AMERICAN LITERATURE [PDF]

awareness of our literature being an important reflection of our nation's history. Enrichment consists of reading and re

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English Department Syllabus – American Literature Standard

AMERICAN LITERATURE STANDARD LEVEL ½ CREDIT – JUNIOR ENGLISH REQUIRED 11 th GRADE STANDARD AMERICAN LITERATURE INSTRUCTORS TEXT A. Kinsella, Kate, et al. Prentice Hall Literature: Timeless Voice, Timeless Themes: The American Experience. Glenview, Illinois: Pearson Education, Inc., 2002. PREREQUISITES Students must have passed both se sophomore LA 10 En glish classes.

mesters of freshman LA 9 and

COURSE DESCRIPTION The STANDARD LEVEL of AMERICAN LITERATURE is a semester course composed of selections representing the best American writing from four centuries. Th e chronological survey of American literature begins with excerpts from the Colonial Period and continues through time to modern American prose, poetry, and drama. The American dream, or ou r hope for the future, is shared from the writings of the Puritans and our early leaders such as Franklin and Jefferson through the selected works of some of our modern spokesmen including Hemingway, Wilder, Frost, Sandburg and other great writers. This course helps the student become aware of the changing values of Americans. Through renowned works of outstanding American authors the student gains a mastery of a sufficient portion of our nation’s literary heri tage to insure an appreciation of American literature as well as an awareness of our literature being an important reflection of our nation’s history. Enrichment consists of reading and reporting on several books/plays each semester; student s will select books from a list compiled by the instructor or by a pproval of the instructor. Class group study of one or more novels may also be included in the course. Writing assignments may consist of compositions based on important features of selections read, an analyzation of a work,

special reporting, keeping a lit erature notebook, etc. There may be one oral presentation during a semester. Audio-visual aids are used also. COURSE CONTENT A. UNIT 1: BEGINNINGS

– 1750 – INTRODUCTION

1. Part 1 – Meeting of Cultures a. b. c. d.

Onondaga – “The Earth on Turtle’s Back” (optional) Modoc – “Where Grizzlies Walked Upright” (optional) Navajo – from The Navajo Origin Legend (optional) Equiano – from The Interesting Narrative of the Life of Olaudah Equiano (optional)

2. Part 2 – Focus on Literary Forms: Narrative Accounts a. Smith – from The General History of Virginia b. Bradford – from Of Plymouth Plantation c. Wolfe – from The Right Stuff (optional) 3. Part 3 – The Puritan Influence a. Bradstreet – “To My Dear and Loving Husband” b. Taylor – “Huswifery” c. Edwards – from Sinners in the Hands of an Angry God B. UNIT 2: A NATION IS BORN (

1750 – 1800) – INTRODUCTION

1. Part 1: Voices of Freedom a. b. c. d. e.

Franklin – from The Autobiography Franklin – from Poor Richard’s Almanack Jefferson – The Declaration of Independence (optional) Paine – from The Crisis, Number 1 Wheatley – “To His Excellency, General Washington (optional)

2. Part 2: Focus on Literary Forms: Speeches a. Henry – “Speech in the Virginia Convention” b. Kennedy – “Inaugural Add ress” (optional) c. Adams – “Letter to Her Daughter From the New York White House” d. Jean de Crévecoeur – “ from Letters From an American Farmer”

C. UNIT 3: A GROWING NATION (1800 – 1870) -- INTRODUCTION 1. Part 1: Fireside and Campfire a. b. c. d. e. f. g.

Irving – “The Devil and Tom Walker” Longfellow – “The Psalm of Life” (optional) Longfellow – “The Tide Rises, The Tide Falls” Bryant – “Thanatopsis” Holmes – “Old Ironsides” Lowell – “The First Snowfall” Whittier – from Snowbound

2. Part 2: Shadows of the Imagination a. Poe – “The Fall of the House of Usher” or “The Pit and the Pendulm” b. Poe – “The Raven” (& others) (optional) c. Hawthorne – “The Minister’s Black Veil” Or “Dr. Heidigger’s Experiment” d. Melville – from Moby-Dick or – from Redburn e. Cooper – from Deerslayer or from The Prairie 3. Part 3: The Human Spirit and the Natural World a. b. c. d. e. f.

Emerson – from Nature Emerson – from Self-Reliance Emerson – “Concord Hymn” Emerson – “The Snowstorm” Thoreau – from Walden Thoreau – from Civil Disobedience (optional)

4. Part 4: Focus on Literary Forms: Poetry a. b. c. d. e. f. g. h.

Dickinson – “Because I Could Not Stop For Death” Dickinson – “My Life Closed Twice Before Its Close” Dickinson – “The Soul Selects Her Own Society” Dickinson – Other Poems (optional) Whitman – “When I Heard the Learn’d Astronomer” Whitman – “I Hear America Singing” Whitman – from Song of Myself Whitman – “By the Bivouac’s Fitful Flame” or “Beat! Beat! Drums! i. Whitman – Other Poems (optional)

D. UNIT 4: DIVISION, RECONCILIATION, AND EXPANSION (1850 – 1914) – INTRODUCTION 1. Part 1: A Nation Divided a. Crane – “An Episode of War” or Crane – “The Open Boat” b. Spiritual – “Swing Low, Sweet Chariot” (optional) c. Spiritual – “Go Down, Moses” (optional) d. Bierce – “An Occurance at Owl Creek Bridge” (optional) e. Lincoln – “The Gettysburg Address” (optional) f. Lincoln – “Second Inaugural Address” (optional) g. Lee – “Letter to His Son” (optional) h. Douglas – “from My Bondage and My Freedom” 2. Part 2: Focus on Literary Forms: Diaries, Journals and Letters a. Jackson – “An Account of the Battle of Bull Run” (optional) b. Truth – “An Account of an Experience With Discrimination” (optional) c. Moore – “Gulf War Journal from A Woman at War” (optional) d. Goss – “Reflections of a Private” 3. Part 3: Forging New Frontiers a. Twain – from Life on the Mississippi or “The Notorious Jumping Frog of Calaveras County” (optional) a. Harte – “The Outcasts of Poker Flat” b. London – “To Build a Fire” 4. Part 4: Living in a Changing World a. Chopin – “The Story of an Hour” (optional) a. Robinson – “Luke Havergal” b. Robinson – “Richard Cory” c. Masters – “Lucinda Matlock” d. Masters – Other Poems (optional) e. Cather – “The Sculptor’s Funeral” or “A Wagner Matinee”

E. UNIT 5: DISILLUSION, DEFIANCE, AND DISCONTENT (1914 – 1946) – INTRODUCTION 1. Part 1: Facing Troubled Times a. b. c. d.

Eliot – “The Love Song of J. Alfred Prufrock” (optional) Williams, Pound, & H.D. – (choose a few selections) Fitzgerald – “Winter Dreams” or “The Baby Party” Steinbeck – “The Turtle” or “Flight” or “Migrants”

2. Part 2: Focus on Literary Forms: The Short Story a. Hemingway – “In Another Country” a. Welty – “A Worn Path” 3. Part 3: From Every Corner of the Land a. b. c. d. e. f. g. h. i. j. k.

Sandburg – “Chicago” Sandburg – “Grass” Porter – “The Jilting of Granny Weatherall Faulkner – “Race at Morning” or “The Bear” (optional) Frost – “Stopping by Woods on a Snowy Evening” Frost – “Mending Well” (optional) Frost – “Out, Out—” Frost – “The Gift Outright” (optional) Frost – “The Death of the Hired Man” (optional) Frost – “The Road Not Taken” Thurber – “The Night the Ghost Got In” (optional)

F. UNIT 6: PROSPERITY AND PROTEST (1946 – PRESENT) – INTRODUCTION 1. Part 1: Literature Confronts the Everyday a. O’Connor – “The Life You Save May Be Your Own” (optional) b. Malamud – “The First Seven Years” (optional) c. Updike – “The Brown Chest” d. Momaday – “from The Names” (optional) e. Nye – “Mint Snowball” (optional) f. Walker – “Everyday Use” (optional) g. Kingston – from The Woman Warrior (optional)

2. Part 2: Focus on Literary Forms: Essay a. McCurllers – from The Mortgaged Heart (optional) 3. Part 3: Social Protest a. Bladwin – “The Rockpile” (optional) b. Hersey – from Hiroshima (optional) c. Jarrell – “Losses” (optional) d. Miller – The Crucible (optional) G. NOVELS/PLAYS 1. 2. 3. 4. VII.

Hawthorne – The Scarlet Letter (optional) Twain – The Adventures of Huckleberry Finn (optional) Wilder – Our Town (optional) Miller - The Crucible (optional)

COURSE FORMAT The following instructional strategies may be used in the teaching of this course: lecture, mini-lecture, small-group collaboration, discussion, projects, and technology-based learning.

VIII. COURSE EXPECTATIONS Students will be expected to complete all reading, writing, and speaking assignments and fulfill all tasks for daily homework. All will be expected to contribute to discussions and in-class activities as well as individual and group presentations. Book/play reviews may be included. Some cooperative learning experiences, individual projects, vocabulary study, and research work may also be expected. IX.

GRADES Final course grades may include the following forms of assessment: daily work, class participation, quizzes, exams, projects, essays/compositions, oral presentations, technologybased presentations, semester final exams, and alternative assessments as determined by individual instructors.

X.

COURSE OBJECTIVES A. Literature 1. The student will be able to trace the concept of the American dream as it develops and changes throughout the various literary periods. 2. The student will be able to compare and contrast the way of life of the Puritan and Cavalier. 3. The student will be able to explain Calvinism. 4. The student will be able to recognize the major kinds of Colonial literature and the important Colonial writers. 5. The student will be able to identify and define the conceit. 6. The student will be able to name and explain the major ideas/themes found in selections studied from the Colonial Era. 7. The student will be able to define deism. 8. The student will be able to contrast deism to Puritanism. 9. The student will be able to recognize the elements and purpose of persuasive writing of deistic/Revolutionary writers. 10. The student will be able to name and explain major ideas/themes found in selections studied from the Revolutionary Era. 11. The student will be able to define and explain satire. 12. The student will be able to define classicism. 13. The student will be able to define romanticism. 14. The student will be able to recognize romantic qualities in romantic literature. 15. The student will be able to define/explain the characteristics of a romantic hero. 16. The student will be able to identify/define blank verse. 17. The student will be able to name and explain major ideas/themes found in selections studied from the period of romanticism. 18. The student will be able to define transcendentalism. 19. The student will be able to explain the ideals of Emerson and Thoreau. 20. The student will be able to name and explain major ideas/themes found in selections studied from the period of transcendentalism. 21. The student will be able to explain why the style and themes of the Fireside Poets were popular. 22. The student will be able to define/explain the sonnet. 23. The student will be able to name and explain major

ideas/themes found in selections of some of the Fireside Poets/Cambridge Writers. 24. The student will be able to identify the impact of the style and subject matter of the poetry of Emily Dickinson on the Modern Era. 25. The student will be able to recognize the importance of Walt Whitman in the development of modern poetry. 26. The student will be able to name and explain the major ideas/themes found in the selections of Emily Dickinson and Walt Whitman that were studied in class. 27. The student will be able to define realism. 28. The student will be able to identify the viewpoint of a realistic writer. 29. The student will be able to name and explain the major ideas/themes found in realistic works studied. 30. The student will be able to define naturalism. 31. The student will be able to identify the viewpoint of a naturalistic writer. 32. The student will be able to name and explain the major ideas/themes found in naturalistic works. 33. The student will be able to recognize the characteristics of local color writing. 34. The student will be able to analyze the five parts of a plot of fiction. 35. The student will be able to explain how the modern short story deals with contemporary themes. 36. The student will be able to recognize revelations about the author as a person from his/her work. 37. The student will be able to recognize the function of setting in a literary work. 38. The student will be able to analyze an author’s methods of characterization. 39. The student will be able to explain the function of tone in a specific literary work. 40. The student will be able to analyze the function of point of view in a specific literary work. 41. The student will be able to name and explain the major ideas/themes found in modern short stories studied in class. 42. The student will be able to recognize poetic feet. 43. The student will be able to recognize poetic meter. 44. The student will be able to recognize the power of suggestion of figurative language. 45. The student will be able to recognize free verse. 46. The student will be able to recognize experimental forms in

modern poetry as opposed to traditional. 47. The student will be able to name and explain the major ideas/themes found in modern poetry studied in class. 48. The student will be able to state and explain the major ideas/themes found in novels and plays studied in class.

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