IntegratedUnitPlannerMaryam

=Integrated Unit Planner=

Critical Content/Concept Web

 * Unit Theme**: The Transplanted Heart of Darkness
 * Conceptual Lens: The Heart**
 * Unit Length: 3-4 weeks**
 * Grade Level(s): 11-12**


 * ===Unit Overview=== ||
 * Western European nations gained world supremacy between 1871-1914 and rationalized their imperialism on the superiority of their science, technology, the productivity of their industries and their democratic ideals. The British Empire became the most powerful empire the world had ever seen with its acquisitions in Africa and India. African tribal societies and Indian civilization began to come apart reacting to the pressures of modern economic and social changes wrought by the British Imperial system. Africans and Indians began to assert ideas learned from Europe transforming and challenging them as they entered into their political and cultural traditions and engendering movements of self determination and industrialization. The imperialist rivalries of the European powers while representing European world supremacy also contributed to the disaster of WWI and to the collapse of such supremacy. Joseph Conrad’s Heart of Darkness provided a critical perspective on the British Imperial vision while for many artists like Rudyard Kipling it meant adventure and the ability to prove European superiority to themselves and the rest of the world. What was at the heart of this evolution? What was the heart of darkness? Conrad penetrated it, glanced at it but could only make so much sense of it. The colonized experience in the Heart of Darkness expressed a different reality. What was that reality? What are the postcolonial critiques and the legacies of the New Imperialism? ||

The Apollonian and Dionysian dichotomy Achebe //Things Fall Apart // selections Rudyard Kipling //White Man's Burden// Tagore //India's Prayer Gitangali Where the Mind is Without Fear// //An Image of Africa: Racism in Conrad's Heart of Darkness // //Time// Magazine |||||||| Bismarck, Dostoyevsky & Nietzche excerpts Houston Steward Chamberlain: //from The foundations of the 19th c.// //Minute// by the Hon'ble T. B. Macaulay 1835 Lord Lugard //The Rise of our East African Empire// Anglo Saxon Attitudes: //letters and diaries from the Sahibs// Indian Rebellion of 1857 Tagore excerpts //Gora// //The Rhodes Colossus// <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">//1918 Rowlatt Act Ghandi's First Civil Disobedience Campaign// <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">//Age of Empire// Hobsbawn <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">David Landes //The Effects of Imperialism// <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">George Harcourt //Imperialism Glorified// <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">William-Adolphe Bouguereau //The Motherland// (1883) <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">Carlton J.H. Hayes //Imperialism as a Nationalistic Phenomenon// <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">Jacques Ellul //From the Betrayal of the West// <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">Franz Fanon //The Wretched of the Earth// & other postcolonial critiques as time permits <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">//Time// Magazine ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">English Language Arts |||||||| <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">Social Studies ||
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 12px;">Joseph Conrad //Heart of Darkness//

Designer(s):Maryam Emami, Tim Straub
Students will understand that... history is layered, the concept of historical and literary darkness, the purpose of rhetoric in Conrad's Heart of Darkness, the justifications and rationalizations for colonialism, the differences and similarities between the new imperialism and the older colonialism, and the use of criticism as a determinant for self-analysis.

Essential Question: To what extent is European History a history of progress?

Mission Statement: The Rangeley School community provides an atmosphere of life-long learning to nurture the intellectual, emotional, social and physical growth of students towards realization of their individual potential. We encourage high expectations to prepare students for life as responsible stewards in a rapidly changing global community (RLRS vision statement).