummer Night’s Dream The Merchant of Venice

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Elements of Reading Novels: We All Fall Down (Cormier)

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Unit III: Transformations (9 weeks) Students will explore the role of change in literature and their lives, looking at the transformations of individuals, communities and nations. Key questions: What is the nature of change? What are the catalysts of change? How do changes in the cycles of nature reflect changes in the lives of people? Is change temporary or permanent? What dramatic changes have I experienced in my life? What dramatic changes have I witnessed around myself – in my family, community and the world? What has forced me to change? How do I force others to change? Are certain experiences of change common to all people?

Writing/Research/Speaking Assignments Mini-research project & orientation to library (Unit I and/or Unit II) Autobiographical incident Creative: Writing and performing poetry Optional assignments News report or news analysis Creative: Constructing a news broadcast

Reading/Viewing Texts Major written texts College Prep Non-fiction: Coming of Age in Mississippi (Moody) All levels Non-fiction and historical fiction: A Gathering of Old Men (Gaines) A Hope in the Unseen (Suskind) Other Fiction/Drama: The Chocolate War (Cormier) Flowers for Algernon (Keyes) The Good Times Are Killing Me (Barry) As You Like It (Shakespeare) Oedipus (Sophocles)

Selections from Elements of Literature autobiographies of Abraham Lincoln (348-349), Maya Angelou (356-361) and Charlayne Hunter-Gault (371374) speeches of Lincoln (350) and Alice Walker (366) memoir of Elizabeth Wong (344-347) essay by Gary Soto (375-382) Collection 4 (258-341): Discoveries selection from “Black Boy” (104-111) “Thank You, M‟am” (120-125)

Film and other media The Truman Show Rainman Gandhi Hurricane Mississippi Burning Eyes on the Prize, “Awakenings” (background on Emmitt Till)

Honors Non-fiction and historical fiction: There Are No Children Here (Kotlowitz) Working (Terkel) Twilight (Smith)

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A Separate Peace (Knowles) Elements of Reading Non-fiction and historical fiction: Let the Circle Be Unbroken (Taylor)

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Unit IV: Coming of Age (9 weeks) Students will explore how characters lose their innocence and grow into adulthood. Students will also explore the costs of this coming-of-age and how it is influenced by the expectations of friends, family and society. Key questions: When does a boy become a man and a girl become a woman? What is child and what is an adult? What is a rite of passage? What are the key rites of passage into adulthood? What rites of passage have I experienced and what have I yet to experience? Do boys and girls experience their comings of age differently? Is it more difficult for one gender than another? How have I experienced a coming of age this past year? What have I discovered about myself? What do I still need to discover about myself?

Writing/Research/Speaking Assignments Literary analysis Persuasive essay (Unit III or Unit IV) Creative: Constructing a poetry portfolio Optional assignments Creative: Performing a Poetry Slam

Reading/Viewing Texts Major written texts All levels Drama: Romeo and Juliet (in Elements) Novels: The Learning Tree (Parks) A Separate Peace (Knowles) There Are No Children Here (Kotlowitz) The Chocolate War (Cormier) Honors Novels: Great Expectations (Dickens) Elements of Reading Novels: Coffee Will Make You Black (Sinclair)

Selections from Elements of Literature Poetry: “The Secret” – Denise Levertov (534) “Women” – Alice Walker (556) “My Papa‟s Waltz” – Theodore Roethke (562) “The Gift” – Li-Young Lee (564) “Fifteen” – William Stafford (571) “American Hero” – Essex Hemphill (573) “The Girl Who Loved the Sky” (576) “The Road Not Taken” – Robert Frost (602) “Ain‟t I a Woman?” – Sojourner Truth (611) “The Scarlet Ibis”+”If There Be Sorrow” (314-323) “Marigolds”+”Forgive My Guilt” (278288) “The Gift”+”My Father‟s Song” (258262)

Film and other media Fresh Dead Poets Society The Karate Kid Rudy

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English Literature: Negotiating Identity Sources: English Literature Curriculum Guide (2003), English Literature Revised Course Outlines (2004 and 2007), Teacher Course Profiles (2003-2007) and Book Orders (2003-2007)

Big Questions What shapes me?

How do family, friends, popular culture, nature and social forces and institutions influence me? Objective The second year of core English enables students to become more selfreflective and active participants in their interactions with people, institutions and culture. It asks them to question the biological, social and ideological forces that mold their identity and to resist and remake them, if necessary. Students read and view a variety of literature and popular culture in English, with an emphasis on highly-regarded literature from the British Commonwealth, honing their skills of literary and cultural critique while solidifying the fundamentals of correctness and style in their writing.

Course Outline Unit I Unit II Unit III Unit IV Unit V Unit VI

Family and Friends Popular Culture Nature Social Forces and Institutions Resistance Remaking the World

8 6 4 7 7 4

weeks weeks weeks weeks weeks weeks

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Unit I: How do family, friends and community influence me? (8 weeks) Students explore the impact of their most intimate relationships. Key questions: What is family? In what ways does our society value family? In what ways is family important in my life? What makes a friend? How do I choose my friends? How do friendships influence our behavior? What individual values do we give up to become part of our community? What is my community? What is the role of my community in my life?

Writing/Research/Speaking Assignments Autobiographical narrative Literary analysis Optional assignments Mini-research on Gothic/bildungsroman Creative: Writing and performing poetry

Reading/Viewing Texts Major written texts All levels Novels/collections: Angela’s Ashes (McCourt) Oranges Are Not the Only Fruit (Winterson) Selections from White Teeth (Smith) Honors Beowulf (excerpts) Arthurian legends Novels: Portrait of the Artist (Joyce) Jane Eyre (Bronte)

Selections from anthology and public domain “The Red Dress” (Monroe) “And of Clay Are We Created” (Allende) “My Oedipus Complex” (O‟Brien) “Through the Tunnel” (Lessing) “Thank God for the Jews” (Naqui) “Children of the Sea” (Danticat) “My Papa‟s Waltz” (Roethke) “Those Winter Sundays” (Hayden) st “71 and King” (Ali) “Passage” (Ali) “Relocation” (Ortiz)

Film and other media Manor House (tv) In the Name of the Father

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Unit II: How does popular culture influence me? (6 weeks) Students explore how popular culture changes over time, reflecting the values of a community and influencing literature, tastes and our everyday life. Key questions: What is pop culture? How does it differ from the literature we usually read? What does it mean to be culturally literate? How does pop culture reflect the values of the local, national and global community? How does pop culture shape our lives? What is my role in pop culture?

Writing/Research/Speaking Assignments Cultural analyses (of music, film, tv, and/or other forms of pop culture) Creative: Writing and performing poetry Optional assignments Creative: Constructing your own piece of pop culture Compare-constrast: High Fidelity book vs. film Literary analysis (poetry or song explication)

Reading/Viewing Texts Major written texts College Prep And Then There Were None (Christie)

Selections from anthology and public domain Grimm and other fairy tales “Auld Lang Syne” (Burns)

Film and other media The Merchants of Cool (film – documentary) Absolutely Fabulous (tv)

All levels High Fidelity (Hornby) “Sherlock Holmes” stories (Doyle) Selections from Reviving Ophelia (non-fiction) Honors The Picture of Dorian Gray (Wilde) Othello (Shakespeare)

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Unit III: How does nature and biology influence me? (4 weeks) Students explore to what extent biological forces – in the form of both our own natures and our natural surroundings – determine our identity. Students discuss and debate such issues as “nature vs. nurture,” the natural order of value, eugenics, repression and natural attraction. Key questions: What is the nature? What the connections between “Nature” and “human nature”? In what ways does our physical nature determine who we are? How and why do we accept nature? What are the consequences? How and why do we alter nature? What are the consequences? How and why do we misunderstand nature? What are the consequences? What does human nature imply about the best arrangements for human society?

Writing/Research/Speaking Assignments Research project (topics inspired by Brave New World) Literary analysis (theme-based) Optional assignments Autobiographical incident (when nature played an important role) Poetry impromptu

Reading/Viewing Texts Major written texts All levels Brave New World (Huxley) Frankenstein (Shelley) Jekyll and Hyde (Stevenson) Flowers for Algernon (Keyes) The Elephant Man (Montagu)

Selections from anthology and public domain Romanticism: “Tintern Abbey”; “My Heart Leaps Up”; “The World Is Too Much With Us”; “Intimations of Immortality” (Wordsworth) “Ode to the West Wind” (Shelley) “The Tyger” (Blake) “To Autumn” (Keats)

Film and other media Gattaca A Beautiful Mind

from Ecclesiastes “The Great Chain of Being” “White Man‟s Burden” (Kipling) “Fern Hill” (Thomas) from Billy Budd (Melville)

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Unit IV: How do social forces and social institutions shape me? (7 weeks) Students explore how our social interactions, with individuals, groups and institutions, construct our identity. Students discuss and debate the impact of social categorization (and stereotyping) by race, gender, class, sexual orientation, or religious preference as well as the role of government, schools, the economy, marriage in our lives. Key questions: What does it mean to pre-judge? When is pre-judging prudent? What is a stereotype? What is the history of particular stereotypes? How does dialect affect prejudice? How do first impression and appearance affect prejudice? How might prejudices jade individuals and prevent objective connections? How can prejudice be employed by a satirist in order to sharpen her satire? How much do social forces (race, gender, class, etc) determine who I am? How much social institutions (government, school, etc) determine who I am?

Writing/Research/Speaking Assignments Literary analysis (cause and effect analysis of the role of social forces or social institutions in a characters‟ life) Creative: Writing an original satire Optional assignments Research project: the history of a stereotype or the history of an institution

Reading/Viewing Texts Major written texts College Prep To Sir With Love All levels Canterbury Tales (Chaucer) Whale Rider (Ihimaera) Drama: The Importance of Being Earnest (Wilde) Playboy of the Western World (Synge) Doll House (Ibsen) Pygmalion (Shaw) She Stoops to Conquer (Goldsmith) Honors The Picture of Dorian Gray (Wilde) Pride and Prejudice (Austen) Wuthering Heights (Bronte) Interpreter of Maladies (Lahiri) Silas Marner (Eliot) The Road to Wigan Pier (Orwell)

Selections from anthology and public domain Sonnet 18: “Shall I compare thee …”; Sonnet 116: “”Let me not to the marriage …”; Sonnet 130 “My mistress‟ eyes” (Shakespeare) from “An Essay on Man” (Pope) from “An Essay on Criticism” (Pope) “The Education of Women” (Defoe) ”A Modest Proposal” (Swift) excerpts from Gulliver’s Travels (Swift) “To the Virgins, to Make Much of Time”; ”Upon Julia‟s Clothes”; “Delight in Disorder” (Herrick) “The Passionate Shepherd to His Love” (Marlowe) “Song” (Donne) “When You Are Old” (Yeats) ”Skin” (Dahl) ”The Letter „A‟” (Brown) “Red Azalea” (Min) ”The Metamorphosis” – Kafka

Film and other media My Fair Lady Finding Forrester The Pianist (novel & film) Manor House (tv) Upstairs, Downstairs (tv) Talented Mr. Ripley Satire: The Simpsons (tv) The Daily Show (tv) The Chapelle Show (tv)

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Unit V: How do I resist influences on my identity? (7 weeks) Students explore how they can maintain their identity amidst such varied and powerful forces. They observe different methods of passive and active resistance in literature. Key questions: When do you have the right to rebel – against your family or broader community? Why does some resistance fail? What can I learn from stories of failed resistance? How can resistance succeed?

Writing/Research/Speaking Assignments Literary analysis (theme-based) Optional assignments Creative: Write on the same theme of resistance in Hamlet or another text using a variety of literary styles (stream of consciousness, free verse, blank verse, etc) to note how changing the medium changes the message

Reading/Viewing Texts Major written texts College Prep Macbeth (Shakespeare) All levels Kaffir Boy (Mathabane)

Selections from anthology and public domain “The Love Song of J. Alfred Prufrock” (Eliot) A Room of One’s Own (Woolf) poems of Wilfred Owen poems of the Cavalier poets

Film and other media Renaissance Man Breakfast at Tiffany’s (novel & film) Shakespeare in Love

Honors Hamlet (Shakespeare) Beowulf/Grendel

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Unit VI: How do I remake the world? (4 weeks) Having explored in-depth how the world influences their identities, students explore how their choice of identities and values can influence the world. Instead of passively observing, analyzing and critiquing these forces surrounding them, students will consider how they can actively fight, embrace, mold or transform those forces. Specifically, students ask how their decisions regarding relationships, culture and institutions give them the potential to construct a more tolerant, just and equitable world for themselves and others. Key questions: What needs changing in the world? What forces should we fight, what forces should we change, and what forces should we embrace? How can you remake your family and community/ How can you become a builder of popular culture? How you socially construct race, gender and class? How do we break free of biology? How do you revolutionize institutions? What makes a hero? What will the world look like in 30 years?

Writing/Research/Speaking Assignments Literary analysis (theme-based, focusing on the allegory of a fantasy or science fiction text) Optional assignments Creative: Write your own hero‟s journey Creative: Write you own science fiction vision, addressing a cultural crisis in contemporary society

Reading/Viewing Texts Major written texts All levels The Lathe of Heaven (Le Guin) Honors selections from Utopia (More)

Selections from anthology and public domain Excerpts from Paradise Lost “Ulysses” (Tennyson) “On First Looking Into Chapman‟s Homer” (Keats) “The Second Coming” (Yeats) modern political Spoken Word

Film and other media Fears of technology: Terminator 2 The Matrix A.I.

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American Literature: Finding a Voice Sources: Course of Study: American Studies (1978), American Literature Curriculum Guide (1989, Revised 1991), American Literature 1-2B Curriculum Guide (1991), American Literature A/J Curriculum Guide (1993), Teacher Course Profiles (2003-2007) and Book Orders (2003-2007); American Literature Honors/AP Syllabus (2007)

Big Questions What is my role in the world? What does it mean to be American? What is the “American Dream”? Is the “American Dream” accessible to all people in America?

Objective The third year of English explores major themes that pervade American life, both past and present. By reading and viewing literature of every genre and other forms of cultural expression in the United States, students understand their literary and cultural traditions, interrogate their own roles in the world, and become more effective critics and builders of American culture. We will investigate enduring questions that persist throughout American literature

Course Outline Unit I Unit II Unit III Unit IV

Origins of America The Power of "Race"/Difference Birth of the "American Dream" America and the Individual

9 9 9 9

weeks weeks weeks weeks

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Unit I: Origins of America (9 weeks) Students will explore the foundational narratives and ideologies of the American experience. They will also note dissenters and resisters of -- as well as those who are marginalized from -- those narrative and ideologies. Key questions: What does it mean to be an American? What defines America? How does America define you? What role does religion have in shaping American identity? What role does the American frontier have in shaping American identity?

Writing/Research/Speaking Assignments All Levels Literacy narrative Argumentative essay Literary analysis (focus on rhetoric, research or synthesis) Optional Assignments Comparison and contrast essay on native and European cultures Mini-research project on native cultures Creative: Oral tradition/Spoken Word poetry project Reading/Viewing Texts Major written texts

Additional texts

Honors/AP Novels: The Scarlet Letter (Hawthorne)

Non-fiction: “Learning to Read” (Douglass) “An Indian‟s Looking-Glass for the White Man” (Apess) “The Custom House” (Hawthorne) “Of Plymouth Plantation” (Bradford) “Speech of the Virginia Convention” (Henry) “There is No Unmarked Woman” (Tannen) “Self-Reliance” (Emerson) “Sinners in the Hands of an Angry God” (Edwards) from Utopia, More “Do We Have Free Will” (Johnson & Boswell)

All levels Drama: The Crucible (Miller) Native America folklore (from Erdoes, American Indian Myths and Legends) African American folklore and spirituals Selected short stories and poetry

Film and other media The Last of the Mohicans The Crucible Guilty by Suspicion

Poetry: Bradstreet Taylor Wheatley Dickinson Whitman

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Unit II: The Power of Race/Constructing Difference (9 weeks) Students explore how we have constructed difference within American society and how those differences have acted as divisive forces in our nation's history. Paradoxically, students also look at how diversity and tolerance are fundamental American values and how the United States thrives as a multicultural community. Students focus on representations of racial difference, how texts have participated in a history of racial stereotyping and how texts have also attempted to resist and reform racist ideologies. Key questions: Who does America include? Who does America exclude? What is the process of inclusion and exclusion in America? What is "race"? How does it divide America? What is the history of racial stereotypes in American culture and are they still prevalent today? How do you construct race?

Writing/Research/Speaking Assignments All Levels Argumentative/synthesis essay: What is "race"? Jefferson, Walker, Douglass, & you Expository essay (i.e., explain the perspective of marginalized groups from reading) Optional Assignments Comparison and contrast of representations of race in Twain and Douglass Cultural analysis of racial representations in contemporary American culture Creative: Writing a modern satire

Reading/Viewing Texts Major written texts

Additional texts

Film and other media

All levels Slave Narratives: Narrative of the Life of Frederick Douglass (Douglass) Incidents in the Life of a Slave Girl (Jacobs)

Non-fiction: “Gettysburg Address” (Lincoln) “What to the Slave is the Fourth of July?” (Douglass)

Ethnic Notions Race: Power of an Illusion (PBS) Do the Right Thing The Joy Luck Club Fires in the Mirror (film - PBS adaptation of Anna Deveare Smith play)

Novels: The Adventures of Huckleberry Finn (Twain) The Joy Luck Club (Tan) The House on Mango Street (Cisneros)

The Building Blocks of "Race": Pedagogy of the Oppressed – Ch. 1 (Freire) “Ideological State Apparatus” (Althusser) “Panopticism” (Foucault) “Whiteness as Property” (Harris) “White Supremacy as a Sociopolitical System” (Mills) “White Denial” (Mills) “Definition of Race” (?)

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Unit III: Birth of the "American Dream" (9 weeks) Students explore the construction of the middle-class American ideal throughout the 20th Century. Students interrogate how the ideal fits with the reality of American life, especially in difficult economic times or for those people who are disenfranchised -- for a variety of reasons -- from the ideal. Students will also explore how wars, conflicts and modernity have changed our notions of success, progress and heroism in American life and culture. Key questions: What is the "American Dream"? In what ways, if any, has it changed over time? Is it accessible to all people in America? What is your dream? Does money and the pursuit of it rule American life?

Writing/Research/Speaking Assignments All Levels "Junior Theme": Research-based argumentative essay Argumentative essay (i.e., is the American dream accessible to all?) In-class literary analysis Optional Assignments Creative: Writing/performing poetry

Reading/Viewing Texts Major written texts

Additional texts

Film and other media

All levels Novels: The Great Gatsby (Fitzgerald) Death of a Salesman (Miller) The Grapes of Wrath (Steinbeck)

Non-fiction: “I Have a Dream” (King) “That Summer I Left Childhood Was White” (Lorde) “Black Men and Public Space” (Staples) “Divorced Father” (Abraham) “Are Families Dangerous?” (Ehrenreich) “Whose Body Is This” (Haines) “Dating” (Bailey) “Working at McDonald‟s” (Etzioni) “The Human Cost of an Illiterate Society” (Kozol) “In the Kitchen” (Gates) “On Being a Cripple” (Mairs) “Rewriting American History” (FitzGerald) “The Recoloring of Campus Life” (Steele) “Democracy” (Becker) “Mommy, What Does „Nigger‟ Mean?” (Naylor)

The Grapes of Wrath Cradle Will Rock The Great Gatsby

Honors/AP Novels: A Farewell to Arms (Hemingway) Slaughterhouse Five (Vonnegut) The Things They Carried (O'Brien)

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“Decolonizing the Mind” (Thiong‟o) “The Good News Is: These Are Not the Best Years of Your Life,” (Steinem) “Is America Falling Apart?” (Burgess) “The Tyranny of the Majority” (Guinier) “Letter from Birmingham Jail” (King) “Second Inaugural Address” (Lincoln) “That One Man‟s Profit Is Another‟s Loss” (Montaigne) Poetry: “Let America Be America Again” (Hughes) “Harlem” (Hughes)

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Unit IV: America and the Individual (9 weeks) Students explore the relationship between the individual and community in the American experience. They also look at the role of dissent and debate and the need for change, both personally and socially. Key questions: What is more important in America: individuals or the community? How do you build community? How do you assert your individuality? How does America change? How do you change America?

Writing/Research/Speaking Assignments Honors/AP AP Review: Rhetorical Analysis (visual images from pop culture, ads and political cartoons) Argumentative/synthesis essay All Levels/Optional Assignments Literary analysis

Major written texts

Additional texts

Film and other media

All levels Novels: The Catcher in the Rye (Salinger) Interpreter of Maladies (Lahiri) Their Eyes Were Watching God (Hurston) Sula (Morrison)

Non-fiction readings from Current Issues and Enduring Questions, on such topics as: Abortion: Whose Right to Life Is It Anyway? Affirmative Action: Is It Fair? Gay Marriages: Should They Be Legalized? The Just War: What Are the Criteria? Reparations: Under What Circumstances? Sexual Harassment: Is There Any Doubt About What It Is? Torture: Is It Ever Justified?

Born on the Fourth of July Three Kings Fahrenheit 9/11

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