NATIONAL ENDOWMENT for the ARTS Reader Resources
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Fools Crow, James Welch
by James Welch Model Teaching Unit English Language Arts Secondary Level with Montana Common Core Standards Written by Dorothea M. Susag Published by the Montana Office of Public Instruction 2010 Revised 2014 Indian Education for All opi.mt.gov Cover: #955-523, Putting up Tepee poles, Blackfeet Indians [no date]; Photograph courtesy of the Montana Historical Society Research Center Photograph Archives, Helena, MT. by James Welch Model Teaching Unit English Language Arts Secondary Level with Montana Common Core Standards Written by Dorothea M. Susag Published by the Montana Ofce of Public Instruction 2010 Revised 2014 Indian Education for All opi.mt.gov #X1937.01.03, Elk Head Kills a Buffalo Horse Stolen From the Whites, Graphite on paper, 1883-1885; digital image courtesy of the Montana Historical Society, Helena, MT. Anchor Text Welch, James. Fools Crow. New York: Viking/Penguin, 1986. Highly Recommended Teacher Companion Text Goebel, Bruce A. Reading Native American Literature: A Teacher’s Guide. National Council of Teachers of English, 2004. Fast Facts Genre Historical Fiction Suggested Grade Level Grades 9-12 Tribes Blackfeet (Pikuni), Crow Place North and South-central Montana territory Time 1869-1870 Overview Length of Time: To make full use of accompanying non-fiction texts and opportunities for activities that meet the Common Core Standards, Fools Crow is best taught as a four-to-five week English unit—and history if possible-- with Title I support for students who have difficulty reading. Teaching and Learning Objectives: Through reading Fools Crow and participating in this unit, students can develop lasting understandings such as these: a. -
Interviewing Sandra Cisneros: Living on the Frontera*
INTERVIEWING SANDRA CISNEROS: LIVING ON THE FRONTERA* Pilar Godayol Nogue Sandra Cisneros is the most powerful representative of the group of young Chicana writers who emerged in the 19805. Her social and political involvement is considerably different from that of Anaya and Hinojosa, the first generation of Chicano writers writing in English. She has a great ability to capture a multitude of voices in her fiction. Although she was trained as a poet, her greatest talents lie in storytelling when she becomes a writer of fiction. Sandra Cisneros was bom in Chicago in 1954. Her first book of fiction, The House on Mango Street (1984), is about growing up in a Latino neighbourhood in Chicago. Her second book of short stories, Woman Hollering Creek (1991), confinns her stature as a writer of great talent. She has also published two books of poetry, My WICked Wicked Ways (1987) and Loose Woman (1994). My interest in her work sprang from her mixing two languages, sometimes using the syntax of one language with the vocabulary of another, at other times translating literally Spanish phrases or words into English, or even including Spanish words in the English text. This fudging of the roles of writer and translator reflects the world she describes in her novels where basic questions of identity and reality are explored. Pilar Godayol. Your work includes mixed-language use. How do you choose when to write a particular word in English or Spanish? Sandra Cisneros. I'm always aware when I write something in English, if it sounds chistoso. I'm aware when someone is saying something in English, or when I am saying something, of how interesting it sounds if I translate it. -
Joy Harjo Reads from 'Crazy Brave' at the Central Library
Joy Harjo Reads From 'Crazy Brave' at the Central Library [0:00:05] Podcast Announcer: Welcome to the Seattle Public Library's podcasts of author readings and Library events; a series of readings, performances, lectures and discussions. Library podcasts are brought to you by the Seattle Public Library and Foundation. To learn more about our programs and podcasts visit our website at www.spl.org. To learn how you can help the Library Foundation support the Seattle Public Library go to foundation.spl.org. [0:00:40] Marion Scichilone: Thank you for joining us for an evening with Joy Harjo who is here with her new book Crazy Brave. Thank you to Elliot Bay Book Company for inviting us to co-present this event, to the Seattle Times for generous promotional support for library programs. We thank our authors series sponsor Gary Kunis. Now, I'm going to turn the podium over to Karen Maeda Allman from Elliott Bay Book Company to introduce our special guest. Thank you. [0:01:22] Karen Maeda Allman: Thanks Marion. And thank you all for coming this evening. I know this is one of the readings I've most look forward to this summer. And as I know many of you and I know that many of you have been reading Joy Harjo's poetry for many many years. And, so is exciting to finally, not only get to hear her read, but also to hear her play her music. Joy Harjo is of Muscogee Creek and also a Cherokee descent. And she is a graduate of the Iowa Writers Workshop at the University of Iowa. -
Unworking Community in Sandra Cisneros' the House on Mango Street
Revista de Estudios Norteamericanos, nº 18 (2014) Seville, Spain. ISSN 1133-309-X, pp 47-59 “GUIDING A COMMUNITY:” UNWORKING COMMUNITY IN SANDRA CISNEROS’ THE HOUSE ON MANGO STREET GERARDO RODRÍGUEZ SALAS Universidad de Granada [email protected] Received 6th March 2014 Accepted 7th April 2014 KEYWORDS Community; Cisneros; Chicano literature; immanence; transcendence PALABRAS CLAVE Comunidad; Cisneros; literatura chicana; inmanencia; transcendencia ABSTRACT The present study revises communitarian boundaries in the fiction of Chicana writer Sandra Cisneros. Using the ideas of key figures in post-phenomenological communitarian theory and connecting them with Anzaldúa and Braidotti’s concepts of borderland and nomadism, this essay explores Cisneros’ contrast between operative communities that crave for the immanence of a shared communion and substantiate themselves in essentialist tropes, and inoperative communities that are characterized by transcendence or exposure to alterity. In The House on Mango Street (1984) the figure of the child is the perfect starting point to ‘unwork’ (in Nancy’s terminology) concepts such as spatial belonging, nationalistic beliefs, linguistic constrictions, and gender roles through a selection of tangible imagery which, from a female child’s pseudo-innocent perspective, aims to generate an inoperative community beyond essentialist tropes, where individualistic and communal drives are ambiguously intertwined. Using Cisneros’ debut novel as a case study, this article studies the female narrator as embodying both -
English 233: Tradition and Renewal in American Indian Literature
ENGLISH 233 Tradition and Renewal in American Indian Literature COURSE DESCRIPTION English 233 is an introduction to North American Indian verbal art. This course is designed to satisfy the General Education literary studies ("FSLT") requirement. FSLT courses are supposed to concentrate on textual interpretation; they are supposed to prompt you to analyze how meaning is (or, at least, may be) constructed by verbal artists and their audiences. Such courses are also supposed to give significant attention to how texts are created and received, to the historical and cultural contexts in which they are created and received, and to the relationship of texts to one another. In this course you will be doing all these things as you study both oral and written texts representative of emerging Native American literary tradition. You will be introduced to three interrelated kinds of "text": oral texts (in the form of videotapes of live traditional storytelling performances), ethnographic texts (in the form of transcriptions of the sorts of verbal artistry covered above), and "literary" texts (poetry and novels) written by Native Americans within the past 30 years that derive much of their authority from oral tradition. The primary focus of the course will be on analyzing the ways that meaning gets constructed in these oral and print texts. Additionally, in order to remain consistent with the objectives of the FSLT requirement, you will be expected to pay attention to some other matters that these particular texts raise and/or illustrate. These other concerns include (a) the shaping influence of various cultural and historical contexts in which representative Native American works are embedded; (b) the various literary techniques Native American writers use to carry storyteller-audience intersubjectivity over into print texts; and (c) the role that language plays as a generative, reality-inducing force in Native American cultural traditions. -
A Case for Relational Identity in Sandra Cisneros's the House on Mango Street
Brigham Young University BYU ScholarsArchive Theses and Dissertations 2008-11-08 Rethinking the Historical Lens: A Case for Relational Identity in Sandra Cisneros's The House on Mango Street Annalisa Wiggins Brigham Young University - Provo Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the English Language and Literature Commons BYU ScholarsArchive Citation Wiggins, Annalisa, "Rethinking the Historical Lens: A Case for Relational Identity in Sandra Cisneros's The House on Mango Street" (2008). Theses and Dissertations. 1649. https://scholarsarchive.byu.edu/etd/1649 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Rethinking the Historical Lens: A Case for Relational Identity in Sandra Cisneros’s The House on Mango Street by Annalisa Waite Wiggins A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Arts Department of English Brigham Young University December 2008 BRIGHAM YOUNG UNIVERSITY GRADUATE COMMITTEE APPROVAL of a thesis submitted by Annalisa Waite Wiggins This thesis has been read by each member of the following graduate committee and by majority vote has been found to be satisfactory. ______________________________ ____________________________________ Date Trenton L. Hickman, Chair -
6Th Grade- the House on Mango Street by Sandra Cisneros 7Th Grade-Schooled by Gordon Kormon 8Th Grade- Sarny by Gary Paulsen
This summer, students in Grades 6-12 will be required to read the book listed below. Each novel is assigned based on the grade they are coming into for the 2015-2016 academic school year. During the first week of school, the students will be given a reading comprehension Test on their assigned novel by their English/Language Arts teacher. In addition to the novel test, they will also be responsible for an Oral Presentation which will take place during the first week of school as well. These will be the first two grades for the first nine weeks and will count as a Test (40%) and a Project (30%) grade. Students in AP Language & AP Literature: Follow the Summer Project – AP English instructions outlined on the school website. **NOTE: Novels can be purchased at Barnes and Noble Bookstore / bn.com, Amazon.com, etc…** 6th grade- The House on Mango Street by Sandra Cisneros * Bring in your novel to class on the first day of school for class assignment and essay. 7th grade-Schooled by Gordon Kormon * Bring in your novel to class on the first day of school for class assignment and essay. 8th grade- Sarny by Gary Paulsen * Bring in your novel to class on the first day of school for class assignment and essay. English I- Speak by Laurie H. Anderson * Bring in your novel to class on the first day of school for class assignment and essay. English II- Fahrenheit 451 by Ray Bradbury * Bring in your novel to class on the first day of school for class assignment and essay. -
American Literature Association a Coalition of Societies Devoted to the Study of American Authors
American Literature Association A Coalition of Societies Devoted to the Study of American Authors 28th Annual Conference on American Literature May 25-28, 2017 Conference Director Olivia Carr Edenfield Georgia Southern University Program Draft as of April 25, 2017 This on-line draft of the program is designed to provide information to participants in our 28th conference and provide them with an opportunity to make corrections. Participants should check the description of their papers and panels to ensure that names and titles and other information are spelled appropriately. Organizers of Panels should verify that all sessions are listed properly, including business meetings that have been requested. It may be possible to add a business meeting. Also, organizers must make sure that they have contacted each of their panelists about registering for the conference. Please see below the important information regarding conference registration. Times of Panels: If there is a conflict in the program (i.e., someone is booked to appear in two places at the same time), please let me know immediately. The program indicates that a few slots for business meetings are still open, but it will be difficult to make other changes. You can presume that the day of your panel is now fixed in stone (and it will not change without the concurrence of every person on that panel) but it may be necessary to make minor changes in the time of a panel. Audio-Visual Equipment: The program makes note of all sessions that have requested AV. Please understand that it may be difficult or impossible to add any audio-visual requests at this point, but individuals may make such requests. -
MLS 589 Syllabus 2014
The Poetry of Earth How Science and Poetry Come Together from Walt Whitman’s Leaves of Grass to Ernesto Cardenal’s Cosmic Canticle MLS 589 - Spring 2015 Steve Phelan (photo by Arthur Jones) Course Description: You’ve heard of science fiction. This course is all about science poetry. It will illustrate the few, but substantial poets, who in the tradition established by Lucretius two millennia ago, have created a new language and way of thinking, representing the human endeavor in the context of the whole earth and the cosmos, using our full and growing knowledge of the universe. Science poetry, then, often stands in contrast with the song of creation (as represented in the mythology of all cultures) and yet it also seems to work in consonance with it. While every poem creates its own place and hence implies its own creation account, Whitman’s masterpiece sets out to create a new Book of Genesis. Leaves of Grass sets the cosmic stage for all the poetry of the Americas and the democracy he imagined would engender the new world. So powerful was his song of creation that many poets to follow, in both North and South America, took heart and followed his grand score, creating ever new oracular voices of the indigenous spirit of the Americas. This course will explore the scientific, religious, and mythological basis of Whitman’s own creation and move forward to modern and contemporary poets of his kind: William Carlos Williams, our finest imagist poet, also wrote a long poem, Paterson, which uses collage techniques to create a modernist epic of place. -
Just As Nature Can Be Perceived Differently by Men and Women, Ethnicity Can Create Equally Distinctive Perceptions of the Natura
Anglo women's perceptions of the nature of the South- west have already received considerable attention of scholars.6 Although Chicanas and Native American women have perhaps been writing about the Southwest for years, only recently has Just as nature can be perceived differently by men and their literature been included in the genre of western and nature women, ethnicity can create equally distinctive perceptions of writing and as a consequence, there is not as much scholarly the natural world. As part of the United States "Frontier," the writing about them.? The predominant literary medium used by Southwest invites exceptional views of nature. In the Southwest Chicanas and Native American women is poetry, although not there is a blend of three distinct cultures: The Native Americans, limited to it. Pat Mora, Gloria Anzaldua, Beverly Silva, Luci who incorporate nature in to their daily lives; the Anglo Ameri- Tapahonso, Leslie Silko and Joy Harjo are all writers who have cans, who came to settle the new American frontier; and finally heen influenced by the Southwest. Some like Pat Mora and the Mestizos or Mexican Americans, who are a combination of (,Ioria Anzaldua were raised in the border area of Texas and 1 Indian and Spanish heritage. In The Desert is No Lady, edited experience these fronteraslborders as part of their daily lives. by Vera Norwood and Janice Monk, the authors conclude that: Beverly Silva, Leslie Silko and Luci Tapahonso, who are all city "women, alienated from their culture, feel lost and seek renewal dwellers, see the landscape through different eyes.s Interesting in the landscape; their search is not based on transcendence but in the work of Joy Harjo is the special attention given to feminist reciprocity, on personal vulnerability rather than heroic domi- thought.9 All these women have drawn their inspiration from the nance. -
Sandra Cisneros
Sandra Cisneros Sandra Cisneros is a writer whose exuberant prose and spirited activism have made her one of literature’s best-loved figures. Among the first Latinas ever published by a major house, she has tackled subjects such as race, class, border-crossing and feminism with empathy and a language that is unique in American letters. Her debut novel, “The House on Mango Street,” sold more than six million copies, was translated into more than 20 languages, and has become required reading in high schools and colleges across the United States. Subsequent endeavors and acclaim elevated Cisneros into a cultural icon. She has published in every genre, including the poetry collections “My Wicked, Wicked Ways (1987) and “Loose Woman” (1994); the 1991 short story collection “Woman Hollering Creek”; the 1994 dual- language children’s book “Hairs/Pelitos”; the 2002 novel “Caramelo”; and the 2012 picture book for adults “Have You Seen Marie?” Library Journal deemed her latest book, “A House of My Own,” the best memoir of 2015. Although storytelling is her chief pursuit, Cisneros doesn’t just nurture the artist within. Soon after the MacArthur Foundation awarded her a Genius Grant in 1995, she established the Macondo Foundation, which champions writers around the world who share her commitment to social justice. In addition to holding workshops and readings, the Macondo also offers financial support for artists “in need of time to heal their body, heart or spirit.” She also organized her fellow Latina-Latino “MacArturos” into an ongoing group of doers who meet regularly to inspire communities in need. -
Chicana/O Latina/O Literature
Chicana/o Latina/o Literature Contacts 1. District Information Coachella Valley Unified School District 2. Course Contact A. Cover Page 1. Course Title Chicano Latino Literature 2. Transcript Title Chicano Latino Literature 3. Transcript Course Code Chicano/Latino Lit 4. Seeking Honors Distinction? (HS Only) No 5. Subject Area English “B” 6. Grade Levels 9th, 10th, 11th, 12th 7. Unit value 1.0 (one year, 2 semesters, or 3 trimesters equiv) 8. Was this course previously approved by UC? (HS Only) Yes. Berkeley High School (050290) 9. Is this course, or any section of this course, taught in an No online learning environment? 10. Is this course classified as a Career Technical No Education course: (HS Only) 11. Brief Course Description In this literature course, we will take an exciting journey through Chicana/o Latina/o Literature. We will explore how this literature affects, documents, and creates Chicana/o Latina/o identities, politics, and the epistemologies/subjectivities of Chicana/o Latina/o authors in the United States. Through our journey we will use novels, short stories, poetry, performance, screenplays, comedy, spoken word, theatre, essays, music, and film to examine the diversity of themes, issues, and genres within the "Community" and the legacy and development of a growing “Chicana/o Latina/o Cultural Renaissance." We will also use critical performance pedagogy to engage particular problems in the literature and in the community. Through group/team work, community service, and interactive lectures and discussions we will delve into the analysis, accessibility, and application of Chicana/o Latina/o literature. We will ask questions around the issues of--and intersections between--gender, race, ethnicity, sexuality, class, language, religion, tradition, colonization, access, citizenship, migration, culture, ideology, epistemology, politics, and love.