Course number: ENGL 2328
Course title: American Literature II
Semester hours: 3
Foundational Component Area:
In this course, students focus on how ideas, values, beliefs, and other aspects of culture express
and affect the human experience. Students involve the exploration of ideas that foster aesthetic
and intellectual creation in order to understand the human condition across cultures.
Core Objectives
A
Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students of ENGL 2328 are asked to conduct research of American authors by finding
literary criticism essays on academic databases. Also, students are instructed of what is
considered to be credible versus non-credible research at the university level, and are asked to
seek essays from credible writers and critics. Finally, students are instructed of the value of
effective literary inquiry, and are encouraged to locate several essays pertaining to one specific
writer or text (See Appendix A).
B
Critical Thinking, Aspect 3: “Students will analyze information effectively.”
Throughout the term, students of ENGL 2328 are repeatedly instructed and tested on their
ability to effectively analyze the writer’s imaginative purpose, as well as the writer’s meaning in
both a practical and philosophical context. During both the midterm and final exams, students are
asked a minimum of two essays questions in which they must discuss familial relationships, love
relationships, and societal relationships, and then analyze the impact of these relationships in the
context of the text, and in the context of society. Students are required to answer a minimum of
four essay questions throughout the term. Additionally, students are engaged in daily class
discussion in which they are asked direct questions about the text, and asked to analyze the
works to find symbolism, and important literary strategies included in select stories (See
Appendix A-C).
C
Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
Students of ENGL 2328 are instructed, and then tested of their ability to recognize the
writer’s audience, purpose, and occasion for writing in American literature. They are then asked
to evaluate the particular story and then explain why the particular work has been included in the
literary canon. Additionally, the students are asked to provide cultural context of the specific
work, and evaluate how the work was provocative during the specific era in history. For
example, students were asked to read Kate Chopin’s The Awakening, and then evaluate the text
for its persuasive appeal, evaluate the text for its quality of literary value, and then discuss why
the work is imaginative and informative. Students are not graded for their opinion, but are graded
for their ability to effectively evaluate the work by following a critical model of analysis (See
Appendix C for sample essay prompts).
D
Critical Thinking, Aspect 5: “Students will synthesize information effectively.”
Students of ENGL 2328 are instructed, and then tested of their ability to adequately
synthesize information found in the American literature text, as well as information found in
multiple essays written by scholars who offer criticism of specific works. For example, a specific
exam questions asks students to: “Discuss the relationship between Willy Loman and sons Biff
and Happy in Arthur Miller’s Death of a Salesman, and describe how the clashing of the
ideologies between father and sons create tension in the play” This question allows students to
identify, discuss, and synthesize varying generation ideologies, and then discuss how the
clashing of ideas expressed in literary form creates dramatic tension in theatrical works, and how
this tension affects readers of varying generations and ideologies (See Appendix C).
E
Communications, Aspect 1: “Students will demonstrate effective development,
interpretation, and expression of ideas through written communication.”
Students of ENGL 2328 are required to compose a 5-6 page research essay to be
submitted at the end of the term. These essays must include the implementation of the major
tenets of academic writing i.e. thesis statement, developed introduction, body, and conclusion,
compare and contrast elements, and adequate criticism and analysis of specific works found in
the text. Students are expected to compose essays using vocabulary appropriate to the academy,
and to provide direct quotes from scholars to support their claims. Students are expected to cite
these quotes in MLA format, and to comment about the inserted quotes from scholars.
Combined, these expectations challenge students to: develop, interpret, and express their ideas of
imaginative literature in an intellectual capacity (See Appendix B).
F
Communications, Aspect 2: “Students will demonstrate effective development,
interpretation, and expression of ideas through oral communication.”
Students of ENGL 2327 are required to present their written research paper orally to the
class upon submission of their essays. They are expected to condense information from their
written essay, create a PowerPoint presentation (inclusive of images) and provide oral
interpretation of their research findings. This act challenges students to provide lucid and
intellectual communication of ideas in both a written and oral capacity, and challenges students
“teach” other students about the subject of their research (See Appendix A and Appendix B).
G
Personal Responsibility: “Students will demonstrate the ability to connect choices,
actions, and consequences to ethical decision-making.”
Students of ENGL 2328 are challenged to practice ethical academic choices by being
counseled of the trappings of plagiarism, and are instructed of ways to avoid plagiarism in their
research efforts. Also, students are required to meet imposed reading deadlines, imposed writing
deadlines, and imposed testing deadlines and are assessed on how well these guidelines are met.
Finally, students are challenged to interpret writer’s intentions in imaginative literature, define
connections between the story and real-life, and make choices that are based upon strong moral
turpitude in their academic and critic thinking efforts (See Appendix A-C).
H
Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
Students of ENGL 2328 are exposed to a variety of thinkers and writers in their
American literature experience. It is through this exposure that students are encouraged to both
identify and criticize the writings of selected authors while they determine the cultural context of
the author’s works. Student writing will focus on these aspects and will be assessed accordingly.
Also, students are instructed of the historical context of the writer’s work, and encouraged to
empathize with the writer’s point of view in selected works. Finally, students are encouraged to
find cultural commonalities and differences between writers of varying genders, ages, and
ethnicities, while validating the perspective of each writer (See Appendix A-C).
Appendix A
ENGLISH 2328
TERM PAPER
SPRING – 2013
Topic: Choose an author and work from the text that we have not covered in class. After
reading and evaluating the work, you will write an essay describing how and why your chosen
work represents the ethos of American identity as manifested through literature. You may refer
to literary as well as social and political characteristics, and some historical context is important.
You will include some biographical information about the author, as well as include some
literary terms in order to discuss the work. Use outside sources, as well as the text for additional
background information. The work you choose may be a poem, essay, or excerpt from a novel.
If the work you choose is NOT in our textbook, please attach a copy to your final draft. You
must include a minimum of 6 outside sources (in addition to the text you choose for analysis) in
this essay.
Remember- this is not a biography or a simple summary of a work; this is an analysis and
application essay.
Requirements: Essays must be 5-6 pages in length, typed, double-spaced, and have MLA
heading and documentation. Papers must contain a “Works Cited” page. Both a hard copy and
electronic copy (via Angel) are required. Discuss biographical information only to help with
your literary analysis.
A rough draft will be due in class for peer review on Friday, April 12th. For peer review, bring a
typed, hard copy to class. A polished copy will be due to me on Monday, April 15th.
Additionally, you will present your paper orally to myself and the class beginning on Monday,
April 15th. Order of presentation will be determined by random drawing. An oral presentation
rubric will be provided for you, and is worth 10 percent of your essay grade.
Appendix B
ENGLISH 2328
GROUP PROJECT
SPRING – 2013
For your group project assignment, you will be randomly paired into three groups. Each
group will present to the class information about one particular area of American literature.
The options for each group presentation are: Fiction, Poetry, and Drama. The period of
information presented should span between 1865 and 2010. The writers presented should be
found in our text: American Tradition in Literature (V2). Each presentation should include
information and works from six writers. A PowerPoint slide presentation should accompany
each lecture.
Each student will be responsible for the following:
-
The presentation of one writer to the group.
A speaking role in the oral presentation.
The creation of (at least) one PowerPoint slide for presentation.
Each presentation should include the following information:
-
Biographical information of the featured writer (birthplace, birth and death dates,
number of works written).
Awards and honors received by the writer.
Your assessment of why this writer is included in our text.
The oral presentation should last between 6-8 minutes, and each student will present their
own slide to the group. A works cited page should accompany each group presentation.
That’s one works cited page per presentation. You will work together to create one unified
works cited page to be found at the end of your PowerPoint presentation. Each PowerPoint
presentation should follow chronological order. For example, Arthur Miller’s work should
be presented before August Wilson’s work. Follow a historical timeline in your arrangement
of works. Each student will receive an individual grade for their presentation.
A hard copy of your slide in due in class for peer review on Friday, April 26th. Peer review
will occur within your own group. One hard copy of each presentation will be due to me on
Monday, April 29th at 12:00 pm via drop box on Angel. You will present your work on
Monday, April 29th. Order of presentation will be determined by random drawing on the
date of presentation. This project satisfies learning outcomes 1-6 as stated in our course
syllabus.
Appendix C
Essay Exam Questions
Discuss the relationship between Willy Loman and sons Biff and Happy in Arthur Miller’s
Death of a Salesman, and describe how the clashing of the ideologies between father and sons
create tension in the play.
PART III – ESSAY QUESTION
Choose two (2) to answer for a total of 20 points each, the combination of the two equaling 40
points, which computes to 40% of the exam. You have brought to the final one essay acquired
from the NCTC database written about the writer of their specific work to use as support as you
complete one of the two of your essay questions.
1.
Discuss the how ethnicity plays an important role on both August Wilson’s Fences, and
Ralph Ellison’s Battle Royale. What injustices and forms of racism are expressed in both
Ellison’s and Wilson’s work? If you choose this question, bring one essay found on the
NCTC databases to discuss this question.
2.
Discuss the how Bob Dylan’s poetry (set to music) and Allen Ginsberg’s poetry
serve as a protest to the identity of American life in the mid 20th century. How were
Ginsberg and Dylan “rebels” of American life in the 1950s and 1960s? If you choose this
question, bring one essay found on the NCTC databases to discuss this question.
3.
Discuss how Sylvia Plath’s poetry reflected her own personal troubles, including her
relationship with both her father and husband, and her overall attitude about hope and
life. Also, discuss how she uses metaphor to express both anger and joy in her works. If
you choose this question, bring one essay found on the NCTC databases to discuss this
question.
COURSE SYLLABUS and CALENDAR
Course Name & Number:
Spring - 2013
American Literature II
Semester & Year:
ENGL 2328.400 / Corinth
MWF 12:00 – 12:50 pm
COR 353
Catalog Description:
The study of major writers and their works from the Civil War Period to the present,
including the philosophical and cultural background to the works; reports and essays.
Textbooks & Materials: (Required)
- American Tradition in Literature (V2), Perkins, McGraw-Hill, 12th Ed
- Access to internet and ANGEL for updates and emails.
- A recent standard college dictionary.
Learning Outcomes: Upon successful completion of English 2328, students should be able to
accomplish the following:
-
-
Identify authors, titles, major and minor characters, place names, details, and short
quotations from the works studied, as well as significant events, places, and historical
figures from American from 1865 to the present.
Define literary terms discussed in class, along with terms from world history, various
cultures, and languages.
Describe in some detail and discuss perceptively literary, historic and cultural periods,
movements, philosophies, or techniques as covered in the readings and lectures.
Demonstrate an understanding of the works studied by correctly answering examination
questions and/or writing essays or reports.
Demonstrate critical thinking and effective academic writing skills in essays or research
papers.
Conduct scholarly research using print, electronic media, and Internet sources, demonstrate
personal responsibility by applying ethical standards to their use of their research findings,
scrupulously avoiding plagiarism, and utilize MLA style of documentation.
Instructor’s Name: Emily White, PhD
498-6431
Office Phone #: (940)
Instructor’s Office #: COR 206
E-mail
ewhite@nctc.edu
Address:
or
through Angel.
Office Hours: Monday, Wednesday, and Friday 8:00 – 9:00, or by appointment.
Grading Policy & Procedures:
Here is how to calculate your grade…
Attendance and Participation
10%
A= 90-100
Mid Term Exam
25%
B= 89-80
Term Paper and Oral Presentation
20%
C= 79-70
Group Presentation
20%
D= 69-60
Final Exam
25%
F= Below 60
The Mid Term Exam will cover works from January through the beginning of March; the Final
Exam will cover works from after spring break until the end of the spring term.
*note* If, any time, I suspect students are not reading the required material, I will administer
quizzes. These quizzes will be configured into “Attendance and Participation”
Scholastic Integrity: Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion. See Student Handbook “Student Rights & Responsibilities: Student
Conduct [FLB- (LOCAL)]” #18.
Disciplinary Actions [Student Handbook, p. 164, #5] “When cheating, collusion, or plagiarism
has occurred beyond any reasonable doubt, the instructor may give the student or students
involved an “F” on a particular assignment or in the course. [See Scholastic Dishonesty FLB
(Local)] The instructor shall make a written report of the incident and of the planned action to his
Department Chair. The Department Chair shall report the incident and action to appropriate
instructional dean who shall review the case, notify the student and, if necessary, take further
action. This may involve either probation or suspension of the student or students in question. If
such disciplinary action is deemed necessary, the Dean of Student Services shall be notified, and
the action shall be taken through that office.”
Plagiarism, which should be avoided at all costs, includes the following student actions:
1. Turning in someone else's ideas, opinions, theories, or work as your own;
2. Unintentionally or inadvertently turning in someone else's ideas, opinions, theories, or
work as your own as the result of failing to document sources both internally and in the
Works Cited;
3. Copying words, ideas, or images from someone without giving credit; Failing to put a
quotation in quotations marks;
4. Giving incorrect information about the source of information, quotations, or images;
5. Changing words but copying the sentence structure of a source without giving credit;
6. Copying so many words, ideas, or images from a source that it makes up the majority of
the student's work, whether or not the student gives credit.
*Note* Students who plagiarize in ENGL 2328 will fail the course.
Attendance Policy: Because each day of instruction is important, attendance to each class
meeting is imperative and mandatory. Students will suffer a reduction of points from the
attendance and participation grade for each absence. Students who miss more than three (3)
classes will be dropped a letter grade. Students who miss more than five (5) classes will fail the
course. Every single class is important. To miss one class is to miss important information. If
you miss class, it is your responsibility to learn from the course calendar, or from other students,
what you missed. Make up work will be honored only for students who miss class because of a
school-sanctioned field trip, athletic event, religious holiday, or in dramatic circumstances. In
most cases, I will require students to turn in assignments prior to missing class. Be prepared to
honor this rule if you are an athlete or participate in extra-curricular activities. I will consider
weather and traffic issues on a case-by-case basis.
Please arrive to class on time. Students who arrive to class more than 7 minutes late three times
throughout the term will be counted absent on their 3rd tardy. Students who are excessively
tardy—more than five times throughout the term—will receive a grade of “D” (65) in
Attendance and Participation.
Students who miss class will lose five (5) points from their overall “Attendance and
Participation” grade. After three missed classes—and that’s 15 total points lost from your
attendance and participation grade—students will lose an entire letter grade. After six (6)
absences, the student fails the course.
Disability Accommodations: The Office for Students with Disabilities (OSD) provides
accommodations for students who have a documented disability. A disability is anything that
can interfere with learning, such as a learning disability, psychological challenge, physical illness
or injury. Accommodations may include extra time on tests, tests in a distraction reduced
environment, volunteer note taker in class, etc. On the Corinth Campus, go to room 170 or call
940-498-6207. On the Gainesville Campus, go to room 110 in the Administration (100) Building
or call 940-668-4209. Students on the Bowie, Graham, Flower Mound, and online campuses
should call 940-668-4209 to arrange for an intake appointment with OSD. North Central Texas
College is on record as being committed to both the spirit and letter of federal equal opportunity
legislation, including the Americans with Disabilities Act (ADA) of 1990, ADA Amendments
Act of 2009, and Section 504 of the Rehabilitation Act of 1973 (P.L. 93-112).
ACCESS Program: The ACCESS Program provides accommodations for students who have a
documented disability. A disability is anything that can interfere with learning, such as a learning
disability, psycho-logical challenge or physical illness or injury. Accommodations may include
extra time on tests, tests in a non-distracting environment, a note taker in class, etc. On the
Corinth Campus, contact: Wayne Smith, ACCESS Coordinator, at (kwsmith@nctc.edu), 940498-6207 or Penny Cogbill, Departmental Assistant, at (pcogbill@nctc.edu, 940-498-6212) or
William Leija, Departmental Assistant, at wleija@nctc.edu, 940-498-6224 in Suite 170. For the
Gainesville, Bowie, or Graham Campuses, contact Yvonne Sandmann, ACCESS Specialist, at
(ysandmann@nctc.edu, (940) 668-7731 ext. 4321) in Room 110 on the Gainesville Campus.
NETWORKS is a childcare reimbursement program that may assist technical students with
partial childcare reimbursement for those who apply and qualify. Contact Yvonne Sandmann,
ACCESS Specialist, for more information.
Student Success Center: The Student Success Center is designed to help all students at NCTC
develop tools to achieve their academic goals. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring and helps new
students acclimate to college by providing computer lab services for prospective students. All
students are invited to visit the Student Success Center on the Corinth Campus go to rooms 170,
182, or 188; on the Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus
go to room 111, on the Bowie Campus go to room 124.
TRIO Program: TRIO Programs are federally funded programs which offer services designed to
assist students in achieving their academic goals. Services include educational workshops,
academic advising, tutoring, personal counseling, career counseling, cultural enrichment, and
financial aid information. Students may be eligible for TRIO if they are currently enrolled at
North Central Texas College, have academic need, and meet at least ONE of THREE criteria
which include: 1) first generation status—neither parent has graduated from college, 2) income
level is within federal low income guidelines, and/or 3) has a documented disability. TRIO is
located in Room 170 on the Corinth Campus, Room 112 on the Gainesville Campus, and Room
124 on the Bowie Campus.
Contact Jessica DeRoche, TRIO Coordinator, at
jderoche@nctc.edu, 940-498-6212 on the Corinth Campus for more information.
Students can also access the Department of Student Success’ website by going to www.nctc.edu
and clicking on the red button in the middle of the page labeled “Tutoring and Other
ACADEMIC SUPPORT SERVICES” or by going directly to
http://www.nctc.edu/Student_Services/Access/AcademicandStudentSupportServices.htm.
Units of Study:
EEOC Statement: North Central Texas College does not discriminate on the basis of race, color,
national origin, gender, religion, age, or disability in the employment or the provision of
services.
Etiquette/Professionalism Policy: Often, we will read material from a diverse group of thinkers
and writers. Always, we will be sharing a variety of ideas and values, many with which you may
not agree. Polite debate is welcome, insults and denigration of the ideas of another student or
myself is not welcome, and will not be tolerated. Any student who mocks or scoffs at anyone
else in the class will be promptly dismissed, counted absent, and may not return to class until the
offensive student has experienced a conference with me and the chair of the Department of
English, Speech, and Foreign Language. Please conduct yourself as a professional in our
classroom. Consider your academic audience, purpose, and occasion at all times.
Important Policies:
Do not text, accept incoming calls, or use your cell phone or ipod during class.
Do not wear ear buds to class, even if your stereo device is turned off.
You may bring a small, odorless snack or covered container of drink to class. Do not bring a
meal to class. Do not bring wet foods to class. Do not bring any food item possessing an odor to
class.
If you are asked to leave class because of behavioral issues, you will automatically lose 10 points
from your Participation/Professionalism grade. Consider your classroom audience, purpose, and
occasion before making poor choices in our classroom.
Sleeping students will be awoken, asked to leave class, and counted absent for the day. A
conference with me may, or may not follow the incident involving the sleeping student.
Our classroom is a safe environment for all learners. Be kind to each other at all times.
COURSE CALENDAR
Events subject to change; check email regularly for modifications and updates.
MONDAY, JANUARY 14
ACTIVITY: Welcome! Syllabus; Course Calendar; Class Expectations
WEDNESDAY, JANUARY 16
ACTIVITY: Discuss Assignments; Discuss Literature
FRIDAY, JANUARY 18
ACTIVITY: Great American Writers
MONDAY, JANUARY 21
Campus is closed in observance of Martin Luther King’s Birthday – No Classes.
WEDNESDAY, JANUARY 23
ACTIVITY: Cultural Context of America in the 1800s
READ FOR NEXT TIME: Mark Twain How to Tell a Story 327-330
FRIDAY, JANUARY 25
ACTIVITY: Discuss Twain
READ FOR NEXT TIME: Kate Chopin The Awakening – Chapters I-X (read to page 563)
MONDAY, JANUARY 28
ACTIVITY: Discuss Chopin and Chapters I-X
READ FOR NEXT TIME: Kate Chopin The Awakening – Chapters XI-XXVI (read to page
602)
WEDNESDAY, JANUARY 30
ACTIVITY: Discuss Chapters XI-XXVI
READ FOR NEXT TIME: Kate Chopin The Awakening – Chapters XXVII-to the end (page
627)
FRIDAY, FEBRUARY 1
ACTIVITY: Discuss Chopin’s story and cultural context.
READ FOR NEXT TIME: Charlotte Perkins Gilman The Yellow Wallpaper 685-697
MONDAY, FEBRUARY 4
ACTIVITY: Discuss Gilman and her story.
READ FOR NEXT TIME: Carl Sandburg Chicago (906), Fog (906), Nocturne in a Deserted
Brickyard (907), Gone (907), A Fence (907), Grass (908), Southern Pacific (908), and
Washerwoman (908)
WEDNESDAY, FEBRUARY 6
ACTIVITY: Discuss Carl Sandburg and his works.
READ FOR NEXT TIME: Susan Glaspell Trifles 916-927
FRIDAY, FEBRUARY 8
ACTIVITY: DVD – A Jury of Her Peers
READ FOR NEXT TIME: Langston Hughes The Negro Speaks of Rivers (1138), The Weary
Blues (1138), Song for a Dark Girl (1139), Trumpet Player (1140), Dream Boogie (1141), Motto
(1141), Green Memory (1141), and Harlem (1142)
MONDAY, FEBRUARY 11
ACTIVITY: Discuss the poetry of Langston Hughes
READ FOR NEXT TIME: Tennessee Williams The Glass Menagerie 1268-to the end of scene
V (read to the end of page 1286)
WEDNESDAY, FEBRUARY 13
ACTIVITY: DVD The Glass Menagerie
READ FOR NEXT TIME: Tennessee Williams The Glass Menagerie 1268-1313
FRIDAY, FEBRUARY 15
ACTIVITY: Discuss Tennessee Williams and his play
READ FOR NEXT TIME: Arthur Miller Death of a Salesman 1313-to the end of ACT I (read
to page 1345)
MONDAY, FEBRUARY 18
ACTIVITY: Discuss Death of a Salesman and the Fall of the Common Man
READ FOR NEXT TIME: Arthur Miller Death of a Salesman – Act II (read from page 1345 to
the end of the play, page 1378)
WEDNESDAY, FEBRUARY 20
ACTIVITY: DVD – Death of a Salesman
FRIDAY, FEBRUARY 22
ACTIVITY: DVD – Death of a Salesman
READ FOR NEXT TIME: Allen Ginsburg A Supermarket in California (1499), Howl (1500),
America (1507)
MONDAY, FEBRUARY 25
ACTIVITY: Discuss Allen Ginsburg
READ FOR NEXT TIME: Sylvia Plath Morning Song (1516), The Arrival of the Bee Box
(1517), The Applicant (1518), Daddy (1519), Lady Lazarus (1521), Death and Co. (1523), Child
(1524), and Mystic (1524)
WEDNESDAY, FEBRUARY 27
ACTIVITY: DVD - Sylvia
FRIDAY, MARCH 1
ACTIVITY: DVD - Sylvia
MONDAY, MARCH 4
ACTIVITY: Review and summary of works studied.
WEDNESDAY, MARCH 6
ACTIVITY: Review for Mid Term Exam
FRIDAY, MARCH 8
ACTIVITY: Mid Term Exam
MARCH 11-17
Spring Break – No Classes
MONDAY, MARCH 18
ACTIVITY: Discuss term paper requirements
ASSIGN: Term paper and accompanying oral presentation
READ FOR NEXT TIME: Bob Dylan Blowin’ in the Wind (1529), A Hard Rain’s A-Gonna
Fall (1529), The Times They Are A-Changin’ (1531), Mr. Tambourine Man (1532), Like a
Rolling Stone (1533)
WEDNESDAY, MARCH 20
ACTIVITY: Discuss the works of Bob Dylan and the cultural context of his work
READ FOR NEXT TIME: Ralph Ellison Chapter I [Battle Royale] 1574-1584
FRIDAY, MARCH 22
ACTIVITY: Discuss Ralph Ellison’s work
READ FOR NEXT TIME: Flannery O’Connor Good Country People 1632-1645
MONDAY, MARCH 25
ACTIVITY: Discuss the work of Flannery O’Connor
READ FOR NEXT TIME: August Wilson Fences - Act I (1741-1767)
WEDNESDAY, MARCH 27
ACTIVITY: Discuss the first act of Fences
READ FOR NEXT TIME: August Wilson Fences - Act II (1767-1785)
FRIDAY, MARCH 29
ACTIVITY: Discuss August Wilson’s play
READ FOR NEXT TIME: “Crosscurrents: What is American? Freedom and Responsibility?
1786-1797
MONDAY, APRIL 1
ACTIVITY: Discuss unit on freedom and responsibility
WEDNESDAY, APRIL 3
ACTIVITY: Discuss unit on freedom and responsibility
FRIDAY, APRIL 5
ACTIVITY: Discuss unit on freedom and responsibility
READ FOR NEXT TIME: Joyce Carol Oates Where Are You Going, Where Have You Been?
1871-1883
MONDAY, APRIL 8
ACTIVITY: Discuss Oates’s work
READ FOR NEXT TIME: Amy Tan Half and Half 2016-2026
WEDNESDAY, APRIL 10
ACTIVITY: Discuss Tan’s work
READ FOR NEXT TIME: Sandra Cisneros Woman Hollering Creek 2034-2042
FRIDAY, APRIL 12
ACTIVITY: Peer Review – Term Paper
MONDAY, APRIL 15
ACTIVITY: Oral Presentations – Part I
DUE: Term paper and hard copies of oral presentation Powerpoint
ASSIGN: Group Project
WEDNESDAY, APRIL 17
ACTIVITY: Oral Presentations – Part II
FRIDAY, APRIL 19
ACTIVITY: Conclude oral presentations
MONDAY, APRIL 22
ACTIVITY: Work in groups for group project
WEDNESDAY, APRIL 24
ACTIVITY: Work in groups for group project
FRIDAY, APRIL 26
ACTIVITY: Peer Review – Group Project
MONDAY, APRIL 29
ACTIVITY: Presentations of Group Project – Part I
WEDNESDAY, MAY 1
ACTIVITY: Presentations of Group Project – Part II
FRIDAY, MAY 3
ACTIVITY: Review for final Exam
WEDNESDAY, MAY 8
Final Exam
12:00 – 1:50