Module 1: Journeys and Survival
Module Focus: Becoming a close reader and writing to learn
Book (s) read for the Module: A Long Walk to Water
Description: Students explore the experiences of people of Southern Sudan during and after the Second Sudanese Civil War. They build proficiency in using textual evidence to support ideas in their writing, both in shorter responses and in an extended essay. They read A Long Walk to Water, analyzing the points of view of the central characters, Salva and Nya. Students focus on one key theme: how individuals survive in challenging environments. The novel is paired with complex informational texts on Sudan.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
scenario, determine, representation, plains, route, cradle, analyze,
contrast, droned, aimless, bush, rebels, point of view, central idea,
text, characters, herding, wander, hesitate, scurry, protested, objected,
horizon, gourd, ritual, flinched, theme, generation, aroma, solemn,
makeshift, terror, topi, terror, puzzled, reed, papyrus, monotonous,
abundance, massed, literary
contrast, droned, aimless, bush, rebels, point of view, central idea,
text, characters, herding, wander, hesitate, scurry, protested, objected,
horizon, gourd, ritual, flinched, theme, generation, aroma, solemn,
makeshift, terror, topi, terror, puzzled, reed, papyrus, monotonous,
abundance, massed, literary
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
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Module 2: Identify and Transformation: Then and Now
Module Focus: Working with Evidence (Drama)
Book(s) read for the Module: Pygmalion
Description: Students explore the concept of personal identity formation and transformation in both historical and modern-day societies. They read first-person narratives that focus on various social identifiers—from race to gender to socioeconomic status—and they also read informational text in order to frame their understanding of what identity means. Students closely read Pygmalion and further explore the identity transformation of the play’s main character, Eliza Doolittle.
Vocabulary: All definitions can be found in the Reading Vocabulary Notebook
identity, metaphor, mehndi, internal, external, identifiers, atypical,
conception, stereotyped, socialized, exacerbated, discrepancy,
fester, rank, remotely, Patwa, descent, excruciating, bluntly, cuisine,
depiction, mundane, empathetic, bravado, indigenous, entitlement, self-
worth, internalize, monopolize, ROTC, heinous, fallacy, “hot under the
collar”, disassociated, quotative, appropriation, deploy, acronym, linguist,
impeccable
conception, stereotyped, socialized, exacerbated, discrepancy,
fester, rank, remotely, Patwa, descent, excruciating, bluntly, cuisine,
depiction, mundane, empathetic, bravado, indigenous, entitlement, self-
worth, internalize, monopolize, ROTC, heinous, fallacy, “hot under the
collar”, disassociated, quotative, appropriation, deploy, acronym, linguist,
impeccable
**Please make sure that you have done the required reading and any articles in your reading folder. Bring your reading folder and books for this Module with you for the Exam.
Social Studies Study Guide
Module 1: Culture, Heritage, and Traditions of the American People Prior to 1500-1600
Concepts to Know:
1. Geographic factors affected the settlement patterns and living conditions of the earliest Americans.
2. What was the Ice Age? When did it occur?
3. How did Native Americans view land ownership, and what role did religion play in their lives?
4. What was the Iroquois League and why was it important?
5. The exploration by Europeans in the New World affected trade and economics.
6. How the growth of the Spanish Empire affected the Native Americans and what advantages the Spaniards had over Native Americans.
Vocabulary, Events, and Important People: All definitions can be found in the Social Studies Class Notebook. Study all notes in the class notebook and use your textbook for further explanation.
migration, Ice Age, environment, culture, Beringia, hunter gathers, Olmec
Mayan, Aztec, Inca, Quechua, totem, Anasazi, kivas, teepees, Iroquois
Confederacy, wampum, astrolabe, caravel, Prince Henry the Navigator,
Vasco Da Gama, Roanoke, Christopher Columbus, Line of Demarcation,
Ferdinand Magellan, The Columbian Exchange, Hernando Cortes, Francisco
Pizarro, Ponce De Leon, The Encomienda System, Armada, Northwest
Passage, John Cabot, Henry Hudson, Samuel Champlain, Louis Joliet and
Jacques Marquette, Peter Minuit, Triangular Trade, Middle Passage, Juan
Diego, Father Bartolome de la Casa
Mayan, Aztec, Inca, Quechua, totem, Anasazi, kivas, teepees, Iroquois
Confederacy, wampum, astrolabe, caravel, Prince Henry the Navigator,
Vasco Da Gama, Roanoke, Christopher Columbus, Line of Demarcation,
Ferdinand Magellan, The Columbian Exchange, Hernando Cortes, Francisco
Pizarro, Ponce De Leon, The Encomienda System, Armada, Northwest
Passage, John Cabot, Henry Hudson, Samuel Champlain, Louis Joliet and
Jacques Marquette, Peter Minuit, Triangular Trade, Middle Passage, Juan
Diego, Father Bartolome de la Casa
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Module 2: Colonial Expansion and Settlement 1605-1774
Concepts to Know:
1. Why the European people immigrated to America and made it their permanent home.
2. How the experiences of the colonists shaped America’s political and social scene.
3. How the French and Indian War was caused and how it affected North America.
4. The tensions that developed as the British placed tax after tax on the colonists.
Vocabulary, Events, and Important People: All definitions can be found in the Social Studies Class Notebook. Study all notes in the class notebook and use your textbook for further explanation.
Jamestown, John Rolfe, John Smith, plantation, indentured servants,
Bacon’s Rebellion, Maryland, The Toleration Act, James Oglethorpe,
Puritans, of Pilgrims/Separatists, immigrants, Mayflower Compact, Great
Migration, bicameral, Fundamental Orders of Connecticut, Thomas Hooker,
apprentice, Harvard, Peter Stuyvesant, William Penn, Philadelphia, Virginia
Assembly 1619, mercantilism, Great Awakening, John Locke, George
Washington, French and Indian War, Albany Plan of Union, Quebec,
Treaty of Paris 1763, Proclamation of 1763, Sugar Act, boycott,
propaganda, repeal, resolutions, Samuel Adams, Stamp Act, Stamp Act
Congress, Townshend Acts, Boston Massacre, Tea Act, Boston Tea
Party, intolerable,
Bacon’s Rebellion, Maryland, The Toleration Act, James Oglethorpe,
Puritans, of Pilgrims/Separatists, immigrants, Mayflower Compact, Great
Migration, bicameral, Fundamental Orders of Connecticut, Thomas Hooker,
apprentice, Harvard, Peter Stuyvesant, William Penn, Philadelphia, Virginia
Assembly 1619, mercantilism, Great Awakening, John Locke, George
Washington, French and Indian War, Albany Plan of Union, Quebec,
Treaty of Paris 1763, Proclamation of 1763, Sugar Act, boycott,
propaganda, repeal, resolutions, Samuel Adams, Stamp Act, Stamp Act
Congress, Townshend Acts, Boston Massacre, Tea Act, Boston Tea
Party, intolerable,
