CenturyCollege
Children’s Literature Syllabus
Summer 2010 (3 credits)
English 2071.54
Online
Dr. Kris Peleg
Office: 3408
Email: kristine.peleg@century.edu
Office hours: by appointment
Phone: 779-3323 (I prefer messages by email)
Required Texts:
(The edition we will be using is listed. I’ve included the original publication date for your
information).
Creech, Sharon. Walk Two Moons. 1994. HarperTeen, 2003.
de Brunhoff, Jean. The Story of Babar. 1933. Random House, 2003.
Erdrich, Louise. The Birchbark House. 1999. Hyperion, 2002.
Konigsburg, E. L. From the Mixed-Up Files of Mrs. Basil E. Frankweiler. 1967. Aladdin, 1998.
Lindgren, Astrid. Pippi Longstocking. 1950. Puffin, 2005.
Milne, A. A. The World of Pooh. 1952. E. P. Dutton, 1985.
Norton, Donna. Through the Eyes of a Child: An Introduction to Children’s Literature. Pearson,
2007.
Rowling, J. K. Harry Potter and the Sorcerer’s Stone. 1998. Scholastic, 2001.
Sendak, Maurice. Where the Wild Things Are. 1963. HarperCollins, 1988.
Tatar, Maria. The Classic Fairy Tales. Norton, 1999.
Wilder, Laura Ingalls. Little House on the Prairie. 1935. Harpers, 2004.
Other required resources:
Familiarity with D2L (Desire to Learn).
Access to Internet and computer systems.
Access to public library for additional texts.
Course rationale: This course is intended for all students studying literature in order to fulfill
Century’s degree or transfer requirements. Students will engage in critical analysis, form
aesthetic judgments, and develop an appreciation of children’s literature as fundamental
to the human condition. This is a college literature course. Emphasis will be placed on
reading critically, writing essays, analyzing texts, and understanding the context of the
literature.
Prerequisite(s): (required to enter the course)
Assessment score placement in RDNG 1000 or higher, or completion of RDNG 0090 with
a grade of ‘C’ or higher.
Recommendations(s): Completion of ENGL 1021 with a grade of ‘C’ or higher.
Objectives:
At the end of this course, students will be able to
 demonstrate awareness of the scope and variety of works in children’s literature.
 analyze these works as expressions of individual and human values within an
historical and social context.
 respond critically to works in children’s literature.
 articulate an informed personal reaction to works in children’s literature.
 analyze basic literary elements in works studied.
 examine significant issues of children’s literature, including purpose(s),
authenticity, traditions, censorship, education, gender, and current controversies in
the discipline.
Course Policies:
Assignments:
 Read the texts in a timely manner.
 Participate in weekly online discussions and reading quizzes. Discussion board postings and
quizzes are time sensitive and not made-up if missed.
 Write self-evaluations of discussion board participation and facilitation.
 Write one formal essay and a final.
Online learning:
Each week during the regular semester, we consider class to be a focused three hours. In
addition, usually I remind my students that they should plan to spend two to three hours
reading and writing outside of class for every “hour” spent in class. In other words, the time
demanded for successful completion of this course is approximately 9 - 12 hours per week.
You should double this number for the intensive summer course: 18 – 24 hours a week (in
other words, 4 – 5 hours a day, 5 days a week). This is based on the assumption that
students are reading and writing at college levels; if you have not yet taken a college level
composition course, you may find some of the assignments to be difficult and more timeconsuming. During the summer, the college has a campus-based writing center for students
who need this resource.
Participation in discussions is required. You must log on at least twice a week in order
to participate successfully in the online discussion. Regular participation is critical to the
learning process and your success in this class.
You will receive a participation grade based on the number and quality of your contributions
on the discussion board. Part of this evaluation considers whether your postings are timely
enough to allow others to respond before the deadline. If your postings are usually a minute
before the deadline (!), you will not do well in the section that evaluates “contributes to a
robust discussion.” You must post at least 48 hours before the discussion closes in order to
get full points in this category.
I will be noting your weekly participation, with evaluations twice during the course. Your selfevaluations are taken into consideration in this grade.
In addition, reading your classmates’ contributions can be compared to listening to them in
class. If you don’t open their postings, you cannot respond to them thoughtfully. You must
read at least 50% of your classmates’ postings to receive discussion board credit in a
given week.
See the rubric on the evaluation of discussion board contributions in the Content section of
the course.
To complete this course successfully:
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complete the course contract and the READI assessment by the due date;
you must login at least twice weekly;
read the texts and complete assignments on time;
prepare for and participate in discussions;
submit the major assignments;
complete the final exam. You must pass the final to pass the course.
To receive full credit, all written assignments must be submitted on time, in the correct folder
in the dropbox (or in the late work folder, but absolutely not by email or as hard copies in my
mailbox!), in the proper format, and with the required supporting materials. Late essays will
receive a grade reduction of 10 percentage points per day unless you have arranged with me
before the due date to turn the paper in late. Be sure to keep a copy of each assignment.
Specific requirements of assignments will vary, but my evaluation of your essays will consider
content, development of ideas, expression, and maturity of thought. See evaluation criteria in
content. If you have a question about my comments or a grade you have received, please talk to
me about it. To receive an A in this course, you must accumulate at least 900 points; for a B, 800;
for a C, 700; and for a D, 600.
Point distribution:
Discussion participation (35 points per week and 55 points for leading one discussion): 300 points
One five-page paper: 200 points
Quizzes: 300 points
Final: 200 points
Total points allotted: 1000 points
Guidelines for Online Interaction:
Our class is a remarkable opportunity for us to discuss new and complicated ideas. We will be
encountering issues of personal importance and we must assume that each individual is undertaking to
explore issues of personal, social and political significance. Some of our unexamined assumptions will
probably be challenged; that’s how authentic learning happens. While that may occasionally be awkward,
each of us expects and deserves to be treated with respect and understanding. Be prepared to express
yourself after thoughtful reflection on the readings assigned and with a willingness to listen to others.
While I certainly don’t expect inflammatory responses, that is not to say there will not be
disagreement. There will be. These subjects are challenging. If you feel you are being silenced or
bullied, please let me know. That is as unacceptable a behavior online as it is in a face-to-face
classroom.
Be aware of online conventions. Do not write in capital letters as that is considered yelling (you
probably wouldn’t raise your voice in a classroom). Obviously we are missing the visual cues that
soften our speech. Sometimes emoticons substitute for this missing element in online
conversations. Use them sparingly since we are trying to communicate in words and part of the
challenge is to adequately express ourselves in the written word.
Speaking of community issues, rather than emailing me with questions about the class,
please post them in the Q & A discussion board on D2L. I check there frequently and answer
promptly, but other classmates will likely have the answers as well. You might have an
answer in an hour instead of a day. In addition, I respond only once rather than multiple times
to the same question which also helps me to be consistent. Obviously, questions of a
personal nature are more appropriately sent via email.
Please do not page me via D2L. My pager is not connected.
Finally, when you do send an email, please put your name and class in the subject heading. Use a
Century email address, if possible, since the spam filter tends to hold email from addresses that look
suspicious. Consider this a professional environment and use email appropriately (that includes
tone, spelling and salutations!). Using a subject heading such as “Essay 1” will not tell me very
much; I’m often teaching several classes with essay assignments!
Academic Honesty: The primary academic mission of Century College is the exploration and
dissemination of knowledge. Academic honesty and integrity are integral to the academic
process. Academic dishonesty, including cheating, plagiarism, and collusion, is a serious offense,
undermining the education process and the learning experience for the entire college community.
It is expected that Century College students will understand and adhere to the concept of
academic integrity and to the standards of conduct prescribed by the College’s Policy on
Academic Honesty. Students assume responsibility for their work and that materials submitted in
fulfillment of course, program, and college academic requirements must represent students’ own
efforts.
For a first offense, the assignment would receive a zero. Any further cheating, plagiarism or
collusion will result in failing the course. Please ask me if you have any questions.
Student’s Right to Know: Century College is committed to the safety and security of its students
and employees, and we ask that you read the “Right to Know” information carefully. This
information is being supplied to you in compliance with state and federal laws and the Minnesota
State Colleges and Universities regulations.
Access/Accommodations: The Access Center provides accommodation, advocacy, support
and referral information for students with various types of physical, psychological, or learning
disabilities. Documentation must be provided within the first semester of service. The Access
Center ensures the rights of disabled students and assists Century College in meeting its
obligations under the Rehabilitation Act of 1973 (P.L.93-112, Section 504) and the Americans
with Disabilities Act. The Center’s commitment is to remove educational, programmatic and
attitudinal barriers, allowing students with disabilities equal access and opportunity to participate
fully in all education programs and activities. This is made possible by the provision and
arrangement of reasonable accommodations on a campus-wide level. Services provided are
based on individual need. The Center is located in W2460, 651-3354 or 651-773-1715 TTY, FAX
651-779-5831.
GPS LifePlan Century College is committed to helping you achieve your goals. The GPS
LifePlan is an approach that includes on-line resources and in-person workshops that can help
guide you through the planning and decision making processes in many areas of your life
including: education, career and work, finances, learning, leadership, and your personal life.
Counselors are available to assist you in developing any portion of your GPS LifePlan.
The Weekly Schedule
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All assignments are due on Wednesday mornings at 8:00am. See the course
schedule for specifics.
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Reading assignments are to be read for the date listed.
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You are responsible for the vocabulary in every assignment. Look up any words you don’t
know.
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Expect a quiz on the readings from each chapter in our textbook. That means that every
week there will probably be three to five quizzes since there are also quizzes on the other
books we read and on the movies we see. You have two attempts at these short quizzes:
they are 20 minutes each and your results are averaged. Quizzes close at 8:00 (am) on
Wednesday mornings.
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Initial weekly discussion board contributions should be substantial: 200 – 300 words.
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These postings should be free of distracting mechanical errors. Please use spell check.
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Please include the name of the author (first and last name) and the title of the work
(in quotation marks for a short work, italicized for a book-length work). Cite the
sources using specific quotations and page numbers to support your positions.
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These should be posted directly into D2L and not sent as attachments.
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Every week, you should plan to respond to at least one of your classmates’ postings,
in each discussion board subject/question. These responses tend to be less formal,
though you, too, should include page numbers and citations when commenting on
others’ posts.
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There is no credit for late postings. Discussions may continue after each unit ends;
however, your discussion board commentary must be posted before the next unit begins
in order to receive credit.
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Evaluations of the discussion board postings will be done twice during the course. You
will evaluate your contributions in terms of integrating theoretical and textual materials
and class responses. Consider these future evaluations and the rubric for the discussion
board as you compose your weekly contributions.
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Assignments may change. Updates will be given on the D2L site.
Introductions (June 7 – 9)
DUE: June 9th, 8am.
 Introductions - Please note that these are due by June 9th, 8 am.
1. Take the READI assessment. This is found at http://century.readi.info .
To login: User name = centurystudent
Password = century
Your results will be emailed to you. Please upload this pdf file to the READI dropbox.
Assessment results that indicate a lack of computer or distance learning skills do not
preclude you from taking this course. They could, however, give you an idea of the
types of additional assistance you might need from the computer help resources
available at Century.
2. Complete the Course Contract and submit it in the Course Contract dropbox.
3. Read course Introduction (in Content section of D2L) Send an introduction to the class
“Introductions” discussion board on D2L. Discuss your goals for the course. Ask any
questions you may have at this point.
4. Take the quiz on the syllabus and introductory materials.
These are critical assignments that let me know that you are present in the class and know
how to use D2L, the dropbox, the quiz function and the discussion board.
Anyone who has not submitted these four assignments by the deadline will be
dropped from the course that day.
Please let me know if you have any questions or problems.
Week 1 (June 9 – 16)
 The Child Responds to Literature
 The History of Children’s Literature
DUE: June 16th, 8 am.
 The Child Responds to Literature
1. Read Ch. 1 in our textbook, Donna Norton’s Through the Eyes of a Child (TEC): “The
Child Responds to Literature” (1 – 41). Answer the 4th “Suggested Activity” on p. 41.
Respond on the group discussion board.
2. Present your favorite children’s poem. Tell us how you were introduced to it. If you don’t
have one yet, find one and present that. Describe what you find appealing about the poem.
See if you can connect it to one of the sections from Ch. 1 in our text (TEC). Respond on the
group discussion board.
3. Quiz.
 The History of Children’s Literature
1. Read TEC Ch. 2, 43 – 71, “The History of Children’s Literature.” What did you find to be
most surprising? Respond on the group discussion board.
2. Read in Maria Tatar, The Classic Fairy Tales,
 “Introduction” ix – xviii,
 “Little Red Riding Hood” 3 – 24, and
 Robert Darnton, “Peasants Tell Tales: The Meaning of Mother Goose,” 280 – 291.
Respond to the questions on the group discussion board.
3. Read Angela Carter’s “The Company of Wolves” (online).
Respond to the questions on the group discussion board.
4. Quizzes.
5. Sign up to facilitate a discussion. The sign-up sheet is located on the discussion board.
Friendly advice: These *eight* assignments are in the first week and a half of the online
course in a regular semester. They would be comparable to about four regular MWF 50
minute class meetings on campus. Consider how you would pace yourself if we were
meeting three times a week. You probably wouldn’t try to do all of these assignments on
Tuesday night (they are all due Wednesday morning).
In fact, if you find this to be a problem, you might reconsider summer online learning.
Week 2 (June 16 - 23)
 Traditional Literature I
 Traditional Literature II
DUE: June 23rd, 8am.
 Traditional Literature I
1. Read TEC Ch. 6, 208 – 251, “Traditional Literature.”
Respond on the group discussion board.
2. Read in Maria Tatar, The Classic Fairy Tales,
 “Beauty and the Beast” 25 - 73.
 Bruno Bettelheim, “The Struggle for Meaning” and “Hansel and Gretel” 269 - 280, and
 Zohar Shavit, “The Concept of Childhood and Children’s Folktales: Test Case: ‘Little
Red Riding Hood’,” 317 – 332.
Respond on the group discussion board. Student-led discussion option:_______________
3. See the movie “Freeway”. You should be able to get this at most movie rentals. Yes, it’s
the one with Reece Witherspoon.
Respond on the group discussion board. Student-led discussion option:_______________
4. Read Catherine Orenstein’s article from Little Red Riding Hood Uncloaked: Sex, Morality
and the Evolution of a Fairy Tale (online).
Respond on the group discussion board. Student-led discussion option:_______________
5. Quizzes.
 Traditional Literature II
1. Read in Maria Tatar, The Classic Fairy Tales,
 “Cinderella,” 101 – 137.
 Donald Haas, “Yours, Mine, or Ours? Perrault, the Brothers Grimm, and the
Ownership of Fairy Tales,” 353 – 363.
 Maria Tatar, “Sex and Violence: The Hard Core of Fairy Tales,” 364 - 373.
Respond on the group discussion board. Student-led discussion option:_______________
3. Quizzes.
Week 3 (June 23 – 30th)
 Traditional Literature III
 Evaluating and Selecting Literature for Children
 Artists and Illustrations
DUE: June 30th, 8am.
 Traditional Literature III
1. Read in Maria Tatar, The Classic Fairy Tales,
 “Snow White,” 74 - 100.
 Jack Zipes “Breaking the Disney Spell” in Tatar, 332 – 352.
Respond on the group discussion board. Student-led discussion option:_______________
2. Read A.A. Milne, The World of Pooh.
Respond on the group discussion board. Student-led discussion option:_______________
3. Quizzes.
 Evaluating and Selecting Literature for Children
1. Read TEC Ch. 3: 73 – 103, “Evaluating and Selecting Literature for Children.”
Respond on the group discussion board. Student-led discussion option:_______________
2. Read Sharon Creech’s Walk Two Moons.
Respond on the group discussion board. Student-led discussion option:_______________
3. Quizzes.
4. Receive assignment sheet for research essay.
 Artists and Illustrations
1. Read TEC Ch. 4: 117 – 140, “Artists and their Illustrations.”
Respond on the group discussion board. Student-led discussion option:_______________
2. Read Maurice Sendak’s Where the Wild Things Are. See articles in content.
Respond on the group discussion board. Student-led discussion option:_______________
3. See the movie: Where the Wild Things Are.
Respond on the group discussion board. Student-led discussion option:_______________
4. Quizzes.
Week 4 (June 30 – July 7)
 Picture Books
 Poetry
 Modern Fantasy I
DUE: July 7, 8am
 Picture Books
1. Read TEC Ch. 5: 161 – 191, “Picture Books.”
Respond on the group discussion board. Student-led discussion option:_______________
2. Library visit in conjunction with TEC Ch. 5 and TEC Ch. 8.
Select and evaluate 5 picture books from the list in our textbook and, for next week, 5
books of poetry for children from the list in our textbook. See content for details.
Respond on the group discussion board. Student-led discussion option:_______________
3. Quizzes.
4. Self evaluation of discussion board participation. Assignment sheet in content.
5. Midterm student survey.
 Poetry
1. Read TEC Ch. 8: 315 – 345, “Poetry.”
Respond on the group discussion board. Student-led discussion option:_______________
2. Report on the poetry books that you found at the library.
3. Quiz.
 Modern Fantasy I
1. Read TEC Ch. 7: 271 – 301, “Modern Fantasy.”
Respond on the group discussion board. Student-led discussion option:_______________
2. Read Astrid Lindgren’s Pippi Longstocking.
Respond on the group discussion board. Student-led discussion option:_______________
3. Quizzes.
Week 5 (July 7 – July 14)
 Modern Fantasy II
 Contemporary Realistic Fiction
DUE: July 14, 8 am.
 Modern Fantasy II
1. Read J.K. Rowling’s Harry Potter and the Sorcerer’s Stone.
Respond on the group discussion board. Student-led discussion option:_______________
2. Read Jack Zipes’ “The Phenomenon of Harry Potter, or Why All the Talk?” (online).
Respond on the group discussion board. Student-led discussion option:_______________
3. Quizzes.
 Contemporary Realistic Fiction
1. Read TEC Ch. 9: 361 – 400, “Contemporary Realistic Fiction.”
Respond on the group discussion board. Student-led discussion option:_______________
2. Read E. L. Konigsburg’s From the Mixed-Up Files of Mrs. Basil E. Frankweiler.
Respond on the group discussion board. Student-led discussion option:_______________
3. Powerpoint on adventure stories as a genre.
4. Quizzes.
Week 6 (July 14 - 21)
 Historical Fiction I
 Historical Fiction II
DUE: July 21, 8 am.
 Historical Fiction I
1. Read TEC Ch. 10: 415 – 451, “Historical Fiction.”
Respond on the group discussion board. Student-led discussion option:_______________
2. Read Laura Ingalls Wilder’s The Little House on the Prairie.
Respond on the group discussion board. Student-led discussion option:_______________
3. Read Michael Dorris’s “Trusting the Words” (online).
Respond on the group discussion board. Student-led discussion option:_______________
4. Quizzes.
 Historical Fiction II
1.Read Louis Erdrich’s The Birchbark House.
Respond on the group discussion board. Student-led discussion option:_______________
2. Quizzes.
3. Draft of essay due. If you can submit this earlier, you will have more time to work on
revisions after I return the draft.
Week 7 (July 21 – July 28) Censorship and Conclusions
DUE: July 28, 8 am.
1. Read Jean de Brunhoff’s The Story of Babar.
Respond on the group discussion board. Student-led discussion option:_______________
2. Read Herbert Kohl’s “Should We Burn Babar? Questioning Power in Children’s Literature”
(online).
Respond on the group discussion board. Student-led discussion option:_______________
3. Investigate censorship in Children’s Literature. Find at least 2 websites that deal with this.
Respond on the group discussion board.
4. Quizzes.
5. Research essay due.
6. Self-evaluation of the second half of the semester discussion board due.
7. Final exam: July 28, 8am – July 29, 8am.