American Literature: The Westward Journey Course

The curriculum builds substantial domain knowledge about 19th-century American history, westward expansion, and Native American experiences. The thematic approach systematically develops understanding of immigration, technological change, and cultural displacement.

Students create timelines of crucial historical events, study the displacement of Native Americans, examine technological innovations, and explore immigrant experiences through authentic literary works

The curriculum uses grade-appropriate complex texts including classic American literature and historical works. The selected books represent sophisticated literary and non-fiction works suitable for advanced high school students.

The reading list includes challenging works like My Antonia, American Indian Stories, and River of Shadows, which are complex texts appropriate for grades 11-12

The curriculum centers on reading complete books rather than excerpts or passages. Students read five full-length works including My First Summer in the Sierra, River of Shadows, American Indian Stories, My Antonia, and Sacajawea.

The course package includes complete books and lessons are structured around reading these works in their entirety, with assignments that require understanding of full narratives and character development

The curriculum is designed for independent student work with step-by-step lesson plans, though it acknowledges that discussion would be more beneficial than written responses alone. The oak meadow curriculum approach emphasizes student autonomy.

The coursebook provides detailed lesson plans for independent work, though the review notes that discussion of questions would be more beneficial than having students write answers to all of them

The curriculum incorporates some review through cross-textual connections and thematic synthesis, but does not appear to include systematic retrieval practice or spaced review of content.

Students are asked to make connections between previously read works and compare themes across multiple texts throughout the course

Phonics instruction is not applicable for this high school literature course designed for grades 11-12. The curriculum assumes students have already developed foundational reading skills.

The course is designed for eleventh and twelfth graders and focuses on advanced literary analysis rather than basic reading instruction

The curriculum requires extensive writing but does not teach composition skills, assuming students have prior instruction. Students write numerous essays, comparisons, and creative pieces with required revision processes.

Students write self-reflection essays, comparison essays, multimedia projects, and multiple analytical essays, with requirements for rough drafts and feedback before final versions

A separate teacher manual is available for purchase, suggesting some level of instructional support, though the extent of professional development materials is unclear from the review.

The review mentions that a teacher manual is available separately for those not enrolling through Oak Meadow

Vocabulary development is not explicitly addressed through systematic instruction. The curriculum appears to rely on incidental vocabulary learning through reading complete literary works.

The review does not mention specific vocabulary instruction, word study activities, or systematic approaches to building academic vocabulary