Modern & Contemporary Literature: Living Rebellion
January 14th – March 6th,
2013
MW 10:40-12:10, Room 1
Shane Abrams
shaneabrams@boulderprep.org
Course Texts
1984 by George Orwell
The
following blog will also serve as a resource for disseminating materials and
texts:
http://boulderprepmodernlit.blogspot.com/
Note: many course texts will be
provided in handouts by the instructor or provided by the students themselves;
a folder, binder, or other organizational system is highly recommended.
Course Description
This
course endeavors to explore modern literature through the lens of society and
government as illuminated by the novel 1984
by George Orwell and other related texts. Literature is one of the strongest
and most common media for social critique; by exploring 1984 as a piece of literary art, history, sociopolitical foresight,
and social analysis, we will enhance
and broaden our ability to perceive the world critically and thoughtfully. This
course will function as a primarily reading- and discussion-oriented course in
the style of a college-level literature class.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· engage in the analysis,
discussion, and interpretation of contemporary literature.
· independently and collaboratively
develop arguments, insights, and philosophical understanding beyond the basic
level of textual comprehension.
· demonstrate an awareness and
understanding of implicit dimensions of literature, including theme.
· participate in academic and
affective discussions on literature.
· recognize and articulate the
relevance of fictional literature in the culture of academia and in the broader
global community.
We will
aim to explore—perhaps even answer—some of the following questions:
· How do authors build thematic
insight into their writing, and how can we uncover and interpret it?
· What are the relationships between
humanity, society, government, and individuality? How can these be defined and
understood?
· What should be the role of
government in an ideal society? What is the mission of government?
· How are social, ethnic, class, and
other distinctions in status built into our communities, as Americans,
Westerners, and humans? How can we identify, understand, and deconstruct unfair
stratification?
· What is the basic nature of the
human condition? Are revolution and rebellion natural parts of human social
systems?
· What are the benefits to
collaborative analysis of texts? To independent exploration?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); ‘golden line’ textual
analysis (graded twice); daily journals; in-class and out-of-class assignments;
and a summative final project involving research and literary analysis.
Additionally, other artistic or academic assignments may be collected and
assessed when the instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
Grades
for Modern Literature will be calculated on a points-based scale; i.e., each
assignment, including long-term projects and daily participation grades, will
be valued at a certain number of points possible. Over the 8-week course,
points possible will amount to roughly 800-1000 points. At any time, a student
may request his or her grade, and I will do my best to provide a response in a
timely fashion.
Extra
credit will not be provided, barring
unforeseen, extenuating circumstances; therefore, students are expected to complete
each and every assignment to the best of their respective abilities.
Opportunity for success will not be withheld: each student will have the chance
to excel, in terms of grades and
personal growth. However, the burden lies upon the student to optimize these
opportunities.
Students
should attend all classes as possible. There will be only 16 sessions of Modern
Literature; each absence is detrimental to learning potential. I will not
deduct points for absences, whether they are excused or unexcused. However,
students are always responsible for information, work, and cumulative assignments
which they miss when absent: missing multiple classes will unforgivingly hinder
a student’s academic success. If a student misses class, I advise visiting the
course blog – http://boulderprepmodernlit.blogspot.com/ — to see what she or he
missed and what she or he needs in order to catch up. If you know in advance
that you will miss a class, please consult with me beforehand.
Students are expected to arrive to
class on time.
This means that each student should be sitting at a desk with all necessary
materials, including any assigned reading for the class, ready to begin working
at 10:40. This does not mean walking from the Commons to the classroom at
10:40; this does not mean arriving at 10:39 and leaving to use the bathroom
until 10:45. In regards to breaks:
there will be no out-of-class breaks. You should think of yourselves as adults
during this class: leave the classroom only when you must and only when it is
appropriate. At the maximum, only one
student should be out of the classroom at any given time.
My
classroom is a place for personal growth, be it intellectual, emotional, or
otherwise. I expect all students to help me maintain an environment conducive
to such growth. All students are entitled to the right to improve and evolve,
and no person should infringe upon this right in any manner. My classroom will
be a safe and respectful environment for my students to exercise their right to
learn.
Course
Specific Grades:
Daily
participation – 10 pts. / day
Golden
lines – 100 pts. / collection
Daily
journals – 160 pts.
General
assignments – approx. 250 pts.
In-class
activities – approx. 250 pts.
Summative
assessment – 300 pts.
* see particular assignment sheets for specific breakdown and
expectations
Academic
Honesty
Plagiarism
and cheating, whether intentional or unintentional, shall not be tolerated.
Every student is expected to follow any and all codes of academic honesty
endorsed by Boulder Preparatory High School.
Electronic
Devices
In order
to facilitate the development of a respectful and focused classroom
environment, students are asked to refrain from the use of cell phones and
other unnecessary and/or distracting devices during class time. When you are in
class, regardless of the nature of the activity, your cell phone should be put
away, your music device shut off, and any other devices out of sight. Devices
that seem to be distracting any student will be impounded for the remainder of the
period.
Materials Needed
Please
bring these things to class every day:
Writing
materials (pen/pencil, paper)
Course
texts
Recommended: Binder, folder, or other
organizational system for hand-out readings
Approximate Schedule of
Study and Curriculum
This
schedule is a rough estimate and is subject to change. Please refer to daily
assignments for more accurate information.
All
reading assignments should be completed before
the beginning of the noted class.
These
will not be the only assigned readings!
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Week one (1/14 – 1/18) –
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Introduction to
Modern & Contemporary Literature
What is our understanding of society and government? What is our definition of ‘literature’? What is the significance of reading and writing in the world of academia? In the rest of our community and culture?
Background on George Orwell
and literature as social critique.
Reading
assignment— 1984 p. 42 by 1/23
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Week two (1/22 – 1/25) –
*Note:
class this week will meet Wednesday/Friday due to the holiday on Monday.
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Security and
Surveillance
What role does government play
in the introduction to 1984? How do
Oceania’s tactics of surveillance define their society and the behavior of
their citizens? What is ‘propaganda’, and how is it used in 1984? In what other cultures and
societies have similar tactics been used? In what other cultures and
societies are similar tactics still used? Do these behaviors still exist in
America?
Reading
assignment— 1984 p. 72 by 1/25
1984 p. 92 by 1/28
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Week three (1/28 – 2/1) –
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Morality and
Social Norms
In 1984, Orwell and Winston (amongst
other characters) are particularly concerned with ‘orthodoxy.’ How
does this relate to conventional and contemporary morality? What are ‘norms,’
‘mores,’ ‘folkways,’ and ‘taboos’ in regard to understanding social
behaviors? How are standards of ethics and morality determined (constructed)
in our society?
Reading
assignment— 1984 p. 121 by 1/30
1984 p. 158 by 2/4
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Week four (2/4 – 2/8) –
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Identity and
Individualism
How does Orwell outline
Winston’s struggle for identity in 1984?
What is the nature of identity in a society that celebrates conformity? In
what ways can we discover and assert individualism?
Reading
assignment— 1984 p. 178 by 2/6
1984 p. 200 by 2/11
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Week five (2/11 – 2/15) –
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Modes of Economy
and Social Implications
Introduce Final Project.
Ø Due on 3/4 (can be completed and presented before 3/4).
In 1984, Orwell critiques various economic structures, including
both capitalism and Communism. What are the tenets of capitalism, Communism,
Marxism, and other common modes of economy? How does government relate to
economy? What is Maslow’s Hierarchy of Needs, and how does it apply to 1984?
Reading
assignment— 1984 p. 232 by 2/13
Finish
1984 by 2/20
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Week six (2/19 – 2/22) –
*Note:
class this week will meet Wednesday/Friday due to the holiday on Monday.
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Modes of Economy
and Social Implications
How does economy create social
stratification? What are ‘hegemony,’ ‘ideology,’ ‘commodification,’ and
‘reification’? How does socioeconomic stratification determine the fate of
citizens?
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Week seven (2/25 – 3/1) –
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The Role of
Symbols and Language
By controlling
language—including the use of Newspeak—the Party in 1984 increases their control of thought. How is language socially
constructed? What is the significance of an artificially constructed
language?
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Week eight (3/4 – 3/8) –
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Rebellion in the
Contemporary Sphere
While social issues are far
less obvious around us than they are in 1984,
they certainly still exist. In what ways can we promote social critique,
individuality, creative thinking, and forward-thinking mentalities in our own
communities? Outside our communities?
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Miscellaneous
I reserve
the right to amend or alter this syllabus; please note that any changes are
made in an effort to create the best possible academic environment. I will
notify students of any such changes as promptly as possible.
I
wholeheartedly welcome feedback. Please do not hesitate to provide response to
my teaching practices, assignments, etc.—but please provide this feedback while
class is not in session.
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[Please detach and return this section.]
I,
_______________________________, hereby acknowledge that I have received and
reviewed this syllabus. Any
(print
name)
questions
or concerns that have arisen have been addressed adequately.
I
recognize that I am a student: I am capable of anything I encounter in this
course, though it may be challenging—and it should be challenging. I will not
state that I “can’t” do something, but that I “can’t yet.” I will ask for help
when I need it, whether assistance is from Shane, from my peers, or from
another responsible individual.
I will
contribute to a classroom environment which is healthy, fun, welcoming,
intellectual, emotional, and safe, among other things.
I will
respect everyone’s educational opportunities; I will respect our building; I
will respect my peers’ and instructors’ belongings; I will respect everyone’s
right to make amends.
I will be
the best person—intellectually, socially, and otherwise—that I can be.
_____________________________________ __________________
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