English 11

American Literature

2006-2007

Mrs. Janet Nichols / Ms. Rachel Nichols (“5 Cent”)

 

 

Welcome to American Literature. We will explore complex and sophisticated notions of what it means to live in this space that we call the United States of America.  The American experience is full of tensions: liberty and equality, opportunity and oppression, criticism and allegiance. One of the things we want to do in this class is explore how literature and self-expression might help us navigate these tensions; for instance, can fervent patriotism and thoughtful criticism co-exist? 

 

Central Course Questions

 

Our explorations of American Literature will be organized around four central questions:

 

Ø      What are the different facets of the American experience?

 

Ø      How can literature help us understand and appreciate this variety of perspectives?

 

Ø      What do American stories teach us about being American, especially the idea of citizenship—our rights and responsibilities?

 

Ø      What does critical reading and analysis have to do with good citizenship?

 

 

Unit Themes and Primary Texts

 

In order to explore these central questions, we have designed a series of unit themes.  Besides mixing poetry, short stories, and other texts into each unit, we will read several longer books listed under each unit explanation.

 

American Foundations: Ideals and Reality

(or…What’s the Big Deal about Powdered Wigs and Fancy Speeches?)

This opening unit will explore some of the central documents and principles in America’s early history, and consider both the tensions inherent in them and our attempts to realize them throughout history.

           

Romanticism, Transcendentalism, and the Examined Life

(or, America Gets in Touch with Its Feelings)

As America tried to figure out what it meant to be American, we also wrestled with what it meant to be both principled individuals as well as members of the human community.  Major texts will include Jerome Lawrence and Robert E. Lee’s The Night Thoreau Spent in Jail and Thorton Wilder’s Our Town.

 

Modernism and the Clash of Cultures

            (or, Can’t We All Just Get Along?)

The twentieth century brought all sorts of changes, both in terms of technology and American sensibilities about progress, science, belief, and the future.  Major texts will include Jerome Lawrence and Robert E. Lee’s Inherit the Wind and John Hersey’s Hiroshima.

           

Varied Carols of America

            (or, Can I Get a Witness?)

Here we will take an extended look at aspects of the American experience that have received less attention in the historical and literary canon, and consider how they both contribute to and continue to challenge our American identity.  Major texts will include Lorraine Hansberry’s Raisin in the Sun and Walter Dean Myer’s Fallen Angels.

 

Class Expectations

 

We think our expectations are pretty straightforward.  Attend class regularly, be on time, arrive prepared with materials (and empty bladders).  Be open to learning new things and sharing your own thoughts, ideas, and opinions.  Give your best effort and support your classmates in their learning as well.

 

Important:  Late Work Policy

 

We do not accept late homework, except following excused absences and in extreme extenuating circumstances.  Major projects (essays, research papers, etc.) will receive a full grade reduction (e.g., B+ to a C+) for every school day they are late.  In addition, since late papers cause problems with our paper-grading schedules, they will receive minimal written feedback.

 

Even More Important:  Academic Honesty

 

The difference between learning from others and letting them do your work for you is absolutely crucial in this class, and we will react very strongly against all forms of cheating and plagiarism, including but not limited to automatic failure on the assignment.  If you are unsure what counts as “prohibited sharing,” please review the Student Handbook or ask us beforehand.

 

The Most Important:  Respect

 

We offer you our respect, and we expect you to do the same for us and your classmates.  This does not mean everyone has to agree with one another (or even like one another—although we hope that will happen).  Instead, it means we need to behave and express our opinions in ways that do not demean, embarrass, or belittle others.  The ability to respectfully disagree is a vital element of democratic citizenship, and a skill that needs to be learned and practiced.

 

 

Evaluation and Grading

 

We hope that you are motivated more by the content of this course than by getting a particular grade, but we do recognize the importance that grades play in certain areas of life.  We will not be providing up-to-the-minute grade/point charts, but we do want to be clear about our general expectations, and are also available to discuss the quality of your work in this class and how it would translate into an overall grade.  In addition, you will receive periodic written progress reports according to school policy.

 

Work Products (60%):  This will involve mostly written work, including essays, journal writing, tests, and quizzes.  We will also have occasional oral presentations or multimedia projects.

 

Classroom Discourse (20%):  This is more than the typical “class participation” grade that is determined simply by how many times you open your mouth during large-group discussion.  Contributing to classroom discourse also involves being an active, respectful, and informed participant in small-group work, team projects, and other classtime activities.

 

Habits of Learning (20%):  This is what might be called the “effort and commitment” category, and it includes all the “little things” that make learning possible—attending class (and arriving on time), having all necessary materials, and otherwise being prepared to give your best effort.

 

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Please let us know if you have any questions or concerns—we want to make this class challenging, engaging, and rewarding for you, and we value your input on how to make that happen.