Modern & Contemporary Literature: Privilege and Society
April 1st
– May 22nd, 2014
TTh 10:40 – 12:10
, Room 3
Shane Abrams
Course Texts
Boyle,
T.C. The Tortilla Curtain. New York:
Penguin, 1995. Print.
The Bedford Glossary of Critical and Literary Terms, 3rd ed. Eds. Ross
Murfin and Supryia M. Ray. Boston: Bedford, 2009. Print.
Foster,
Thomas C. How to Read Literature Like a
Professor, 1st ed. New York: Harper, 2003. Print.
Ung,
Loung. First They Killed My Father: A
Daughter of Cambodia Remembers. New York: Harper, 2000. Print.
The
following blog will also serve as a resource for disseminating materials,
notes, and texts:
Course Description
This
course endeavors to explore modern literature through the lens of two 20th
Century novels and associated texts by examining thematic concepts of society
and privilege. By studying The Tortilla
Curtain and First They Killed My
Father, the class will analyze themes of class, race, gender, community,
and the human condition. Students will further develop their literary and
critical thinking skills through reading, writing, speaking, and listening. By
examining these novels, amongst other writings, students will sharpen their
awareness of literature as a cultural reflection and critique.
Learning Outcomes and
Essential Questions
During
this course, students will develop the ability to…
· read, analyze, discuss, and
respond to a variety of texts.
· engage in unique and relevant
literary discussions and assignments by drawing on personal experiences,
academic analysis, and textual information.
· develop higher-level cognition
skills and critical reading techniques to engage literature at a college
preparatory level.
We will
aim to explore—perhaps even answer—some of the following questions:
· How does literature reflect and
critique our current society? Our historical backgrounds?
· How do we establish our identity
roles in social, familial, and personal spheres?
· How are social, ethnic, class, and
other distinctions in status built into our human communities? How do we
identify and deconstruct stratification and privilege?
Outcomes Assessment
The
following assignments will be used to assess students’ progress toward learning
outcomes: participation & attendance (graded daily); daily journal entries
(graded twice per block); discussion questions and/or golden line analysis; a
midterm project or exam; and a final analysis and presentation. Additionally, other
artistic or academic assignments will be collected and assessed when the
instructor sees appropriate.
Classroom Policy –
Grading, Attendance, and Comportment
*** 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. ***
Attendance and Breaks
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.
Even though I will not
lose any points for being absent, I am responsible for any assignments I miss,
including journal entries.
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 individual breaks, you
should think of yourselves as adults during this class:
I
will leave the classroom only when I must and only when it is appropriate.
Grades
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 1000-1200 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.
Course Specific Grades:
Daily participation – 10 pts. / day
Daily journal entries – 140 pts.
Discussion questions/golden lines – approx. 200 pts.
General assignments – 10-20 pts. / each (approx. 200 pts. total)
Midterm
– 200 pts.
Final project – 300 pts.
* see particular assignment sheets for specific breakdown and
expectations
Miscellaneous
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 contribute to a classroom environment which respects everyone’s educational
opportunities, 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) Writing
journal
Course texts (books, handouts,
assignments, etc.)
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.
Reading assignments should be
completed before the beginning of the class period for which they are listed.
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Week one (3/31 - 4/4) –
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Introduction
to Critical Reading, Analytical Thought, and the Concept of Privilege
Introduction
to T.C. Boyle
4/3 – ”The
Love of My Life”
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Week two (4/7 - 4/11) –
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Ethnic
and Class Division in American Culture
Stratification
4/8 – Tortilla
Curtain, p. 30
4/10 – TC, p. 65
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Week three (4/14 - 4/18) –
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Domestic
Violence, Human Rights, and Gender Roles
4/15 – TC, p. 146
4/17 – TC, p. 200
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Week four (4/21 - 4/25) –
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Safety,
Security, and Fear of the Unknown
Sociological
and Psychological Perception
4/22 – TC, p. 246
4/24 – TC, p. 265
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Week five (4/28 - 5/2) –
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Character,
Identity, and Worldview
Self-Actualization
4/29 – finish TC
5/1 – First They
Killed My Father, p. 27
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Week six (5/5 - 5/9) –
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Psychoanalysis
and Religion
5/6 – FTKMF,
p. 92
5/8 – FTKMF,
p. 128
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Week seven (5/12 - 5/16) –
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Religion,
Family, and Education
5/13 – FTKMF,
p. 183
5/15 – FTKMF,
p. 218
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Week eight (5/19 - 5/23) –
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Final
Projects and Presentations
5/20 – finish FTKMF
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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.
[Please complete and return this section.]
During
the course of this block, I hope to:
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Ex.: earn an 85 or higher in this course.
attend every one of my
classes.
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Identify at least two concrete, measurable academic goals.
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Ex.: become a more critical reader.
be a more supportive sister.
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Identify at least two abstract, subjective, and/or personal goals.
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I think
my biggest asset as a student is:
I believe
my greatest struggle as a student is:
I do best
on assignments which:
I,
_______________________________, hereby acknowledge that I have received and
reviewed this
(print
name)
syllabus.
Any 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
read things all the way through before signing them; if not, I will give Shane
a candy bar of his choosing.
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.
_____________________________________ __________________
(signature) (date)
