English 222: Teaching Multicultural Literature
“
“For while the tale of how we suffer, and how we are delighted, and how we may
triumph is never new, it always must be heard. There isn’t any other tale to tell.
It’s the only light we’ve got in all this darkness.”
James Baldwin, “Sonny’s Blues”
Dr. Terry Martin
L&L 416B; 963-1534
[email protected]
Office Hours: Mondays 1-3
(and by appointment)
General Course Description
The purpose of English 222 is to introduce prospective middle and high school English Language Arts
teachers to the richness of the expanding canon of American literature in the 21 st century. Texts you
encounter in this class will invite you to travel to worlds beyond your own, to engage in a conversation
among cultures, to explore unfamiliar traditions, and to evaluate human relationships in an attempt to
understand the meanings of community in our multicultural society. We will examine political, sociocultural, and multicultural aspects of literary debate that includes issues of class, race, ethnicity, and sexual
preference. Together, we will explore human experience as it is imagined, interpreted, and made significant
in early and recent fiction, essays, and poetry by Native American, Asian American, African American,
Mexican American, and Gay and Lesbian writers from the United States. You will analyze these works
through small and large group discussion and informal and formal writing in order to develop your
understanding of the ways language makes us know, think, feel, and act. Throughout the term, you will
become familiar with a variety of instructional strategies for teaching multicultural literature in an
interactive classroom, and be introduced to assignments that invite students to think critically and use
textual evidence to support their viewpoints.
Why 222?
Okay, there's always the pragmatic reason: English 222 fulfills the Comparative/Cultural strand
requirement of the English Language Arts Teaching Major. But there are other reasons, too. Granted, the
study of literature can hardly be called 'practical' in the most common use of the term; not many of us make
our living reading books these days. But when you learn to read and appreciate literature, you acquire
invaluable resources that you never lose: ways of observing, means of evaluating, reasons for believing
and acting, modes of thinking, opportunities for sharing the experiences of those like you and unlike you
with whom you share a common human bond despite historical and cultural differences. In short, literature
teaches you empathy--how to feel with and for others, and it teaches you judgment--how to evaluate
options and make decisions in a world of complexity and ambiguity. Literature changes you, and it
changes the world.
Required Texts
Literature Across Cultures (5th edition) Eds. Gillespie, Fonseca & Pipolo
The House on Mango Street by Sandra Cisneros
Sandra Cisneros in the Classroom by Carol Jago
Learning Outcomes
In this class, you will:
--Read and respond to literary works from various cultures––including Native American, Asian American,
African American, Mexican American, and Gay and Lesbian
--Read and respond to multicultural literary works of various genres—including poetry, fiction, essay, and
film
--Demonstrate understanding of how literary elements such as plot, character, theme, setting, tone, and
figurative language relate to literary meaning
--Demonstrate the ability to read closely, interpret effectively, and analyze and synthesize literary works in
their cultural contexts
--Participate in both small and large group discussions on issues of class, race, ethnicity, and sexual
preference in American literature
--Identify critical themes of American multicultural literature, such as Origins and Insights, Gender and
Identity, Race and Difference, and Individualism and Community
--Develop methods for teaching multicultural literature, including assignments and assessment strategies
that invite students to think critically and use textual evidence to support their viewpoints
--Submit at least seven pages of writing that is assessed for content and mechanics (organization, grammar,
spelling, and punctuation) in accordance with the General Education Writing Requirement
English/Language Arts Endorsement Competencies
4.1 Read and understand a broad range of texts (nonfiction and fiction, historical and contemporary),
including:
4.1.1 Works representing and authored by a range of cultures and ethnicities globally and within the United
States.
4.1.3 Works providing both male and female representation and authorship.
4.2 Understand the elements of literature (plot, character, theme, setting, tone, point of view, etc.)
7.5 Model higher level thinking skills and scaffold metacognitive processes for a wide variety of literacy
tasks.
7.6 Create reading, writing, and discussion opportunities which promote respect for and support of
individual differences (e.g. ability, culture, ethnicity, gender, language, race).
7.8 Engage students in making meaning of texts through the students’ own responses and reflections.
What Will Be Expected of You
Some people struggle with literature because they try to read it in the same way that they read their
textbooks. Literature requires reflecting and questioning, problem finding as well as problem solving. In
this class, you will:
--Read the assigned short stories, poems, essays, and novels and view the assigned films/videos.
--Keep a reading journal, in which you respond in writing to assigned readings and films, prior to group
discussions.
--Participate in whole-class discussions and activities related to what you read.
--Participate in small group discussions where you will formulate interpretive questions about literature,
and respond to them. From time to time, you will be responsible for leading the discussion on a
particular piece.
--Write one literary analysis paper responding to questions about your reading and participate in peer
editing/response groups.
--Present ideas for teaching selected works.
--Demonstrate academic integrity in all written projects. (The use of someone else's work without citation is
plagiarism. It's unethical. Don't do it, for it will result in a failing grade).
Grading
Poem presentation
Literary essay
Story/Essay presentation
Teaching Project
Reading/viewing journal
Participation/Professionalism
15%
25%
25%
15%
10%
10%
100%
(90%=A, 80% B, 70%=C, 60%=D)
Attendance
Show up for class. Since this is a discussion and activity class, it's essential that you keep up with your
reading and writing, attend class, contribute to discussions, and participate in activities. Remember—this is
not a 'just get someone's notes’ kind of class; what you miss can't be made up. You can miss up to three
class days with no explanations; after 3 absences your final grade will drop one full letter grade for each
day missed. If you miss 6 or more sessions, for whatever reason, you will not receive credit for the class.
Diversity
In my classroom, diversity is welcomed and celebrated. I will not tolerate any forms of prejudice or
discrimination, including those based on age, color, disability, gender, national origin, political affiliation,
race, religion, sexual orientation, or veteran status. We are here to learn in a climate of civility and mutual
respect.
Late Work
All papers must be submitted in class on the date they are due. Papers turned in after this will be marked down one
letter grade for each day late. Final papers for the class will not be accepted late.
Incompletes
Incompletes are given only for catastrophic events or severe extended illness. They are not an acceptable solution
for poor time management. While I understand that occasionally there are unforeseen events and circumstances
beyond your control, I believe you can, and should, finish this class in the quarter you take it.
Disability-Related Accommodations
If you need disability-related educational accommodations, please let me know as soon as possible. Give
me a copy of your “Confirmation of Eligibility for Academic Adjustments” from the Disability Support
Services Office and then we can discuss how the approved adjustments will be implemented in this class.
For more information, contact Disability Support Services, Bouillon 205, 963-2171.
English 222: Dr. Martin
Course Calendar
Spring Term, 2014
Week
1)
2)
Topics
Assignments
3
Roster 3X5 “Introduce Yourself”
What is 247? Syllabus/overview
Introductory Assignments
Creating a Culturally Inclusive
Learning Environment: Group
Promises
Buy text; read course syllabus
Jrnl #1: Assess the Anthology
Read preface xxiv-xxvi
Read Intro: Rd & Writ as Social Act
(1-24)
4
Roots & Rebellions: Intro
“First Light” by Hogan
“The Way to Rainy Mountain” by N.
Scott Momaday
Read & discuss
Rd Cr or Lit Nonfiction (929-932)
Rd intro to Roots & Rebellions (2528)
Rd Plato’s “Allegory of the Cave”
(66-69) & Rushdie’s “Imaginary
Homelands” (73-76)
Jrnl #2: Avoiding Unpleasant
Realities (69)
7
Discuss Plato’s “Allegory of the Cave”
Discuss Rushdie’s “Imaginary
Homelands”
Rd Hongo’s “Fraternity” (handout)
Jrnl #3: Crossing Boundaries
8
Share Crossing Boundaries entries
Discuss Hongo’s “Fraternity”
Rd “Fiction” (925-929)
Rd Wolff’’s “Powder” (56-59)
10
Video: “The Songs are Free”
Bernice Johnson Reagan
Journal # 4 : “The Songs are Free”
Notes & response
Read “Father and I” (49-52)
11
Discuss “The Songs are Free”
Discuss Wolff’s “Powder” & “Father
& I”
Rd Yamauchi’s “And the Soul Shall
Dance” (590-95)
Rd Wiesel’s “The Watch” (52-55)
Jrnl #5: Object w/ Symbolic Value
(55)
3)
4)
14
Fishbowl Discussion:
Yamauchi & Wiesel stories
Rd. King’s “I Have a Dream”(84143) Jrl # 6: Freedom (844)
15
Video: Fooling with Words
Bill Moyers Poetry Festival
Jrnl #7: Fooling with Words
Notes & response
17
Poetry Presentation Assignment
& sign-up for days/poems
“Translating Grandfather’s House”
Plan poem presentations
Read “Poetry” (932-36)
18
Teaching Poetry: Revising Your
Reading; Stafford poems
Work on poem presentations
21
Poetry Teaching: Say Something
Strategy “Public School No. 18”
Work on poem presentations
22
Poetry Presentations (4)
24
Poetry Presentations (4)
25
Poetry Presentations (4)
5)
6)
7)
28
Poetry Presentations (4)
29
Poetry Presentations (4)
1
Poetry Presentations (2)
Literary Essay Assignment: ‘Roots &
Rebellion’ and ‘Race & Culture’
Journal #8: Favorite poem from
presentations, and why
Begin work on literary essays
2
Video: Maya Angelou
Journal #9: Maya Angelou
Notes & response
Read pp 5-24 and 260-269 on
writing literary essays
5
Discuss & turn in Jrnl #9
read Toni Cade Bambara’s “The
Lesson” (598-604)
6
Discuss Bambara’s “The Lesson”
8
Video: American Passages: Maxine
Hong Kingston, Sandra Cisneros,
Leslie Feinberg
Jrnl #10: Kingston, Cisneros,
Feinberg-notes & response
Notes & Response
Work on literary essays
Finish drafts of literary essays
Bring 3 copies to next class
9
Drafts due: literary essays
Peer Editing Activity
Revise & edit papers
Read Deborah Tannen’s “Sex, Lies
& Conversation” (341-45)
12
Discuss Tannen’s “Sex, Lies, &
Conversation: Why Is it So Hard for
Men & Women to Talk to Each
Other?”
Revise & edit papers
13
“You Don’t Understand Me” by Marge
Piercy: Poem Teaching Strategy
8)
9)
15
Literary Essays due*
Alexie poems & article on Teaching
Native American literature
Read Judith Ortiz Cofer’s “Silent
Dancing” (616-22) & “Where Life
and Art Intersect” article
16
Discuss Cofer’s “Silent Dancing” &
“Where Art & Life Intersect” article
Short Story/Essay Presentation
Assignment & Example
Sign up for text & day for
presentation; begin planning
presentations
19
“Everyday Use” video
& Alice Walker interview regarding
the writing of the story
Jrnl #11: Walker: “Everyday Use”
Rd. “An Amateur Marriage” (33032) & “The Fraternal Bond as a
Joking Relationship” (334-40) &
“Professions for Women” (326-29)
20
“An Amateur Marriage” (SB)
“The Fraternal Bond…”(WC & SV)
“Professions for Women” (AD)
Rd. Roy’s “The Smells of
Home”(320-25) & Chopin’s
“Desiree’s Baby”(611-15) &
Roselily”(293-96)
22
“The Smells of Home” (HE)
“Desiree’s Baby” (TC & AC)
“Roselily” (II)
23
Video: “The Heart of Things:
Adrienne Rich, Victor Hernandez
Cruz, Michael Harper
26
No class meeting (holiday)
27
“I Stand Here Ironing” (RA & TP)
“The Moment Before the Gun Went
Off” (ST EV)
“On Seeing the 100% Perfect Girl”
(SAM E)
Rd. Douglass’s “How I Learned to
Read & Write” (623-27) & “Another
Evening at the Club” (308-13) &
“Fountains in the Rain” (314-19)
29
“How I Learned to Read & Write”
(SM)
Another Evening at the Club” (SF &
MN)
“Fountains in the Rain” (KM)
Rd. Liu’s “A Chinaman’s Chance”
(633-39) & Soto’s “Black Hair”
(627-32) & “Still” (587-90)
Jrnl #12: “Heart of Things” notes &
response; Rd. Olsen’s “I Stand Here
Ironing” (604-10) & Gordimer’s
“The Moment Before the Gun Went
Off” (583-86) & “On Seeing the
100% Perfect Girl” (285-88)
10)
30
“A Chinaman’s Chance” (JS & SS)
“Black Hair” (CR)
“Still” (AS)
Rd. “Puertaricanness” (373-75)
Rd. “ Not Just the Inner City: Wellto-do Join Gangs” (514-17)
2
“Puertoricanness” (HW)
“Not Just the Inner City” (MG)
Rd. Intro & “Where Life & Art
Intersect”(xi-12) in Sandra Cisneros
in the Classroom
Rd. The House on Mango Street (162)
3
Cisneros: “My Wicked, Wicked Ways” Rd. “Teaching Literary Terminology
Project Assignment: The House on
in Context” (40-50) in Sandra
Mango Street
Cisneros in the Classroom
Rd. Taking a Critical Stance” (6382) in Sandra Cisneros in the
Classroom
5
Video: Sandra Cisneros
Jrnl#13: Sandra Cisneros notes &
response
Rd. The House on Mango Street
(62-110) Rd.“The House That
Everybody Knows” (51-62) in
Sandra Cisneros in the Classroom
6
Discuss The House on Mango Street
Self Evaluations
Rd. “Writing from Models” & “A
Feast for the Senses” (13-39) in
Sandra Cisneros in the Classroom
Jrnl # 14: Self-Evaluation
Assignment
Continue discussion: The House on
Mango Street
Journals due*
The House on Mango Street Projects
due*
11) Final:
Monday 6/9
12-2