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TITLE b Teacher's Guide for Communication Skills, Grades 11 and 12, Secondary Schools. coo PUBDATE NOTE 454p.

EDRS PRICE 1?-50:8-1 EC=$24.77 PItt-PostaAt DESCRIPTORS *Communication Skills; Compositiion (Literary) ; Curriculum Guides; *Iniglish Instruction; Films; *Language Arts;, Literature Appreciation; Reading; Science Fiction; Secondary Education

ABSTRACT This l'uide focuses on communication skills within 17, courses: American literature 1 and 24 English literature 1 and 2, world literature 1 and 2, advanced composition, advancedliterature, aovanced literature and composition 11and 2, film study, science fiction, modern writers, comic spirit, Afro-Americin literature, career English, and college prep English. Each course outline contains a description, general goals, content, actitivities, and materials. Also included is an outline-for the overall goalsof communication skills curriculum in the subject area of listening, reading, writing, speaking, language, critical thinkingn literary interpretation and appreciation, and media. (JM)

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4 TEACHERcvetca 9'4. GUIDE FOR ED 117 COMMUNICATIONGRADESSECONDARY 11 AND SKILLS SCHOOLS'. 12 14, ST. LOUIS PUBLIC . S H ST. LOUIS, MISS ii1R 1975 SuperintendentClydeTEACHER'S C. Miller GUIDE of FOR Echools. COMMUNICATION SKILLS Assistant Superintendent GeraldSECONDARY H. Moeller SCHOOLS Prepared under the supervision of.the S John D. Buckner, Second4 Up isort AnneDIVISION E. Price, OF CURRIGULUM Director SERVICES - M. Eloise Fay, Secondary UPe isor 4 Theresa Baker Michael J. Carroll Secondary Communication Skills Curriculum Committee Joseph Clark Maxine M. Houston Judith Ann Hunter Ruby H.: Jones Mildred Kovacevich Jacqueline Leslie 4t, Mari-Fran MantiaH Jeannette 1 r Copyright, 1915. RIGHTEDPERMISSION MATERIAL HAS TO BEENREPRODUCE GRANTED THIS BY COPY- No part of this work may be reproduced or trimmei ed4-i'd'any St. Louis,Louis PublicMissouri Schools UNDERTO ERIC AGREEMENTS AND ORGANZA`,ONSSt. &Tr. THELouis NATIONALOPERATING PublicSchoolsIN copyingform by and any recording, means, electronic of by any or information Mechanical,- ptor incl e or 4 photo- All rights reserved. OuIPESSTITUTEOWNERDUCTION PERMISSIONOF EDUCATION OUTSIDE Or THE ERIC SYSTEM PE FURTHER REPROTHE CoPyrooHT LOU'retrieval Board system of Education, without permissionSt. Louis, in Missouri writing fr i the St. COMMUNICATIONSt. LouisSKILLS Public CURRICULUM High Achools GOALS _LISTENING: TheThe-student student listens tocourteously. learnincrease efficiently his ability and toto concentrate,think contructively. to interpret, and to evaluate. READING: The student readsreada.for to form knowledge, personal for values. enjoyment, for vicarious experience. materials. WRITING: TheThe student student masters writes theclear, basic correct, reading effective skills essential English. to his comprehension of printed SPEAKING: The student writesspeaks creatively.clearly, thoughtfully, effectively. LANGUAGE: The student,student learnscommunicates standard his English experiences; and uses he itdevelops when appropriate. skills in oral communication. At TheThe.student student understandsrecognizesusesexpands words his thatprecisely.thethatvocabulary relationshipcommunication words conveycontinually. between issymbolic non-verbal speaking meanings as and well and writing. asemotional verbal. connotations. CRITICAL THINKING: TheThe student student respects learnsfunctionsdevelops andthe aas usespositiverights both both aof groupself logicalothers imagemember toand andtheir andcreative worthwhile an independent thought opinions. personal values. processes. entity. LITERARY, INTERPRETATION AND APPRECIATION: The student interprets and comprehends both literal and 3 TheThe'student student appreciates.discriminatesrecognisesappreciates various thethe between meaning,literary literary the significance,heritagemeretricious forms; and theand relationthe true ofand literature style of literarysymbolic works. meanings. sincere in literature, to the,othe tar MEDIA: The student makesunderstands judgments the aboutimpact media of media by evaluating '6resentations. on, the individual and society. ID:The student uses Theaudiovisual student usesdevelopsdifferentiatesmedia visual as audiovisual media as.tools literacy. of communication. among statements of fact, fiction, and opinions. supplements to and not substitutes for the. printed 4014. ' CJ1 mediaTheThe student studentstudenekevaluatesoffer asdevelops drawsdistinguishes they frommake an what appreciationandcurriculum factreinforces,he seesfro* content andforopinion learnshearsthe relevant. literaryand withfrom is anotheraware heritageunderstanding disciplines.of subtle through propagandaof thehuman best nature that:con and ieap4rary : techni4des 0 fallibility. 975 0 American Literature 1 TABLE OF CONTENTS 5 AmericanEnglish LiteratureLiterature 21 3113 'EnglishWorld Literature Literature 2 1 7964 AdvancedWorld Literature Composition 2 107113 99 Advanced CompositionLiterature and Literature 21 135119. - ModernScienceFilm Study Writers Fiction 217169141 )Comic SpiritAfro - American. Literature 247235 CollegeCareer EnglishPrep English 277263 3 COMPOSITION. COURSES GROUPED BY TYPES MEDIA Advanced Composition . 107 Film Study 141 LITERATURE, SURVEY,COURSES American Literature(Two -Seniesters) 1 5 ADVANCED COURSES Advanced Composition andand LitekatLitetat re 2 e 1 135119 EnglishAmerican Literature Literature 21 2 31 6113 Advanced LiteratureComposition 113107 World Literature 12 ".99 79 .Afro-AmericanWorld Literature Literature 21 247 99.79 LITERATU (One ster) TIC ODURSES. 169 PRACTICAL PREPARATORY COURSES, LANGUAG ORIENTEDCareer Enclish 263 ModernAfro-AmericanComicScience WritersSpirit Fiction Litetature / 247235217 College Prep English 277 AMERICAN LITERATURE 1 . 05031 StudyCOURSE literary DESCRIPTION movements and major authors in American literature from its beginnings to the oriented.ascontributionspresent its enduringtime. to values. American Read works of authors from various socio- This courseliterature is for any reflect 11th or the 12th changing graders, aspects of American society as economic groups. college bound or career Note how their well GENERALThe student GOALS developsbecomes acquaintedan awareness with the influential writers of of major literary movements. each period. whichThe student it was recognizesgainswritten. insight that into American the development of the various genre literature reflects the social and of literature on the Americaneconomic trends of the era duringscene. 00 Theeconomic student groups. becomes aware of the diversity and multiplicity of views expressed by various , ethnix and sgocio- TheThetimes. student student investigates becomes conscious themes in American literature which of the recurrence in American literaturehave of beena quest present for sustainingfrom its begihni*s apd enduring to modern- values.The student writesdevelops as thean ability to outgrowth of.his study of American read literature critically. literature. 5 AMERICAN LITERATURE I 05031 Materials tle Use AMERICANI, TOO', LITERATURE-....LITERATURE, SING AMERICA: TEACHER'S GinnBLACK and VOICESHANDBOOK Company IN AMERICANAND KEY. LITERATURE. Ginn and Company. Hayden Book Company. Students,TeacherStudents Teacher NATIVEONE FLEW SON. OVER THE CUCKOO'S NEST/KESSEY:NEST. TEACHER-STUDENT PACKAGE. Harper and Row Publishers, Inc. American Book Company. Aterican Book'Company. TeacherStudents NATIVE SON NOTES. Harper and Row Publishers, Inc. Teacher ' A ASEPARATE SEPARATE PEACE/KNOWLES:TEACHER-STUOENT-PACKAGE. PEACE. American Book Company. American Book Company. Te'acherStudents LISTENEIGHT AMERICANTO LITERATURE: ETHNIC RECORDPLAYS, GinnALBUM and TO Company.ACCOMPANY AMERICAN' LITERATURE (2 records). Charles Scribner's Sons. DepartmentStudents, Teacher AMERICAN LITERATURE 1,

GOALS AND CONTENT 1CTIVITIES AND -4

----1. -Me:Student investigatei-major themes which . each succeeding group of American writers tas modified according to his own experience.

A. He "sees that everyman acquires a "sense AMERICAN LITERATURE: "Thp Sens of place," a feeling of ilentification wjth his home.

1. He learns that AmericEnlliterature AMERICAN LITERATURE: from,A DI began withattemptd by settlers to OF THE SO record what thpy, found in this new p. 5 land,.how they managed to live, and what. their hopes were for the future.

2. He learns that writers of.the 19th AMERICAN LITERATURE: from ROUG century recorded the natural wanders they saw throughout the,country.

3. He becomes acquainted with th'e AMERICAN LITERATURE: froth 'OF T familiar theme of the'young man v or woman's journey from a .small town to the big city2 rind he sees the profound influences, 'both for good and evil, that the city ex- 2 upon ..those who fell within its botkhdaries."

4. He see that theAmerican "sense of AMERICAN LITERATURE: from AVA place", iso includes thecity. "City of "Lenoir Av

10 11 7 f ' \ 05031

NTENT `ACTIVITIES AND*MATERIALS

n . tagatei major themes-which roup of American writers has. g to his dim experience. evry man acquires a "sense AMERICAN tITERATURE: "Te Sense of Place," p. 1 e ling of-identification t that American literatUre, AMERICAN LITERATURE: from A DISCOURSE OF THEE' PLANTATION h attempts by settlers to OF THE SOUTHERN COLONY IN VIRGINIA, at 4hey-found in'this new p. 5 they:managed to Live, and 2 hoRes_were for, the future.

that writers of the 1 th. AMERICAN LITERATURE: from ROUGHING IT, 11..15 ecorded the natural wo klers r'' throughout the country,N s acquainted 'with 'the AMERICAN LITERATURE: frdh OF TIME AND THE RIVER, p: .22. theme of the young man s journey from a small` he big city,, and he sees und-influen0s, both for evil, that.the city ek- n those who fetl within its s. 4 0 hat, the American "sense of AMERICAN' LITERATURE: from A WALKER IN THE CITY, p. 27 so includes the city. "City of Harlem," p. 33 "Lenox Avenue Mural,"p.

10 7 AMERICAN LITERATURE I

GOALS AND CONTENT ACTIVITIES AND /

B. The student recognizes that individualism was, from the beginning, a central fact and resource of American 'life.

I. He learns that one -of the first effects AMERICAN LITERATURE: "The Ind of life in early America was the need "Of Indi for self-reliance. % Countrie

Z. He studies literature which havreflec-- AMERICAN LITERATURE: "Letter ted the importance of individual'thought January, and actiOn and the relationship of the Freedom, state. "The Hau "The Bri "Yardbir

I, TOO, SING AMERICA: from LE

C. The student understands that the AMERICAN UTERATURE: "The di American dream cannot be defined "The May precisely4pecause it has taken a "The Dec variety of forms', the oftTlity and p. 86 nature of the vision depending entire- "I Hear ly upon the convictions and imagination of the dreamer. I, TOO, SING AMERICA: "I, Too,

FPL THE BLACKAMEid

AMERICAN LITERATURE1 "Inaugur "Message

"ChristI;

12 8 13 j 05031

CONTENT' ACTIVITIES AND MATERIALS

recognizeS that-individualism he begi ning, acentralfact e of A rican life.' ns that one of the first effects AMERICAN LITERATURE: "The Individual," p. 47 in early America Was the need "Of Individualism In Democratic f-reliance. Countries," p. 50 ies literature which has reflec- AMERICAN LITERATURE: "Letter to. the Town of Providence, importance of individual thought January, 1655, On the limits of on and the relationship of the Freedom," p. 53 "The Haunted Mind," p. 56 "The Bride Comes to Yellow Sky," p.68 "Yardbird's Skull," p.78.

I, TOO, SING AMERICA: from LETTERS TO A BLACK BOY, p. 277

understands that the AMERICAN LITERATURE: "The American Dream," p. 80 eam'cannot be defined "The Mayflower Compact," p. 84 cause it has taken a "The Declaration of Independence," forms; the quality and p. 86 he vision depending entire- "I Hear America Singing," p. 96 convictions and imagination er. I, TOO, SING AMERICA: "I, Too, Sing America," p. 103

FPL THE BLACK AMERICAN DREAM

AMERICAN LITERATURE: "Inaugural Address," p. 101 "Message to the Grass Roots," p. 165 "Christmas Sermon on Peace," p. 115 AMERICAN LITERATURE 1

GOALS AND CONTENT. ACTIVITIES AND

II. The student moves into an historical survey of-American*literature, focusing on growth, continuity, and recurring themes.

A. He sees that there was little imagip- AMERICAN LITERATURE: from THE ative writing in the 17th and 18th PLANTATI centuries. from A LINE,

1. He reads examples of the early I, TOO, SING AMERICA: "On Bein diaries, journals, sermons, religious America, poems, and political treatises. from LIF DOUGLASS "An Ante

2. He studies the Puritan, ethic AMERICAN LITERATURE; ."The Pur becomes aware of the importance-of Puritan attitudes to America's "Speech literary, intellectual; social, and AMERICAN LITERATURE: _ political heritage. Meditati "Six," "Preface Touching "Sinners.' Angry Go from PE

0 14 9 410 05031

ACTIVITIES AND'MATERIALS

intoan historical survey

ture, focusing on growth, curring themes.

'herewas little imagin- AMERICAN LITERATURE: from THE HISTORY OF THE PLYMOUTH PLANTATION, p. 125 inthe 17th and 18th from A HISTORY OF THE DIVIDING LINE, p. 134

xamples of the early I, TOO, SING AMERICA: "On Being Brought from Africa to ournals, sermons, religious AMerica," p. 13 political treatises. from LIFE AND TIMES OF FREDRICK DOUGLASS, p. 18 "An Ante-Bellum Sermon," p'.88

the Puritan ethic and AMERICAN LITERATURE: "The Puritans," p. 138 are of the importance of t.itudeg to America's AMERICAN LITERATURE: "Speech to the General Court,"_p. 143 intellectual, social, and e Meda6tion,"Huswifery," p. 150 heritage. p. 151 "Preface to God's Determinations Touching His Elect," 153 "Sinner's in the Hands of an Angry God," p. 156 from PERSONAL NARRATIVE, p. 158

14 9 AMERICAN LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

B. He sees thatslatcer colonial writers AMERICAN LITERATURE: from were concerned with political matters "Hamatr and investigated *themes which have

' continued to be present in American RECORDLISTEN TO LITERATURE- life And thought. I, TOO, SING AMERICA: "On Fre

1. He reads selections which reflect AMERIN LITERATURE: "The Wa their idealism, their concern with "The Sa ideas and values, and their shrewd "On the practicality.

2." He sees their willingness to fight AMERICAN LITERATURE: "Speech for material gain as well as for a p. 184 principle. RECORDLISTEN TO LITERATURE-S CONVENTION AMERICAN LITERATURE: "The Ba RECORD LISTEN TO LITERATURE-T

C. The student gains insight into the surge AMERICAN LITERATURE: "A Nati of nationalistic feeling in the 1800's which formed the basis for the development of an authefitic American literature.

1. He itudies selections based on concern AMERICAN LITERATURE: "Thanat :`with the beauty of nature and refleCt-. "To the ing the writer's faith in the transcen- "The Ti dent meaning of that beauty. p. 278 "The So "The Fi

1q, 1? E1 05031

CONTENT ACTIVITIES AND MATERIALS

at later- colonial writers AMERICAN LITERATURE: from THE CRISIS, p. 188 rued with political matters "Hamatreya," p. igated themes which have to be present in American RECORDLISTEN TO LITERATURE-HAMATREYA houghe. I, T00, SING AMERICA: "On Freedom," p. 13

ds selections which reflect AMERICAN LITERATURE: "The Way to Wealth," p. 170 idealism, their concern with "The Sale of the Hessions," p. 177 and values, and their shrewd ."On the Subject Of Salaries," p. 179 cality.1

s theirwillingness to fight AMERICAN LITERATURE: "Speech,to the Virginia Convention," terial gain as well as for a p. 184 ple. RECORDLISTEN TO LITERATURE-SPEECH TO THE VIRGINIA CONVENTION AMERICAN LITERATURg: "the Battle of the Kegs," p. 193 RECORD LISTEN TO LITERATURE-THE BATTLE OF THE KEGS

t gains'insight into the surge AMERICAN LITERATURE: "A National Culture," p. 201 listic feeling in the 1800's ed the basis for the develop- authentic American literature.

dies selections based on,coneern AMERICAN LITERATURE: "Thanatopsis," p. 205 he beauty of nature-and reflect- "To the Fringed Gentian," p. 209 e writer's faith in the transc "The Tide Rises, The Tide Falls," eaning of 'that beauty. p. 278 "The Sountitrof the Sea," p. 279 "The Fire of Driftwood," p, 280

16 AMERICAN LITERATURE 1

'GOALS AND CONTENT ACTIVITIES AND

2. He reads folk tales and legends AMERICAN LITERATURE: "Rip Va written in the local color traditions. ( "Self-Re from WA What I '3. He evaluates the American philopophy from WA of responsible individualism.

4. He traces the early-development of AMERICAN LITERATURE: "Tht Pit the American short story. "A Desce p. 296

SFS 770-713THAT STRONG MR. PO SFS 770-568E.A.POE F 171 152 E.A.POE

I, TOO, SING AMERICA: "The Ing

5. He investigates the continuing AMERICAN LITERATURE: "Young G concern with the Puritan ethic and "Bartleb the dark side of human nature.

6. He compares and contrasts literature AMERICAN LITERATURE: "Gettysb reflecting. points of view and con- RECORDLISTEN TO' LITERATURE cerns during die Civil War.

I, TOO, SING AMERICA: from UP "The At1 p. 61 "Of Mr. Others, "Booker

11 19 05031 .b

NTENT ACTIVITIES. AND MATERIALS folk tales .and legends AMERICAN LITERATURE: "Rip Van Winkle," p. 211 n the local color tradittons. "Self-Reliance," p. 225 from WALDEN,"Where I Lived and What I Lived For," p. 250 tea the American philosophy from WALDEN, "Conclusion," p. 263 sible individualism.

the early development of AMERICAN LITERATURE: "The Pit and the Pendulum," p. 284 can short story. "A Descent into the Maelstrom," p. 296

SFS 770-713THAT STRONG MR. POE SFS 770-568E.A.POE i-171-152 E.A.POE

I,'TOO, SING. AMERICA: "The Ingrate," p. 93 igates the continuing AMERICAN LITERATURE: "Ybung Goodman Brown," p. 316 ith the Puritan ethic and "Bartleby the Schrivener," p. 327 side of human nature. es and contrasts literature AMERICAN LITERATURE: "Gettysburg Address," p. 357 g points of view and con- RECORDLISTEN TO LITERATURE ing the Civil War.

I,'TOO, SING AMERICA: from UP FROM SLAVERY, p. 57 "The Atlanta Exposition Address," p. 61 "Of Mr. Booker T. Washington and Others,e" p. 65 "Booker T. and W.E.B.," p. 76

li 19 AMERICAN LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

ACTIVITIES: In the teAcher's AMERICAN LITERATURE suggestions assignments, uses of illustrati vocabulary work, and other foll should be correlated to the res ing to the needs of the individ

IV.//The student reads and discusses or writes a LINE FLEW OVER THE CUCKOO'S NEST report on at least one of the three no els ONE FLEW OVER THE CUCKOO'S NEST/ suggested for the course, showing the PACKAGE relevance of this literary form to the ther 4 'selections read in class. NATIVE SON (Cliff's NOTES ON NA A SEPARATE PEACE A SEPARATE PEACE/KNOWLES TEACHE 1.

V. The student reads and discusses,or writes EIGHT AMERICAN,ETHNIC PLAYS: report on at least one of the dramas sugg sted. A He may also participate in reader's theater D or dramatic interpretation of excerpts, from the play.

21 20 12 05031

ACTIVITIES AND MATERIALS

ACTIVITIES: In the teacher's manual which accompanies /------170E166WLITERATURE suggestionsare given for writing assignments, uses of illustrations, tests, quizzes, vocabulary work, and other follow-up activities. These should be correlated to the reading assignments according to the needs of the individual teacher. and discusses or writes a ONE FLEW OVER THE CUCKOO'S NEST one of the three novels ONE FLEW OVER THE CUCKOO'S NEST/KESSEY, TEACHER/STUDENT course, showing the PACKAGE literary, form to the other class. NATIVE SON (Cliff's NOTES ON NATIVE SON) A SEPARATE PEACE A SEPARATE PEACE/KNOWLES TEACHER /STUDENT PACKAGE and discusses or writes a EIGHT AMERICAN ETHNIC PLAYS: I REMEMBER MAMA, p. 83 ofte of the dramas suggested. A RAISIN IN THE SUN, p. 221 ipate in reader's theater THE OXCART, p. 303 retation of excerpts from

20 12 AMERICANCOURSE LITERATURE DESCRIPTION 2 . 05032 ParticularofcourseAmerican the presentbeginning Literature emphasis day. with is2 theisgiven designedliterature to the for new written the developments college-bound around thein thetimeand major theof thecareer-oriented genre. Civil War and student. continuing A number of major authors are studied, along with significaht literary The contributions It trends.ofthroughis various a ,survey works ethnic groups to the American literary and cultural scene are noted. Attention is also paia to those ".% TheGENERALvalues student andGOALS concernsbecomes acouaintedin American with literature the influential which have writers appeared of eachthroughout period. its history. The student gainsdevelopsrecognizes insight an thatawareness into American the ofdevelopment majorliterature literary of.the reflects movements. various the socialgenre and economic trends of the era during of literature on the American scene. Thewhichand student socio-it was becomeseconomicwritten. awaregroups. of the diversity and multiplicity of views expressed by writers from various ethnic 41 Thetimes. student becomesinvestigates conscious themes of inthe American recurrence literature in American which literature have been ofpresent a quest from for its sustaining beginning and to enduringmodern Thevalues. studefitstudent writesdevelops as thean outgrowthability to of read his literature-critically.study of American literature. 13 AMERICANMaterials LITERATURE 2 05032 AMERICANAMERICANTitle LITERATURE. LITERATURE, TEACHERS' HANDBOOK AND KEY. Ginn and Company. UseStudents AI, NATION TOO, SINGOF NATIONS: AMERICA: ETHNIC BLACK LITERATUREVOICES IN AMERICANIN AMERICA. LITERATURE. Ginn and Company. The Free Press. Hayden Book Co., Inc. TeacherStudents TENDEREIGHT AMERICANIS THE NIGHT/FITZGERALD,NIGHT. ETHNIC PLAYS. TEACHER-STUDENT PACKAGE. American Book Company. Charles Scribner's Sons. American Book Company. TeacherStudents 1\D THEALLLISTEN THIRDTHE KING'STO LIFE LITERATURE: OFMEN. GRANGE RECORD COPELMM1. ALBUM TO ACCOMPANY AMERICAN LITERATURE. Bantam Books, Inc. Harcourt Brace Jovanovichi'Inc. Ginn and Company. DepartmentStudents AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES AND

In this course, many of I. The student reads prose works by major NOTE: authors of the latter part of she -nine- are repeated under severaldiff teenth century. repetition is designed to show serve to illustrate various goa to suggest that works be reread

AMERICAN LITERATURE: PTenpeps A. He reads colorful portrayals of the American West and stories about some 0 of its distinctive characters. WRITING ACTIVITY: AMERICAN LI HANDBOOK A

from OLD B. He shares the experiences of a master AMERICAN LITERATURE: p. 400 story teller.

WRITING ACTIVITY: AMERICAN LI

SFS 769-543 WORLD OF MARK I AMERICAN. LITERATURE: "A Bundl C. He looks at Americans fromthe'perspe tive of a cosmopolitan American author. "The Ope D.. He analyzes the realism of awell-k own short story. WRITING ACTIVITY: AMERICAN LI HANDBOOK A

AMERICAN LITERATURE: "Of the E. He reads a story which investigatesthe deep schism in mankind produced by race. WRITING ACTIVITY: AMERICAN LI

25 24 15 05032

ONTENT ACTIVITIES AND MATERIALS

s prose works by major NOTE: In this course, many of\the reading suggestions atter part of the nine- are repeated under severaldifferent goals. This repetition is designed to show th t oneselection may serve to illustrate various goals d is not intended to suggest that works be reread. \ "Tennessee's Parfter," p. 390 orful portrayals of the AMERICAN LITERATURE:, t and storied about some nctive characters. WRITING ACTIVITY: AMERICAN LITERATURE, TEACHERS' HANDBOOKAND KEY, Nos. 3 and 5, p. 271

e experiences of a master AMERICAN LITERATURE: from OLD TIME ON THE MISSISSIPPI, p. 400

WRITING ACTIVITY: .AMERICANIITERATURE, No. 14, p. 424

SFS 769-543 WORLD OF MARK TWAIN

Americans from the perspective AMERICAN LITERATURE: "A Bundle of Letters," p. 427 litan American author.

the realism of a well7known thrhe'Open Boat," p. 454

WRITING ACTIVITY: AMERICAN LITERATURE, TEACHERS' HANDBOOK AND KEY, No. 3, p. 303

"Of the Coming .of John," p. 476.' tory which investigatesthe AMERICAN LITERATURE: in mankind produced by race. WRITING ACTIVITY: AMERICAN LITERATURE, No. 8, p. 486

25 24 15 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

gt8 760-403 'LATE 19th iND DEVELOPMENT Co

II. The student studies the short story of the "'F 262-137 LITERATURE IN twentieth century. SFS.760404 MODERN DEVELO SFS 760-405 INTERPRETATION SHORT STORY

A. ,He understands each story's theme and its similarities to and differences

: from the short story of earlier eras.

1. He realizes that an investigation AMERICAN LITERATURE: "Big'Tw of man's relationship to nature is p. 573 still significant to American literature. ACTIVITY: Answer questions 1, Literature, p. 580

F 361-163 HEMINGWAY, PART F 361-164 ,,HEMINGWAY, PART

SFS 769-45t ERNEST HEMINGWA, INTERPRETATION

SFS 769-45Z. ERNEST HEMINGWA HEARTED RIVER'

SFS 770-712 . HEMINGWAY-

AMERICAN LITERATURE:* 'The Bee

2. He sees that the quest for the AMERICAN LITERATURE: "Winier American dream continues.

20 27. lE 2 05032

CONTENT ACTIVITIA AND MATERIALS

SFS 760-403 LATE 19th AND EARLY 20th CENTURY DEVELOPMENT (of the short story) tudies the short storpof the F 262-137 LITERATURE IN AMERICA-THE SHORT STORY tury. SFS 760-404 MODERN DEVELOPMENT SFS 760-405 INTERPRETATIORANDEVALUATION OF THE SHORT STORY tands each story's theme imilarities to and differences short story of earlier eras. alizes that an investigation AMERICAN LITERATURE: "Big Two-Hearted River: Part II," n's relationship to nature is p. 573 significant to Amqrican liter- ACTIVITY: Answer questions 1, 3, and 5 in AMERICAN Literature, p. 580

F 361-163 HEMINGWAY, PART 1 F 361-164 HEMINGWAY, PART 2

SFS 769-456 ERNEST HEMINGWAY, THE MAN: A BIOGRAPHICAL INTERPRETATION WITH CARLOS BAKER

SFS 769-457 ERNEST HEMINGWAY, THE WRITER "BIG TWO - HEARTEDRIVER" (two.parts)-

SFS 770-712 HEMINGWAY

AMERICAN LITERATURE: "The Bear," p. 558

es that the quest for the AMERICAN LITERATURE: "Winter Dreams," 541 can dxeam continues.

27 AMERICAN LITERATURE 2

GOALOAND CONTENT ACTIVITIES AND

SFS 770-711. GATSBY--THE AME

ACTIVITY: Much attention has It . F. Scott Fitzgerald, particula Students familiar with the fito to examine thematic relationeh

WRITING ACTIVITY: AMERICAN LI

3. He becomes aware of a more AMERICAN LITERATURE: "Silent S psychological approach to the portrayal of character. 'ACTIVITY: Answer question $ f p. 531

AMERICAN LITERATURE: "The Cat

MUTING ACTIVITY: Write a sho conflict and triumph in a hums the use of Thurber's humorous

AMERICAN LITERATURE: "The Chr

ACTIVITY: Answer questions 5 LITERATURE, p. 595

4. He examines the search for identity AMERICAN LITERATURE: "Flying by the Black man. WRITING ACTIVITY: AMERICAN LI p. 617 2 05032

CONTENT ACTIVITIES AND MATERIALS

SFS 7703711 GATSBY--THE'AMERICAN MYTH

ACTIVITY: Much attention has been given recently to F. Scott Fitzgerald, particularly to THE GREAT GATSBY. Students familiar with the story should be encouraged to examine thematic relationships with "Winter Dreams." 0 WRITING ACTIVITY: AMERICAN LITERATURE, No. 11, p. 556

es award of a more AMERIC PLITBRATURE: "Silent Snow,Secret Snow," p. 519 ogical approach to the al of character. ACTIVITY: Ariswer question 8 from AMERICAN LITERATURE, p. 531

AMERICAN LITERATURE: "The Catbird Seat," p. 533

WRITING ACTIVITY: Write a short, short story showing' ,conflict and triumph in a human relationship through the use of Thurber's humorous techniques.

AMERICAN LITERATURE: "The Chrysanthemums," p. 588,

ACTIVI*: Answer questions 5 and 6 from AMERICAN LITERATURE, p. 595 ines the search for identity AMERICAN LITERATURE: "Flying Home," p. 604 Black mat. WRITING ACTIVITY; AMERICAN LITERATURE, Nos. 8 and 11, p. 617

28 28 17 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

6 IsTOO, SING AMERICA: "Who's

5. He ,sees man's concern ,for, the AMERICAN LITERATURE: "The Port future of .civil1zation.

6. He discovers the profound piear h AMElICAN LITERATURE: "The Bea .ftir moral values present in "Flying writing. I, TOO, SING AMERICA:°"Brother

d 7. He explores the subject of mans AMERICAN LITERATURE: "Silent S alienation from his fellow man in "The Catb twentieth-century literature. "Big Two- p. 573 "Thy Chry It e Port lying H

I, TOO, SING AMERICA: Summe

B. He becomes aware of the fundamental views I, TOO, SING AMERICA: "On the of life represented by,each author, either "Dear Dr through the story itse1-or through supplementary reading and/or teacher assistance.'

30 18 05032

NTENT ACTIVITIES AND MATERIALS

I, TOO, SING AMERICA,: "Who's Passing for Who?" p. 105

n's concern for the AMERICAN LITERATURE:. "The Pbrtable Phonograph," p. 597 era the profound search AMERICAN LITERATURE: "The Bear," p. 558 values present in modern "Flying Home," p. 604

I, TOO, SING AMERICA: "Brother Carlyle," p. 209 es the subject of man's AMERICAN LITERATURE:- "Silent Snow, Secret Snow," p. 519 from his fellow man in "The Catbird Seat," p. 533 -'century literature. "Big Tim-Hearted River: Part II," p. 573 "The Chrysanthemums," p. 588 "The Portable Phonograph,!! p. 597 "Flying Home," p. 604

TOO, SING AMERICA: "A Summer Tragedy," p. 139 f the fundamental views I, TOO, SING AMERICA: "On the Road," p.150 by each author, either "Dear Dr. Butts," p. 282 itself or through ing and/or teacher

30 31 18 AMERICAN LITERATURE 2

GOALS AND 'CONTENT ACTIVITIES AND

C. He sees how the short story has changed in forri and style from earlier writing of this genre.

1. He becomes aware that plot is less I, TOO, SING AMERICA: "A Fly i ,emphasizedthan in the earlier short story.

2. He sees that this has led to a greater "The Poc concentration of character.

NOTE: Gbals C 1 and C 2 can be and simultaneously through a co Snow, Secret Snow," p. 519, "Pi p. 583, and "The Chrysanthemums AMERICAN LITERATURE.

3. He notices that most writers use I, TOO, SING AMERICA: "We're t vocabulary and syntax that are Here," p basically simple, akin to ordinary speech. ACTIVITY: Compare twentieth ce contemporary writers to ninetee Nathaniel Hawthorne, Herman Mel

4. He learns that some marked inno- ACTIVITY:Analyze and contrast vations in style have occurred. Ernest Hemingway and William Fa impact of each on subsequent Am

32 33 19 05032

ACTIVITIES AND MATERIALS

he short story has changed tyle from earlier writing

aware that plot is less I, TOO, SING AMERICA: "A Fly in the Buttermilk," p. 234 than in the earlien short hat this has led to a greater "The Pocketbook Game," p. 254 tion of character.

NOTE: Goals C 1 and C 2 be illustrated effectively and simultaneously through consideration of "Silent Snow, Secret Snow," p. 519, "Picture for Her Dresser," p. 583, and "The Chrysanthemums," p. 588,all from AMERICAN LITERATURE. s that Most writers use I, TOO, SING AMERICA: -,"We're the only Colored People and syntax that are Here," p. 251 simple, akin to ordinary ACTIVITY: Compare twentieth century stories by contemporary writers to nineteenth century works by Nathaniel Hawthorne, Herman. Melville, and Bret Harte.

that some marked inno- ACTIVITY: Analyze and contrast the writing styles of n style have occurred. Ernest Hemingway and William Faulkner and consider the impact of each on subsequent American writing.

32 33 19 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

5. He realizes that the modern short AMERICAN LITERATURE: "Big Tw story sometimes ends without a p. 573 definite resolution. "The Ch

I, TOO, SING AMERICA: "The Al

III. The student studies American poetry from the Civil War period to modern times.

A. He sees sharp changes in subject matter and style through the two most prominent poets of the latter part of the nineteenth century.

1. He realizes that Whitman's popular- AMERICAN LITERATURE: "One's ization of free verse and emphasis "There on the commonplace revolutionized p. 367 American poetry. "Out of Rocking "A Nola

WRITING ACTIVITY: AMERICAN LIT

F 372-115 WALT WHITMAN -P0

2. He becomes aware that Emily Dickinson AMERICAN LITERATURE: "This i was a precursor to the twentieth-century p. 381 poet in the synthesized nature of her "The Mu work and in her unique perceptions. "I p. 383 "Succes p. 385 "Becaus Death,"1

20 A 34 co r t) 4110 05032

NTENT ACTIVITIES AND MATERIALS zes that the modern short AMERICAN LITERATURE: "Big Two-Hearted River: Part II." times ends without a p. 573 resolution. "The Chrysanthemums," P. 588

1, TOO, SING AMERICA: "The Almost White Boy," p. 256

ies American poetry from riod to modern times.

changes in subject matter rough the two most prominent latter part of the nine- ry.

zee that Whitman's popular- AMERICAN LITERATURE: "One's Self I Sing," p. 366 of free verse and emphasis "There Was a Child Went Forth," ommonplace revolutionized p. 367 poetry. "Out of the Cradle Endlessly Rocking," p. 370 "A Noiseless Patient Spider," p. 378

WRITING ACTIVITY: AMERICAN LITERATURE, No. 7, p. 369

F 372-115 WALT WHITMAN -POET FOR A NEW AGE

a aware that Emily Dickinson AMERICAN LITERATURE: "This ia6my letter to the World," ecursor to the twentieth-century p. 381 the synthesized nature of her "The Murmur of a Bee," p. 382 in her unique perceptions. "I taste a liquor never brewed," p. 383 "Sbccess is counted sweetest,"

p. 385 . "Because I could not stop for Death," p. 387

20 34 35 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

WRITING ACTIVITY: Write a th of "Success is counted sweetest'

B. Re sees that many poets of the twentieth century have adopted further changes in ,;subject matter, style, form, and language.

I. He bees aware that the modern AMERICAN LITERATURE: "Chicago poet'b subject matter includes all "Grass," aspects of life. SFS 769-530 STREETS, PRAIRIE CARL SANDBURG

AMERICAN LITERATURE: "Spring I, TOO, SING AMERICA: "Harlem, from "Th p. 201

2. He learns that free verse has become AMERICAN LITERATURE: "Fiddler widely used. SFS 772-433 SPOON RIVER ANT

AMERICAN LITERATURE: -"Pattern "Localit "Hurt Ha "Three B

I, TOO, SING AMERICA: "Nikki-

R 566-102 ANTHOLOGY OF NEG

36 21 37

CD 05032

ACTIVITIES AND MATERIALS

WRITING ACTIVITY: Write a theme extending the message of "Success is counted sweetest" to a personal experience.

many poets of the twentieth adopted further changes in er, style, form, and language. ea aware that the modern AMERICAN LITERATURE: "Chicago," p. 6,31 object matter includes all "Grass," V. 636 of life. SFS 769-530 STREETS, PRAIRIES AND VALLEYS: THE LIFE OF CARL SANDBURG

AMERICAN LITERATURE: "Spring and All, 1," p. 652 I, TOO, SING AMERICA: "Harlem," p: 200 from "The Children of the Poor," p. 201 a that free verse has become AMERICAN LITERATURE: "Fiddler Jones," p. 624 sect. 0 SFS 772-433 SPOON RIVER ANTHOLOGY

AMERICAN LITERATURE: "Patterns," p. 628 "Localities," p. 637' "Hurt Hawks," p. 650 "Three Brown Girls Singing," p. 656

I, TOO, SING AMERICA: "Nikki-Roasa," p. 208

R 566-102 ANTHOLOGY OF NEGRO POETS

36 21 37 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND.

3. He'sees that the language of poetry AMERICAN LITERATURE: "Cliff is frequently close to that of ordinary "Grafts, speech. "Fire a "To Sat

I, TOO, SING AMERICA: "lotto "We Rea

SFS 771-722 BLACK POEMS, B R 566-103 ANTHOLOGY OF 200 YEARS

*4. He sees that some forms are dieting - 'AMERICAN LITERATURE: , "Status tively new and innovative. "meggie maY," P "1 (a," "Two Ja

I, TOO, SING AMERICA: "The Al

C. He becomes aware of how these changes in poetry are reflective of modern and emerging trends in American life.

1. He realizes that previously taboo. AMERICAN LITERATURE: 'Tette subjects are now open to diacussion "The Si and exploration. "Siegfr

ACTIVITY: Each student brings current publication. The clan, an interchange of poemswithin Goals 1, 2, or both.

38 39 1E2 05032

IND CONTENT ACTIVITIES AND IMATERIAIS

es that the language of poetry AMERICAN LITERATURE: "Cliff lingenhagen," p. 620 requently close to that of ordinary "Grass,' p. 636 h. "Fire a d Ice," p. 644 "To Satc " p. 677

I, TOO, SING AMERICA: "Motto," . i06 "We Retl C 1,"'slk 206

SFS 771-722 BLACK POEMS, BLACK IMAGES R 566-103 ANTHOLOGY OF NEGRO POETS IN THE U.S. 200 YEARS

es that some forms are distinc- AMERICAN LITERATURE: "Status Symbol,'~ p. 648 ly.new and innovative. "maggie and milly and molly and may," p. 658 "1 (a," p. 660 "TWo Jazz Poems," p. 664,

ITOO, SING AMERICA: "The Alarm Clock," p. 249

a aware of how these changes, in e reflective of modern and trends in American life.

alizea that previously taboo AMERICAN LITERATURE: "Patterns," p. 628 eta are now open to discussion "The Silent Slain," p. 654 exploration. "Siegfried," p. 679

ACTIVITY: Each student brings to class a poem from a current publication. The clews divides into groups and an interchange of poems within each groupsillustrate Goals 1, 2, or both.

39 AMERICAN LITERATURE 2

GOALS AND CONTENT

2. He sees how the greater freedom of AMERICAN LITERATURE: "Chicago 411, language, form, and style reflect a new openness in American life. "Thirtee Blackbird

I, TOO, SING AMERICA: "The Neg "Impasse

D. He realizes that some modern poets have AMERICAN LITERATURE: "Richard adhered 09 a basically traditional form "Pity Me in meter, rhythm, and rhyme scheme. Day," p. "Stoppi EVening, "Dead, Bo "Year-En

E. He investigates some dominant themes in modern American poetry.

1. He views the alienation of man in the AMERICAN LITERATURE: "Richard modern world. "Desert "Siegfri

I, TOO, SING AMERICA: "Yet Do "Inciden "Freedom "Preface Note," p "A Poem

4°O 23 41 0NTENT ACTIVITIES AND MATERIALS,

!ow the greater f Imian of AMERICAN LITERATURE: "Chicago, ". p. 631, form, and style reflect "!", p. 659 nness in American 1ifd. "Thirteen Ways of Looking at a Blackbird," p. 674

I; TOO, SING AMERICA: "The Negro," p.216 "Impasse," p. 216 A 4 hat Some'Modern'poets have AMERICAN LITERATURE: "Richard Cory," p: 619 basically traditional forth "Pity Me Not Because the Light of hm, and rhyme scheme. Day," p. 638 "Stopping by Woods on a Snowy Evening," p. '645 "Dead Boy," p. 667 "Year -End," p. 686

es some dominant themes in an poetry.

the alienation of man in the AMERICAN LITERATURE:' "Richard Cory," p. 619 rld. "Desert Places," p. 646 "Siegfried," p. 679

I, TOO, SING AMERICA: "Yet Do I Marvel," p. 109 "Incident," p.'109 "Freedom Rider! Washout,",p. 268 "Preface to a Twenty Volume Suicide Note," p. 210 "A Poem for Black Hearts," p. 280 AMERICAN LITERATURE 2 09.

GOALS AND CONTENT ACTIVITIES -AND

2. Re looks at 'the modern poet's , AMERICAN LITERATURE: "Patte investigation of social issues. ",Status "The Si "the Ca "Market "Middle

I, TOO, SING AMERICA; "If We 1Americ C

, to Litt,

ACTIVITY: Consider the presen selection& through:a short ora a specific social issue of tod" 1 4 one of the poems.

3. He reads various poetic explorations AMERICAN LITERATURE:' "Dead B of the subject of death. "C round "The Ws "To- Sat

4. He realizes that,optimism'and a'love AMERICAN LITERATURE: "A Song; of life and beauty are present in, the ,"The pe works of many American poets. ''Birche "maggie may," p

42 .43 05032

.CONTENT ACTIVITIES -AND MATERIALS

a at the modern,poet's AMERICAN LITERATURE:e."Patterns," p. 628 gation of social issues. , "Status Symbol," p. 648 "The Silent Slain," p. 654 "the Cambridge ladies," p. 663 "Market," p. 89 "Middle Passage," p. 694 4

* T SING AMERICA: "If We Must Die," p. 694 '"America," p. 114 CHICAGO DEFENDER Sends a Man tai Little Rock," p. 242

ACTIVITY: Consider the present-day .relevancel'gf these selections. through a short oral presentation relating a specific social issue of today tothat presented°in one of the pOems.

s various poetic explorations AMERICAN LITERATURE: "DeadBoy,".p. 667 subject ordeath. "31-9undhog," p. 669 "The Waking," p. 671 "To Satch," p. 677

izes that optimism and a love AMERICAN LITERATURE: "A Song of Pralse," p. 626 and beauty are present in the "The people will live on;" p. 633 '" "Birches," p. 642 f many American poets. "maggie and -milly and molly and may," p. 658

42 43

.1 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES A01

F. He understands that modern Americai poetry continues to explore some o the themes which have been present from the beginnings.

1. He realizes that there is a continuing AMERICAN LITERATURE: "Birch fascination with nature. R. 566-166 ROBERT FROST

AMERICAN LITERATURE: "Hurt 1"The G "On th

'I, TOO, SING AMERICA: "The C

F 272-162 POETRY BY AMER

ACTIVITY: Compare and contra nature of twentieth-century p Longfellow, and Dickinson.

2. He sees that the positioof the AMERICAN LITERATURE: "Mr. F individual in society co tinues to be "Statu an important subject. "Siegf "Silen

ACTIVITY: Answer questions 1 LITERATURE, p. 622, on "Mr. F

IJ 4 25 05032

ACTIVITIES AND MATBRIALS

7 that modern American es to explore some of ch have been present nings. s that there is a continuing AMERICAN LITERATURE: "Birches," p. 642 n"with nature. R.,566-166 ROBERT FROST

AMERICAN LITERATURE.: "HUrt Hawko,"p. 650 "The' Groundhog," p. 669 "On the Coast of Moine,"P691

I, TOO, SING AMERICA: "The Creation,".4).111' P. F 272-162 POETRY BY AMEiICANS: JAMES WELDON JOHNSON

ACTIVITY: Compare and contrast the attitudei towards nature of twentieth-century poets to those of Bryant, Longfellow, and Dickinson. at the position of the AMERICAN LITERATURE: "Mr. Flood's Party," p. 621 in society continues to be "Status Symbol," p. 648 nt subject. "Siegfried," p. 679 "Silence," p. 683

ACTIVITY: Answer questions 1, 2, 3, 4, in AMERICAN LITERATURE, p. 622, on "Mr. Flood's Party." AMERICAN LITERATURE 2

GOALS. AND CONTENT ACTIVITIES AND

3. He understands that the search for AMERICAN LITERATURE: "Anne Ru the American dream continues. -. "The peo "The ..Exp

I, TOO, SING AMERICA: "Iv Too.

WRITING ACTIVITY: AMERICAN LI ( HANDBOOK AND KEY, p. 439,

Especially recommended sps on modern wtang in general: SFS THE.CITY AND T

IV. The student reads selections from modern American drama.

A. He analyzes the character of the AMERICAN LITERATURE:."Ile," protagonist in a one-act play written

. in traditional form.

B. He examines technical innovation in a AMERICAN IITERATURE: "Our T well-kn6Wn American play and understands the timeless message of this drama. WRITING ACTIVITY: AMERICAN LI

F 359-111 HUMANITIES: OUR F 359-112 HUMANITIES: OUR

46 47' 05032 ,

4 CONTENT ACTIVITIES AND MATERIALS rstands that the search for AMERICAN LITERATURE: "Anne Rutledge," p. 625 rican dream continues. "The people will live on," p. 633' "The Explorer," p. 682 4 I, TOO, SING. AMERICA: "I, Too." p. 103

WRITING ACTIVITY: AMERICAN LITERATURE, TEACHERS' HANDBOOK AND KEY, p. 439

--Especially recommended SFS on,the impact of the city on modern writing in general: SFS. THE CITY AND THE MODERN WRITER

da selections from modern

the character of the AMERICAN LITERATURE: "Ile," p. 701 in a one-act play written al form.

technical innovation in a AMERICAN LITERATURE: "Our Town," p. 714 American play and understands s message of this drama. WRITING ACTIVITY: AMERICAN LITERATURE: No. 5, p. 753

F 359-111 HUMANITIES: OUR TOWN AND OUR UNIVERSE F 359-112 HUMANITIES: OUR TOWN AND OURSELVES

46 47 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

C. He reads other selected plays and under- EIGHT AMERICAN ETHNIC PLAY: stands their wider implications we well as their ethnic origins.

ACTIVITY: Act out sections fr studied. Even simple coitumin effectiveness of the effort.

V. The student studies the twentieth century essay.

A. He explores several issues which are AMERICAN LITERATURE: "Walden, of particular concern to modern man. "Wild an p. 762 "The Cre

B. He looks at an analysis of whit "This AMERICAN LITERATURE: "What Th New Man," the American, is. New Man?'

WRITING ACTIVITY: AMERICAN p. 795

VI. The student learns about America's NOTE: All selections listed u imnigrsnt backgrounds. from: A NATION OF NATIONS, E

A. He reads a commentary by John F. "A Natio Kennedy about the arrival of immigrants.

B. He looks at an analysis of some of the "Peasant reasons for European emigration.

48 49

27 O 05032

CONTENT ACTIVITIES AND MATERIALS her selected plays and under-, EIGHT AMERICAN ETHNIC PLAY: DINO. o. 135 t wider implications we ``well THE TENTH MAN, p. 163 hnic origins.- DAY OF ABSENCE, p. 275

ACTIVITY: Act mut sections from one or mord-of the plays studied. Even simple costuming and scenery add to the effectiveness of the effort.

ies the twentieth century

several issues which are AMERICAN LITERATURE: "Walden," p. 56 ar concern to modern man. "Wild and Park Lands: John Muir," p. 762 "The Creative Dilemma," p. 774

an analysis of what "This AMERICAN LITERATURE: "What Then Is the.American,, This he American, is. New Man?" p. 779

WRITING ACTIVITY: AMERICAN LITERATURE, NOs. 10 or 13, p. 795

rns about America's NOTE: All delections listed under Goal VI are taken rounds. from: A NATION OF NATIONS, ETHNIC LITERATURE IN-AMERICA.

commentary by John F. "A Nation of Nations," p. 3 t the arrival of immigrants.

an analysis of some of the "Peasant Origins," p. 6 European emigration.

27 AMERICAN LITERATURE 2

43.

GOALS AND CONTENT ACTIVITIES AND

C. He exOlores the stereotyped ideas of "Is There An A what an American is. Search of a p. 26

D. He reads selections by Indian writers "What the India and considers theit thoughts. "The Soul of th "Now that the B

SFS 768-458 AMERICAN INDIAN SFS 768-459 AMERICAN INDIAN,

E. He devefOps an appreciation of the A NATIONOF NATIONS: ETHNIC LI difficulties, frustrations, and rewards of integration of diverse peoples into "Evenin' Air 81 American life. "Immigrants," p, "Puerto Rican P "Christ in Conc from CHINATOWN from THE SUBWAY "The Fractional "Danny O'Neill "The Three Sw Grocer," p. 201 "Theme for Engl "Debate with th "Black Power," "The Return to from THE. AMERIC "Speech to the "Incident," p. "The Alarm Cloc from BEYOND THE "City of Hatlemo "Pericles on 31 05032

ILATENT ACTIVITIES AND MATERIALS the stereotyped ideas of "Is There An'American Stock?" p. 16 ican'is. "In Search of a Majority: An Address," p. 26 ections by Indian writers "What the Indian Means to America," p. s their thoughts. "The Soul of the Indian," p. 278 "Now that the Buffalo's Gone," p. 329

.SFS 768-458 AMERICAN INDIANS, Part 1 SFS 768-459 AMERICAN INDIANS, Part 2 an appreciation of the A NATION OFNATIONS: ETHNIC LITERATURE IN AMERICA , frustrations, and rewards on of diverse peoples into "Evenin' Air Blues," p. 40 "Immigrants," p. 83 "Puerto Rican Paradise," p. 116 "Christ in Concrete," p. 122 from CHINATOWN FAMILY, p. 152 from THE SUBWAY TO THE SYNAGOGUE, p. 167 "The Fractional Man," p. 181 "Danny O'Neill Was Here," p. 190 "The Three Swimmers and the Educated Grocer," p. 201 "Theme for English B," p. 213 "Debate with the Rabbi," p. 277 "Black Power," p. 306 "The Return to the Source," p. 331 from THE AMERICAN IRISH, p. 345 "Speech to the Court," p. 361 "Incident," p. 363 "The Alarm tlock,"p2479 from BEYOND THE MELTING POT, p. 428 "City of Harlem," p. 452 "Pericles on 31st Street," p. 477

50 AMERICAN LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

ACTIVITIES: 1. Inthrview two person who came to America man recent immigrant, and give an class of their experiences acid

2. Interview a member of a mi give an oral presentation to t indi dual'a thoughts about A his p rticular background.

F 372-107 IMNIGRANT: THE

VII. The student reads one novel from the TENDER IS THE NIGHT twentieth century and analyzes it from the standpoint of character, TENDER IS THE NIGHT/FITZGERA theme, style, and its relevancy to other American literature of this time. ALL THE KING'S MEN

F 272-128 POLITICS, POWE (Restricted availability; ord Head, Communication Skills)

THE THIRD LIFE OF GRANGE COPE

29 111. 05032 4

ONTENT ACTIVITIES AND MATERIALS

ACTIVITIES: 1. Interview two individuals, one older person who came to America many years agoand one recent immigrant, and give an oral presentation to the class of their experiences and impressions.

2. Interview a member of a minority ethnic groupand give an oral presentation to the classof this individual's thoughts about America as it relates to his particular background.

F 372-107 IMMIGRANT: THE LONG LONG JOURNEY de one novel from the TENDER IS THE NIGHT ry and analyzed it oint of character, TENDER IS THE NIGHT/FITZGERALD, TEACHER-STUDENT PACKAGE nd its relevancy to literature of this time. ALL THE KING'S MEN

F 272-128 POLITICS, POWER, AND THE PUBLIC GOOD (Restricted availability; ordelr,through The Department Head, Communication Skills)

THE THIRD LIFE OF GRANGECOPELAND

53 52

29 `ENGLISH LITERATURECOURSE DESCRIPTION 1 05041 present,proposalTHECanterbuTyStudy SHREW. the to view superhumanpilgrims. "roast, Black bake, -Whitedeeds or ofrelations stew' Anglo-Saxon small in Southchildren superhero Africa to Beowulf. cutin thedown Twentieth on the population. Century noveCRY, THE BELOVED Read the carefree love poems of the Cavalier poets. Participate in the age-old battle of the sexes through Shakespeare's TAMING OF Travel on a pilgrimage with Chaucer'sDiscover the satire in Swift's Moving to-the GOALSbutCOUNTRY. especially useful to the college-bound senior. All this and more in English. Literature I, intended for any student in Grades 12 or 11, '1 TheHe studentrecognizes becomes that familiarthe writings with ofselected an era literaryreflect ideas,works bycustoms, English events writers. of that era. Nae developesHe learnsanalyzes his knowledgea littlethe relationships aboutof literary the history of forMs, literary of styles the form English and to techniques.content. language.

31 ENGLISH LITERATURE 1 05041 TitleMaterials Use TEACHER'SENGLAND INRESOURCE LITERATURE: BOOK TO ACCOMPANY ENGLANDEDITION. IN LITERATURE: Scott, Foresman and Company. TAMING OF THE SHREW EDITION. Scott, Fortsman and Company. TAMING OF THE SHREW TeacherStudents CRY, THE BELOVED COUNTRY,COUNTRY. MONARCH REVIEW NOTES. Charles Scribner's Sons. Monarch Press. Teacher-Students eacher ENGLISH LITERATURE 1 1

GOALS AND CONTENT ACTIVITIES AND

UNIT ONE: THE ANGLO-SAXON AGE NOTE: All selections and page guide are references to OGLAND OF THE SHREW EDITION unless oth

"Background," p.'55

F 364-123 *STERY OF STONE F 364-124' MYSTERY OF STONE

I. The student recognizes the epic qualities of BEOWULF. BEOWULF, pp. 4-34 "The Poetry"of BEOWULF," pp. 40

"The Epic," p. 11 ,

A. He defines epic and applies his definition to BEOWULF.

B. He reads and reacts to literary criticism "BEOWULF and Its Critics,"Rp. of BEOWULF. His reaction may be oral and/ or written. ACTIVITY: #6 on page 39

C. He reads a modern ion of BEOWULF and BEOWULF, p. 42 may react to it. ACTIVITIES: 1. Attempta retelling of the form. 2. Create A superhero of your his superhuman powers and t, and its rationale, his ass his superhuman activities. 3. Also see "Writing Activitie

II. The student' views the reflection of Anglo- "The Ruin," pp. 43-44 Saxon life in the poetry of the era. "The Wife's Complaint," p. 45 "The Wanderer," pp. 46-47 "The Wanaerer,"*p. 48

33 05041

NTENT ACTIVITIES AND MATERIALS

AXON AGE NOTE: All selections and page numbers given in this guide are references to ENGLAND IN LITERATURE: TAMING OF THE SHREW EDITION unlesstptherwise noted.

"Background,"' p. 55

F 364-123 MYSTERY OF STONEHENGE, PART I .F 364-124 MYSTERY OF STONEHENGE, PART II

izes the epic qualities BEOWULF, pp. 4-34 "The Poetry of BEOWULF," pp. 40-41 "The Epic," p. 11

c and applies his definition pacts to literary criticism "BEOWULF andaIts Critics," pp. 36-38 is reaction may be oral and/ ACTIVITY: #6 on page 39

ern version of BEOWULF and BEOWULF, p. 42

4ACTIVITIES: 1. Attempt a retelling of the original BEOWULF in verse form. 2. Create a superhero of your own. Include his name, his superhuman powers and their origin, his costume and its rationale, his associates, and one or two of his superhuman activities. 3. Also see "Writing Activities 1-9," on p. 39

the reflection of Anglo- "The Ruin," pp. 43-44 poetry of the era. "The Wife's Complaint," p. 45 "The Wanderer," pp. 46-47 "The Wanderer," p. 48 56 3 5 7, ENGLISH 'LITERATURE 1

GOALS WAND CONTENT ACTIVITIES AND

A: He defines lyric and applies his "Anglo-Saxon Lyrics," p. 44 definition to poems.

B. He attempts to solve Anglo-Saxon "Anglo Saxon Riddles," p. 49 riddles.

ACTIVITY: Write a riddle about aloud and have the class and t Include, as did the Anglo-Saxo could both lead and mislead th

III. The student compares Anglo-Saxon prose with Anglo -Saxon poetry. "The Conversion of King Edwin,

A. He defines'analogv and appies his definition to the selec.tion.

B. He compares.a poetic version with "Dark Age Glosses on the Vener ,a prose version of a similar subject. ACTIVITIES: 1. CoMpare the above poem wit "Persuasion," pp. 343 2. See "Writing" on p. 54

IV. The student pursues individual projects.

A. He may compare Old Irish poetry with "Old Irish Poetry," p. 56 Anglo-Saxon poetry.

B. He may study the craftsmanship of the "The Treasure of Sutton Hoo, early Anglo-Saxons. 42. C. He may trace the changing English lan- "The Changing English Language guage through the Anglo-Saxon age. 05041

ONTENT ACTIVITIES ANDMATERIALS yric and applies his -"Anglo-Saxon Lyrics " p. 44 o poems.

to solve Anglo-Saxon . "Anglo Saxon Riddles," p. 49,

ACTIVITY: Write a riddle about a moderiCobje Read'it aloud and have the class and teacher try to ulas it. Include, as did the Anglo-Saxons, concrete clues which could both lead and mislead the class. (See #1, p. 49) aces_ Anglo-Saxon prose poetry. "The Conversion of King Edwin," pp. 51-53 nalogv and appies o the selection. a poetic version with "Dark Age GlOsses on the Venerable Bede," 54 ion of a similar subject. ACTIVITIES: 1. Compare the above poem with Woxdsworth's sonnet "Persuasion," p. 343 See_"Writini"-on p. 54 uts individual pro-j-eets. re Old Irish poetry with -"Old Irish Poetry," p. 56 poetry.

the craftsmanship of the "The Treasure of Sutton Hoo," pp. 57 -58 Saxofts.

the changing English lan- "The Changing English Language," pp. 59-61 h the Anglo-Saxon age. ENGLISH LITERATURE 1

GOALS AND CONTENT' ACTIVITIES AND

UNIT TWO MEDIEVALNGLAND "Background," pp. 121-122

"The Prologue," pp. 64-77 I. The student rec gnizes CANTERBURY , TALES as a vpi ,picture of Medieval life and times. TS 644-107 MEDIEVAL WORLD F 150-119 MEDIEVAL WORLD F 150-118 MEANING OF FEUD F 256-111 MEDIEVAL MANOR F 369-106 MEDIEVAL ENGLA

A. He explains; how Chaucer's back- "Geofrey Chaucer," p. 127 ground enab ed him to portray travelers o such varied backgrounds.

B. He defines L he freework story. " Chaucer's Popularity," p. 66

C. He identifies ysical details and ACTIVITY: Write in an approki character tits of each pilgrim. language, a description of a c to read their descriptions to, to recognize themselves or the descriptions. Please remind s writing about,LiAting-1,feeling. keep, theirsatire mild, The t the descriptions in draft form aloud.)

"Chaucer the Satirist," p. 76 D. He recognizes the satire inChaucer's characterizations. ACTIVITIES 1. Discuss--which pharacter(s, with irony?Why did he usd with others? 2. See discussion questions o 3. Students may choose from wt

GO 61 35 U 05041.

'CONTENT ACTIVITIES AND MATERIALS ,

ENGLAND "Background," pp. 121 -122

ognizes CANTERBURY "The Prologue," pp. 64-77 d picture of Medieval FS 649-107 MEDIEVALWORLD F 150-119 MEDIEVAL WORLD F 150-118 MEANING OF FEUDALISM F 256-111 MEDIEVAL MANOR F 369-106 MEDIEVAL ENGLAND: THE PEASANTS' REVOLT

how Chaucer's back- "Geofrey Chaucer," p. 127 led him to portray f such varied Yackgrounds.

the framework story. "Chaucer's Popularity," p. 66

es physical details and ACTIVITY: Write in an approximation of Chaucer's raits of each pilgrtnh language, a description of a classmate. (Ask Students to read their descriptions to the class. Students try to recognize themselves or theirclassmates -from these descriptions. Please remind students that they are writing about living, feeling persons and urgethem to keep their satire mild.The teacher may want to review the descriptions in draft farm prior tothe reading aloud.)

t e satire in Chaucer's "Chaucer the Satirist," p..76 ations. ACTIVITIES: 1. Discuss--which character(s) did Chaucer not treat with irony? Why did, he use irony with some and not 3-with others? 2. See discussion questions on p.77. 78. ,3. Students may chooSe rom writing activities on p. 60

35 ENGLISH LITERATW 1

GOALS AND CONTENT ACTIVITIES AND

II. The student selects for analysis one or both of the pilgrims' tales he reads.

A. He recogniies the moral of "The "The Pardoner's Tale," pp. 78-8 Pardoner's Tale."

1. He defines avarice. F 358-103 CHAUCER'S ENGLAN PRESENTATION OF

2. He applies the moral to the tale. See "Discussion," question 4,

B. He will identify irony in "The Pardoner's / ACTIVITIES: Discussion questio Tale." Writing assignments may be chos on p. 86

"The Wife of Bath's Prologue,"

C. He describes the character of the Wife SUGGESTED FILM: of Bath, drawing his information from F 371-101 MIDDLE AGES: A W her own words. LETTERS (include

ACTIVITY: Write a newspaper in Bath, presenting her as a moder Liberation. Prepare' questions her answers,

D. He identifies the theme of her tale. "The Wife Of Bath's Tale," pp.

ACTIVITIES: 1. Discussion questions 1-5 on 2. Prepare an oral dialogue bet or more of her husbands, fol in "Readers' Theater," secti 05041

ONTENT ACTIVITIES AND MATERIALS cts for analysis one or rims' tales he reads. s the moral of ''.The "The Pardoner's Tale," 0%478-86 ale." es avarice. F 358-103 CHAUCER'S ENGLAND: WITH A SPECIAL PRESENTATION OF THE PARDONER'S TALE es the moral to the tale. See "Discussion," question 4, on p. 86 tify irony in "The Pardoner's ACTIVITIES: Discussion questions 1-6 on p. 86 Writing assignments may be chosen from numbers 1-3 on p. 86

"The Wife of Bath's Prologue," pp. 87-93

the character of the Wife SUGGESTED FILM: wing his information from F 371-101 MIDDLE AGES: A WANDERER'S GUIDE TO LIFE & s. LETTERS (includes "The Wife of Bath")

ACTIVITY: Write a newspaper interview with the Wife of Bath, presenting her as a modern advocate of Women's Liberation. Prepare questions and, of course, record her answers. s the theme of her tale. "The Wife of Bath's Tale," pp, 93-97

ACTIVITIES: 1. Discussion questions 1-5 on p. 98 2. Prepare an oral dialogue between Dame Alice and one or more of her husbands, following the suggestions in "Readers' Theater," section on p. 98.

62 63 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND MA

3. Students may choose assignme suggestions on p. 98. 4. Students may choose roles an characters from the "Prologu Such a performance might be 5. Students interested in furth report on "How Original Was and/or on "Chaucer and His T

III. The student identifies major types of medieval poetry.

A. He recognizes major themes in medieval "Lyrics," pp. 99-105 lyrics.

1. He identifies poems of love and beauty. ACTIVITIES: Compare "The Land of Cockayne" "The Big Rock Candy Mountain"

2. He identifies poems that satirize See "Discussion'," questions 1-5 women.

B. He recognizes the ballad stanza. "The Ballad Stanza," p. 106 "Popular Ballads," pp. 106-110

1. He reads aloud poems in the Scottish See "Reader's Theatre" on p. 111 dialect.

2. He analyzes the characteristics of See "Discussion," questions 1-7, the ballad.

37 05041

ACTIVITIES AND MATERIALS

A Students may choose assignment 1 or 2 from writing suggestions on p. 98.

. Students may choose roles and play the parts of characters from the "Prologue" or from the two tales. Such a performance might be videotaped. and . Students interested in further research may read report on "How/Original Was Chaucer?" pp.123-124, and/or on "Chaucer and His Translators," p. 124

fies major types of

41; major themes in medieval "Lyiqc pp. 99-105

ies poems of love and beauty. ACTIVITIES: Compare "The Land of Cockayne with a recording of "The Big Rock Candy Mountain"

ies poems that satirize See ."Discussion," questions 1-5 on,p. 105

the ballad stanza. "The Ballad Stanza," p. 106 "Popular Ballads," pp. 106-110 °

oral reading. loud poems in the Scottish See "Reader's Theatre" on p. 111 for hints on

s the characteristics.of See "Discussion," questions 1-7, p. 111

U4 (3'

37 ENGLISH LITERATURE 1

GOALS.AND CONTENT ACTIVITIES AND

IV. The student pursues individual projects.

A. He may write a modern ballad dedling See "Writing" on p. 111 with a current event.

B. He may research the ballad form. "The Popular Ballads," p. 125

C. He may trace the changes in the "The Changing English Language English language through the Medieval age.

V. The student recognizes the chivalric elements in medieval prose.

A. He analyzes the use of chivalry in "Slander and Strife," pp. 112- Malory's "Slander and Strife."

B. He compares Malory"s prose with that "from THE ONCE AND FUTURE KING of T. H. White. "Sir Thomas Malory," p. 127

ACTIVITIES: Ciympare the heroi times with that of knighthood. the form of a discussion or a specific incidents from the wo your thesis.

UNIT THREE: THE ELIZABETHAN AGE, Read: "Background," p. 227 SFS 768-424 DAILY LIFE IN E F 371-115 ELIZABETH: THE FPL THE ENGLAND OF

I. The student-compares several types of Elizabethan poetry. 05041

ONTENT ACTIVITIES AND MATERIALS ues individual projects.

a modern ballad dealing See "Writing" on p. 111 ht event. rch the ballad form. "The Popular Ballads," p. 125

the changes in the "The Changing English Language," pp..126-127 uage through the Medieval gnizes the chivalric eval prose. the use of chivalry in "Slander and Strife," pp. 112-117 ander and Strife."

Malory's prose with that "from THE ONCE AND FUTURE KING,1 pp. 118-120 te. "Sir Thomas\ Malory," p. 127

ACTIVITIES: Compare the heroic ideal of Anglo-Saxon times with that of knighthood.This comparison may take the form of a discussion or a paper. Be sure to cite specific incidents from the works you use to back up your thesis.

ABETHAN AGE Read:."Background," p. 227 SFS 768-424 DAILY LIFE IN ELIZABETHAN ENGLAND F 311 -115 ELIZABETH: THE QUEEN WHO SHAPED AN AGE. FPL THE ENGLAND OF ELIZABETH ares several types of ry.

6'6 6 7 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

A. He analyzes selected works of the "Elizabeth and the Courtly Poet courtly poets.

B. He recognizes characteristics of "The Passionate Shepherd to His. Elizabethan pastoral poetry. "The Nymph's Reply to the Sheph

1. He defines pastoral. ACTIVITY: Write a modern-day ye proposal and/Or the reply. (Id 2. He compares two pastoral poems. write the proposals. Mix propo young women to write the replie 3. He'reads a parody of "The Passionate mimeograph the best for class u Shepherd to His Love" in "The Bait." "The Bait," p. 237

C. He analyzes Elizabethan conga of love. "Songs and Lyrics," pp. 143-145

1. He defines paradox and applies his definition to "Love is a Sickness."

2. He defines lament and applies his definition to "Dirge for Cymbeline."

D. The student recognizes the allegorical "The Faerie Queen," pp. 138 -1421 nature of "The Faerie Queen."

1. He defines allegory and applies his "Allegory," p. 142 definition to the selection.

"The Spenserian Stanza," p. 140 . 2. He recognizes the Spenserian stanza.

68 69

39 05041

TENT ACTIVITIES AND MATERIALS

lettedWorks of the "Elizabeth and the Courtly Poets," pp. 130-131

characteristics of "The Passlonate Shepherd to His Love," p. 143 atoral poetry. "The Nymph's Reply to the Shepherd," p. 143

pastoral. ACTIVITY: Write a modern-day version of the shepherd's Proposal and/oil the reply. (Idea--have the young men two pastoral poems. write the propoSals.Mix proposals up and give to the young women to write the replies. Read aloud or parody of "The Passionate mimeograph the bet for class use.) o His Love" in "The Bait." "The Bait,".p. 237

izabethan songs of love. "Songs aid Lyrics," Pp. 143-145

paradOx and applies his ` to "Love-is a Sickness." s lament and applies his to "Dirge for Cymbeline." ecognizes the allegorical "The Faerie Queen," pp. 138-142 e Faerie Quden'."

s allegory and applies his "Allegory," p. 142 n to the selection.

izes the Spenserian stanza. "The Spenserian Stanza," p. 140

68, 69

.39 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

ACTIVITY: 1. Attempt a verse in Spenser 2. Write a brief allegory, us of modern characters and i

4 E. He recognizes the major forms of sonnets. "Sir Philip Sidney," pp. 134-1 "Edmund Spenser," p. 137

.1. He recognizes the Italian or Petrarchan sonnet form.

2. He defines iambic pentameter.

3, He identifies and marks the rhyme 'schemes of various sonnet forM.

4. He identifies the Shake'pearean or "Shakespeare's Sonnets," pp. English sonnet form. ACTIVITY: Attempt a sonnet in either Ita

II. ,The student reads and reacts,to a " THE TAMING OF THE SHREW, pp. 1 Shakespearean play.

A. The student does some research on the F 260-133 SHAKESPEARE'S T Elizabethan theatre. FPL UNDERSTANDING S FPL HEART OF ENG (Filmstrips are often availabl

ACTIVITY: Panel reports with v research on history of the the all lend themselves to further Elizabethan theatre.. 05041

[LATENT ACTIVITIES AND MATERIALS

ACTIVITY: 1. Attempt a verse in Spenserian stanza. 2. Write a brief allegory, using allegorical eiluivalents of modern-characters and incidents.

the major forms of sonnets. "Sir Philip Sidney," pp. 134-136 "Edmund Spenser," p. 137 izes the Italian /or in sonnet form.

iambic pentameter. fies and marks the rhyme f various sonnet forms: fies the Shakespearean or "Shakespeare's Sonnets," pp. 146-149 onnet form. T ACTIVITY: Attempt a sonnet in either Italian or English form.

and reacts to,a I4HE TAMING OF THE SHREW, pp. 150-213 Y.

oes some research on the F 260-133 SHAKESPEARE'S THEATRE heatre. FPL UNDERSTANDING SHAKESPEARE: HIS STAGECRAFT HEART OF ENGLAND (SHAKESPEARE COUNTRY) . FPL (Filmstrips are often available through school libraries.)

ACTIVITY: Panel reports with visual aids, scale drawings,

research on history of the theatre (morality plays, etc.), I

. all lend themselves to furthering understanding of the Elizabethan theatre. ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

B. The studdit does some reading on the FPL & F355-148 WILLIAM SHAPESP life of William Shakespeare. , FPL SHAKESPEARE: SOU (Filmstrips are often available

ACTIVITY: Reports, as fqell as,f saving way to share and dispens

C. The student reads aloud from THE TAMING OF THE TAMING OF THE SHREW, pp. 15 THE SHREW. F 373-117 MAN AND WOMAN

1. He reads each scene and prepares a TEACHER'S RESOURCE BOOK TO ACCO synopsis of it. TAMING OF THE SHREW EDITION the student write a one-line sy action.

2. He followsrthe two romantic plots as See "Discussion," question 2, p they interweave.

a. Kate-Petruchio, an action plot.

b. Bianca-Lucenzio, an intrigue plot.

3. He classifies the play as a comedy or a tragedy.

a,. He defines comedy.

b. He defines tragedy.

c. He analyzes the play; following the definitions.

d. categorizes the play. it

'7 .41 05041

NTENT ACTIVITIES AND MATERIALS

oes some reading on the FPL & F355-148 WILLIAM SHAPESPEARE am Shakespeare.' FPL .SHAKESPEARE: SOUL OF AN AGE (Filmstrips are often available through school libraries.)

ACTIVITY: Reports, as well as films, will prove a time- saving way to share and dispense information.

eads aloud from THE TAMING OF THE TAMING OF THE,SHREW,pp. 150-213

F,373-117 MAN-AND WOMAN

each scene and prepares a TEACHER'S RESOURCE BOOK TOACCOMPANY ENGLAND IN LITERATURE: of it. TAMING OF THE SHREW EDITION - NOTE:-It is suggested that the student write a one -line synopsis of each scene's action.

s the two ro6antic plots as See "Discussion; question 2, p. 215 rweave.

Petruchio, an action plot.

a-Lucenzio, an intrigue plot.

fies the play as a comedy or

fines comedy.

fines tragedy.

alyzes the play, following the it ions.

tegorizes the play.

72 41 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

4. He discusses the action of the See "Discussion,"..gliestions l 041Y.

5. He discussed the theme of the play.

a. He discusses it in terms of ACTIVITY: the setting. 1. Compare Kate with the Wife question #8, p.0215 0 b. He discusses it in terms of 2. liqW would a. woman of today today's society. to Kate's speech in Act 5, Write a dialogue between G might do research reading magazine articles or her b

D. The student pursues independent projects for an in-depth look at the play.

1. He does some reading on the use of "What's in a Name?" p. 216 names in Shakespeare's works.

2. He prepares a scene for class pre- See 4 under "Readers' Theater, sentation. taping a performance for showi See 8 under "Writing," p. 215

He does a research on the use of puns and proverbs in the play.

4. He does research on an idea he has See "Writing," p. 215, "Reader previously submitted to the teacher TEACHER'S RESOURCE BOOK for id

. for approval.

7 4 42 05041

ORTENT ACTIVITIES AND MATERIALS

sea the action of the See "Discussion," questions 1-11, p. 215

se the theme of the

scusses it in terms of ACTIVITY: etting. 1. Compare Kate with the Wife of Bath. See "Discussion," question #8, p. 215 scusses it in terms of 2. How would a woman of today--even a feministrespond 1s socieg. to. Kate's speech in Act 5, Scene 2, lines 136-179? Write a dialogue between Germaine Greer, and Kate. (You might do research reading on Greer's opinions,in magazine articles or her books.)

pursues independent projects pth look at the play.

some reading on the use of "What's in a Name?" p. 216 Shakespeare's works.

res a scene for class pre- See 4 under "Readers' Theater," p. 215. Consider video- n. taping a performance for showing to other classes. See8under'Writing,"p. 215

a research on the use of puns erbs in the play.

research on an idea he has See "Writing," p. 215, "Readers' Theater," p. 215, and ly submitted to the teacher TEACHER'S RESOURCE BOOK for ideas. oval.

74 42 ENGLISH LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

III. The student identifieb various types of Elizabethan prose.

A. He identifies characteristics of the "The essay," p. 219 essay. Parents and Children," pp. "Of Studies," p. 220

1. He recognizes elements of the formal essay.

2. He lists characteristics of the Wilte-an essay of n informal essay. the formal manner of,acon. S

Of Honesty. Of Friendship Of Ambition Of Pride Of Success

B. He reads a selected passage from an "from THE UNFORTUNATE TRAVELLE early English novel.

C. He compares translations of THE BIBLE. "The Creation of the World," "Translations of the Bible,"

ACTIVITIES: 1. Compare a passagd from "Gen BIBLE with the same passage as THE NEW ENGLISH BIBLE. richness of language. NTENT ACTIVITIES AND MATERIALS tifies various types of e. s characteristics of the "The essay," p. 219 "Of Parents and Children," pp. 218-219 "Of Studies," p. 220 nizea elements of the formal

characteristics of the ACTIVITY: Write an essay of no more than 500 words in essay. the formal manner of Bacon. Suggested topics:

V Of Honesty Of Friendship Of Ambition Of Pride Of Success

elected passage from an "from THE UNFORTUNATE TRAVELLER," pp. 221-111 h novel.

translations of THE BIBLE. "The Creation of the World," pp. 223 -225 "Translations of the Bible," p. 226

ACTIVITIES: 1. Compare a passage from "Genesis" in THE KING JAMES BIBLE with the same passage in a modern edition, such as THE NEW ENGLISH BIBLE. Note the difference in the richness of language.

7 (3 43 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

2. Bring a copy of James Weldo Creation" to class and comp of "Genesis" in THE KING JA films of Johnson's poem are

46Z F 272-162 POETRY BY AMERIC (includes "The C

3. Utilize this version of the PARADISE LOST later in the

IV. The student may pursue independent study in "The Changing English Language, the field of language.

UNIT FOUR: THE SEVENTEENTH CENTURY "Background," pp. 269-270

I. The student recognizes the distinctive "The Metaphysical Poets," pp. style of the metaphysical poets.

A. He will recognize the paradox as a major element of metaphysical poetry.

1. He defines paradox.

2. He identifies the paradox in the poetry. \I;

B. He recognizes the conceit as a major element.

7 05041

NTENT ACTIVITIES AND MATERIALS

2. Bring a copy of James Weldon Johnson's"The Creation" to class and compare it to the version of "Genesis" in THE KING JAMES BIBLE. Records and films of Johnson's poem are available.

F 272-162 POETRY BY AMERICANS: JAMES WELDONJOHNSON (includes "The Creation")

3. Utilize this version of the creationwhen reading PARADISE LOST later in the semester.

ursue independent study in "The Changing English Language," pp. 229-230 age.

EEN' CENTURY "Background,"pp. 269-270

nizv: the distinctive "The Metaphysical Poets," pp. 236-244 physical poets.

nize the paradox as a major taphysical poetry.

paradox.

fies the paradox in the

the conceit as a major ele-

79 7 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

1. He defines conceit.

2. He identifies conceit in the poetry.

"Medita.t1c'n 17," p.241. C. He identifies the metaphorical content "Meditation 17." NO MAN IS AN I 1. He identifies the two major metaphors. F 172-117 & FPL SL 871-800 NO MAN IS AN NO MAN IS AN I 2. He discusses the meaning and effective- SL 871-801 ness of the two major metaphors.

"Songs and Lyrics," pp. 245-247 II. The student identifies the style and content of Cavalier Poetry.

A. He recognizes the classic form of Cava- lier poetry.

B. He recognizes the subject matter glorified in Cavalier poetry. "The Constant Lover," p. 245 1. He identifies themes of carefree love. "What Care I?" p. 246 "To the Virgins to Make Much

2. He identifies themes of carefree life.

III. The student recognizes the epicqualities of PARADISE LOST pp. 249-255 PARADISE LOST.

45 01? NTENT ACTIVITIES AND MATERIALS.

[sconceit.

fies conceit in the poetry.

the metaphorical content "Meditation 17," p. 241 7."

flea the two major metaphors. F 172-117 (c.FPL NO MAN IS AN ISLAND SL 871-800 NO MAN IS AN ISLAND ses the meaning and effective- SL 871-801 NO MAN IS AN ISLAND he two major metaphors.

ifies the style and content "Songs and Lyrics," pp. 245-247 Y the classic form of Cava-

the subject matter glorified oetry.

fies themes of carefree love. "The Constant Lover," p. 245 "What Care I?" p. 246 "To the Vixgins to Make Muofi of Time," p. 247

fies themes of carefree life.

nizes the epic qualities of PARADISE LOST pp. 249-255

45 ENGLISHJSZERATURE 1

GOALS AND CONTENT ACTIVITIES AND

A. He identifies the narrative form.

B. He identifies the setting as the NOTE:' An explanation of MiJtbn Universe. clarify the setting for theist

C. He identifies the lines in which Milton states the theme as the fall of man.

p. He identifies the poem's structure as "Note," p. 249 ,beginning in medias res.

E. He compares Milton's version with a "The Fortunate Fall," p. 255 modern version of the fall of man. ACTIVITY: 1. Do a drAmatic reading of t p. 255. 2. Compare Milton's version o the story told in THE KING

IV. The student recognizes the ode form.

A. He defines the ode. "The Ode," p. 257

B. He applies his definition to a 17th "A Song for St. Cecelia's Day,. Century Ode.

C. He defines onomatopoeia. "Discussion," question 3, p. 25

D. He discovers onomatopoetic words'in the selection.

82 05041

ENT ACTIVITIES AND MATERIALS, the narrative form. the setting as the NOTE: An explanation of Milton's cosmography would clarify the setting for the student.

he lines in which Milton e as the fall of man. the poem's structure as "NOte," p. 249 dias res

ton's version with a "The Fortunate Fall," p. 255 of the of man. ACTIVITY: 1. Do a dramatic reading of the temptation scene; see p. 255. 2. Compare Milton's version of the fall of man with the story told in THE KING JAMES BIBLE, pp. 223-225.

zes the ode- form.

ode.. "The Ode," p. 257

definition to a 17th. "A Song for St, Cecelia's Day," pp. 256-257

?: topoeia. "Discussion," question 3, p. 257

omatopoetic words in

82 88 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

V. The student views 17th-Century London through its prose.

A. He studies.the character of a diary's THE DIARY OF SAMUEL PEPYS, pp. author through his own words.

1. He discusses the political events noted.

2. He discusses Pepys' relationship with his wife.

B. He attempts accurate recording of daily ACTIVITY: Keep a diary for a events in a diary. Pepys'. Honestly describe you and people..

VI. The student pursues individual projects.

A. He may study metaphysical poets and "Metaphysical Wit," p. 271 their critics.

B. He may trace the changing English "The Changing English Language language through the 17th Century.

UNIT FIVE: THE EIGHTEENTH CENTURY Read: "Background," pp. 331-33

I. The student perceives the Age of Reason as it is reflected in the writings of the 18th Century.

47 05041

ENT ACTIVITIES AND MATERIALS

17th-Century London through

character of a diary's THE DIARY OF SAMUEL PEPYS, pp. 258-268 his own words. es the political events es Pepys' relationship with curate recording of daily ACTIVITY: Keep a diary for a week, modeling it after ary. Pepys'. Honestly describe your feelings toward events and people.

individual projects. etaphysical poets and "Metaphysical Wit," p. 271 he changing English "The Changing English Language," p. 272 gh the 17th Century.

NTH CENTURY . Read: "Background," pp. 331-332 ves the Age of Reason as it e writings, of the 18th

47 ENGLISH LITERATURg 1

GOALS AND CONTENT ACTIVITIES AND

A. He examines satire as a dominant type of writing.

1. He defines satire.

2. He applies his definition to the selections.

3. He explains the use of "Modest" in "A Modest Proposal," pp. 278-28 Swift's title. ACTIVITY:. Read sections of "A Have another student pantomine selections read.

4. He reads satire published in early "Joseph Addison," pp. 287 -29Q periodicals. ACTIVITY: Write a pdriodical e follies in today's society- -eve works could be collected and mi TATLER or they might be printed

B. He examines the effect of verisimilitude "from JOURNAL OF THE PLAGUE YEA in Defoe's writing.

1. He defines verisimilitude.

2. He applies his definition to the selection.

3. He attempts writing in the style of See "Writing," on p. 286 verisimilitude.

C. He identifies "The Rape of the Lock" as "Alexander Pope," pp. 291-298 a mock epic.

811 87 Ft 05041

ENT ACTIVITIES AND MATERIALS tire as a dominant g.

satire.

his definition to the s the use "Modest" in "A Modest Proposal," pp. 278 -282 tle. ACTIVITY: Read sections of "A Modest Proposal" aloud. Have another student pantomine his reactions to the selections read.' at ire published in early "Joseph Addison," pp. 287-290

ACTIVITY: Write a periodical essay satirizing one of the follies in today's society--even in your school. (Students' works could be collected and mimeographed into a modern TATLER or they might be printed in the school's newspaper.)

e effect of verisimilitude "from JOURNAL OF THE PLAGUE YEAR," pp. 283-286 ting.

verisimilitude.

his definition to the

s writing in the style of .See "Writing," on p. 286 tude.

"The Rape of the Lock" as "Alexander Pope," pp. 291-298

8 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

1. He notes the devices of the mock epic.

2. He discusses how Pope adapted epic See "Writing," 3, p. 296 devices to the mock epic:

a. Invocation of the muse, b. Statement of theme c. Statement of the epic question d. Elevated language e. Intervention of supernatural beings f. A hero who seems "larger than life." g. Boastful speeches by great warriors h. Descriptions of armor i. Detailed history of heroes.' weapons j. Great battles k. Personal combats

D. He discusses satire in the selection. "Satire," p. 293

1. He defines irony.

2. He defines sarcasm.

3. He defines burlesque.

4. He defines parody..

5. He cites examples of the above in the selection.

88 89 49 CONTENT ACTIVITIES AND MATERIALS es the devices of the mock epic. cusses how Pope adapted epic See "Writing," 3, p. 296 s to the mock epic: ocation of the muse tement of theme tement of the epic question aced language ervention of supernatural beings ero who seems "larger than life." atful speeches by great warriors criptions of armor ailed history of heroes' weapons at battles sonslcombats es satire in the selection. t"Satire," p. 293

ines irony.

ines sarcasm.

ines burlesque.

ines parody.

es examples of the above .in the ion.

88 89 49 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

E. He identifies the heroic couplet. "Quotable Pope," p. 296

1. He discusses the maxims from two ACTIVITY: Write a composition viewpoints.

a. He discusses the maxims as advice to writers or critics.

b. He discusses the maxims as general advice for living.

2. He identifies the epigram. "Epigram," p. 297

a. He defines epigram.

b. He explains the humor or clever- ness in the selection. ACTIVITY: Attempt an epigram famous people as She subject

F. He compares two allied prose authors of "Samuel Johnson," pp. 298-303 the Age of Reason. "James Boswell," pp. 304-308

I. He describes Johnson's personality ACTIVITY: Prepare personalize through his dictionary definitions. current words in Johnson's man

2. He compares Johnson's view of London "from 'London'," p. 303 as presented in "London" with Swift's "A Modest Proposal," pp. 278-2 view as presented in "A Modest Proposal."

91 130 05041

NTENT ACTIVITIES AND MATERIALS

the heroic couplet. "Quotable Pope," p. 296

:ses the maxims from two ACTIVITY: Write a composition based on a Pope maxim. s.

scusses the maxims as advice iters or critics.

scusses the maxims as general e for living.

fies the epigram. "Epigram," p. 297'

fines epigram.

plains tie humor or clever- in the selection. ACTIVITY: Attempt an epigram using current events or famous people as the subject matter.

wo allied prose authors of "Samuel Johnson," pp. 298-303 as on. "James Boswell," pp. 304-308

bes Jghnson's personality ACTIVITY: Prepare personalized definitions ofsome is dict1nary definitions. current words in Johnson's manner.

es Johnson's view of London "from 'London'," p. 303 ted ik"London" with Swift's "A Modest Proposal," pp. 278-282 resented.....tn "A Modest Proposal." a

o1 :j 0 ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

3. He discusses the objectivity of See "Discussion," question 1, Boswell's biography of Johnson.

II. The student perceives the differences between 18th Century thought and Pre-Romantic thought.

A. He compares the classical elegy with Gray's "Elegy Written in a Country Chu "Elegy..."

1. He defines elegy. ACTIVITY: Write a brief parod See "Writing," p. 316, for idea

2. He compares the personal lament with Gray's general lament.

3. He identifies the tone of the poem. ACTIVITY: Discuss how Gray' u set the mood of his poem.

B. He compares the classical ode with "Ode on the Death of a Favorite Gray's ode. of Gold Fishes," p. 316

1. He defines ode.

2. He compares Gray's adaptation of the ode with Pope's adaptation of Or epic.

C. The student recognizes Robert Burns as a Robert Burns," pp. 317-320 poet et the people. F ;62-114 SCOTLAND: BACKG

1. He reads aloud Burns' dialect poems.

51 9t)

A 05041

CONTENT ACTIVITIES AND MATERIALS usses the objectivity of See "Discussion," question 1, p. 313 's biography of Johnson.

ceives the differences between ought and Pre-Romantic thought.

the classical elegy with Gray's "Elegy Written in a Country' Churchyard," pp. 314-315

nes elegy. ACTIVITY: Write a brief parody of Gray's "Elegy..." See "Writing," p. 316, for ideas.'

area the personal lament with general lament.

tifies the tone of the poem. ACTIVITY: Discuss how Gray's use of onomatopoeia helps set the mood of his poem.

the classical ode with "Ode on the Death of a Favorite Cat, Drowned in a Tub of Gold Fishes," p. 316

nes ode.

area Gray's adaptation of the h Pope's adaptation of the epic.

recognizes Robert Burns as a Robert Burns," pp. 317-320 people. F 162-114 SCOTLAND: BACKGROUND OF LITERATURE

a aloud Burns' dialect poems.

(' r) 51 J ENGLISH LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

2. He identifies major themes in Burns' ACTIVITIES: poems. 1. Discuss how Burns' life a his poetry. See Burns' b a. He finds examples of love poems. 2. Act out a scene from one "To a Louse" or pantomine b. He finds examples of poems cele- reads the poem. brating the common man.

D. He compares Blake's "Songs of Innocence" "William Blake," pp. 321-328 with his "Songs of Experience." FPL A GRAIN OF SA 1. He compares matched poems.

a% "Introduction" See "Discussion," questions

b. "The Lamb"

c. "The Tyger"

2. He accounts for placement of certain See "Discussion," question 9, specific poems in "Songs of Innocence" or "Songs of Experience."

3. He compares "Songs of Innocence" with "Songs of Experience," focusing on one specific area.

a. Tone

b. Major symbols

c. Verse forms and rhythm

4. He reads modern tributes to Blake. "Memo," p. 330 "Lullaby for William Blake,"

994 52 95 4'

05041

TENT ACTIVITIES AND MATERIALS 4 li.es major themes in-Burn ACTIVITIES: 1. Discuss how Burns' life as a poor farmer enriched his poetry. See Burns' biography, p. 338 s examples of love poems. 2. Act out a scene from one of Burns' poems such as "To a Louse" or pantomine the scene as someone examples of poems cele- reads the poem. e common man. ake's "Songs of Innoience" "William Blake," pp. 321-328 s of Experience." A GRAIN OF SANbo (about'Blake's'Poem) s matched poems. suction" See "Discussion," questions 1 & 2, 00 329, for ideas.

b" yger" s for placement of certain See "Discussion," question 9, on p. 329 oems in "Songs of Innocence" of Experience."

"Songs of Innocence" with Experience," focusing on is area.

symbols

forms and rhythm

dern tributes to Blake. "Remo, . 330 "Lulls for William Blake," p. 330

',3 4 52 ENGLISH LITERATURE 1 N.

GOALS AND CONTENT ACTIVITIES AND

III. The student pursues individual projects.

A. He may further study biography, "Boswell as Biographer, pp.

B. He may analyze Blake's meanings'of "What Did Blake Mean by Innoce innocence and experience. pp. 335-336

I C. He may trace the changing English language "The Changing English Language through the 18th Century.

UNIT SIX: THE NOVEL (This unit may be taught at'any time during Semester I)

I. The student analyzes a novel. . CRY THE BELOVED COUNTRY

A. He identifies the two major themes in R'566-143 LOST IN .THE STA Book I.

1. He contrasts the new society with the P. 35 and various other pages tribal$ society. o

2. He contrasts the effects of love and p. 40 and other pages in Book hate within society.

B. He traces the problems stated in Book II.

1. He compares the first two pages of DISCUSSION: Why did Pato*beg Book II with the first pages of Book I. similarly? What effect was he ful? At what point does the s

2. He identifies "the problem." p. 134

53 9 G 9 7 05041

CONTENT ACTIVITIES AND MATERIALS

sues individual projects.

her study iography. "Boswell as Biographer," pp. 332-335 lyze,Blake's meanings of "What Did Blake Mean by Innocence and Experience?" nd experience. pp. 335-336

e the changing English language The Changing English Language," pp. 336-337 e 18th Century.

L (This unit may be taught at any 1 r I)

lyzes a novel. CRY THE BELOVED COUNTRY, ies the two major themes in R 566-143 LOST IN THE STARS trasts the new society with the P. 35 and various other pages in Bo9k I society.

trasts the effects of love and p. 40 and other pages in Book I ithin society.

the i, blems stated in Book II.

pares the first two pages of DISCUSSION: Why did Paton begin the two books so I with the first pages of Book I. similarly?What effect was he seeking?Was he success- ful? At what point does the similarity end?

ntifies "the problem." p. 134

96 5-3 97 ENGLISH LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

C. He examines the resolution of the conflict in Book

1. He traces the relationship of Jarvis and Kumalo.

-2, He justifies- the ending in -terms . of the book's theme and, purpose.

D. He identifie6 symbols used in the See the "Glossary" for defini book.

E. He defines the term omniscient author.

F. He identifies the author's point of view as omniscient.

II. The student reacts to the novel.

A. He writes his reactions to the novel. WRITIG SUGGESTIONS: Alan Pa states, "It is my own belief can resist the power of fear He obviously tries to prove t characters. Write an essay c 0 characters which provehis st

Authors often use specific na Look up the story of* Absalom "II Samuel: xviii." Reading a reason for Paton's use of t explaining the' similarities o

9 [ONTENT ACTIVITIES AND MATERIALS the resolution of the Book III.

r. Is the relationship o nd Kumalo.

les the anding in terms ook's theme and purpose. s symbols usedini the See the "Glossary" for definitions of symbols.. he term omniscient author. s the author's,poipt of scien

s tb the novel. s reactions to the novel. WRITING SUGGESTIONS: Alan Paton, in his introduction, states, "It is my own belief, that the only power that can resist the power of fear is the power oflove." He obviously tries to prove this statement through his characters. Write an essay citing actions of his Yr characters which prove\his'staiement.

Authors often use specific names for specific purposes. Look 4 the story of Absalamin the OLD TESTAMENT, "II Samuel: xviii." Reading this source, can you find, a reason for Paton's use of the name? Write an essay explaining the similarities of names.

99 ENGLISH LITERATURE 1

1 Out GOALS AND CONTENT ACTIVITIES A

Do some research reading on Africa. (Periodical article GUIDE...) Write a comparis0 the present or report orally eurrPnt rnnclitiona_.

B. He discusses his reactions to the_ Class diScussions may center novel. the novel, the structure of use, of words, the symbolism of the protagonist--his stro generation gap as- present in questions brought up,by the bd a discussion--opener.

FS 670-131 OSSOUTHAFRICA:

TEACHER'S REFERENCE:

"CRY THE BELOVED COUNTRY and Man's Inhumanity to Man," pp. 609-616.

100 101 55 05041

1CONTENT ACTIVITIES AND MATERIALS

At-

Do some research reading on current conditions in South Africa. (Periodical articles may be found in READER'S GUIDE...) Write,a comparison of conditions in 1946 and the present or report orally to the.class, telling of Current conditions

his reactions to the Class discussions may center around the universality of the nove4, the structure of the novel, Paton's poetic use of words, the symbolism of the novel, characterization of the protagonist--his strong and weak points, the, generation gap as present'in the novel, and otb0 questions brought up by the class,. The film tklow might be a discussion - - opener.

FS 670-131 SOUTH AFRICA: PRICE OF INEQUALITY

TEACHER'S REFERENCE:

'-' "CRY THE BELOVED COUNTRY and STRANGE FRUIT: Sxploring Man's Inhumanity to Man," ENGLISH JOURNAL, December, 1962, pp. 6094,-616.

.100 101 55 ENGLISH LITERATURE 1 05041 FilmsMaterialsF 358-103 Available from Audiovisual Services CHAUCER'S ENGLAND 4F 360-126F F371-115 162 -198 INDUSTRIALENGLAND:ELIZABETH: BACKGROUND THEREVOLUTION QUEENS OF WHOIN LITERATURE ENGLANDSHAPED AN AGE F F259-120 373-117259-121 MAGNA CARTA, PART III AND WOMAN (TAMING OF THE SHREW) F F372-105 150-118 MEANINGA MATTER OF OF FEUDALISM CONSCIENCE (SIR THOMAS MORE) ./ F F369-106 256-111 ' MEDIEVAL ENGLAND,:MANOR THE PEASANTS' REVOLT 1' F F150-119364-123 371-101 MYSTERYMIDDLEMEDIEVAL AGES:OF WORLD STONEHENGE, A WANDERER'S PART GUTDE TO LIFE AND LETTERS F F362-104 173364-124 -117 NOVEL:NORMANMYSTERY ISEARLYVICTORiAN OF AN STONEHENGE:PART ISLAND ENGLAND II AND CHARLES DICKENS ENGLISH LITERATURE 1 05041 MaterialsFilms Available from Audiovisual Services F FS627111 371-104372-100 NOVEL:PURITANROMANTICISM: WHAT REVOLUTION IT IS, REVOLT WHAT OF IT'S THE ABOUT,SPIRIT WHAT IT DOS F 260-133355-108162-114 WILLIAMSHAKESPEARE'SSCOTLAND: SHAKESPEARE BACKGROUND THEATRE OF LITERATURE A?. ENGLISH LITERATURE 1 05041 MaterialsSFSSound 768-424 FilmstripsAvailable from Audiovisual Setvices. DAILY LIFE IN ELIZABETHAN ENGLAND FilmstripsFS 363-102660-157 CHARTRESART OF ENGLAND CATHEDRAL a NW,4s. FSFS 670-131659-113 649-107 GOTHICSOUTHMIDDLE ARCHITECTURE AFRICA:AGES PRICE OF INEQUALITY I-- SlidesSL 871-800 NO MAN IS AN ISLAND, PART I Record'SLR 871-801566-143 NO MANLOST IS IN AN ISLAND, PART II THE STARS ENGLISH LITERATURE 1 05041 FilmsCHANGING Available WORLDHE BRITISH fromOF CHARLES the ISLES St. DICKENS Louis Public Library AENGLAND: HALLGRAIN OF OF BACKGROUNDKINGS: SAND (WILLIAMWESTMINSTER OF LITERATURE BLAKE) ABBEY, PART II HEARTLONDON OFIS LANDMARKSENGLANDTHE HIGHLAND (SHAKESPEARE'S COUNTRY) NORIMELONDON'S MAN OFIS 'THE ANCOUNTRY ISLAND ANCIENT MARINER - THESHAKESPEARE: TRAGEDY OF SOULJOHN OFMILTON AN AGE I WILLIAMUNDERSTANDING SHAKESPEARE SHAKESPEARE:' HIS STAGECRAFT V,

59 1 05042 ENGLISHCOURSE LITERATUREDESCRIPTION 2 OTHELLOSametwentieth as courseand centuries.to 05042,Maugham's continued. OF HUMAN BONDAGE. Delve into works by modern English writers. Read important works by important writers of the eighteent Devote special in-depth s udy ,illineteenth,to Shakespeare's and 'TheGOALS studentHe recognizes becomes that familiar the writings with selected of an eraliterary reflect, works ideas, by customs, events English writers. of that era. He learnsanalyzesdevelops a littlethehis relationshipsknowledge about the of history literaryof literary of forms, the form English styles, to content. language. and techniques.

MM.

a 3 ENGLISH LITERATURE 2 '4 0504-2 MaterialsTitle Use TEACHER'SENGLAND IN RESOURCE-BOOK LITERATURE: TAMIAGTO ACCOMPANY OF THE ENGLANDSHREW EDITION. IN LITERATURE: TAMING OF TIT SHREW Sbott, ForesmIn .and Company. - Teacher Students OF HUMAN BONDAGE. EDITION. Scott, Foresman and Company. Wits_hington Square Press. Students,.Students, Teacher Teacher OTHELLO (E-Z LEARNER STUDY TEXT).. Coshed, ,Inc. .7`

( ENGLISH LITERATURE 2

-GOALS AND CONTENT ACTIVITIES A

TO THE TEACI1ER: English Literature 2 begins with NOTE': With respect to artists "The Eighteenth Century" and thus overlaps the classification difficult, th last sects, of English ,iterature 1. The teacher own judgment. It is Cumbers may wish to evi .thiq_Atpit_briefly_or may wish 11Ltriter_in___accardance wit_ h. to begin secon -s esterlOurst work with "The. convinced that the artist do Romantics," Unit Two. or category to which he is "a

It UNIT ONE: THE EIGHTEENTH 6ENTUOt

A. The student objectively.i..ists the new-found ACTIVIT41: Prepare oral repo priorities of the AugudiOn writers. views fall of the Tories, the growt the impact of science and reason on thih middle class," or the ramifi period and recognizes this era as clearly Period. departing from the excesses and fanciful flights of the Elizabethan Age.

A. The student reads from the works of "A Modest Proposal," pp. 278- Jonathan Swift.

1. He gives examples of the nature and ACTIVITY: Prepare an oral re function of irony and explains its as a "children's book" and as relationship to satire. statue of England in Swift's Or 2., He) distinguishes between situational ACTIVITY: Discuss the eye in a d verbal irony, Laurel and Hardy as a springb depth.

Pee "Writing," p. 282

109 108 63 If

0$042

CONTENT ACTIVITIES AND MATERIALS

lish Literature 2 begins with NOTE; With respect to artists whose work makes tury" and thus:ovetlaps the classification difficult, the teacher should use his lish L teratureJ. The teacher own judgment. It is cumbersome at best to try to handle this u it briefly ormay'tlish a writer inaccordance with textual. guidelines when one is ester-course work With'IThe convinced that the attist does not belong in the section o. or category to whichhe is 'assigned."

EENTH CENTURY

o jectively lists the new-found ACTIVITY: Prepare oral reports sketching the rise and the Augustan writers. He views fall of the Tories, the growth of the elusively-termed 'science and reason on this "middle class," or the ramifications of the Restoration ognizes this'era'aa clearly Period. the excesses and fanciful Elizabethan Age.,

t reads from `the works of "A Modest Proposal," pp. 278-280 wift.

es examples of the nature, and :ACTIVITy: Prepare an oral report on GULLIVER'S TRAVELS on of irony and explains its as a"childttli,11 book" and as a, satire on the political onship to satire.- status of England in Swift's day. Use tinpishes between situational ACTIVITY: Discuss the eye in satire and its uses. rbal.irony. Laurel and Hardy as a springboard to studies in greater depth.

See "Writ,ing," p. 282

109 108 63 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES AN

ACTIVITY: Students can add satire by becoming familiar a top-flight satiric periodic

B. The student reads an excerpt from Daniel from JOURNAL OF THE PLAGUE Defoe's JOURNAL OF THE PLAGUE YEAR and notes how careful handling Of detail enforces verisimilitude.

C. The student reads from the works of "Ned Softly the Poet," p. 28 Josdph Addison.

ACTIVITY: Prepare written o emergence of Addison and Stee SPECTATOR.

See "Writing," p. 290

D. The student reads selections from the "The Rape of the'Lock," writings of Alexander Pope.

1. He defines mock epic. ACTIVITY: A class discussio quotations from Pope Might p

2. He explains the popularity, of the mock epic during the Augus3an Age.

E. The student reads selections from the from THE DICTIONARY,_22., 298 writings of Samuel Johnson.

F. The student reads selections from the from THE LIFE OF SAMUEL JOHNS. works'of James Boswell. See "Writing," p. 302

1 1 0 1 1 1 05042

NTENT ACTIVITIES AND MATERIALS

ACTIVITY: Students can add to their understanding of satire by becoming familiar with THE NATIONAL LAMPOON, a top-flight satiric periodical. reads an excerpt from Daniel "from JOURNAL OF THE PLAGUE YEAR," pp. 283-286 AL OF THE PLAGUE YEAR and reful handling of detail isimilitude. reads from the works of "Ned Softly the Poet," p. 287 on.

ACTIVITY: Prepare written or oral reports on the - emergence of Addison and Steele's THE TATLEI and THE SPECTATOR.

See "Writing," p. 290

reads selections from the "The Rape of the Lock," pp. 291-296 Alexander Pope.

es mock epic. ACTIVITY: K class discussion centering around memorable quotations from Pope might prove interesting.

Ins the popularity of the c during the Augustan Age.

reads selections from the from THE DICTIONARY, pp. 298-299 Samuel Johnson.

reads selections from the from THE LIFE OF SAMUEL JOHNSON, LL.D., pp. 304-308 es Boswell. See "Writing," p. 302

1 1 0 1 1 1 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

ACTIVITY: An out-of-class re involve a comparison between. JOHNSON, LL.D. and Lytton St biography.

"From THE LIFE OF SAMUEL JO of the Sexes (April 1778)," is almost certain to generat

See "Writing," p.'313

II. The student readi from Burns and Blake, noting their Romantic themes and their great differences.

A: The student readi from the works of Robert "A Red, Red Rose," p. 317 Burns. "To a Mouse," p. 317 "To a Louse," p. 318

See "Writing," especially su

B. The student studies selected works of from SONGS OF INNOCENCE William Blake. "The Lamb," p. 321 "The Chimney Sweeper," p. 32 "Holy Thursday," p. 323

from SONGS OF EXPERIENCE "The Tyger," p. 324 "The Chimney Sweeper," 325 "London," p. 326 "The Clod and the Pebble," "Proverbs of Hell," p.' 328

ACTIVITIES: Select one of t either support or deny the p

112 65 113 05042

CONTENT 'ACTIVIT/ES AND MATERIALS' 0

ACTIVITY: An research project could involve a comparison between Boswell's LIFE OF SAMUEL JOHNSON, LL.D. and Lytton Strachey's later efforts at biography.

"From THE 'LIFE OF SAMUEL JOHNSON, LL.D., On Equality of the Sexes (April 1778)," pp. 307-308. (This excerpt is almost certain to generate good discussion.) 4 See "Writing," p. 313

ads from Buins and Blake, noting themes and their great differences.

t reads from the works Of Robert "A Red, Red Rose," p. 317 "To a Mouse," p. 317 "To a Louse," p. 318

See "Writing," especially suggestions 2 .and4, p. 320 nt studies selected works of from SONGS OF INNOCENCE lake. "The Lamb," p. 321 "The Chimney Sweeper," p. 322 "Holy Thursday," p. 323

fiom SONGS OF EXPERIENCE "The Tyger," p. 324 "The Chimney Sweeper," 325 "London," p. 326 "The Clod and the Pebble," p. 326 "Proverbs of Hell," p. 328

ACTIVITIES: Select one of the "Proverbs of Hell" and either support or deny the positi6 it presents.

112 65 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

Prepare an oral report on Bla about religion as these are r

"Of Literary Interest: Blake- artist?" p. 321

Students with interest in art of some of Blake's etchings-a analysis, and/or critique of

UNIT TWO: THE ROMANTICS

I. Although literary Romanticism is an elusive ACTIVITY: Prepare oral repor term to define, the student sees the move- Locke, the French Revolution, ment not only as a reaction against Neo- Romantic Era. classicism but also as a positive force that emphasized independence and the soul.

A. The student studies selected writings of 'The World Is Too Much With Us William Wordsworth. "London 1802," p. 342 "The Prelude," p. 350 1. He analyzes Wordsworth's views of man "Composed Upon Westminster Bri and of nature. p. 342 "Lines Composed a Few Miles A' pp. 348-349

ACTIVITY: Students interested showing their classmates how Ri in art and music.

See "Writing," p. 343 `

114 1 /(5 6

05042

ONTENT ACTIVITIES AND MATERIALS

Prepare an oral report on Blake's attitudes and feelings about religion as these are revealed in his writings.

"Of Literary Interest: Blake--the first multimedia artist?" p. 321

Students with interest in art might search out reproductions of some of Blake's etchings and prepare a presentation, analysis, and/or critique of some of them for the class.

ICS y Romanticism is an elusive ACTIVITY: Prepare oral reports on the influence of Rousseau, the student sees the move- Locke, the French Revolution, and Napoleon upon the alreaction against Neo- - Romantic Era. lso as a positive force that endence and the soul. studies selected writings of "The World Is Too Much With!Us," p. 342 sworth. "London 1802," p. 342 "The Prelude," p. 350 zes Wordsworth's views of man "Composed' Upon Westminster Bridge, September 3, 18020" ature. p. 342 "Lines Compaqed a Few Miles Above Tintetn Abbey," pp. 348-349

ACTIVITY: Students interested in the arts might enjoy showing their classmates how Romanticism was reflected

in art and music. xi

See "Writing," p. 343 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

ACTIVITY: In connection wit w. Wordsworth, students might s as a literary theme. Questi one capable of 'sinning'? or innocence?" could be conside works on the theme, such as HUCKLEBERRY FINN, yield much For the very sophisticated r I Henry James would form the b "loss of innocence."

B. The student studies selections from the "Kubla Khan," p. 352 works of Samuel Tlaylor Coleridge. ACTIVITY: The class discuss "Kubla Khan."

II. The student reads works of Byron, Shelley and NOTE: A good recording of T Keats as example of Romantic poetry. MARINER should be played so its auditory impact and sens 6 A. The student reads selected works of "So We'll Go No More A-Rovin George Gordon, Lord Byron. "Whe Walks In Beauty," p. 35 from "Don Juan, Canto I," p.

NOTE: Folk singer Joan Baei including Lord Byron's "So W

1. He learns about the tradition of the picaresque hero.

2. He identifies and defines the stanza ACTIVITY: A student might r pattern called ottava rima. the life of Byron. BYRON, b many biographies of the poet

116 67 117 05042

CONTENT ACTIVITIES AND MATERIALS

ACTIVITY: In connection with their reading of Wordsworth, students might study the "loss of innocence" as a literary theme. Questions such as "At what age ip one capable of 'sinning'? or "How does one first lose innocence?" could be considered. More contemporary works on the theme, such as CATCHER IN THE RYE or HUCKLEBERRY FINN, yield much material for discussion., For the very sophisticated reader, some of the works of Henry James would form the basis of a good paper on the "loss of innocence."

studies selections from the "Kubla Khan," p. 352 muel Taylor Coleridge. ACTIVITY: The class discusses the completeness of "Kubla Khan."

ds works of Byron, Shelley and NOTE: A good recording of THE RIME OF THE ANCIENT e of Romantic poetry. MARINER should be played so that students can experience its auditory impact and sense its tone and atmosphere

reads selected works of "So We'll Go No More A-Roving," p. 355 on, Lord Byron. "Whe Walks In Beauty," p. 355 from "Don Juan, Canto I," p. 357

NOTE: Folk singer Joan Baez has recorded many ballads, inclOding Lord Syron's "So Go, No Mcire A-Roving."

s about the tradition of the que hero.

tifies and defines the stanza ACTIVITY: A student might report in outline form on called ottava rima. the life of Byron. BYRON, by Andre Maurois, is one of many biographies of the poet.

/ 67 117 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

B. The student reads selected words by Percy "England in 1819," p. 363 Bysshe Shelley. "Ozymandias," p. 363 IPSong to the Men of England,

1. He analyzes themes in po s which re- inforce the Romantics' di dain for authoritarian rule.

2. He notes the imagery of Sh lley's NOTE: Mary Wollstonecraft Sh poems. Students would find the stor interesting. Some students reading the novel and in anal atmosphere, and tone.

C. The student reads selected works of "On First Looking nto Chap John Keats. "Ode on a Grecian Urn," p. 37

ACTIVITY: Open, frank discus reading literature could be g "...Hamer."

1. He demonstrates understanding of "To Autumn," p. 369 imagery and of how it operates in poetry.

ACTIVITY: The student might which engages several of the

NOTE: In any study of image own poetry, the studentshoull excellent example, for few pc) in their work than has John K1

11'8 68411 05042

CONTENT ACTIVITIES AND MATERIALS

reads selected words by Percy "England in 1819," p. 363 ley. "Ozymandias," p. 363 "Song to the Men of England," p. 363 lyzes themes in poems wh 'ich re- the Romantics' disdain for tarian rale.

s the imagery of Shelley's NOTE: Mary Wollstonecraft Shelley wrote FRANKENSTEIN. Students would find the story behind its inception interesting. Some students might be interested In reading the novel and in analyzing it for theme, atmosphere, and tone.

reads selected works of "On First Looking into Chapman's Homer," p. 368 "Ode on a Grecian Urn,!' p. 370

ACTIVITY: Open, frank discussion on the Validity of reading literature could be generated from Keat's' ...Hamer."

nstrates understanding of "To Autumn," p. 369 and of how it operates in

ACTIVITY: The student might be asked to write a poem which engages several of the reader's senses.

NOTE: In any study of imagery or attempt at writing his own poetry, the student should find Keat's imagery an excellent example, foil few poets have used richer imagery in their work than has John Keats.

116 119 68 10 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

2. He analyzes theme and form in "La Belle ./p. 371 Dame Sans Merci." ACTIVITY: A creative male c brief, perhaps humorous, ape mythology and literature.

3. He writes a paper of comparison and See "Writing," p. 378 conrest, discussing Keat's "The Eve "The Eve of St. Agnes," of t. Agnes" and Shakespeare's RO 0 AND JULIET. (Optional) NOTE: If the student has nev 'he might do so as a special p this objbctive.

ACTIVITY: 'Write a sequel to either poetry or prose.

III. The students reads works by Romantic era essayists.

A. The student lists several differences ACTIVITY: Write either a fo between the formal and the informal or (Length of the essay is left familiar essay.

B. The student reads an essay by Charles Lamb. "Dream Children," p. 379

UNIT THREE: THE VICTORIAN AGE

I. The student recognizes the qualities of NOTE: Assignments suggested spiritual turmoil and chaos as manifest in BOOK are excellent. much Victorian prose apd poetry.

A. The student reads selected works of "Ulysses," p. 388 Alfred Lord Tennyson. "Break, Break, Break," p. 389 "Crossing the Bar," p. 389 from "In Memoriam," p. 389

120 69 121 05042

ONTENT- ACTIVITIES SAND MATERIALS zes theme and form in "La Belle p. 371 s Merci." ACTIVITY: A creative male chauvinist could deliver al brief, perhaps humorous, speech on the siren in mythology and literature. s s paper of comparison and See "Writing," p. 378

, discussing Keat's "The Eve "The Eve of St. Agnes," pp. 373-378 gnes" and Shakespeare's JULIET. (Optional) NOTE: If the student has never read ROMEO AND JULIET, he might do so as a special project in connection with this objectivt.

ACTIVITY: Write a sequel to "The Eve of St. Agnes, either poetry or prose.

git s WbKks by Romantic era lists several differences ACTIVITY: Write either a formal or an informal essay.' formal and the informal or (Length of the essay is left to the teacher's judgment.) ay. reads an essay by Charles Lamb. "Dream Children," p. 379

ORIAN AGE gnizes the qualities of NbTE: Assignments suggested in the TEACHER'S RESOURCE land chaos as manifest in BOOK are excellent. rose and poetry. reads selected works of "Ulysses," p. 388 Tennyson. "Break, Break, Break," p. 389 "Crossing the Bar," p. 389 from "In Memoriam," p. 389

120 69 121 -ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

B. He reads several works of Robert Browning "Porphyria's Lover," p. 393 and learns to identify and analyze a "My Last Duchess," p. 394 dramatic monologue.

ACTIVITY: Taking for his su history, the student compose

C. The student reads several poems by Matthew "Dover Beach," p. 397 Arnold. "Self-Dependence," p.

\ 4 TEACHER'S RESOURCE BOOK...e

II. The student reads selectio s from other Victorian poets:

A. He reads a poem y9 Oscar Wilde. "Symphony in Yellow," p. 401

NOTE: Students may enjoy Wi Among the wittiest in any pe

B. He reads poetry by Thomas Hardy. "The Darkling Thrush," p. 40 .."Editaph on a Pessimist," p. "Nature's Questioning," p. 44

C. He reads poetry by Gerard Manley Hopkins. "Pied Beauty," p. 407 "God's Grandeur," p. 407 "Thou Art Indeed Just, Lord, 1. He recognizes the profoundly religious nature of the work of Hopkins.

2. He recognizes and defines s run rhythm.

70 123

4110 D 05042

CONTENT IVITIES AND MATERIALS everal works of Robert Browning "Porphyria's Lover," p. 393 to identify and analyze a "My Last Duchess," p. 394 nologue.

ACTIVITY: Taking for his subject a prominent person in history, the student composes a dramatic monologue. t reads several poems by Matthew "Dover Beach," p. 397 "Self - Dependence," p. 397

TEACHER'S RESOURCE BOOK...See "Writing," p. 117 ads selections from other s:

poem by Oscar Wilde. "Symphony in Yellow," p. 401

NOTE: Students may enjoy Wilde's writings, for they are among the wittiest in any period of English literature. oetry'hy Thomas. Hardy. "The Darkling Thrush," p. 405 "Editaph on a Pessimist," p. 405 "Nature's Questioning," p. 404 oetry by Gerard ManleyHopkins. "Pied Beauty," p. 407 "God' Grandeur," p. 407 "Thou A Indeed Just, Lord," p. 407 ogniZes the profoundly religious of the workof Hopkins.

ognizes and defines sprung

'2:3* 122 70 ENGLISH LITERATURE 2

GOALS"AND CONTENT ACTIVITIES AND

D. The student demonstrates his ability to 0 read poetry which utilizes not only twisted syntax and elipsis,but also startling imagery and unusual word choices.

E. The student Yearns that not all Victorian See TEACHER'S RESOURCE BOOK, voices were pessimistic but that some p. 125 and "Writing Suggestion found a positive, joy in living.

F. The student reads from the works of "To an Athlete Dying Young," A. E. Housman.

ACTIVITY: Students should be testimonies or speeches by or Some possibilities include: Lo at Yankee Stadium; any of the Agannis, Ernie Davis, Roberto

TEACHER'S RESOURCE BOOK, "Assi

III. The student reads samples of great Victorian prose.

A. The student reads from the works of HORATIO SPARKINS, p. 413 Charles Dickens. TEACHER'S RESOURCE BOOK, "Assi and "Concluding Discussion," p provoking questions.

B. He reads "a major work by Lewis Carroll. ALICE IN WONDERLAND, pp. 440-4

71 124. 12 05042

ENT ACTIVITIES AND MATERIALS monstrites his ability to ich utilizes not only and elipsis but also ery and unusual word

Om.

erns that not all Victorian See TEACHER'S RESOURCE BOOK, "Extending Interests," ssimistic but that some p. 125 and "Writing Suggestions," p. 125 ve joy in living. rY

ads from the works of "To an .Athlete Dying Young," p. 409

* ACTIVITY: Students should be encouraged to bring to class testimonies or speeches by or about athletes who died, young," Some possJilities include: Lou Gehrig's farewell speech at Yankee Stadium; any of the many tributes to Harry Agannis, Ernie Davis, Roberto Clementi, or' Brian Picolo.

TEACHER'S RESOURCE BOOK, "Assignment Suggestions," p. 126

samples of great Victorian

ads from the works of HORATIO SPARKINS, p. 413 s. TEACHER'S RESOURCE BOOK, "Assignment Suggestions," p. 127, and "Concluding Discussion," p. 127, offer some thought- provoking questions.

or work by Lewis Carroll. ALICE IN WONDERLAND, pp. 440-483 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

I. He analyzes the elements of fantasy. "Jabberwocky," p. 485

2. He enjoys Carroll's uses ofnonsense ALICE IN WOND words. white, 16 mm. This film was Productions, Gary Cooper,

UNIT FOUR: THE TWENTIETH CENTURY

I. The student reads modern short storis and NOTE: The teacher may wish reviews their uses of the major elemnts of complete analyses of each st literature and of the conventions ofthe to outstanding qualities of short story.

A. The student reads a short story y YOUTH, pp. 493-507 Joseph Conrad and analyzes his use of point-of-view.

ACTIVITY: A good general di many writers' uses of the se '53 motif.

B. He reads two short stories by D. H. "Tickets, Please," pp. 508-5 Lawrence, paying special attention to "Two Blue Birds," pp. 514-52 tibeir themes.

ACTIVITY: Conduct a generalI "Is Lawrence a sexist writer literature, place undue emph of man?"

G. He reads two short stories by Katherine "A Cup,of Tea," Pp. 522 -526 Mansfield,, noting their structure, "Millie," pp. 527-529-' setting, and characterization. TEACHER'S RESOURCE BOOK...,

126 1271 05042

ONTENT ACTIVITIES AND MATERIALS yzes the elements of fantasy. "Jabberwocky," p. 485 ys Carroll's uses of nonsense ALICE IN WONDERLAND (79 min., black-and- white, 16 mm., Wholesome Film Center, Inc.) This film was produced by Paramount o Productions, Ltd. and features W. C. Fields, Gary Cooper, and Gary Grant.

IETH CENTURY s modern short stories and NOTE: The teacher may wish students either to engage in es of the major elements of complete analyses of each story or to attend particularly the conventions of the to outstanding qualities of any given story. reads a short story by YOUTH, pp. 493-507 and analyzes his use of-

ACTIVITY: A good general discussion could center around many writers' uses of the sea as a functional literary motif.

Short stories by D. H. "Tickets, Please," pp. 508-514 ying special attention to "Two Blue Birds," pp. 514-521

ACTIVITY: Conduct a general discussion on the questions "Is Lawrence a sexist writer?" and "Does he, in his literature, place undue emphasize on the sexual ?mension of man?"

short stories by Katherine "A Cup of Tea," pp. 522-526 oting their structure, "Millie," pp. 527-529 d characterization. TEACHER'S RESOURCE BOOK..., "Writing Suggestions," p. 154

123 127 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

D. He reads two short stories by James "Eveline," p. 530 Joyce, analyzing their structure, "Araby," p. 533 \setting, tone, and uses of language. See "Writing," p.522"I

NOTE: The works of Virginia exception, far too sophistica Two selections are included i included in the basic reading

E. He reads a short story by Saki (H. H. "Tobermory," p. 544 Munro), noting humor.

F. He\reads a short story by Elizabeth "A Queer Heart," pp. 554-556 Bowen, analyzing her characterizations.

TEACHER'S RESOURCE BOOK.. ."Wr and "Extending Interests,"

"A Little Companion," p. 559- G. He reads a short story by Angus Wilson, probing the -story for its levels of meaning.

"A Visit to Grandpa's," pp. H. He reads a short story by Dylan Thomas, analyzing its tone, setting, characterizations.

"My OedipusCot4ie " pp. 569 I. He reads a short story by FrankO'Connor, noting O'Connor's use of point-of-view, tone, humor, and characterization.

12& 129 73 05042

NTENT ACTIVITIES AND MATERIALS short stories by James "Eveline," p. 530 ing their structure, "Araby," p. 533 , and uses of language. See "Writing," p. 522

NOTE: The works of Virginia Woblfare, almost without exception, far too sophisticated for high schoolseniors. Two selections are included in the text butare not included in the basic readings for thecourse. ort story by Saki (H. H. "Tobermory," p. 544 g humor, ort story by Elizabeth "A Queer Heart," pp. 554-556 ing her characterizations.

TEACHER'S RESOURCE BOOK.. ."Writing," p. 558 and "Extending Interests," p. 161 ort story by Angus Wilson, "A Little Companion," p. 559-564 tory for its levels of ort story by Dylan Thomas, "A Visit to Grandpa's," pp. 565-568 tone, setting, character- ort story by Frank O'Connor, "My Oedipus Complex," pp. 569-574 or's use of point-of-view, and characterization.

128 73 129 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

J. He reads a short story by Alan Sillitoe, "On Saturday Afternoon," pp. analyzing uses of point-of-view, mean- See "Writing," p. 580, sugge ing, setting, characterization.

K. He reads a short story by Graham "The Destructors," pp. 581-5 Greene, focusing on meaning, characterization, structure. TEACHER'S RESOURCE BOOK...Se p. 166, for thought-provo

L. He reads a story by E. M. Forster, "The Machine Stops," pp. 600 analyzing meaning.

II. The student studies twentieth-century poetry and notes the uses poets make of the elements of prosody and the special qualities of poetic language.

A. The student reads selected poems by "The Lake Isle of Innisfree, William Butler Yeats, noting Yeat's "The Song of Wandering Aengu keen interest in the themes ofaging "The Old Men Admiring Themse and of nature. "The Scholars," p. 619 "Sailing to Byzantium," p. 6

ACTIVITY: Students might re many recent studies on the a the works of Simon de Beauvo

THE GREENING OF AMERICA coul discussion. Among possible even as a formal debate exer Henry David Thoreau's views Twentieth Century.

131 130 05042

CONTENT ACTIVITIES AND MATERIALS

short story by Alan Sillitoe, "On Saturday Afternoon," pp. 577-580 ses of point-of-view, mean- See "Writing," p. 580, suggestion 1 g, characterization. short story by Graham "The Destructors," pp. 581-587 using on meaning, character- ructure. TEACHER'S' RESOURCE BOOK...See "Concluding Discussion," p. 166, for thought-provoking questions.

story by E. M. Forster, "The Machine Stops," pp. 600-615 eaning.

dies twentieth-century poetry ses poets make of the elements the special qualities of

reads selected poems by "The Lake Isle of Innisfree," p. 618 ler,Yeats, noting Yeses "The Song of Wandering Aengus," p. 619 st in the themes of aging "The Old Men Admiring Themselves in the Water," p. 619 re. "The Scholars," p. 619 "Sailing to Byzantium," p. 623

ACTIVITY: Students might read and report on any of the many recent studies on the aged and aging, for example, the works of Simon de Beauvoir and William Reich.

THE GREENING OF AMERICA could be a useful springboard to discussion. Among possible discussion topics, perhaps even as a formal debate exercise, the relevancy of Henry David Thoreau's views to the world of the Twentieth Century.

131 .130 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

B. The student reads poems by T. S. Eliot, "Portrait of a Lady," 'pp. 62 analyzing his uses of allusiOn, meanings See "Of Critical Interest," imagery, symbolism,. language. . "Sweeney among the Nightenga See "OfCritical Interest,"

"The Hollow Men," pp, 630-63 See "Of Criti&d. Interest,"

"Journey of the Magi," pp.6 -See "Discussion," p. 633

The student reads selections from poets TEACHER'S RESOURCE BOOK... Se of World War I.

1. He reads several poems by Siegfried "Suicide in the Trenches," SassOon. "Dreams," p. 634

2. He reads a poem by Wilfred Owen. "The Next War," p. 634

3. Heredspoems by Rupert Brooke. "The Soldier," p. 635 "The Hill," p. 635.-

D. He studies works of poets called the "Enduring Romantics."

I. He reads a poem by Walter de la Mare. "The Listeners.," p. 636

2. He'reads poems by Robert Graves. '"The Legs," p. 636 "The Visitation," p. 637 "Turn of the Moon," p. 637

132 133 75 05042-

CONTENT ACTIVITIES AND MATERIALS

reads poems by T. S. Eliot, "Portrait of a Lady," pp. 625-627 is uses of allusion, meaning; See "Of Critical Interest," p. 627 bolism, language. "Sweeney among the Nightengales,"-p. 628 See "Of Critical Interest," pp. 628-629

"The Hollow_ Men," pp. 630-631 See "Of Critical Interest," p. 631

"Journey of the Magi," pp. 632-633 --- See "Discussion," p. 633

reads selections from poets TEACHER'S RESOURCE BOOK:..See "Extending Interests," p. 177 r I.

s. several poems by Siegfried "Suicide in the Trenches;'-,R. 634 . "Dreams,': V. 634

s a poem by Wilfred Owen. "The Next War," p. 634

s poems by Rupert Brooke. "The Soldier," p. 635 "The. Hill,h p. 635

works of poets called the =antics."

s a poem by Walter dela Mare. "The Listeners," p. 636

s poems by Robert Graes. "The Legs," p. 636 "The Visitation," p. 637 "Turn of the Moon," p. 637

132 75 ENGLISH LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

III. The student st dies examples of poetry from the twen ieth century, "The Age of Anxiety," noting especially the meaning, tone, symbolism of the poets.

A. He reads several works from W. H. "The Unknown Citizen," pp. Auden. "Musee des Beaux Arts," p. '"In Memory of W: B. Yeats,"

B. He reads a poem by Stephen Spender. "The Landscape Near an Aerod

C. He reads several selections from the "Fern Hill," pp. 652-653 poetry of Dylan Thomas. "Do Not Go Gentle," p. 654

D. He reads a poem by C. Day Lewis. "The Unpxploded Bomb," p. 65

IV. The student studies examples of poetry from the twentieth century which represent "The Search for Values."

A. He reads a poem by Philip Larkin. "Whatever Happened?" p. 663

B. He reads poems by Ted Hughes. "Hawk Roosting," p. 664 "The Jaguar," p. 664 "Second Glance at a Jaguar,"

C. He reads poems by Alastair Reid. "The 0-Filler," pp. 666'-667

. "Curiosity," p. 667 05042

CONTENT ACTIVITIES AND MATERIALS

dies examples of poetry eth century, "The Age tang especially the symbolism of the poets. veral works from W. H. "The Unknown Citizen," pp. 640-641 "Musee des Beaux Arts," p. 642 "In Memory of W. B. Yeats," pp. 644-645 poem by Stephen Spender. "The Landscape'Nearn Aerodrome," p. 647 veral selections from the "Fern Hill," pp. 652-653 ylan Thomas. "Do Not Go G.entle," p. 654 poem by C. Day Lewis.' ,"The Unexploded Bomb," p. 657', dies examples of poetry eth Century which represent Values." poem by Philip Larkin. "Whatever Happened ?" p. 663 ems by Ted Hughes. "Hawk Roosting,"p.,664- "The Jagua," p. 664 "Second Glance at a Jaguar," p. 665 ems by Alastair Reid. "The 0-Filler," pp. 666 -667 "Curiosity," p. 667.

76 35 131 ENGLISH LITERATURE 2

A GOALS AND CONTENT ACTIVITIES AND

UNIT FIVE: DRAMA - NOVEL

I. The student studies dramatic works from AC 860 OTHELLO (Audio-Cas various eras and of various types. AC 28444 OTHELLO AND JULIUS

A. He studies, im-depth, Shakespeare's OTHELLO (E-2 LEARNER STUDY TE tragedy OTHELLO. ENGLAND IN LITERATURE...

B.- He reads George Bernard Shaw's pp. 674' -698 ANDROCLES AND THE. See "Discussion," p. 699

C. He reads Harold Pinter's THE BLACK pp. 706 -70 AND WHITE.-

"Discussion," p. 707

II. The student reads a twentieth- century OF HUMAN BONDAGE novel by Somerset Maugham, OF HUMAN BONDAGE, noting its uses of conventions of the novel and its compelling theme.

NOTE: The teacher may introd the novel at any point in the ful to break into the survey -several natural stopping point centrated study of these spec

136 137

77 . a 05042

'CONTENT ACTIVITIES AND MATERIALS

,NOVEL

ies dramatic worka from AC 860 OTHELLO (Audio-Cassette-see Librarian.)

c various type AC 28444 OTHELLO AND JULIUS CAESAR

in depth, Shakespeare's OTHELLO (E-Z LEARNER STUDY TEXT) LLO. ENGLAND IN LITERATURE...

orge Bernard Shaw's_ pp. 674-698 ND THE,. See "Discussion," p. 699

rold Pinter's THE BLACK pp. 706-707

See "Discussion," p. 707

a a twentieth-century OF HUMAN BONDAGE t Maugham, OF HUMAN its uses of conven- el and its compelling

NOTE: The teacher may introduce study of the drama and the novel at any point in the course. It might be helpful to break into the survey of English literature at several natural. stopping points and to take up a con- centrated study of these special literary farms.

136 137 77 WORLDCOURSE LITERATURE DESCRIPTION I 05051 knowingWorldliterature Literature of the of literaryEastern is for andheritageyou Mid-Easternwho of major cultures, non-English-speaking are in Grades 12 and 11, particularly the college centering on the Chinese,Japanese, Hindustani, Hebraic, cultures. The course will focus on the - capable, interested in GOALSfromand Babylonian, them which andreflect of Russia. their concerns in literature You will study writings of major authors, over a span from ancient to modern times. some renowned works or excerpts HeThe recognizes student becomes the universality familiar with of themesthe literature in the literature of the East and Mid East and of Russia. COI. He notes the artistic merits and qualities of the e non-western literature he reads. he studies.

79 WORLDMaterials LITERATURE I Use 05051 TitleRUSSIANLITERATURE AND OFEASTERN THE EASTERN EUROPEAN WORLD. LITERATURE. Scott, Foresman and Company. Scott, Foresman and Company. Students TEACHER'SMAN IN LITERATURE. RESOURCE BOOK to accompany MAN IN LITERATURE, COMPARATIVE, WORLD STUDIES IN TRANSLATION. COMPARATIVE WORLD STUDIES IN Scott, ForesMan -and Company. TeacherStudents THE CAPTAIN'SDEATH OF IVANDAUGHTER. ILYCH AND OTHER STORIES. TRANSLATION. Scott, FL-iesmanE. P. and Dutton Company, and Company, Inc. New American Library. Students WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES`

UNIT I: THE LITERATURE OF THE EASTERN WORLD Note: Unless otherwise indi area of Eastern literature a LITERATURE OF THE EASTERN WO

Repetition of selections'is may serve' to illustrate vari suggest repeated readings.

I. The student studies Chinese poetry. He reads selections written from five hundred years before Christ through the eleventh century.

A. He realizes how ancient are the roots "Woman," p. 17 of Chinese poetry. "To His Wife," p. 20 "Regret," p. 21

B. He examines explorations of the "To His Wife," p. 20 simple, personal themes of romantic, "Plucking the Rushes," p. 22 familial, and platonic love,: "A Bitter Love," p. 23 "A Song of Chiang-ken," pp. 2 "Parting at a Wine7Shop in N "Golden Bells," "Remembering "Remembering My Brothers on "To My Retired Friend Wie,"

C. He reads different viewpoints "Woman," p. 17 expressed by and about women. "Woman," p.-18 "South of the Great Sea," p. g' "A Bitter Life,".p. 23 "A Sigh from a Staircase of J

.140 81 141 05051

ONTIENT ACTIVITIES AND MATERIALS

OF THE EASTERN WORLD Note: Unless otherwise indicated, selections in the area of Eastern literature are takenfrom the text, LITERATURE OF THE EASTERN WORLD.

Repetition of selections is intended t44show that they may serve to illustrate variousgoals-4fid does not suggest repeated readings. ies Chinese poetry. He written from five hundred ist through the eleventh how ancient are the roots "Woman," p. 17 oetry, "To His Wife," p. 20 "Regret," p. 21 eltp1orations of the "To His Wife," p. 20 0nel:themes of romantic, "Plucking the Rushes," p. 22 d platonic love. "A Bitter Love," p. 23 "A Song of Ch'ang-kan," pp. 24-25 "Parting at a Wine-Shop in Nan-king," p. 25 "Golden Bells," "Remembering Golden Bells," p. 33 "Remembering My Brothers on a MoonlightNight,".p. 26 "To My Retired Friend Wie," p. 28

ferent viewpoints "Woman," p. 17 and about women. "Woman," p. 18 "South of the Great Sea," p. 19 "A Bitter Life," p. 23 "A Sigh from a Staircase of Jade," p. 23

140 81 141 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES A 4.

D. He sees not only the appearance of "To His Wife," p. 20 the subject of war but also question- "Regret," p. 21 ings about its necessity. in the Watch-Tower," -"Night-"A Song of War-Chariots," p. "Hearing That ly Friend Was p. 37

ACTIVITY: Consider the relev poetry read in conjunction wi (concerns and issues in today'

E. He realizes that satire was employed "The Philosophers," p. 36 by the Chinese poet. "The Red Cockatoo," p. 36 "On the Birth of His Son," p

F. He sees a theme familiar to the reader "Ch-ch'en Village," pp. 34-35 of modern poetry--the yearning for a more simple and problem-free existence- - explored by a poet of the eighth-ninth centuries.

G. He looks at an intensive examination by "Twenty-Four poems by Han-Sha one poet into man's values;711e studies in this poet's search for these values the role of nature and of solitude.

II. The student reads selected modern short stories by Chinese writers.

A. He analyzes the use of symbols. "The Last Train," p. 65 "The Sorrows of the Lake of E

.142 143 05051

ONTENT ACTIVITIES AND MATERIALS nly the appearance of "To His Wife," p. 20 f war but also question- "Regret," p. 21 s necessity. "Night in the Watch-Tower," p. 29 "A Song of War-Chariots," p. 31 "Hearing That His Friend Was Coming Back from the War," p. 37

ACTIVITY: Consider the relevancy of the themes in the poetry read in conjunction with Goal I, B, C, and D, to concerns and issues in today's world. hat satire was employed "The Philosophers," p. 36 e poet. "The Red Cockatoo," p. 36 "On the Birth of His Son," p. 38 me familiar to the reader "Ch-ch'en Village," pp. 34-35 try--the yearning for a nd problem-free existence- - poet of the eighth-ninth n intensive examination by "Twenty-Four poems by Han-Shan," pp. 42-49 man's values; he studies s search for these values ature and of solitude.

selected modern short e writers. he use of symbols. "the Last Train," p. 65 "The Sorrows of the Lake of Egrets," p. 103

142 143 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

B. He becomes aware of the importance "Spring Silkworms," p. 90 of ceremony, ritual, and long- "The Widow," p. 77 standing customs in Chinese life.

C. He sees a questioning of standard "Stories illustrating_Goal B beliefs, superstitions and social serve to implement this goal. practices.

D, He realizes the strong esu sis "The Last Train," p. 65 assigned to an indivfdu "The Widow," p. 77 position in society.

E. He learns about economic hardships "The Sorrows of the Lake of E and man's various reactions to them. "Spring Silkworms," p. 90

F. He looks at a qophisticated treatment "The Last Train," p. 65 of man's relationship to his fellow man.

III. The student reads an older Chinese folk "The Lady Who Was a Beggar," tale. He understands its oral roots and sees other striking differences between it and the modern short story.

IV. The student studies an excerpt from the THE ADVENTURES OF GILCAMESH, Babylonian epic of Gilgamesh.

A. He learns the basic characteristics ACTIVITIES: Compare the hero of an epic. ancient heroes the students

145 141 83 05051

ACTIVITIES AND MATERIALS of the importance "Spring Silkworms," p. 90 tal,and long- "The Widow," p. 771 inChinese life. pning of standard "Stories illustrating Goal B immediately above also Ltinna and social Serve to implement this goal.

Itrong emphasis 'The Last Train,"p. 65 dividuars °The Widow,"p. 77 ty conomic hardships °The Sorrows of the Lake of Egrets," p. 103 iteactions to them. 'Spring Silkworms," p. 90 histicated treatment "The Last Train," p. 65 iship to his fellow

lder Chinese folk "The Lady Who Was a Beggar," p. 50 its oral roots and fferences between rt story.

excerpt from the TUE ADVENTURES OF GILGAMESH, p. 111 gamesh.

c characterietics ACTIVITIES: Compare the hero of this epic to other ancient heroes the students may be familiar with.

145 141 83 WORLD LITERATURE I

GOALS AND CONTENT

B. He becomes aware of the significance Consider what constitutes a of the hero to his people. 1970's.

C. He traces the changes in the character of the hero.

V. The student reads excerpts from the King James version of the BIBLE.

A. He analyzes the character of a great "The Story of Samson," from Biblicalkhero by looking at his strengths and his weaknesses.

B. He derives some understanding of the "Psalms," pp. 132-135 ancient HeWrew's feelings and thoughts about God.

C. He reads a famous piece of advice "Ecclesiastes 3," p. 136 about how man should conduct his life and considers its present-day validity.

VI. The student reads works by modern Hebrew writers.

A. He achieves insight into the Auschwitz from THE CLOCK OVERHEAD, p. experience.

B. He shares with a poet the feelings "Nothingness," p. 138 aroused by a total loss of communication powers.

C. He sees various explorations of the "Preliminary Challenge," p. subject of death and decline. "Summer is Dying," p. 144 "Birds Have Thoughts," p. 14 "On My Return," p. 145

146 147 05051

NTENT ACTIVITIES AND MATERIALS

are of the atgnificance Consider what constitutes a hero in the world of the o his people. 1970's.

changes in the character

excerpts from the King the BIBLE.

he character of a great "The Story of Samson," from "Judges 13-16," p. 125 by looking at his his weaknesses.

e understanding of the "Psalms," pp. 132-135 's feelings and thoughts

:mous piece of advice "Ecclesiastes 3," p. 136 should conduct his life s its present-day va;idity.

works by modern Hebrew insight into the Auschwitz from }THE CLOCK OVERHEAD, pi- 147 th a poet the feelings "Nothingness," p. 138 total loss of cammuni- s. ous explorations of the "Preliminary Challenge," p. 139 eath and decline. "Summer is Dying," p. 144 "Birds Have Thoughts," p. 143 "On My Return," p. 145

14 147 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

D. He compares the sentiments of .a modern "Blessing," p. 141 poem to the Beatitudes of Christ.

E. He sees the skill of a poet who takes "The Dance of the Torches," an ancient Jewish ceremony and not only emulates its form through his poem but also uses it to express his awn particular themes.

F. He analyzes one poet's exploration of "Ars Po," p. 146 the nature of poetry.

G. He examines the conflicts arising among "The Name," p. 158 different generations in a modern Israeli family over the question of Jewish tradition. ACTIVITY: Discuss how the th relate to American life also.

H. He explores the consequence of deception "The Blind Girl," p. 174 on a sensitive human being.

VII. The student reads some selections from Hindustani literature. He realizes that this literature encompasses many languages, only several of which are represented in the text.

A. He sees the rigid caste system and the "The Gold Watch," p. 181 servant/master relationship portrayed. "My Lord, the Baby," p. 218

B. He investigates the various effects of "The Bamboo Trick," p. 207 economic deprivation on people. "The Gold Watch," p. 181

149 85 05051

UNTENT ACTIVITIES AND MATERIALS

he sentiments of a modern "Blessing," p. 141 eatitudes of-Christ.

kill of a poet who takes "The Dance of the Torches," p. 171 ish ceremony and not its form through his uses it to express his r themes. one poet's exploration of "Ars Po, p. 146 f poetry. the conflicts arising among "The Name, p. 158 erations in a modern Israeli the question of Jewish ACTIVITY: Discuss how the themes of this story may relate to American life also. theconsequence of deception "The Blind Girl," p. 174 e human being. s some selections from ature. He realizes that encompasses many languages, hich are represented in

rigid caste system and the "The Gold Watch," p. 181 er relationship portrayed. "My Lord, the Baby," p. 218

tea the various effects of "The Bamboo Trick,°''p. 207 rivation on people. "The Gold Watch," p. 181

148 149 8 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES A

C. He looks at a glorification of "Savitri's Love" from the MA love and at the Hindu conception an excerpt from "Black Marig of a woman portrayed in two well- known works.

D. He sees intensive analyses of human All of the short stories in beings' motivations, of their under- including the "Confidence Me standing and tailing to understand mentioned, will illustrate t other men. k * E. He becomes-gOrre of how political "The Gold Watch," p. 181 issues can enter literature.

VIII. The student studies works from the world of Islam. The two languages represented are Arabic and Persian.

A. He understands the importance of the Koran to Moslem life.

B. He reads excerpts from the KORAN "The Overthrowing," "The Clea and compares the themes to those the KORAN, pp. 236-238 of the Judaeo-Christian religions.

C. He considers the question of con- "The River Madness," p. 24 forming to the madness of society in a'one-act drama. ACTIVITY: Act out this drama and should be easy to do in c

150 151 05051

CONTENT ACTIVITIES AND MATERIALS

t a glorification of t the Hindu "Savitri's Love" fromthe MAHABHARATA,p. 189 conception an excerpt from "Black kportrayed intwo well- Mariga0s," p. 194' s.

tensive human All of the short ttivations, of their under- stories in the Hindustanisection, including the "Confidence d failing tounderstand, Men," not-previously ;% mentioned, will illustratethis goal.

:, -- aware of how political "The Gold Watch,"p. 181 renter literature.

tdies works from theworld two languages represented .Persian.

Inds the importance of

o Moslem life. '

cerpts from the KORAN "The Overthrowing," "The s the themes to those Cleaving," "The Unity,"from the KORAN, pp. 236-238 eo-Christian religions.

s the question of con- "The River of,Madness," the madness of society p. 245 t drama. ACTIVITY: Act out this drama. It has few characters and should be easy to doin class. WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

D. He studies the deep mysticism seen in a number of Islamid poets from many centuries past through modern, times..

I. He sees this mysticism display "Odes 1 and 5" from THE DIVAN itself in a yearning for union with "The Progress of Man," p./468 God. "Remembered Music," p. 265 "Song of Man," p. 255

2. He finds in the mysticism of the "The Evil in Ourselves," p. 2 thirteenth century poet R:umi an "The Soul of Goodness in Thin effort to understand the nature of evil.

3. He discovers in the mysticism of "Ode V," p. 242 the fourteenth century poet Hafiz a strong 'strain of optimism.

E. He becomes aware of a disenchantment Stanzas from THE MEDITATIONS, with the limits of human life and a. from THE RUBAIYAT OF OMAR K certain fatalism expressed by other Islamic poets.

F. He sees poetic commentary on the sub- "J Brother," p. 263 ject of people direcyy and indirectly "To My Wife," p. 269 involved in war.

IX. The student studies Japanese poetry

A. fie understands the structure of the tanks and the antiquity of the form.

152 153 87 05051

e deep mysticism seen in slamic poets from many st through modern times. this mysticism display "Odes 1 and 5" from THE DIVAN, pp. 241, 242 a yearning for union with "The ProgreSs of Man," p. 268 "Remembered Music," p. 265 "Song of Man," p. 255

in the mysticism of the "The Evil in Ourselves," p. 266 tH century poet Rumi an "The Soul of Goodness in Things Evil," p. 267 o understand the nature

ers in the mysticism of "Ode V," p. 242 eenth century poet Hafiz strain of optimism.

are of a disenchantment Stanzas from THE MEDITATIONS, pp. 239-240 its of human life and a from THE RUBAIYAT OF OMAR KHAYYAM, p. 257 limn expressed by other s. is chimentary on the sub- "0 Brother," p. 263 le directly and indirectly "To My Wife," p. 269 war.

ies Japanese poetry-

ds the structure of the e antiquity of the form.

152 1 }3 87 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES A

B. He notices the personal and lyrical Examples of tankas by a numb nature of the tankas he 'reads.

C. He realizes the relative rarity of the long poem (nags uta) in Japanese literature.

D. He notices the wistful tone of the "CIV," p. 275 two examples of nags uta given. "CV," p. 277

E. He understands the form of the haiku.

F. He sees the evocative and lyrical Selections of haiku poetry, nature of the form through the haiku he reads.

X. The student compares the old and the "The Damask Drum," p. 284 modern No play according to setting, "The Damask Drum," p. 290 characterization, and development of theme. ACTIVITY: Act out parts of drum should help the student of the plays.

XI. The student studies the modern Japanese short story:

A. He looks at an investigation of the "Hell Screen," p. 307 role of the artist in society

B. He analyzes the use of symbols.. "Hell Screen," p. 307 "The Charcoal Bus," p. 347 "Seibei's Gourds," p. 363

Ar T- .ti t) 05051

CONTENT ACTIVITIES AND MATERIALS es the personal and lyrical Examples of tankas by a number of poets, pp. 271-274 f the tankas he reads. zes the relative rarity of poem (nags uta) in-Japanese re. es the wistful tone of the "CIV," p. 275 les of nags uta given. ., "CV," p. 277 stands the form of the

the evocative and.lyrical Selections of haiku poetry, pp. 280-282 f the form through the reads. ompares the old and the "The Damask Drum," p. 284 y according to setting, "The Damask Drum," p. 290 ion, and development.of ACTIVITY: Act out parts of:these dramas. The use of a drum should help the students understanding and enjoyment of the plays.

tudies the modern Japanese

at an investigation of the "Hell Screen," p. 307 he artist in society

es the use of symbols. "Hell Screen," p. 307 "The Charcoal Bus," p. 347 "Seibei's Gourds," p. 363

r r- .1. 0t) "? WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

He becomes aware'of the authors' "Seibei's Gourds," p. 363 sensitive and analytical approaches "The Thief," p. 367 to human behavior and motivation. "One Soldier," p. 376

D. He sees a writer's skillfulmanipulation "The Thief," p. 367 of point of view.

E. He lociG at war from the viewpoint of a "One Soldier," p. 376 dying soldier.

XII.'The student contrasts the themes and forms "The Bamboo Cutter and the of earlier "tales" with those of the modern "Hoichi the Earless," p. 340 short story.

XIII.The student considers in a brief drama the "The Madman on the Roof," p. issue of madness vs. sanity and their relative compensations. ACTIVITY: Compare this work of madness vsk sanity', e.g., NEST, SILENT SNOW, SECRET Sh._

XIV.The9student reads selections from the ACTIVITY: In conjunction wi hardbound MAN IN LITERATURE text which studied in this course, it m relate culturally or thematically to the students to have a speak the literature of the Eastern world. or other individual represen the class.

WRITING ACTIVITIES: As a cr XV. The student engages in wripng activities relating to the literature being read. he composes hiskown haiku or

157 89 ((

05051

0/1TENT ACTIVITIES AND MATERIALS

are of the authors' "Seibei's Gourds," p. 363 d analytical approaches "The Thief," p. 367 avior and motivation. "One Soldier," p. 376

iter's skillful manipulation "The Thief," p. 367 view.

war from the viewpoint of a "One Soldier," p. 376 r.

raats the themes and forms "The Bamboo Cutter and the Moon Child," p. 328 with those of the modern "Hoichi the Earlees," p. 340

ides in a brief drama the "The Madman on the Roof," p. 354 vs. sanity and their analyses at ions. ACTIVITY: 'Compare this work to other literary of madness vs. sanity, e.g., ONE FLEW OVER THECUCKOO'S NEST, SILENT SNOW, SECRET SNOW.

cultures s belect1ons from the ACTIVITY:In conjunction with any of the be enlightening to LITERATURE text which studied in this course, it might university student y or thematically to the students to have a speaker--a that culture--visit f the Eastern world. or other individual representing the class.

As a creative writing experience, gee in w4ting activities WRITING ACTIVITIES: drama. literafare beingl-ead. he composes his own haiku or a brief

t7nt 157 89 WORLD LITERATURE I

GOALD AND CONTENT ACTIVITIES A

He compares and contrasts a Hebrew, Hindustani, or Japa American short story in are theme, and mood.

He investigates one of the in depth; he analyzes its f and explains how they contr

He compares and contrasts v outlook on life in one of t of the American.

He writes a documented rese certain facets of one of th Literature.

He reviews a literary selec of the authors studied in t

He writes essay examination has read.

i)9 05051

CONTENT ACTIVITIES AND MATERIALS

He compares and contrasts a short story from Chinese, Hebrew, Hindustani, or Japanese literature to an American short story in areas such as subject matter, theme, and mood.

He investigates one of the longer or more complex poems in depth; he analyzes its form and figurative language and explains how they contribute to its meaning.

He compares and contrasts various aspects of man's outlook on life in one of the Eastern cultures to that of the American.

He writes a documented research paper investigating certain facets of one of the cultures covered in Eastern Literature.

He reviews a literary selection not in the text by one of the authors studied in the course.

He writes essay examinations based on the literature he has read.

158 WORLD LITERATURE I

COALS AND CONTENT ACTIVITIES A

UNIT 2: RUSSIAN AND EASTERN EUROPEAN LITERATURE Note: Unless otherwise indi area of Russian literature a RUSSIAN AND EASTERN EUROPEAN

Repetition of selections is may serve to illustrate vati suggest repeated readings.

I. The student realizes the deep attachment to their country characteristic of many Russian writers.

A. He sees it expressed in poetry of the "My Country," p. 148 nineteenth and twentieth-centuries. "The Hawk," p. 58

B. He analyzes it through the personality "A Desperate Character," p. and explicit statements made by the chief character in a nineteenth century work.

C. He views it in a stofy stemming from "The Fate of a Man," p. 167 World War II.

D. He sees this strong attachment to "Matryona's Home," p. 199 homeland present in a contemporary Soviet writer. ACTIVITY: Read the excerpts memoirs which also strongly land. II. The student considers some of the political and social issues which arose in Russia in the nineteenth century and continued into the twentieth.

10 91 161 05051 bENT ACTIVITIES AND MATERIALS

STERN EUROPEAN LITERATURE Note: Unless otherwise indicated, selections in the area of'Russian literature are taken from the text, RUSSIAN AND EASTERN EUROPEAN LITERATURE.

Repetition of selections is intended to show that they may serve to illustrate various goals and does not 'suggest repeated readings.

s the deep attachment aracteristic of many ressed in poetry of the "My Country," p. 148 twentieth-centuries. "The Hawk," p. 58

through the personality "A Desperate Character," p. 246 atemegts made by the in a nineteenth century

a story stemming from "The Fate of a Man," p. 167

rong attachment to "Matryona's Home," p. 199 t in a comtemporary ACTIVITY: Read the excerpts from Stalin's daughter's memoirs which also strongly reflect the love of homeland. rs some of the political hick arose in Russia in ury and continued into

16.1 91 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

A. He sees the emergence of the "little man" "The Overcoat," p. 115 as hero.

B. He becomes aware of an increasing dis- "The Overcoat," p. 115 enchantment with the bureaucratic system "An Incident," p. 33 and with social injustice. "A Desperate Character," p. 24

C. He investigates the nature and role of "A Desperate Character," p. 2 the old nobility.

III. The student analyies the nature of man and his motivations as presented by several of Russia's best-known authors.

A. He considers the means by which courage "The Shot," p. 153 and pride manifest themselves.

B. He looks at the reactions to imprison- MAN IN LITERATURE, "A Prisone ment of a tomantic hero.

C. He explores the qualities of greed and "A Christmas Tree and a Weddi materialism. "Matryona's Home," p. 199

ACTIVITY: Compare the manner qualities in these stories to Judgments of Shemyaka," p. 42

D. He investigates the many-faceted "A Desperate Character," p. 2 personality of a character and the forces which shaped that personality. 4;

1 GR 1 62 05051

CONTENT ACTIVITIES AND MATERIALS

emergence of the "little man" "The Overcoat," p. 115

ware of an increasing dis- "The Overcoat," p. 115 with the bureaucratic system "An Incident," p. 33 ial injustice. "A'Desperate Character," p. 246

:tea the nature and role of "A Desperate Character," p. 246 ility. lyzes the nature of man and as presented by several of nown 'authors. s the means by which courage "The Shot," p. 153 :nifest themselves.

the reactions to imprison- MAN IN LITERATURE, "A Prisoner in theCaucacus," p. 178 omantic hero.

the qualities of greed and "A Christmas Tree and a Wedding," p. 107 "Matryona's Home," p. 199

ACTIVITY: Compare the manner of treatment of these qualities in these stories to an earlier tale, "The Judgments of Shemyaka," p. 42

ates the many-faceted "A Desperate Character," p. 246 of a character and the h shaped that personality.

1 HR WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

.IV. The student realizes the contributions of the Jewish writer to the literature of Russia.

A. He analyzes snobbery through a humorous "In the Basement," p. 50 recounting of a boyhood incident.

B. He explores a Jewish narrator's despair "reifye Wins a Fortune," p. 16 and faith; he witnesses a surprise ending. ACTIVITY: Do research onthe today and give an oral presen

V. The student views hmkthe experiences of war have influenced Russian literature.

A. He analyzes the works of two poets con- hI m Goya," p. 14 cerning different wars. "I Am Goya," p. 115

ACTIVITY: Compare the differ to illustrate the task corkfro addition, look at the same po Cyrillic to familiarize etude the Russian alphabet.

B. He considers the bitterness toward the "The Fate of.a Man," p. 167 enemy in a story springing from World War II.

VI. The student readri a classic Ikus?ian drama. THE SEA GULL, p. 60

A. He examines the structure of the play.

G 5 1 93 05051

CONTENT ACTIVITIES AND MATERIALS

lizes the contributions of er to the literature of

snobbery through a humorous "In the Basement," p. 50 of a boyhood incident:

a Jewish"narrator's despair "Tevye Wins a Fortune," p. 16 he witnesses a surprise ending. ACTIVITY: Do research on.the state of the Jews in Russia today and give an oral presentation to the class.

ws how the experiences of war Russian literature.'

the works of two poets Con- "I'm Goya," p. 14 ferent wars. "I Am Goya," p. 115

ACTIVITY: Compare the differences in the two translations to illustrate the task confronting the translator. In addition, look at the same poem printed on page 12 in the Cyrillic to familiarize students with the appearance of the Russian alphabet.

s the bitterness toward the "The Fate of a Man," p. 167 story springing from World

ds a classic Russian drama: THE SEA GULL, p. 60

the structure of the play.

93 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

He becomes aware of the significance of Chekhov's contributions to the development of drama extending beyond Russian literature.

C. He sees in the play an investigation of the nature of art.

D. He understands the use of the symbol.

E. He considers the consequences of one- ACTIVITY: Act out parts of T sided loves and the complications of its emphasis on romantic love human life. to students.)

VII. The student examines some of the many paradoxes present in Russian life and literature.

A. He sees a yearning for the ideal vs. 'The Young Man Who Flew Past,' the disillusionments of reality. ACTIVITY: Discuss whether th in his final act.

B. He looks at ascetic tendencies vs. "A Desperate Character," p. the extravagances of riotoqa.Aliving.

C. He realizes that a deep sense of "Where Love Is, God Is," p. spirituality has been present along "Matryona's Home," p. 199 with superstition and the purely out- ward practices of religion.

G c 05051

NTENT ACTIVITIES AND MATERIALS

are of the significance contributions to the of drama extending beyond rature.

e play an investigation of f art.

s the use of the symbol.

the consequences of one- ACTIVITY: Act out parts of THE SEA GULL. (This play, with and the complications of its emphasis on romantic love, should particularly appeal to students.)

Ines some of the many t in Russian life and

rning for the ideal vs. "The Young Man Who Flew Past," p.46 ionments of reality. ACTIVITY: Discuss whether the young man was justified- in his final act.

scetic tendencies vs. "IA Desperate Character," p. 246 nces of riotous living. that a deep sense"of "Where Love Is, God Is," p. 235 has been present along "Matryona's Home," p. 199 ition and the purely out- es of religion.

I. ( 3 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AND

VIII. The student becomes aware of the economic "Matryona's Home," p. 199 hardships and of the social customs and mores retained from the past in a Russian village during the 1950's.

IX. The student studies poems by, several modern Russian writers.

A. He looks at one poet's view of the art "Poetry," p. 149 of poetry and analyzes the imagery of the poem.

B. He sees a glorification of the people "On Early Trains," p. 150 of Moscow in a poem written in traditional verse form.

C. He studies the use of the symbol and- "First Frost," p. 268 figures of speecli in poetry written "Foggy Street," p. 269 in free verse. "Parabolic Baljad," p. 271

D. He notices the conversational quality "Lies," p. 273 of some poems. "Talk," p. 274 "Encounter," p. 275

E. He reads a monologue on the absence of "Monologue of a Broadway Actr roles in life.

F. He sees the author assume various roles "Babi Yar," p. 278 in a poem about Jewish persecution. ACTIVITY: A committee does r Russia today and presents its panel discussion.

169 168 95 05051

11/41TENT ACTIVITIES AND MATERIALS omes aware of the economic "Matryona's Home;" p. 199 Orthe social customs and from the. past in a Russian the 1950's, dies pomps by several modern

one poet's view of the art "Poetry," p. 149 nd analyzes the imagery of lorification of the people "On Early Trains," p. 150. n a poem written in verse form. the use of the symbol and "First Frost," p. 268 speech in poetry written "Foggy Street," p. 269 se. "Parabolic Ballad," p. 271 the conversational quality "Lies," p. 273 s. "Talk," p. 274 "Encounter," p. 275 monologue on the absence of "Monologue of a Broadway Actress," p. 276 fe.

author assume various roles "Babi Yar," p. 278 bout Jewish persecution. ACTIVITY: A committee does research on censorship in Russia today and presents its findings to the class in panel discussion.

168 95 WORLD LITERATURE I

GOALS AND CONTENT ACTIVITIES AN

'42

X. The student studies a navel from Russian **-1 THE CAPTAIN'S DAUGHTER literature. He considers its theme, THE DEATH OF IVAN ILYCH structure, and relationship to the other Russian literature which be has studied.

XI. The student reads and examines whatever, stories from the nations of Eastern Europe the teacher chooses.

XII. The student reads works selected by the teacher or suggested by the class from the MAN IN LITERATURE text which relate culturally or thematically to the material being studies.

XIII. The student engages in writing activities WRITING ACTIVITIES: He revi relating to the literature being read. .either from the nineteenth o

It would be particularly hel student to read and review a significance to Russian and clear in the texts. Other s increase their knowledge of and review one of Tolstoi's

He compares and contrasts. a short story written in appro the standpoint of subject ma

He writes a research paper ( in which he compares the soc described in the selections conditions in Russia today.

170 05051

CONTENT ACTIVITIES AND MATERIALS

udies a novel from Russian THE CAPTAIN'S DAUGHTER e considers its theme, THE DEATH OF IVAN ILYCH relationship to the other ture which he has studied.

ads and examines whatever he nations of Eastern Europe ooses.

ads .Works selected by the gested by the class from ERATURE text which relate thematically to the material

gages in writing activities WRITING ACTIVITIES: He reviews another Russian novel, e literature being read. either from the nineteenth op.twentieth centuries,

It would be particularly helpful for the more ambitious student to read and review a novel by Dostoevski, whose significance to Russian and world literature is not made clear in the texts.Other students who are anxious to increase their knowledge of a gigantic figure might read

. and review one of Tolstoi's longer novels.

He compares and contrasts a Russian and anAmerican short story written in approximately the same erafrom the standpoint of subject matter, theme, andstyle.

He writes a research paper (notnecessarily lengthy) in which he compares the social and economicconditions described in the selections he has read to these conditions in Russia today.

170 _171 WORLD LITERATURE I

ACTIVITIES AND GOALS AND CONTENT

I He chooses a poem from the to poem and considers its simila to an American poem, particul viewpoint.

He writes essay examinations read.

172 .1 7 3

97 05051

`CONTENT ACTIVITIES AND MATERIALS

He chooses a poem from the texts or another Russian poem and considers its similaritiesand differences to an American poem, particularly from athematic viewpoint.

He writes essay examinations on the literature he has read.

172 173

97 05052 WORLDODURSE LITERATURE DESCRIPTION 2- whoseandIn World-Literatureo 2 focus on the erestsitings areof Europeansmany and diverserepresenting but whose objectives literature of Black African writers representing selected countries. and the novel, Black African writers display their are often surprisingly similar. Study intensively twentieth-century various nation - states Using poetry, writers rich andsameculturalthein nineteenth essay,Gradesliterary heritage, folk12 forms,andcenturies. tales, 11.fierier survey the love drama,European for short their literature, stories, homelands,.7 A Become familiar with writers of France, Germany, selected principally from theand seventeenth, their promise eighteenth, for the future. and Scandanavia. Reading in these For students GOALS writers. TheHe studentnotesrecognizes the reads artistic the literary universality merits works and ofby qualities African, the themes in the literature he has read. of the literature heFrench, has read. German, and Scandanavian

99 WORLD LITERATURE 2 05052 TitleMaterials UseStudents BLACK AFRICAN VOICES. fl Scott, Foresman and Company. Students MANTRANSLATIONSTEUTONIC IN LITERATURE. LITERATURE. FROM THE FRENCH. COMPARATIVE WORLD STUDIESScott, IN Foresman TRANSLATION. and Company. Scott, Foresman and Company. Scott, Foresman and Company. Students TELLTEACHER'S FREEDOM. RESOURCE BOOKWORLD to STUDIESaccompany IN MANTRANSLATION. IN LITERATURE. Alfred Knopf, Inc. Scott, Foresman and Company. COMPARATIVE WORLD STUDIES IN TeacherStudents ci THE SIDHARTHA.STRANGER. Published jointly by New DirectionsRandom Publishing House, Inc. Corporation and Bantam Books, Inc. Students WORLD LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

UNIT I: BLACK AFRICAN LITERATURE Note: Unless otherwise indica area of African literature are BLACK AFRICAN VOICES.

I. The student will read non-fiction accounts of "The Blacks," p. 20 the Black African who has become, in part, Westernized. The student will recognize the conflicting forces which such exposure bfings about.

II. Cultural differences not only between White "The Blacks," p. 20 and Black Africans, but between American and African Blacks will be viewed at close-hand range.

III. The student will read several proverbs which "Proverbs," p. 52 reflect the wisdom and perspective' of African people.

IV. The student will recognize the persistent "Defiance Against Force," p. struggle of Black African countries to gain freedom and autonomy.

V. The belief in.superstitution, and "Ritual Murder," p. 146 tribal customs remains a way of life for "The Law of the Grazing Fields most Africans. The student will read several poems and short stories which support this fact.

101. 177 05052

NTENT ACTIVITIES AND MATERIALS

LITERATURE Note: Unless otherwise indicated, selections in the area of African literature are takenfrom the text, BLACK AFRICAN VOICES.

1 read non-fiction accounts of "The Blacks," p. 20 an who has become, in part, he student will recognize the ces which such exposure brings ences not only between White "The Blacks," p. 20 ans, but between American and will be viewed at close-hand

1 read several proverbs which "Proverbs," p. 52 dom and perspective of African

1 recognize the persistent "Defiance Against Force," p. 111 ck African countries to gain onomy.

uperstitution, ritual, and "Ritual-Murder," p. 146 remains a way of life for "The Law of the Grazing Fields," p. 155 The student will read nd short stories which ct.

to I 7 '7 I 7 fi W3RLD'LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND'

VI. The stude t will read a first-hand account "Aboard An African Train," p. of living onditions--abject poverty being the order o the day for the Black miners of South Africa.

VII. The student will read an allegory-fable and "The Gentlemen of the Jungle, be able to explain political parallels present. "The Wages of Good," p. 100

. VIII. The student will learn the African concept "The Feud," p. 112 of family or clan. from THE AFRICAN CHILD, p. 19

IX. The student, through his readings, will "The Dignity of Begging," p. learn not only what apartheid is, but also the ramifications of such a policy.

X. The student will read an African picaresque The selection listed under Go tale. this goal.

XI. The student of Black African literature Yrfrica,"p. 107 will recognize the literary movement of "Your Presence," p. 110 the 1930's called Negritude. This move- "Listen Comrades," p. 108 ment will be seen as an outgrowth of increasing Black awareness regarding. African culture. The mixed reception of Negritude received by Blacks in no way takes away from its influence..

178 179 a 05052

CONTENT ACTIVITIES AND MATERIALS

1 read a first-hand account "Aboard An African Train," p. 176 itions--abject poverty being he day for the Black-miners a.

11 read an allegory-fable and "The Gentlemen of the Jungle," p. L90 lain political parallels present. "The Wages of Good," p. 100

11 learn the African concept "The Feud,". p. 112 lan. from THE AFRICAN CHILD, p. 194 hrough his readings, will -"The Dignity of Begging," p. 254 what apartheid is, but also ons of such a policy.

11 ,read an African picaresque The selection listed under Goal IX will also illustrate this goal.

Black African literature "Africa," p. 107 the literary movement of "Your Presence," p. 110 led Negritude. This move- "Listen 'Comrades *," p. 108 eeh as an outgrOwth of ck awareness, regarding e. The mixed reception keived b Blacks in no from it nfluence.

178 1I WORLD LITERATURE 2

GOALS AND CONTENT ACTIVITIES AND

UNIT 2: TEUTONIC LITERATURE IN ENGLISH TRANSLATION

I. The student will acquire a basic knowledge "German and Related Language of the evolution of modern German.

A. The student will learn of the relationship of both Proto-Germanic and'Indo- Germanic to modern. German.

B. The student will learn-the significance of the Germanic Sound Shift.

C. The student will be able to define the term dialect and learn how it operates.

II. The student will familiarize himself with "Baobab," p. 21 the Dadaist movement, and learn why the irrational, the destructive, and the nihilistic were stressed at certain points in Teutonic poetry and prose.

III The student will read several poems and "General, That Tank," p. 53 stories dealing with the many dimensions of war. He will recognize th,e existence of pacifist literature.

IV. The student will read several Gothic "The Tunnel," p: 71 stories and recognize the popularity of this genre in Teutonic literature.

180 181 103 05052

ONTENT ACTIVITIES AND MATERIALS

TERATURE IN ENGLISH TRANSLATION

1 acquire a basic knowledge "German and'Related Languages," pp. 10 -17 n of modern German.

will learn of the relation- h Proto-Germanic and Indo- modern German.

will learn the significance nic Sound Shift.

will be able to define the t and learn how it operates. 2 1 familiarize himself with "Baobab," p. 21 ement, and learn why the destructive, and the stressed at certain points try and prose.

1 read several poems and "General, That Tank," p. 53 with the many dimensions 1 recognize the existence erature.

1 read several Gothic "The Tunnel," p. 71 ognize the popularity n Teutonic literature.

180 181 103 WORLD LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

V. The even- present conflict between the "Tristan," p. 174 artist's priorities and those of the "The Master Builder," p. 300 Mass audience will be made apparent to the student. He will be able to recognize parody and understand how it functions.

VI. The student will read from selections "The Invisible Collection, that depict a depression-torn Germany. He will see the extent of suffering, both physical and mental, that such a condition promotes.

VII. The student-will explore several represen- "Life Sentence," p. 286 tations of family life. He will recognize that a sense of duty often motivates people to settle for dreary lives and that early independence and freedom to make one's own decisions are desirable in most cultures.

VIII. The student will study the earliest THE MASTER BUILDER, p. 300 psychological or socially directed "problem play," and become aware of the growing sophistication that w4s brought about by the introduction of natural dialogue.

182 183 'CONTENT ACTIVITIES AND MATERIALS nt conflict between the "Tristan," p. 174 ities and those of the "The Master Builder," p. 300 illjoe made apparent to He will be able to recog- d understand haw it

11 read from selections "The Invisible Collection," p. 265 depregsion-torn Germany. e extent of suffering, and mental, that such a. otes.

11 explore several represen- "Life Sentence," p. 286 ily life. He will recognize if duty often motivates people dreary lives and that early nd freedom to make one's are desirable in most cultures.

11 study the earliest THE MASTER BUILDER, p. 300 or socially directed "problem ome aware of the growing that was brought about by on of natural dialogue.

r WORLD LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

UNIT 3: TRANSLATIONS FROM THE FRENCH

I. The student of French literature will "Speaking of Translation," recognize that translations have, nearly always, inherent inadequacies which cannot be avoided.' He will understand that translation is an art, not a science.

II. The student should be able to define what The same selection as in.Goa is meant by adaptation. He will also be able to point out the essential demands thdt are made of the adapter.

III. The student will study a twentieth- ANTIGONE, p. 17 century concept of tragic drama.

IV. The student will read excerpts from "The Waltz of the Twenty-Yea resistance literature, both poetry and "Ballad of One Who Sang at t and prose, which express different from ANTI-MEMOIRS, p. 255 philosophical attitudes toward life.

V. The student will recognize that literary from MEMOIRS OF A DUTIFUL DA chauvinism can and does exist in any country.

VI. The student will read of the struggles The same selection as in Goa and discrimination experienced by a Frenchwoman during her early education. For the highly motivated; Si SECOND SEX is a monumental a and literary merit. Its len study but excerpts will prov

184 105 r 05052

;INTENT ACTIVITIES AND MATERIALS

FROM THE FRENCH

rench literature will "Speaking of Translation," p. 9 ranslations have, nearly inadequacies which can- tle will understand that n art, not a science.

ld be able to define what The same selection as in Goal I tation. He will also b--"" t the essential,demandg the adapter.

study a twentieth- ANTIGONE, p. 17 of tragic drama.

read excerpts from "TheMaltz of the Twenty-Year Olds," p. 71 ature, both poetry and 'aIad of One Who Sang at the Stake," p. 73 express different ANTI-MEMOIRS, p. 255 titudes toward life.

recognize that literary from MEMOIRS OF A DUTIFUL DAUGHTER, p. 104 nd does exist in any

read of the struggles The same selection as in Goal V. on experienced by a Beauvoir's THE ng her early education. For the highly motivated, Simone de SECOND SEX is a monumental achievement ofscholarship and literary merit. Its length precludes comprehensive study but excerpts will prove valuable.

184 105 WORLD LITERATURE 2

GOALS AND CONTENT ACTIVITIES AN

VII. The student will read at 1past one example "Between Yes and No," p. 131 of existential literature. He will arrive at some workable definition of the term..

VIII. The student will read an essay which "The Rains of New York," p. delineates a Frenchman's point of view regarding big city life.

IX. The student will read several maxims and from "The Maxims," p. 256 be able to distinguish them from aphorisms and epigrams.

X. The student will be able to recognize the "The Prisoners," p. 288 legitimate uses of irony. He'will read one short story that illustrates a truth through irony.

XI. The student will read at least one science "The Earth Dwellers," p. 304 fiction short story and discuss its tone. He will learn how tone influences the interpretation of a work.

mi. The student will read a play that explores "The Forced Marriage, p. 32 the institution of marriage from many points of view, all designed to amuse as well as enlighten.

XIII. The student will beable to distinguish be- "Three Ballads," p. 355 tween English or German ballads and French ballads. 05052

NTENT ACTIVITIES AND MATERIALS

1 read at least one example "Between Yes and No," p. 131 literature. He will arrive e definition of the term.

1 read an essay which "The Rains of New York," p. 138 enchman's point of view ity life

1 read several maxims and from "The Maxims;" p. 256 inguish them from aphorisms 0

1 be able to recognize the "The Prisoners," p. 288 of irony. He will read that illustrates a truth

1 read at least one science "The Earth Dwellers," p. 304 tory and discuss its tone. ow tone inflkiences the inter- work.

1 read a play that explores "The Forced Marriage " p. 324 of marriage from many points signed to amuse as well as

1 be Ole to distinguish,be- "Three Ballads," p. 355 German ball'ads and

8 fl 187

\X ADVANCED COMPOSITION 05060 COURSEonintensively.Seniors, the DESCRIPTION development this course of singleoffers paragraphsyou opportunities and on to acquire In so doing, prepare for college writing experiences. the development of complete essays will enable you to advanced writing skills and to practice them Practical applications centering Gradeunderstand 12. the nature of effective 4Titing and to write effectively. ' For college-capable students, TheGOALS student develops his writing skills with regard to the paragraph. the essay. The student develops hisskills writing he needsfor skills withresearch. regard to A

107 ADVANCEDMaterials COMPOSITION 05069 TEACHINGWRITINGTitle WITH WITH A APURPOSE. PURPOSE (Instructor's Guide and Resource Book for WRITING WITH A PURPOSE, Houghton Mifflin Company. TeacherStudentsUse THEBETTER LIVELY PARAGRAPHS, ART OF WRITING. Third Edition.5th Edition). Houghton Mifflin Company. New American Library. Chandler Publishing Company. Students, Teacher 4 ADVANCED COMPOSITION

GOALS AND CONTENT ACTIVITIES A

I. The student writes effective sentences.

A. The student learns to write an effective WRITING WITH A PURPOSE, Ch. topic sentence which contains a general, dominant idea and a significant, controlling idea relevant to it.

$. The student learns to write an effective WRITING WITH A PURPOSE, Ch clincher sentence.

C. The student writes a variety of kinds of WRITING WITH A PURPOSE, Ch. effective sentences.

D. The student develops a sense of appropri- WRITING,WITH A PURPOSE, pp. ate sentence structure.

II. The student writes effective paragraphs.

The u ent develops paragraphs by means of acts only, details only, examples only, inc dents only, reasons only. He learns h to use a combination of, these methods wh re needed.

B. The student writes paragraphs of exposition, WRITING WITH A PURPOSE, ' description, narration, and persuasion.

C. The student develops paragraphs which have WRITING WITH A PURPOSE, Ch. unity and coherence. THE LIVELY AgT OF WRITING,

D. The student develops paragraphs using the THE LIVELY ART OF WRITING, active voice.

1 5 0 ¶3 109 05060

NTENT ACLIVIE,LES AND MATERIALS- s effectiiie sentences. I earns to write an effective WRITING WITH A PURPOSE, Ch. 5 e which c ?ntains a general, and a significant, confrol- evant to it.

earns to write an effective WRITING WITH A PURPOSE, Ch. 5 ence.

rites a variety of kinds of WRITING WITH A PURPOSE, Ch. 6 tences.

evelops a sense of appropri- WRITING WITH A PURPOSE, pp. 354-366 structure.

s effective paragraphs.

evelops paragraphs by means details only, examples only, y, reasons only. He learns combination of these methods

persuasion).------rites paragraphs of exposition, WRITING WITH A PURPOSE, Ch. 13 (for narration, and persuasion.

evelops paragraphs which have WRITING WITH A PURPOSE, Ch. 5 THE LIVELY ART OF WRITING, Ch.6 erence.

evelops paragraphs using'the THE LIVELY ART OF WRITING, Ch. a

150 i ADVANCED COMPOSITION

COALS ANDcONTENT ACTIVITIES AN

III. The student learns the structure and WRITING WITH A PURPOSE, Chs. purposes of the essay and applies his knowledge to the esA.ays he writes. THE LIVELY ART OF WRITING, Ch

A. The student learns the functions of the parts of an essay:

1. the introduction 2. the thesis statement 3. the body 4. the conclusion

B. The student learns that, even though a combination of the forms of discourse may be employed in the development of an essay, an essay has but one central 4 purpose--to explain, to describe, to narrate, or to persuade. ft

C. The student writes essays that have WRITING WITH A PURPOSE, Chs. organization, unity, coherence, originality, logical transitions (both THE LIVELY ART OF WRITING, Ch within arguments being developed and from one argument to another) and a personal, individual style.

D. The studen learns that elements of structure n licable to a single paragraph are pplicable as well to paragraphs of a ssay.

192 193 110 05060

CONTENT ACTIVITIES AND MATERIALS rns the structure and WRITING WITH A PURPOSE, Chs. 1, 4 and 5 essay and applies his e essays, he writes. THE LIVELY ART OF WRITING, Chs. 1-4

learns the functions of f an essay: roductiOn sis statement y clusion

learns that, even though on of the forms of discourst oyed in the development of n essay has but one central explain, to describes to to persuade.

writes essays that have WRITING,WITHA PURPOSE, Chs. 1, 3-5, and 8 n, unity, coherence, , logical transitions (both THE LIVELY ART OF WRITING, Chs. 5, 7, 9, and 11-13 ments being developed and allvment to another) and a n idual style.

learns that elements of pplicable to a single re applicable as well to of, an essay..

192 1 i3 110 ADVANCED LITERATURE

GOALS AND CONTENT ACTIVITIES AND

IV. The student learns the procedures necessary WRITING WITH A PURPOSE, Chti. for research.

THE LIVELY ART OF WRITING, Ch.

A. The student learns about primary and WRITING WITH A PURPOSE, Cho, ancL sec nndary s_ources AuakmArtt_ Jba research. THE LIVELY ART OF WRITING, Ch.

B. The student learns that primary and THE LIVELY. ART OF WRITING, Ch. secondary sources are intended to back up, to support, to provide evidence only for his own judgmgnts; he learns that the topic argument of each paragraph that supports the thesis statement must be original, even though it may have been deduced from primary or secondary sources.

1B4 195 111 05060

CONTENT ACTIVITIES AND MATERIALS rns the procedures necessary WRITING WITH A PURPOSE, Chs. 11 and 12

'THE LIVELY ART OF WRITING, Ch. 14

learns about primary and WRITING WITH A PURPOSE, Chs. 11-12 y_ sources relevant to THELIVELYART OF WRITING, Ch. 14, pp. 165-176

learns that401primary and THE LIVELY ART OF WRITING, Ch. 14, pp. 166-167 ources are intended to back rt, to provide evidence s own judgments; he learns pic argument of each pare- supports the thepis statement inal, even though it may have from primary or secondary

194 195 111 ADVANCED COMPOSITION 05060 NOTE: LearningStudentsto state todo their writenot alwaysown well original meansrealize learningthoughts that the toor best expressto reason those for ideas writing is to express explore, explicate, or criticize the idea through language withou wotthw Ile ideas--either do others. ging the usestothought. achieveof grammar clarity and languageof thought structure. and 'to logic-and clarity In the course, students should attend carefully to grammar and One possible way the teacher may begin the course is of thought as the primary pr language structure as ways urSors of the Methodserrorsanselectto overheadassign ofinfrom teachingwriting,to projector,the all students' students compositionit is or usually apapers dittoedbasic differ wisecommon composition greatly.to errors and worksheet as ways to involve the class. select some examples from the work of each stu d't exercise.and to avoid make these the basis of a lesson, using the board, After correcting the papers, the teacher might (When wiork ng with students' selectingtheirtheproblems teacher errors. astudents great to areas many have thaterrors in theirneed from moreown the writing.intensive writing ofstudy an individual.)and providing It will serve as a gauge of students' abilities, guiding studentsThis with approach immediate attack feedback on irectly the FILMS: No wealthfrom Audiovisual of films is Services available or onfrom the the topic St. ofLouis Advanced Public Composition. Library. for Advanced Composition: Below are listed Some few fil os mayfilms be whichobtained may prove useful incertain areas of study FPLF 161-102 HOWCOMPREHENSIVE TO USE THE SKILLS READER'S (on GUIDEparagraphs) TO PERIODICAL LITERATURE , 05080 ADVANCEDCOURSE LITERATURE DESCRIPTION Thisandthe advanced'theappreciatetopics, novel. themes,course the qualities offersand elements you of who good with are literature whichserious good students For college-capable students in Grades 11 or 12. through a closeliterature study concerns of poetry, itself. drama, the short story, of literature opportunities to examine critically Learn to recOgnize, evaluate, GOALS literature in order to learn how a writer do 4s w at he does. TheThe student student learnsstudies studies to some oneevaluate ofor themore'approaches literature major aspects in toorder of to literary criticism in ordIr to accustom himself determile-how well a writer does what to the d ?es. Themultipleand student the approaches'content studies of ,types toliterature. the ofcontent literature of-literature in terms available to - of the aspects of literature, the evaluation critics. of literature, ADVANCED LITERATURE 05080 TitleMaterials Use BLACKBETTER WRITERS READING OF TWO: AMERICA: LITERATURE, A COMPREHENSIVE 4th Edition, ANTHOLOGY. Scott, Foresman and Company. The Macmillan Company. Students, Teacher 00 4 . 114 ADVANCED LITERATURE

GOALS AND CONTENT ACTIVITIES AND

e student studies some of the major aspects of literature in order to learn how a writer does what he does.

studant diatinguisbeabetweerr fi icc tai ETTER-REIOSING II: -LITERATURE opinion.

B. The student studies action. BETTER READING II: LITERATURE

C. The student studies character. BETTER READING II: LITERATURE

D. The student studies setting. BETTER READING II: LITERATURE

E. The student studies language. ,BETTER READING II: LITERATURE

F. The student studies tone, point of view, BETTER READING II: LITERATURE and atmosphere.

G. The student studies meanings in literature. BETTER READING II: LITERATURE

II. The student learns to evaluate literature in order to determine how well a writer does a what he does.

A. The student studies artistry in details. BETTER READING II: LITERATURE

B. The student studies internal consistency. BETTER READING II: LITERATURE

199 200 115 05080

NTENT ACTIVITIES AND MATERIALS

1.es some of the major aspects order to learn how a writer

istinguishes between fact and BETTER READING-1-1-:---LITERATURE, pp. 2-30 studies action. BETTER READING II: LITERATURE, pp. 30-45 studies character. BETTER READING II: LITERATURE, pp. 45-57 studies setting. BETTER READING II: LITERATURE, pp. 57-Z,2 studies language. BETTER READING II: LITERATURE, pp. 73-87 studies tone, point of view, BETTER READING II: LITERATURE, pp. 87-109 re. studies meanings in literature. BETTER READINGII: LITERATURE,pp. 109-135

s to evaluate literature in ne how well a writer does studies artistry in details. BETTER READING II: LITERATURE, pp. 140-145 studies internal consistency. BETTER READING II: LITERATURE, pp. 145-171

199 20() 115 ADVANCED LITERATURE .

GOALS AND CONTENT ACTIVITIES AND

III. *The student'stqdies one or more approaches to literary criticism in order to accustom himself to the multiple approaches to the content of literature available to critics.

A. The student studies escape in literature. BETTER READING II: LITERATURE

B. The student studies biography in literature. BETTER READING II: LITERATURE

C. The student studies psychology in liter- BETTER READING II: LITERATURE ature.

D. The student studiet myth in literature. BETTER READING II: LITERATURE

E. The student studies society in literature. BETTER READING II: LITERATURE

F. The student studies morality in literature. BETTER READING II: LITERATURE

G. 41rhe student studies-philosophy in liter- BETTER READING II: LITERATURE ature.

IV. The student studies types of literature in terms of the aspects of literature, the evaluation of literature, and the content of literature.

A. The student studies prose fiction. BETTER READINGII:sLLITERATURE

BLACK INTERS OF AMERICA, PAR Slavery and Racism: 1800-1860

201 05080

aa . CONTENT ACTIVITIES AND MATERIALS

dies one or more approaches to i'sm in order to accustom him- tiple approaches to the con- ure availabre to critics.

studies escape in literature. BETTER READING II: TITERATURE, pp.177-182

studies biography in 'literature. BETTER READING II: LITERATURE, pp.182-191

studies psychology in liter- BETTER READING II: LITERATURE, pp.1917205

studies myth in literature. BETTER READING II: LITERATURE,.pp.,o5-210

studies society in literature. BETTER READING II: LITERATURE, pp.210,-219

studies morality in literature. BETTER READING II: LITERATURE, pp.219-228 .

studies philosophy, in liter- BETTER READING II: LITERATURE, pp.22$-234

ies types of literature in ects of literature, the terature, and the content

studies prose fiction. BETTER READING II: LITERATURE, pp.338-505

BLACK WRITERS OF AMERICA, PART II, "The Struggle Against Slavery and Racism: 1800-1860."

201 202 ADVANCED LITERATURE

GOALS AND CONTENT ACTIVITIES AND

BLACK WRITERS OF AMERICA, PAR the Civil War: 1861-1865." ,ettirr. DLACK.WRITERS OF AMERICA, PAR Reaction: 1865-1915."

BLACK WRITERS OF AMERICA, PAR Radicalism: 1915-1945."

BLACK WRITERS OF AMERICA, 'PAR Since 1945."

BETTER READING II, LITERATURE B. The student studies the drama. BLACK WRITERS OF AMERICA, PAR Radicalism: 1915-1945."

BLACK WRITERS OF AMERICA, PAR Since 1945."

BETTER READING II, LITERATURE C. The student studies poetry. BLACK WRITERS OF AMERICA, PAR

203 201 117 05080

k ACTIVITIES AND MATERIALS CONTENT

BLACK WRITERS OF AMERICA, PART III"The Black Man in the Civil War: 1861-1865."

BLACK WRITERS OF AMERICA, PART IV"Reconstruction and Reaction: 1865-1915."

BLACK WRITERS OF AMERICA, PART V"Renaissance and Radicalism: 1915-1945."

BLACK WRITERS OF AMERICA,PART.V1 "The Present Generation: Since 1945."

505-704 studies the drama. BETTER READING II, LITERATURE, pp.

BLACK WRITERS OF AMERICA, PART V,"Renaissance and Radicalism: 1915-1945."

BLACK WRITERS OF AMERICA, PARTVI, "The Present Generation: Since 1945."

BETTER READING II, LITERATURE, Rp.704-819 studies poetry. BLACK WRITERS OFAMERICA, PART I -PART VI.

203 201 117 ADVANCEDCOURSE COMPOSITION DESCRIPTION AND LITERATURE1 05101 worth.Thiscritically advanced qualities course offers of good you literature who are setious and to students recognize, of composition.evaluate, and literatureStudy of composition skills combined with study of the qualities of poetry and the short story Open to college - capableand students come to inappreciate their intrinsic opportunities to examine will GOALSGradesprovide 11 youor 12,with the tools youneed to write literary criticism: TheHe studentstudies developsand criticizes his writing prose skillsfiction with (short regard story) to theand paragraphpoetry. and the essay. I \ 119 05101 ADVANCEDMaterials COMPOSITION AND LITERATURE 1 TitleBETTER READING TWO: LITERATURE, 4th Edition. Scott, Foresman and Company. '5, UseStudentS, Teacher WRITINGSOUND THEMES AND SENSE: ABOUT ANLITERATURE, INTRODUCTION 3rd TOEdition. POETRY, 4th Edition. Prentice-Hall, Inc. Harcourt, Brace Jovanovich, Inc: e StudentsStudents, Teacher -WARRINER'SWARRINER'S ENGLISH ENGLISHGRAMMAR GRAMMARANDHarcourt,Jovanovich,-Inc. COMPOSITION, AND BraceCOMPOSITION, Jovanovich, Inc. COMPLETECOMPLETE COURSE, COURSE, Revised Revised Edition, Edition. TEACHING TESTS. Harcourt, Brace Teacher ADVANCED COMPOSITION ACID LITERATURE 1

GOALS AND CONTENT,' ACTIVITIES AND V.414"

I. Thestudent develops his writing skills.

A. He learns to develop paragraphs in various WRITING THEMES ABOUT LITERAT waysjby exa 'pies, comparisnn and contrast, -WARRINER'S ENGLISH GRAMMAR A definition, ombination, etc.), striving to COURSE, pp. 312,313,316,33 achieve unit and coherence. He uses the pp. 346, 348-9,353,361-2,3 forms of dis ourse.

1. He write paragraphs of description. NOTE: This text offers many 2. He write paragraphs of exposition. related to literature.The a 3. He write paragraph& of argument and of these themes to develop hi persuasin. 4. He write paragraphs of narration.

B. He writes th mes several,paragraphs in length, striving to chieve unitrand coherence.

( C. The student earns to write (or reviews how to write) anessay 1n4terms-of its basic structure,

1. He examies the introduction and practices writing interesting introductions.

2. He learn the purpose of the thesis statement and writes clear thesis statements.

e 3. He recog izes the body of an essay and 'I earns t construct and organize the body of is own essays.

207 20g

121

A S 05101 AND LITERATURE 1

NTENT ACTIVITIES AND' MATERIALS

lops his writing skills.

develop Paragraphs in various WRITING THEMES ABOUT LITERATURE. ples, comparison and contrast, WARRINER'S ENGLISH GRAMMAR AND COMPOSITION, COMPLETE ,combination', etc.), striving "to COURSE, pp. 312, 313, 316, 3301, 331, 334, 341, 345, y and coherence. He uses the pp. 346, 348-9, 353, 361-2,368-371 course.

s paragraphs of description.,, NOTE: This text offers many ideas for theme subjects s paragraphs of exposition. related to literature. The student can utilize some s paragraphs of argument and of these themes to develop his writing skills. on.- s paragraphs of narration.

emes several paragraphs in length, achieve unity and coherence.

learns to write"(or reviews how essay in terms of its basic

nes the introduction and practices interesting introductions.

s the purpose of thethesis state- writes clear thesis statements.

nizes the body of an essay and o construct and organize the his, own essays.

207 2.08

121 ADVANCED COMPOSITION AND LITERATURE I

GOALS AND CONTENT ACIVITIES A

4. He understands the purposes of the conclusion of an essay and learns to write effective conclusions.

. The student learns to'use the basic forms ACTIVITY: The student may w of discourse (description, exposition, explaining, for example, ide argumentation,' narration) as these are and incorporating narration, appropriate in his essays. argument in the development

E. The student reads several related literary ACTIVITY:. The-student may w works and writes a critical analysis essay. affalys,pi, using three or mor (This objective is to be assigned to those for comparison of common qua students who, in the teacher's opinion; will characters, setting, or styl benefit from it.) groupings in appendex.)

F. The student accustoms himself to a personal stjrle nf writing with which he can write comfortably.

The student produces pieces.of writing that express his creativity.

II. The student examines excellent examples of SOUND AND SENSE various types of literature (especially poetry and prose fictiop) and understands NOTE: The student should ut the basic elements of critical thought- - the beginning of the course III opinion and reason. He learns to think literary elements relative nd critically in terms of the major literary to other literary genre. elements..

210 209 .

AND LITERATURE 1 , 05101

ONTENT ACTIVITIES AND MATERIALS rstands the purposes of the ion of an essay and learns to fective conclushions.

learns to use the basic forms ACTIVITY: The student may-write an expository essay (description, exposition, explaining, for example, ideals Aeld dear by Americans n, narration) as these are and incorporating narration, description, and/or in his essays. argument in the development of his thesis statement.

reads several'related literary ACTIVITY: The student may write'an essay of critical ites a/critical analysis essay. analysis, using three or more literary works as a basis ive is to be assigned to those for comparison of common qualities Such as theme, (See examples of such , in the teacher's opinion, will characters, setting, or style. it.) groupings in appendex.)

accustoms. himself to a per- of writing with which he can tably.,

produces pieces of writing his creativity.

ines excellent examples of SOUND AND SENSE literature (especially fiction) and understands 'NOTE: The student.should utilize SOUND AND SENSE from is of criticallthought-- the beginning of the course because it illustrates on. He learns to think literary elements relative not only to poetry but also rms of the major literary to other literary genre.

210' 209 ADVANCED COMPOSITION AND LITERATURE 1

GOALS AND CONTENT ACTIVITIES AND

.A. He reviews action. BETTER READING TWO: "LITERATU examples from the text.

BETTER READING TWO: LITERATU

B. He examines character. BETTER READING TWO: LITERATU

WRITING THEMES ABOUT LITERATU

F 372-111 THE SECRET SHA

C. He studies setting. "BETTER READING TWO: LITERATU

D. He analyzes uses of language. BETTER READING TWO:.LITERAT

1. He recognizes imagery and reads it WRITING THEMES ABOUT LITERATU well.

2. He understands the relationship of figurative language and meaning.

E. He recognizes tone. WRITING THEMES ABOUT LITERATU BETTER READING TWO: LITERATU SOUND AND SENSE, pp. 152-156

F 372-114 THE VIOLIN

F. He analyzes the usesand effects WRITING THEMESABOUT LITERATU of point-of-view. BETTER READINGTWO: LITERATUR

F SILENT SNOW, S F 369-111 MY OLD MAN

211 2 1 2 123 AND LITERATURE 1 05101

ONTENT ACTIVITIES' AND MATERIALS

action. BETTER READING TWO:. LITERATURE. The teacher selects examples from the text.

BETTER READING TWO: LITERATURE, p.,30ff.

character. BETTER READING TWO: LITERATURE, p. 45ff.

WRITING THEMES ABOUT LITERATURE, Chapter 3 tz; F 372-111 THE SECRET SHARER (dual personality) setting. BETTER READING TWO: LITERATURE, p". 57ff.

uses of language. BETTER READING TWO: LITERATURE, p..73ff.

riizes imagery and reads it WRITING THEMES ABOUT LITERATURE, Chapter 11

rstands the relationship rative language-and mean-

es tone. WRITING THEMES ABOUT LITERATURE, Chapter 12 BETTER READING TWO: LITERATURE, p. 88ff. SOUND AND SENSE, pp. 152-156

F 372-114 THE VIOLIN

the uses and effects WRITING THEMESABOUT LITERATURE, Chapter 4 -view. BETTER READINGTWO: LITERATURE, p. 23ff.

F SILENT SNOW, SECRET SNOW F 369-111' MY OLD MAN

211 2 123 ADVANCED COMPOSITION AND LITERATURE 1

GOALS AND CONTENT ACTIVITIES A

G. He recognizes the uses and effects BETTER READING TWO: LITERATU of atmosphere.

H. He knows that meaning is a major BETTER READING TWO: LITERATU aspect of literature. NOTE: If the teacher sees f content, pp. 177-234, may be

I. He learns to analyze structure and- WRITING THEMES ABOUT LITERAT to see the importance of form. BETTER READING TWO: LITERATU

III. The student reads and analyzes select&I BETTER READING TWO: LITERATU short stories.

A. He analyzes each author's uses of the NOTE: The teacher may se/ec aspects of literatdte studies. and individual' study.

B. He writes short critical papers on any one or combination of these aspects

which interest him in a short story . of his choice.

IV. The student examines excellent examples of BETTER READING" O": LITERAT various types of poetry anal learns to think critically in terms of the elements of poetry. SOUND AND SENSE

NOTE: SOUND AND SENSE is thj as they study poetry.The 9 class or individual study fry

2 1 3 2 1 4 N AND LITERATURE 1 05101

CONTENT ACTIVITIES AND MATERIALS zes the uses and effects BETTER READING TWO: LITERATURE, p. 95ff. ere. hat meaning is a major BETTER READING TWO: LITERATURE, p. 109ff. literature. NOTE: If the teacher sees fit, the section on evaluating content, pp. 177-234, may be used. 0 to analyze strurrure and WRITING THEMES ABOUT LITERATURE, Chapter 10 e importance of form. BETTER READING TWO: LITERATURE; pp. 137 -176

ads and analyzes selected BETTER READING TWO: LITERATURE, pp. 338-504

s each author's uses of the NOTE: The teacher may select sho-rt stories for class' literature studies. and individual study.

short critical papers on any bination of these aspects rest him in a short story Ice.

amines excellent examples of BETTER READING TWO: LITERATURE, pp. 712-818 of poetry and learns to think terms of the eleilents of poetry. SOUND AND SENSE

NOTE: SOUND AND SENSE is th% primary guide for students as they study poetry. The teacher will select poems for class or individual study. rom basic texts.

. ,

2 1 3. 2 1 4 ADVANCED COMPOSITION ANDLITERATURE-1'

GOALS AND CONTENT ACTIVITIES AND

He recognizes .denotatIon and connotation. SOUND AND SENSE, Chapter 3

B. :He recognizes imagery, analyzes its uses, SOUND AID SENSE, Chapter 4 and enjoys its effects. WRITING THEMES ABOUT LITERATU

C. He becomes familiar With figurative SOUND AND SENSE, Chapters 5 language:

1. Metaphor SOUND AND SENSE, Chapter 5 2. Personification 3. Meionymy. 4. Symbol SOUND AND SENSE, Chapter 6. 5. Allegory : F 373-100 THE CROCODILE

NOTE: Chapter 7 treats pared statement, and irony. If tim Iishesthe teacher might int *these uses' of figurative lang

D. He analyzes uses of allusion. SOUND Atip SENSE, Chapter 8

E. He enjoys the uses of musical devices SOUND AND SENSE, Chapter 11 in poetry.

F. He studies the effects of rhythm and SOUND AND SENSE, Chapter 12 meter in pOetry. ACTIVITIES: Students should explanations of mechanics, c and emotional intensity in po READING TWO: LITERATURE, Op. 819. The teacher will select, appropriate to individuals an

2 125 AND LITERATURE 1 05101

ONTENT ACTIVITIES AND MATERIALS es denotation and connotation. SOUND AND SENSE, Chapter 3 es imagery, analyzes its uses, SOUND AND SENSE, Chapter 4 its effects. WRITING THEMES ABOUT LITERATURE, Chapter II familiar with figurative SOUND AND SENSE, Chapters 5 and 6

/) SOUND AND SENSE, Chapter 5 fication

SOUND AND SENSE, Chapter 6

F 373-100 THE CROCODILE (Satire, Allegory)

NOTE: Chapter 7 treats paradox, overstatement, under- statement, and irony. If time permits and the class wishes, the teacher might introduce from one to all of these uses of figurative language.

uses of allusion. SOUND AND SENSE, Chapter 8

he uses of musical devices SOUND AND SENSE, Chapter 11

the effects of rhythm and SOUND AND SENSE, Chapter 12 etry. ACTIVITIES: Students should pay particular attention to explanations of mechanics, compactness, figurativeness, and emotional intensity in poetry as explained in BETTER READING TWO: LITERATURE, pp. 705ff., especially pp. 712- 819. The teacher will select readings in poetry that are appropriate to individuall-and tothe,class.

2 1 5 2 G 125 ADVANCED COMPOSITION AND LITERATURE 1

. GOALS AND CONTENT ACTIVITIES AND

R 576-102 CANTERBURY TAL F 358-103 CHAUCER'S ENG

F'263-132 POETRY FOR ME

F 372-115 WALT WHITMAN -'

F 371-104 ROMANTICISM: T

V. Writing About Literature: WRITING THEMES ABOUT LITERATU

A. The student concentrates on verbalizing SOUND AND SENSE, Standards fo and writing his own critiques of critiques, Ch. 15, 16 literature.

B. The student learns to select an appropriate WRITING THEMES ABOUT LITERATU

topic and to establish a relevant and selecting a topic. . significant thesis for an essay of literary criticism.

C. The studefit learns to.pattern a sentence Class and panel discussion w outline for his essay of literary his ideas. criticism that shows how he intends to advance the thesis.

D. He `develops his essay.

218 217 .AND LITERATURE .1 05101

ONTENT ACTIVITIES AND MATERIALS

,R 576-102 CANTERBURY TALES F 358 -103 CHAUCER'S ENGLAND 4 F 263-152 POETRY FOR ME

0 F 372-115 WALT WHITMAN-POET FOR A NEW AGE

F 371-104 ROMANTICISM: THE REVOLT OF THE SPIRIT terature: WRITING THEMES ABOUT tITERATURE,'"Introduction".

,concentrates on verbalizing SOUND AND SENSE, Standards for judgment in preparing his own critiques of critiques, Ch. 15, 16

learns to select an appropriate WRITING THEMES ABOUT LITERATURE, "Introduction"- - 'establish a'eSievant and selecting a topic. ,thes1.8 for an essay of literary

learns to pattern a sentence Class and panel discussion will help the studentclarify his essay of literary his ideas. iat shows how he intends to thesis.

his essay.

21g 217 ADVANCED COMPOSITION AND LITERATURE 1 EXAMPLE'S OF LITERARY WORKS GROUPED FOR COMPARISON 05101 Teachers:Note to Thisrequired list isessay intended in critical only to analysis. illustrate possible groupings of literary works for the (For Critical Anaiysis Essay) Although the topics and titles offered here are Author theirfor theown usecombinations of those who- not wish necessarily suggestions, from students titles inshould this belist. encouraged to make up Title Basis for Comparison Gaines,Thackeray,Mitchell,Ibsen,Bronte, HendrikErnest Charlotte MargaretWilliam J. M. THEVANITYGONEA JANEDOLL'S AUTOBIOGRAPHY WITH EYREFAIR HOUSETHE WIND OF MISS JANE PITMAN The independent woman C.0 Robinson,Bronte, Emily E. A. WUTHERINGTRISTRAMstory) HEIGHTS(or any other version of the Tristram and Isolt Tragic Love Bentley,Hemingwa5i,Shakespeare; E. ErnestC.. William FAREWELLTRENT'SROMEO AND TOLAST JULIETARMS CASE Poe,Collins,Christie,Buchan, Edgar John- Wilkie. Agatha_Allan- , ADVENTURESTHE MURDERSMURDEROF MOONSTONE RICHARD ON IN THE THE ORIENT RUE MORGUE EXPRESS HANNAYi THE THIRTY-NINE STEPS Detectives' methods Hansberry,O'Neill,Galsworthy,De La Roche, Eugene Lorraine JohnMazo RAISINAH,THE-FORSYTEJALNA WILDERNESS!, IN THE SAGA SUN .1- Family Life ` 127 ADVANCED COMPOSITION AND LITERATURE 1 05101 White,Bronte,Bronte,'Emily E. Charlotte B. WILDWUTHERINGJANE DECEMBER EYRE HEIGHTS The Brontes Drinkwater,Bishop,Bach411er,Stone, IrvingJames JohnIrving ABRAHAMTHEA THELOVEMAN DAY WARFORIS LINCOLN ETERNAL:YEARSTHE AGES WAS SHOT Lincoln Stephens,Anderson,Fraser,Sandburg, AntoniaEva CarlMaxwell MARYVICTORIA QUEENOF SCOTLAND ANDOF SCOTSALBERT The life of queens ' ..Tenkins,'Strachey, Elizabeth,Hemingway, Lytton Ernest MOBYTHEQUEENELIZABETH OLD DICKVICTORIA MAN THEAND GREATTHE SEA Man and the sea Conrad,Nordhoff,Melville,Chaucer, Joseph CharlesHermanGeoffrey B. THEPEARL PARDONER'SLAGOON LAGOON TALE London,Traven,Lee, Harper B.Jack TOTOOTHE KILL MUCHTREASURE A GOLDMOCKINGBIRD OF SIERRA MADRE MobLust violence for gold Miller,Dickens,Clark, Walter ArthurCharles THETHEBARNABY OX-BOW HUNCHBACKCRUCIBLE RUDGE INCIDENT OF NOTRE DAME .Hugo,NictorMaugham,Kipling,Steele,Shakespeare, SomersetRudyardWilbur William FOOTFALLSRICHARDOFTHE HUMAN LIGHT `III BONDAGE THAT FAILED andPhysical personality handicap 128 ADVANCED COMPOSITION AND LITERATURE 1 05101 Wilder,Troyat,Dostoievsky,Shakespeare, HenriThornton FedorWilliam THECRIMEMACBETH BRIDGEMOUNTAIN AND PUNISHMENTOF SAN LUIS REY Crime and conscience Hawthorne,Arnold,Boulle,Poe, Edgar PierreMatthew NathanielAllan THEFACESOHRAB TELLTALEAMBITIOUSOF AAND HERO RUSTUMHEART GUEST Irony Shaw,Twain, George Mark Bernard . -SAINTPERSONAL JOAN RECOLLECTIONS OF JOAN OF ARC Miracles and visions Dickens,-CharlesBuck,Werfel,Steinbeck, Pearl Franz John THEOLIVER GOODSONGGRAPES TWIST EARTHOF OFBERNADETTE WRATH Poverty I'jU Galsworthy,Andreyev,Ellison,Lewis,Dreiser, Sinclair LeonidRalphTheodore John KINGSBLOODANINVISIBLEJUSTICESEVEN AMERICAN WHO ROYAL MANWERETRAGEDY HANGED Conflict betweeni'dividual the and society Stuart,Rolvaag,Carroll,Cather,Buck, Pearl JesseWilla0.Gladys E. H. THEGIANTSASMYTHE THEANTONIATHREAD GOOD EARTHIN THEEARTHTHAT TURNS EARTH RUNS SO TRUE Hardship of farm life Rolvaag,Roberts,Garland,Edmonds,' O.KennethHamlinWalter E. GIANTSNORTHWESTSONDRUMS OF IN ALONGTHE PASSAGE.THE MIDDLE THEEARTH MOHAWK BORDER Hardshipspioneers of American 129 ADVANCED COMPOSITION AND LITERATURE 1 ' Clark, Walter THE TRACK OF THE CAT. 05101 O'Neill,Butler,Bellamy,James, HenryEugeneSamuel Edward THELOOKINGTHE EMPEROR TURN BACKWARD OF JONES THE SCREW Fear Orwell,Huxley,More, SirGeorge Aldous Thomas 1984BRAVEUTOPIAEREWHON NEW WORLD Utopias Jennings,Bristow,Bradbury, Gwen JohnRay .FARENNEITJUBILEERIVER .451 OFTRAIL THE WEST SettlingNegative ofUtopias the West Wellman,Warren,Twain,Parkman, MarkRobert Paul Francis P. WALLSALLTHEOREGON GILDEDTHE OF TRAIL KING'SJERICHO AGE MEN O'Connor,Tarkington,Bromfield,Barrie, James EdwinLouis Booth M. WHAT1HEHit EVERYGREENGENTLEMAN WOMANBAY TREEFROM KNOWS INDIANA LAST HURRAH Politics Mitchell,Cantor,Crane,Boyd, James Stephen MacKinleyMargaret GONEMARCHINGLONGTHE WITH REDREMEMBER ONBADGETHE WIND OF COURAGE The Civil War Wauk,NordhoffLondon,Catton, Herman Bruce Jackand Hall THEA THESTILLNESS SEACAINE RISE WOLF MUTINYOF AT SILAS APPOMATTOX LAPHAM Mutiny on the sea ADVANCED COMPOSITION AND LITERATURE 1 05101 Marquand,Lewis,Howells, Sinclair JohnWilliam P. Dean THETHEBABBITT RISE LATE OF GEORGE SILAS APLEYLAPHAM American business Man Lewis,Heiser,Cronin,Camus, AlbertSinclairA.Victor J. ARROWSMITHANCITADELTHE AMERICANPLAGUE DOCTOR'S ODYSSEY The,medical profession Hilton,Eggleston,Braithwaite, James Edward Edward GOODBYE,HOOSIERTOCHRISTMAS SIR, WITHSCHOOLMASTERMR: PRESENT CHIPSLOVE FOR A LADY The teacher Kelly,Cozzens,Rattigan, Myra James Terrence G. THELAST JUSTBROWNING ADAM AND (Doctor) THEVERSION UNJUST (lawyer) Com rison of Profession McKee,Cronin,Barrie,Cozzens, RuthJamesArchibald James M. G. J. GUARDTHE LORD'SKEYSLITTLEOF HONOR OF ANOINTED MINISTERTHE (Military) KINGDOM The missionary Forster,Hersey,Gunther,Bowles, CynthiaJohn E.John M. AINSIDEAT PASSAGESINGLE HOME RUSSIA IN PEBBLETO INDIA INDIA West meets East Cornell,Besier, TheodoreKatherine ITHE WANTED BARRETTS TO BE OF AN WIMPOLE ACTREES STREET Elizabeth BarrettBrowning , Warren,Thackeray,Fitzgerald,Woolf, Virginia Robert WilliamF. ScattPenn ALLVANITYTHEFLUSH GREATTHE KING'S GATSBY MEN Human ,vanity 131. ADVANCEDSteinbeck, COMPOSITION John AND LITERATURE 1 GRAPES OF WRATH 05101 Golding,Porter:Katherine William Ann SHIPLARD OF FOOLSTHE FLIES ... Man's inhumanityman to Knowles,Conrad,James,Crane, StephenHenryPatrickJoseph AHEARTPORTRAITRED SEPARATE BADGE OF DARKNESSOF OFPEACE A COURAGELADY Self-knowledge Wolfe,Melville,Joyce,Hemingway, JamesThomas HermanErnest THELOOKBILLYPORTRAIT OLD HOMEWARD, BUDDMAN,AND OF THE THE ANGELARTIST SEA AS \I A YOUNG MAN Conflict of wills Wilde,Sheridan,Ross,Sheridan, OscarLeonard Richard Richard THEEDUCATIONSCHOOL RIVALSIMPORTANCE FOR OF SCANDAL HYMANOF BEING KAPLAN ERNEST Humor Miller,Muller,Boulle, HerbertArthur Pierre DIARYBRIDGEDEATHADLAI OF STEVENSON:OVER A YOUNG SALESMANTHE RIVERGIRLA STUDY KWAI IN VALUES Values Hansberry,Hersey,Ibsen,Frank, JohnHendrikAnne Lorraine ANHIROSHIMA ENEMY OF THE PEOPLE YOUNG, GIFTED AND BLACK Courage Trevino,Griffin,Lee,Patton, Harper JohnElizabethAlan TOI,CRY,B KILL JUAN THE A DE MOCKINGBIRDBELOVED PAREJA COUNTRY CK LIKE ME - Individual worth 132 ADVANCEDWilliams,Turgenev, COMPOSITION TennesseeIvan AND LITERATURE 1 THEFATHERS GLASS AND MENAGERIE SONS Personality problems 05101 Frank,Fitzgerald,Conrad,Shute, Pat JosephNevil F. Scott ONALAS,THELORD THEGREAT BABYLON JIMBEACH GATSBY Atomic war Heinlein,Asimov,KnebelBradbury, andIsaac Robert BailyRay A. THESEVEN STRANGERFOUNDATIONMARTIAN DAYS CHRONICLEININ TRILOGYAMAY STRANGE LAND Possible futures Crichton,Hemingway,Remarque,Solzhenitsyn,' ErichMichael Ernest Alexander M. ALLNICK THEAUGUSTQUIET ADAMSANDROMEDA ON1914 STORIESIHt WESTERNSTRAIN FRONT World War 1 White,Carroll,Tolkien, E. LewisJ.B. R. THEALICE'S ONCELORDHOBBIT ADVENTURESANDOF LOOKING THEFUTURE RINGS INGLASSKING WONDERLAND(trilogy) AND THROUGH THE Fantasy Monsarrat,Mailer,Hersey,Heller, Norman JohnJoseph Nicholas THEHIROSHIMACATCH CRUELNAKED 22 SEAAND THE DEAD World War 2 133 ADVANCED COMPOSITION AND LITERATURE 2 05102 SameCOURSEand asthe DESCRIPTIONcourse novel. 05101, continued. For the college-capable student in /- In advanced Composition and Literature Grades 11or 12. 2 read in and write about the drama GOALS skills with regard to the paragraph and the essay. HeTheHe studies studentprepares prose continues a research fiction to paper.(novel)develop andhis writing drama.

135 ADVANCED COMPOSITION AND LITERATURE 2 05102 MaterialsTitle Use WRITINGKINGBETTER LEAR. THEMESREADING ABOUT TWO: LITERATURE,LITERATURE, 3rd4th Edition.Edition. New American Library. Scott. ForesmanPrentice and -Hall, Company. Inc. Students, Teacher WARRINER'SWARRINER'S ENGLISH ENGLISH GRAMMAR Harcourt,GRAMMAR ANDJovanovich, AND COMPOSITION,Brace COMPOSITION, Jovanovich, Inc. COMPLETE COMPLETE Inc. COURSE, COURSE, Revised Revised Edition. Edition. TEACHINGHarcourt, TESTS. Brace TeacherStudents ADVANCED COMPOSITION AND LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

I. The student continues to write various kinds WRITING THEMES ABOUT LITERAT of paragraphs, themes several paragraphs of expository Writing skills in length and longer papers and critical completed Advanced Compositi essays. He uses the forms of discourse profit from a review of the appropriately. He develops a personal style "Goals and Content," I. with which he can write comfortably.

II. The student examines excellent examples of BETTER READING TWO: LITERATU various types of literature (especially the LITERATURE, SOUND AND SENSE drama and the novel) and understands the basic elements of critical thought -- opinion NOTE: These textbooks Will and reason. He learns to think critically major aspects of literature in terms of major literary elements. not taken the first semester

action character setting language tone

See Advanced Composition and "Goals and Content," II

SOUND AND SENSE will provide /elements of poetic language in:

denotation and connotat imagery figurative language allusion musical devices rhythm and meter

See Advanced Composition and "Goals and Content," IV 2P8 137 22 ND LITERATURE 2 05102

ACTIVITIES AND MATERIALS inues to write vartoud kinds WRITING THEMES ABOUT LITERATURE will provide a review ernes several paragraphs of expository writing skills. Students who have not ger papers and critical completed Advanced Composition and Literature I may the forms of discourse profit from a review of the skills listed under e develops.a 'personal style "Goals and Content," I. write comfortably. THEMES ABOUT nes excellent examples of BETTER READING TWO: LITERATURE; WRITING literature (especially the LITERATURE, SOUND AND SENSE el) and understands the f critical thought--opinion NOTE: These textbooks will provide information on learns to think critically major aspects of literature for the student who has r literary elements. not taken the first semester of the course:

action point-of-view character atmosphere setting meaning language structure tone

See Advanced Composition and Literature 1, "Goals and Content," II

SOUND AND SENSE will provide information about major elements of poetic language for students who need review in:

denotation and connotation imagery figurative allusion musical devices rhythm and meter

See Advanced Composition and Literature I, "Goals and Content," IV 2P8 137 229 ADVANCED COMPOSITION AND LITERATURE 2

GOALS AND.CONTENT ACTIVITIES A

A. The st ent reads and analyzes a novel-- BETTER READING TWO: LITERATU Conra s HEART OF DARKNESS. pp. 237-299

1. He analyzes Conrad's writing for 'F 372-111 THE SECRET examples of the major aspects of literature studied, noting especially - setting character, meaning, and structure.'

2. He writes a critical paper examining F 362-111 NOVEL: WHAT I Conrad's use of any one or combin- IT DOES ation of aspects of literature in hit- short novel. F 362-104 NOVEL: EARLY DICKENS

B. He studies OEDIPUS THE KING. (Optional) NOTE: If the teacher thinks extensive background in and he may choose to have studen (BETTER READING TWO: EITERA

1. He learns about the conventions of the F 359-121 OEDIPUS REX: Greek theatre. F 19-122 OEDIPUS REX:

2. He analyzes the character of Oedipus F 359-123 OEDIPUS REX: and the meaning of the play. F 359-124 OEDIPUS REX:

230 138 231 AND LITERATURE 2 05102

CONTENT ACTIVITIES AND MATERIALS

reads and analyzes.a novel-- BETTER READING TWO: LITERATURE1 HEART OF DARKNESS, EART OF DARKNESS. pp. 237-299

yzes Conrad's writing for F 372-111 THE SECRET SHARER s of the major aspects of ure studied, noting especially character, meaning, and re.

es a critical paper examining F 362-111 NOVEL: WHAT IT IS; WHAT IT'S ABOUT; WHAT s use of any one or combin- IT DOES f aspects of literature in his ovel. F 362-104 NOVEL:. EARLY VICTORIAN ENGLAND AND CHARLES DICKENS

OEDIPUS THE KING. (Optional) NOTE: If the teacher thinks that the class requires an extensive background in.and a deep study of the drama he may choose to have students study OEDIPUS THE KING (BETTER READING TWO: LITERATURE, pp. 511-553).

ns about the conventions of the F 359-121 OEDIPUS REX: THE AGE OF SOPHOCLES heatre. F 359-122 OEDIPUS REX: THE CHARACTER OF OEDIPUS

yzes the character of Oedipus F 359-123 OEDIPUS REX: MAN AND GOD meaning of the play. F 359-124 OEDIPUS REX: THE RECOVERY OF OEDIPUS

230 138 231. 4

- ADVANCED COMPOSITION AND 1XTEMTURE 2

co GOALS AND CONTENT ACTIVITIES AND a I

C. He reads and analyzes Shaksspaare's KING KING LEAR LEAR. N 1. He analyzes Shakespeare's writing for F 355-108 WILLIAM SHAKES examples of the major aspects of literature studied, noting especially F 260-133 SHAKESPEARE'S language, character, structure, meaning. F 370-126 A4:ER KERR ON

2. He writes a critical paper examining 0 any one or combination of the aspects of literature which interest him in._ KING LEAR. NOTE: 'If the teacher wishes the drama, she may select pla LITERATURE, pp. 511-703, for reading.

III. The student speaks and writes about liter- ACTIVITIES: Class and panel ature, concentrating on personal ritiques. student clarify his ideas. (This section should be studied1arallelto section II) WRITING THEMES ABOUT LITERATU SOUND AND SENSE, Chapters 15- A. He selects an appropriate topic and preparing critiques.) establishes a relevant and significant thesis for an essay of literary criticism. "Thesis," pp.

B.'He prepares a sentence outline for his "Outline," p 'essay of literary criticism that shows how he intends to advance his thesis.

C. He develops his essay.

Oa. 2 3 a 2 AND LITERATURE 2

ONTENT 'ACTIVITIES AND MATERIALS ( analyzes Shakespeare's KING; KING LEAR

es Shakespeare's writing for F 355-108 WILLIAM SHAKESPEARE of the major-aspects of liter- died, noting especially F 260-133 SHAKESPEARE'S THEATRE character, structure, meaning. F 370-126 WALTER KERR ON THEATRE

a critical paper' examining r combination of the aspects ture which interest him in NOTE: If the teacher wishes students to read furtherin the drama, she may select plays from BETTER READING TWO: LITERATURE, pp-. 511-703, for class or for individual reading. ks and writes about liter- ACTIVITIES: Class and'panel discussion will help the ting on personal critiques. student clarify his ideas. ould"be studied parallel to

4 WRITING THEMES ABOUT LITERATURE, "Introduction,", pp. 1-24. SOUND AND SENSE, Chapters 15-16 (Standards for'judgment,in appropriate topic and preparing critiques.) relevant and significant V1 4 essay of literary criticism. ."Thesisi" pp..5-9

sentence outline for his "Outline,".pp.'8-9 rary criticism that shows s to advance his thesis.

s essay.

232 139 2 ADVANCED COMPOSITION AND LITERATURE 2

GOALS AND CONTENT ACTIVITIES A

IV'.. The student learns the techniques of WRITING THEMES ,ABOUT LITERAT preparing a research paper.He writes Appendix B, "A Note a research paper. pp. 269-274

A. He selects a subject and limits it. Appendix C, "A Persp Themes," pp. 275-290

B. He prepares a working bibliography WARRINER'S ENGLISH GRAMMAR A on cards. COURSE, Reyiqed Edition, pp. 426-456 C. He reads and takes notes on cards.

D. H. .prepares a final outline. NOTE: The research paper mig, student's examination of One E. He*writes a arst draft. dramatists who has captured reading for the course. The F. He prepares the final draft. should be literary.

G. He footnotes correctly.

H. He prepares t bibliography.

'231 235 1AN] LITERATURE'2 05102

CONTENT ACTIVITIES AND MATERIALS rns the techniques of WRITING THEMES ABOUT LITERATURE arch paper. He writes Appendix B, "A Note on Documentation," r. pp. 269-274 '1 a subject and limits it. Appendix C, "A Perspective on Research Themes," pp. 275-290

a working bibliography WARRINER'S ENGLISH GRAMMAR AND COMPOSITION, COMPLETE COURSE, Revised. Edition, "The Research Paper," pp. 426-456 takes notes on cards.

a final outline. NOTE: The research paper might well be based on the student's examination of one of the novelists or first draft. i:lamstists who has captured his admiration during his reading for the course. The subject of the paper the final draft. should be literary. s correctly.

a bibliography.

234 235 FILM STUDY 05370 COURSE DESCRIPTION 4 Read Lights!atabout, filmmaking. view, then analyze'films, using the Camera! For you if you are aboveAction! Grade 10, especially Study the history of American techniques you've learned. filmy and techniques of their production. if you enjoyed Media Survey. Maybe you'll even try your hand , NOTE course.Suggestedtitlesto the unit.and films information for each onunit films. should be supplemented The "General List" is briefly annotated to aid The AUDIO-VISUAL CATALOG and the PUBLIC LIBRARY JOINT FILM with filmi ftom the "Gdneral List"teachers at the in end their bf selection of films appropriate CATALOG will provide additional the

141 TitlesMaterialsMOVIES IN AMERICA. Pflaum/Standard. UseStudents, Teache FILM:TOMS, REAL COONS, TO REEL.MULATTOES, MAMMIES & BUCKS. St. Mary's College Press. THE COMIC FILMBOOK. Bantam Books, Inc. Hayden Book-Co. StudentsStudents, Teadhar MOVIES:MOVIEMAKINGFILM IN THE ILLUSTRATED: CLASSROOM. CONVERSAT;ONS WITH PETER BOGDANOVICH. Pflaum/Standard. Harcourt Brace Jovanovich, Inc. TeacherStudents, MOVIESTEACHING ON IN TV, THE 7th DARK: EDITION. Pflaum/Standard. Bantam Books, Inc. Teacher MAKINGBEHIND ITTHE MOVE:MOVE. CAMERA. INSTRUCTOR'SPflaum/Standard. MANUAL. Pflaum/Standard, Pflaum/Standard. Teacher FILMMAKINGCREATIVE FILMMAKING.FOR CHILDREN. Collier Books flaum/Standard Teacher MOTIONTHEA CREATIVE LIVELIEST PICTURE LOOK PRODUCTIONART. AT FILM ARTS.HANDBOOK. New American Library. Educational Impact, Inc. Pflaum/Standard. TeacherTeacher "' o

ar. FILZCHTIMY

ACTIVITIES AND MATE GOALS AND CONTENT

UNIT ONE: BASIC FILM LANGUAGE/EARLY FILM HISTORY REAL TO REEL, Ch. 1 MOVIES IN AMERICA, pp. 3-20

;I. The student -learns characteristicsand techniques of ,the single shot REAL TO REEL, Ch. 1 A. The student learns and identifies examples on screen of the basic terms of film.

1. He studies the shot

establishing shot ACTIVITY? Several films of a. different eras may be shown long shot b. The student should no extreme long shot unit. c. angles, and unusual types of d. medium shot be discussed later. Emphasi e. close up the film "story" and toward f. extreme erase pan g. ,SUGGESTED FILMS ON FILM LANG tilt shot h. (These basic Mims may be in tracking i. semester.) J. dollying k. hand-held shot FPL ART OF THE 1. point of view (subjective) shot FPL LET'S MAKE A 11 m. boom shot F270-156, OUR ART CLASS F269-186 GROWING OF A 2. He studiesthe-types of lenses F270-157 HEY, LOOK AT normal lens F270-184 THE CINEMATOG telephoto lens F269-185 BASIC FILM TE wide angle lens fish-eye lens zoom lens

2 R 9 238 143 05370

- ONTENT ACTVITIES AND MATERIALS

LANGUAGE/EARLY FILM STORY REAL TO REEL, Ch. 1 MOVIES IN AM4ICA., pp. 3-20

s characteristics and single shot

earns and identifies REAL TO REEL, Ch.:1 creen of the basicterms\

s the shot

ACTIVITY: Several films of different types andfrom lishing shot different eras may be shown during this introductory shot The student should note uses of various shots, e long shot. unit. angles, and unusual types of lenses. These items will shot be discussed later. Emphasis here should be away from up the film "story" and toward thetechnique. e close SUGGESTED FILMS ON FILM LANGUAGE: shot (These basic films may be interspersedthroughout the ing semester.) ing' % -held shot ART OF THE MOTIONPICTURE t of view (subjective) shot FPL LET'S MAKE A FILM shot FPL F 270-156 OUR ART CLASS MAKES A FILM es the types of lenses F 269-186 GROWING OF A YOUNG FILMMAKER F 270-157 HEY, LOOK AT ME! l lens F 270-184 THE CINEMATOGRAPHER BASIC FILM TERMS photo lens F 269-185 angle lens eye lens lens

238 143 FILM STUDY

GOALS AND CONTENT ACTIVITIES AND MATE

3. He studies the Camera angle

a. normal angle b. high angle. . c. low angle d. Dutch angle (tilted)

B. The Student analyzes the shot limitations MOVIES IN AMERICA, pp. 3-20 of early filmdakers and their solutions those problems.

1. He discovers the problem of a fixed ACTIVITIES: Watch a short ft camera with no movement possible. would this film have looked W have been made at all?Would 2. He discovers the men who began the changed? techniques of cutting, intercutting, and cross editing. Watch a silent film. How man the filmmaker use different C 3. He realizes the problem of early effects? lighting. Watch a modern story film wit 4. He discovers why old films always follow the story? Is the act have a speeded-up look: the, emotion? handcranked camera. Write a scenario which could sound. Act it out on film or to a group and have your clan versions of what they WM.

240 241 05370

ACTIVITIES AND MATERIALS es the camera angle

I angle angle single h angle (tilted) analyzes the shot limitations MOVIES. IN AMERICA, pp. 3-20 1111 .kers and their solutions

II:

ers the problem of a fixed ACTIVITIES:Watch a short film; count the cuts. How ith no movement possible. would this film have looked with no Cute?Could it have been made at all?Would the meaning/effect be ers the men who began the changed? es of cutting, intercutting, s editing. Watch a silent film. How many cuts were used?Did the filmmaker use different camera angles? Special zee the problem of early effects?

Watch a modern story film without sound. Can you still era why old films always follow the story? Is the acting sufficient to convey peeded-up look: the emotion? ed camera. Write a scenario which could convey its message ut sound. Act it out on film or on videotape. Preents .t to a group and have your classmates write down their versions Of what they saw.

240 241 FILM STUDY

GOALS AND CONTENT ACTIVITIES AND MATE

SUGGESTEDFILMS ON FILM HISTO

FPL HISTORY OF THE FPL HOW THE MOVIES FPL HOLLYWOOD: FPL HOLLYWOOD: FPL MARCH OF THE FPL THE MOVIES LEA

SUGGESTEDSLIDE-TAPE ON FILM

ST A REFLEETION 0

II. Directing and Editing

A. The student differentiates between REAL TO REEL, Ch. 2, Ch. 8 the role of the director and that of MOVIES IN AMERICA, I*. 22-36, the ,editor.

1. He defines the editor's role in REAL TO REEL, pp. 31-32 making a film.

2. He defines the director's role in SUGGESTED FILMS ON DIRECTING/ makinka film. F371-118 FILM: THE ART 3. He describes how the two roles F272-158 CONSTRUCTING sometimes may overlap. F272-112 FILM ABOUT FI F272-148 UNDERSTANDING

242 243 145 05370

ACTIVITIES AND MATERIALS

SUGGESTED FILMS ON FILM HISTORY:

FPL HISTORY OF THE CINEMA FPL 3)W THE MOVIES BEGAN FPL HOLLYWOOD: THE DREAM FACTORY

FPL HOLLYWOOD: THE GOLDEN YEARS , FPL MARCH OF THE MOVIES FPL THE MOVIES LEARN TO TALK I SUGGESTED SLIDE-TAPE ON FILM HISTORY: ST A REFLECTION OF AMERICAN VALUES, PT. 1 AND 2 ting ifferentiates between REAL TO REEL, Ch. 2, Ch. 8 he director and that of MOVIES IN AMERICA, pp. 22-36, Ch. 3

8 .the editor's rol in REAL TO REEL, pp. 31-32 film.

the director's role in SUGGESTED FILMS ON DIRECTING/EDITING: film. F371 -118 FILM:. THE ART OF THE IMPOSSIBLE bes how the two roles F272-158 CONSTRUCTING REALITY: A FILM ON FILM may overlap. F272-112 FILM ABOUT FILMMAKING (also FPL) F272-148 UNDERSTANDING MOVIES

242 243 145 FILM STUDY 1,1

GOALS AND CONTENT ACTIVITIES AND MAT

B. The student reads about the differences REAL TO ,REEL, Ch. 8 in, directors'-styles and techniques.' 6

1. He differentiates between how the ACTIVITY: Read and discuss director communicates and what PETER BOPANOVICH. A panel the director dommunicates. terms and activities are pre book. 2. He Compares directorial styles in films on similar topics.

C. The student investigates the roles of MOVIES IN AMERICA, pp. 22-35 early directors and explains how they influenced both the directing and the SUGGESTED FILM ON D. W. GRI editing of film today. FPL THE GREAT DI

. He lists the additions to the art of the film of David Mark Griffith, early Airector. Points to emphasize are:

a. Griffith's discovery of the shot as the basic unit of film.

b. Griffith's use of special light ing.

c. Griffith's use of two-reelers and longer films.

d. Griffith's technical excellence in BIRTH OF A NATION compared with the weakness of his story line and the strong prejudices he showed., 245 244 o 05370

:CONTENT ACTIVITIES AND MATERIALS

reads about the differences REAL TO REEL,.,Ch. 8 ,styles and techniques. erentiates between how the ACTIVITY: Read and discuss MOVIES: CONVERSATIONS WITH communicates and what PETER BOGDANOVICH.A panel discussion may be presented; actor communicates. terms and activities are presented at the end of the book. area directorial styles in n similar topics.

investigates the roles of MOVIES IN AMERICA, pp. 22..35. tors and explains how they both the directing and the SUGGESTED FILM ON D. W. GRIFFITH: fibns.today. FPL THE GREAT DIRECTOR s the additions to the art lilm of David Mark Griffith, irector. Points to emphasize

ffith's discovery of the shot 'the" basic unit of film.

ffith's use of special light-

ffith's use of two-reelers

longer films. .

fifth's technical excellence BIRTH OF A NATION compared h the weakness of his story e and the strong prejudices showed.

46 245 244 S FILM STUDY

GOALS AND CONTENTS ',ACTIVITIES AND MAT

2. The student studies the rolea'of prom-, MOVIES IN AMERICA, pp. 56-75 lima post-World War I directors, and lists what each was noted for.

Thomas A. Ince--the Western ACTIVITIES: Taave time an might present dizcussions on b. Cecil B. DeMille--the extravaganza style to that of a director

c. Fred W. Murnau--the stylistic film a While viewing films of the 2 keztLubitschmovie of manners and listen for credits menti for their styles; e. Erich Von Stroheim--films of realism

f. Victor Seastrom--man vs. environment films

3. He overviews the changing post-World MOVIES IN AMERICApp. 76-84 War I film.

UNIT TWO: COMEDY OLD AND NEW/SOUND MOVIES47IN AMERICA, pp. 39-4 pp. 154-

I. Comedy Old and New

A. The student begins hisdeflationof comedy REAL TO REEL, Ch. 4 by study of the silent comediapa. MOVIES IN AMERICA, pp. 86-10

24G. 147 247 At-

05370

CONTENTS ACTIVITIES AND MATERIALS

dent studies the roles of prom- MOVIES IN- AMERICA, pp. 56-75 ost-World Mar I directors, and hat each-was noted for.

mas A. Ince--the Western' ACTIVITIES: To save time and reading, panels of students might present discussions on each director, comparing his it B. DeMille--the extravaganza style to that of adirector cif today. '( "d W. Murnau -the stylistic film While viewing films of the 201s, students, should watch est Lubismch--movie of manners and listen for credits mentioning directors and watch for their"styles." ch Von Stroheim--films of realism

for Seastrom-man vs. environ- t films

iews the changing post=Wr4 MOVIES IN AMERICA, pp. 76-84 ilm.

AND NEW/SOUND MOVIES IN AMERICA; pp. 39-47, 146-152, Ch. 4 pp. 154-157

begins his definition of comedy REAL TO REEL, Ch. 4 the silent MOVIES IN AMERICA, pp. 86-'106

24$ 147 247 4 .1 FILM STUDY

GOALS AND CONTENTS ACTIVITIES AND MATE

1. He perceives how characters use the SUGGESTED FILMS FOR OLD COMED absurd, the impossible, and the fantastic, as well as the ordinary, FPL- THE CLOWN PRIN in comedy. FPL GOLDEN AGE OF FPL FUN FACTO 2. He categorizes early comedy,by use FPL THIRTY YRS 0 of gags, the chase, tricks, props, and characterizations.

1 . The student views the career of a MOVIES IN AMERICA, pp. 39-47 prominent early comedian, Charlie Chaplin.

1. He .discovers Chaplin's use Of technique, camera placement, lighting, and pacing to create screen comedy.

2. He analyzes the themes in Chaplin's films and the reasons they appealed to audiences.

3. He notes Chaplin's use of pantbMine in silent Mks.

C. The student diff tiates between moms IN AMERICA, pp. 146-1 characteristics of silent comedies and 154 -1 the comedy of the "talkies," including' musical comedy.

248 249 05370

NTENTS ACTIVITIES AND MATERIALS

'fives how characters use the SUGGESTED FILMS FOR OLD COMEDY: the impossible, and the , as well as the ordinary, FPL THE CLOWN PRINCES FPL GOLDEN AGE OF COMEDY FPL EUN FACTORY rizes early comedy by use FPL THIRTY YEARS OF FUN the chase, tricks, props, cterilzations.

sews the career Of a MOVIES IN AMERICA, pp. 39-47 rly comedian, Charlie

ers Chaplin's Use of , camera placement, lighting, gto create screen comedy.

es the themes in Chaplin's the reasons they appealed ces.

Chaplin's use of pantomime films.

ifferentiates between MOVIES IN AMERICA, pp. 146-152 ics of silent comedies and 154-157 f the "talkies," including . y.

24.3 249 FILM STUDY

GOALS AND CONTENT ACTIVITIES AND MAT

1. He analyzes the comedy of W. C. Fields. SUGGESTED FILMS ON W. C. FIE

2. He compares Fields' anti-society stance Many films are available in to the Marx brothers' oblivious-to- these comedians' names. (Fi Costello, Our Gang, Laurel a society stance. , by included.)

II. Sound SUGGESTED FILMS ON MODERN CO

A. The student analyzes the uses of sound in FPL SONG OF THE P film. FP; CAPTAIN MON ( FPL VICIOUS CYCLE 1. He differentiates between dialogue FPL SERGEANT SWEL and sound effects for achiiving a FPL BLAZE GLORY ( purpose.

2. He recognizes the problems of inte- REAL TO REEL, Ch. 4 grating film and sound.

3. He compares narration which does nothing but describe the visuals to narration which offers a counter- point to the visuals.

4. The student lists the uses of narration.

5. He studies the uses of music in films, SUGGESTED FILM USING MUSIC; considering how music must fit a film in rhythm, tempo, and style. 17 372-114 THE VIOLIN

6. The student recognizes the use of noise in a sound track and suggests specific sounds for films.

250 149 251 05370

ACTIVITIES AND MATERIALS

the comedy of W. C. Fields. SUGGESTED FILMS ON W. C. FIELDS AND THE MARX BROTHERS:

s Fields' anti-society stance Many films are available in the Public Libraryunde* rx brothers' oblivious-to- these. comedians' names. (Films featuring Abbott and\ tance. Costello, Our Gang, Laurel and Hardy, etc., may also, by included.)

SUGGESTED FILMS ON MODERN COMEDY:

lyzes the uses of sound in FPL SONG OF THE PRAIRIE FPL CAPTAIN MON (also inanimation unit) FPL VICIOUS CYCLES (alsoin animation unit) entiates between diilogue FPL SERGEANT SWELL (alsoin animation unit) effects for achieving a FPL BLAZE GLORY (also inWesterns unit)

izes the problems of inte- REAL TO REEL, Ch. 4 ilm and" sound.

es narration which does ut describe the visuals ion which offers a counter- the visuals.

nt lists the uses of

s the uses of music in films, SUGGESTED FILM USING MUSIC; ng-how music must fit a film tempo, and style, F 372-114 THE VIOLIN

nt recognizes the use of a sound rack and suggests sounds for films.

250 149 251 FILM STUDY

GOALS AND CONTENT 4 ACTIVITIES AND MAT

B. The student recognizes the four major TEACHER REFERENCE: THE CEL types of sound used today in fin:

1. He identifies synctwonoue sound.

a. sound that occurs simultaneously with tie image

b. the least imaginative but very necessary use of'solind

2. He identifies asynchronous, or "wild" sound.

a. sound that occurs when the image and the sound track do not occur simultaneously

b. broad uses

3. He identifies silence as a mood setter in several examples.

4. He identifies the use of music as a mood setter in various examples.

2t 252,4, 05370

ONTENT ACTIVITIES AND MATERIALS

recognizes the four major TEACHER REFERENCE: THE CELLULOID LITERATURE, Ch. 4 and used today in film: tifies synchronous sound. nd that colours simultan- sly with the image

least imaginative but very essary use of sound

tifies asynchronous, or "wild"

nd that occurs when the image the sound track do not occur ltaneously

d uses

tifies silence as a mood .in several examples.

tifies the use of music as a tier in various examples.

252 253 FILM STUDY

GOALS AND CONTENT ACTIVITIES AND MAT

UNIT THREE: THEMES IN FILM/THE GENRE FILM REAL TO REEL, Ch. 9 MOVIES IN AMERICA, pp. 80-81 The student identifies the various film genre 164-1 and lists their characteristics. 182 -i a I. The Western

'A,The student identifies the characteristics MOVIES IN AMERICA, pp. 80-81 of the Western and the symbols used in this film genre.

B. The student identifies realistic themes in Westerns.

1. He recognizes the unifying function ACTIVITY: Westerns are best of the railroad and the telegraph as Have students watch for and theme. Compare with satirical films

2. He cites examples of the farmer/cattle F367-121, FPL THEAMERICAN industry feud /theme. NOON, FRIEND FRONT (gangs 3. He sees the conquest of Nature as a major theme. F 348-100 DRIVEN WESTW

4. He gives examples of the thematic use FPL .BLAZE GLORY of the lawlessness of a new land. FPL SONG OF THE

5. He recognizes the theme of self- reliance.

6. He acknowledges the theme of the brutal treatment of minorities.

21-ti1 r-t )r v 151 05370

ONTENT ACTIVITIES AND MATERIALS

FILM/THE GENRE FILM REAL TO REEL, Ch. 9 MOVIES IN AMERICA, pp. 80-81, 169-173, 128-141, s the various film genre 164-165, 136-141, 166-168, cteristics. 182-184

dentifies the characteristics MOVIES IN AMERICA, pp. 80-81 n and the symbols used in this dentifies realistic themes in izes the unifying function ACTIVITY: Westerns are best found on late night TV. ilroad and the telegraph as Have students watch for and identify stereotypes, etc. Compare with satirical films in list below:

examples of the farmer/cattle F 367-121, FPLTHE AMERICAN FILM ((includes SHANE, HIGH feud theme. NOON, FRIENDLY PERSUASION, ON THE WATER- FRONT (gangster), and NORTH BY NORTHWEST) he conquest of Nature as a e. F 348-s100 DRIVEN WESTWARD ("Brigham Young" clip)

examples of the thematic use FPL BLAZE GLORY (satire) lessness of a new land. FPL SONG OF THE PRAIRIE (satire)

izes the theme of self-

ledges the theme of the brutal of minorities.

25,1 2r)ri Cab I FT LM STWY

GOALS AND CONTENT ACTIVITIES AND MAT

C. The student identifies mythological themes in Westerns.

1. He gives examples of the glorification of the gunman.

2. ,He gives examples of the dual.

3. He cites uses of the theme of the superiority of the white cowboy over all minority groups:

a. the Mexican stereotype

b. the savage Indian

c. the forgotten Negro cowboy

D. The student identifies and give examples of major themes in the Western genre.

1. He gives examples from films in which the wide open spaces provide freedom.

2x, 2 5'7 05370

NTENT ACTIVITIES AND MATERIALS

identifies mythological terns.

examples of the glorification nman.

examples of the dual.

uses of the theme of the ies, of the white cowboy over city groups:

exican stereotype savage Indian forgotten Negro cowboy identifies and give examples es in the Western genre.

examples from films in e wide open spaces provide

2 G 2r'7 FILM STUDY

ACTIVITIES A GOALS ANDCONiENT

2. He cites uses of the theme of the comradeship of men with men:

a. development of a sense of democracy

b. the portrayal of women

3. He recognizes violence as a cult:

a. violence as the quickest means to" justice

b. violence, in good films, not as an end in itself but-Las a means by which the hero defends his identity s.

4. He analyzes the het. of the Western:

a. one who asserts personalvalues

0 b. a man of virtue

c. one prepared for suffering

d. a man of invulnerablemorality

e. one who attains self-knowledgeat end

153 259 258 . 05370

ACTIVITIES. AND MATERIALS CONTENT

a uses of the theme of the

ship of men with men:, .

elopment of a sense of cracy

portrayal of women

gnizei violence as'a cult: olence as the quickest means to etice olence; in good films, not as an d in itself but as a means by ich the hero defends his identity

4 lyzes the hero of the Western: e who assertspersonal values man of virtue

prepared for suffering , - man of invulnerablemorality

e who attainsself-knowledge at d

153 28 259 < FILM STUDY

GOALS, AND CONTENT ACTIVITIES

5. He identifies uses of defiance of the la47:

a. 'law as a protector of the 4ealthy

b. law in Indian treaties

6. He notes differences in the execution of the law.

a. by law enforcement agencies

b. by self-appointed defenders

E. The student investigates the styleof MOVIES IN AMERICA, pp, 169-11 a major director of westerns.

II. The Gangster Film

A. The student identifies the symbols or MOVIES IN AMERICA, pp..128-1 the gangster film and their Characteristics.

H. The student recognizes the gangster , ACTIVITY: Again, TV is the story as an outgrowth of the depression the gangster genre. Watchinl of the 1930's. types may be an out-of-clime,

1. He recognizes the flawed hero, not the gangster-villian.

2. He notes the idea of the failure of SUGGESTED FILMS FOR GANGSTER ti society. F 272-136 WHETHER TO TEl WATER FRONT)

201 260 154 05370

CONTENT ACTIVITIES AND MATERIALS

ntifies uses of defiance

w as a protector of the althy

w in Indian treaties

es differences in the idn of the law.

law enforcement agencies

self- appointed defenders

t investigates the style of MOVIES IN AMERICA, pp. 169-173 rector of westerns.

ilm AN t identifies the symbols of MOVIES IN AMERICA, pp. 128-129 er film and their characteristics.

t recognizes the gangster ACTIVITY: Again, TV is the best source of examples of n outgrowth of the depression the gangster genre.Watching for and analyzing stereo- 0 s. types may be an out-of-class activity for students.

ognizes the flawed hero, not ngster-villian. tes the idea of the failure of SUGGESTED FILMS FOR GANGSTER GENRE: ty F 272-136 *WHETHER TO TELL THE TRUTH (from ON THE WATER FRONT)

201 260 154 tar

FILM STUDY'

GOALS AND CONTENT ACTIVITIES AND

3. He cites uses of wanton violence as

an answer. .

C. The student recognizes the mythology of 'the genre.

1. He notes the popularity of the gangster 2 "success" story.

2. He examines the rise and fall of the "gangster-hero."

a. rises through violence

b. falls by violence

D. The student investigates the style of a MOVIES IN AMERICA, pp. 164-1 major director of gangster films.

III. The War Film

A. The student recognizes symbols in the MOVIES IN AMERICA, pp. 182 -1: war film and notes their characteristics.

B. The student identifies major themes in SUGGESTED FILMS IN WAR GENRE: war films. F 362-140 OCCURRENCE AT L. He gives examplesof the"goodguys. F 272-129 PRIDE AND PRI vs* the bad guys"theme. RIVER KWAI) F 272-127 MY COUNTRY RI 2. He recognizes the"mightmakes SUMMERTREE) right" theme. F 166-117,FPLTOYS (a great .

222 155 2G3 05370

CONTENT; ACTIVITIES AND MATERIALS es uses of wanton violence as wet.:

recognizes the mythology of s the popurarity of the gangster

' story. ines the rise and fall of the er-hero." es through violence

s by violence

investigates the style of a MOVIES IN AMERICA, pp. 164-165 for of gangster films.-

recognizes symbols in the MOVIES IN AMERICA, pp. 182-184 d notes their character-

identifies major themes in SUGGESTED FILMS IN WAR GENRE: e F 362-140 OCCURRENCE AT OWL CREEK BRIDGE (a'classic) s examplesof "the "good guys F 272-129 PRIDE AND PRINCIPLE (from BRIDGE ON THE bad guys"theme. RIVER KWAI) F 272-127 MY COUNTRY RIGHT OR WRONG (from gnizes the"might mikes SUMMERTREE) theme. F 166-111,FPLTOYS (a great anti-war film)

262 155 263 FILM STUDY a

GOALS AND CONTENT ACTIVITIES A

3. He notes comradship of soldiers as a theme.

4. He sees courage vs. cowardice as a war filmf theme. 0. A, IV. The Social Justice Film

A. The student recognizes the social MOVIES IN AMERICA, pp. 136-1 justice film as an outgrowth of the depression of the 1930's.

. The student investigates the career MOVIES IN AMERICA, pp. 166 -1 of a majpr director of social justice films.

V. The Black Film

A. The student views the stereotyped MOVIES IN AMERICA, pp. 98-99 roles of Blacks in white films.

1. He,gives examples of the "tam" TOMS, COONS, MULATTOES, servant. Students may use this suppl ways.' Panel.discussions on 2. He cites uses of the "coon" clown. to present a-wealth of mater theme - a panel-on "Toms," '3. He notes characters who fit the chronology. "tragic mulatto" stereotype. ACTIVITY: Ask students to d 4. He identifies the "mammy" role in Black actor or director and various films. on his major influence on fi

5. He gives examples of the "brutal Black buck" character.

2G4 156 265 05370

CONTENT ACTIVITIES AND MATERIALS ea comradship of soldiers as e. s courage vs. cowardice as a lm theme. ice Film

recognizes the social MOVIES IN AMERICA, pp.136-141 m as an outgrowth of ion'Of the 1930's.

investigates the career MOVIES IN AMERICA, pp.166-168 director of social ms.

views the stereotyped MOVIES IN AMERICA, pp.98-99 acks in white films. s examples of the "tom" TOMS, COONS, MULATTOES, MANHOLES, AND BUCKS... Students may use this supplemental book in a variety of ways. Panel discussions on various chapters may be given s uses of the "coon" clown. to present a wealth of material to the class, either by theme - a panel on "Toms," a panel on "Coons," etc.-or by a characters who fit the chronology. mulatto" stereotype, ACTIVITY: Ask students to do research on an early tifies the "mammy" role in Black actor or director and to present a brief report films. on his major influence on film. s examples of the 'brutal uck" character.

2U4 156 2 t ) 411 FILM STUDY

COALS AND CONTENT ACTIVITIES

B. The' student investigates the all-Black TOMS, COONS...pp. 164-192 de film from the 20's to today. pp. 275-346 de

1. He sees that early Black films ACTIVITY: Student, discussio were "blacklash" to film racism and- 3 opposite with referenc such as THE BIRTH OF A NATION. realistic to Black ,life are image is presented of the B 2. He studies Black musicals of the Are the characters realistic 30's and 40's. sources to consult are speci JET and other Black-oriented 3. He reviews films of 1960-1970 and recognizes trends in Black films: I

a. the Black hero

b. violence in Black films

c. realism vs. sensationalism

SUGGESTED FILMS ON BLACK GEN

F 368-108 NOW IS THE T film clips) FPL THE GREAT DI A NATION) F 272-131 SPACES BETWE LOVE - study

26(3 157 'CONTENT ACTIVITIES AND MATERIALS

investigates the all-Black TOMS, COONS...pp. 164-192 deal with musicals he 29's to today. pp. 275-346 deal with currentfilms

that earlyBlacOilms ACTIVITY: Student discussions may deal with topics1,2, lacklash" to filM(racism and 3 opposite with reference to specific films. How What THE BIRTH OF AiliTION. realistic to Black life are current Black films? image is presented of the Black man in thesefilms? ies Black musicals of the Are the characters realistic or stereotyped?Good sources to consult are special issuesof EBONY, ESSENCE, d 40'4. , JET and other Black-oriented publications. ewe films of 1960-1970 and zes trends in Black films:

Black hero

lence in Black films

lism vs: sensationalism

SUGGESTED FILMS ON BLACK GENRE:

F'368-108 NOW IS THE TIME (includes some early film clips) FPL THE GREAT DIRECTOR (deals withBIRTH OF 'A NATION) F 272-131 SPACES BETWEEN PEOPLE (from TO SIR WITH LOVE - study the Poitier mystique)

26C 157 - 4- °FILM STUDY

COALS AND CONTENT ACTIVITIES AND

0 UNIT FIVE: THE DOCUMENTARY FILM REAL TO REEL, Ch. 10, pp. 180 - MOVIES IN AMERICA, pp. 159-161 I. The student differentiates the docu- REAL TO REEL, Ch. 10 mentary film from the fiction film.

A. He, learns how Documentary filmmakerd SUGGESTED DOCUMENTARY FILMS: RECORD events.

B. He knows that fiction filmmakers F 355-105 NIGHT AND FOG CREATE events. F 367-109 MONUMENT TO THE

II. The student concentrates on the career MOVIES IN AMERICA, pp. 159-161 of a noted documentary filmmaker and REAL TO REEL, pp. 180-183 his major work. SUGGESTED FILMS ON ROBERT FLA

F 322-100 NANOOK OF THE N F 322-101 NANOOK OF THE N

III. The student briefly views examples of MOVIES IN AMERICA, PP. 186-18 cinema yerite.

A. The student analyzes theeffects of SUGGESTED FILM IN USE OF COLOR specific colors.' 0 B The student analyzWs thedifference FPL THE STRINGBEAN in effect created by useof color and black-and-white film.

158 269 05370 iONTENT ACTIVITIES AND MATERIALS

NTARY FILM REAL TO REEL, Ch. 10, pp. 180-183 MOVIES IN AMERICA, pp. 159-161, 186-187 erentiates the docu- REAL TO REEL, Ch. 10 the fiction film.

Documentary filmmakers SUGGESTED DOCUMENTARY FILMS: t fiction filmmakers F 355-105 NIGHT AND FOG 8. F 367-109 MONUMENT TO THE DREAM entrates on the career MOVIES IN AMERICA, pp. 159-161 ntary filmmaker and REAL TO REEL, pp. 180-183

SUGGESTED FILMS ON ROBERT FLAHERTY'S WORK:

F 322-100 4j NANOOK OF THE NORTH; PT. I F 322-101 NANOOK OF THE NORTH, PT. II fly views examples of MOVIES IN AMERICA, PP. 186-187 analyzes the effects of SUGGESTED FILM IN USE OF COLOR/BLACK-AND-WHITE: ors. analyzes the difference FPL THE STRINGBEAN eated by use of color -white film.

158 2G9 2138 FILM STUDY

GOALS AND CONTENT ACTIVITIES

IV. The student recognizes ANIMATION as a REAL TO REEL, Ch. 11 method of presenting an idea visually. TEACHER REFERENCES:MAKING CREATI BEHIND

A. The student differentiates between stop-action animatilop of real animation and drawn animation.

1. The student recognizes*pixilla- SUGGESTED FILMS ON PIXILLATI tion and learns the method of doing it. FPL CAPTAIN MON FPt VICIOUS CYCLE

. The student recognizes photo- FPL BLAZE GLORY montage or kinestasis and under- FPL SERGEANT SWEL stands the method of'doing it.

B. The student investigates the career MOVIES IN AMERICA, pp. 177- of a major animatof of. American film.

C. The student briefly views the history MOVIES IN AMERICA, pp. 48-49 of the movie cartoon as a short subject. SUGGESTED FILMS ON KINESTASI

FPL AMERICAN TIME FPL FRANK FILM (e FPL WORLD OF 68

(0 ?71 159 . ,05370 .

CONTENT ACTIVITIES AND MATERIALS cognizes- ANIMATION as a REAL TO REEL, Ch. 11 nting an idea visually.. TEACHER REFERENCES: MAKING IT MOVE CREATIVE FILMMAKING, pp. 126-129 BEHIND THE CAMERA, Ch. 8

differentiates between animation of real ind,drawn animation. dent recognizes pixilla- SUGGESTED FILMS ON PIXILLATION: d learns the method of t. .FPL CAPTAIN MON FPL VICIOUS CYCLES dent recognizes photo- FPL BLAZE GLORY or Iiinestasis and under- FPL SERGEANT SWELL .the method of doing it.

`investigates the career MOVIES IN AMERICA, pp. 177 -180 animator of American film.

briefly views the history MOVIES IN AMERICA, pp. 48-49 e cartoon as a short

SUGGESTED FILMS ON KINESTASIS:

FPL AMERICAN TIME CAPSULE FPL FRANK FILM (excellent) FPL WORLD OF 68

270 271 159 FILMMATERIALS STUDY AVAILABLE FROM AUDIOVISUAL SERVICES: * 1 05370 F 170-122166-121170-129268-130 TEACHRIVER,STUDY.STAINED ME IN WHERE(fromGLASS WET DOUP(rhythm,(color, YOUTHE COMEDOWN rhythm)composition) FROMSTAIRCASE) (lighting, tracking, juxtaposiion)1 F F268-147366-114 270268-117 -121 OMEGANOA GRIMEJOSHUAFABLE REASON (color, AND(a TO MarceauTHE STAYstill CRIMINAL (camerapantomine) photography, angle, lenssound) use) from IN COLD BLOOD) FA 272-125272-137272-134272-138378-118 FINEDEHUMANIZINGLONELINESSI WHO ART AM, OF AGGRESSION WHO.&CITY LOVING AM (from I?aiom (from(fran THE THEFIVE TIGERTHE SWIMMER) EASYRECKONING) MAKES PIECES) OUT) F F272-127272-126 373-119272-128272-130 RIGHTMYLOVEPOLITICS,POWER COUNTRY TOTO AND KILLLIVE RIGHTPOWER,CORRUPTION (from(from OR & BLESS ABANDONWRONGTHE (from PUBLIC THE(from.SUMMERTREE) SHIP) Polanski'sBEASTS GOOD &(from CHILDREN) MACBETH) ALL THE KING'S MEN) F 272-131272-132272-134272-133 VIOLENCE:TROUBLESPACESSENSE OF WITHBETWEEN JUSTPURPOSE THE FOR PEOPLELAW (fromFUN (from (from (fromDRIVE, PURSUIT BARABBAS)TO HE SIR, SAID)OF WITHHAPPI LOVE) ) F 373-117373-115373-111272-135 14; MANHEROESAUTHORITYWHEN AND PARENTS ANDWOMAN ANDCOWARDS GROW(fromREBELLION OLD (fromTAMING (from (fromLORD OF I THEJIM)NEVER SHREW)CAINE SANG MUTINY) FOR MY FATHER) *These filmsdiscussionbrief are notes,not, questionsas.a and rule,employ listed listed them in toelsewhere the fit guide the in unitand the inas course. you are teaching it. the texts. Select those you wish to use, use the Discuss films, using general 160 FILMMATERIALS STUDY AVAILABLE FROM-THE PUBLIC LIBRARY (FPL): * 05370 AMERICANTHEADVENTURESBARGES EMERGING TIME OF*(prizewinningWOMAN CAPSULE (uses old pictures,animation) newsreels) (Braverman's photomontage), THECLAUDECATCHCAROUSELBEGONE CRUSADES THEDULL(animation) JOY CARE (an (aerial (Normanearly ShotsDtMille ?fele enfilm) animation) slaw motion) MOSAICMILLIEFRACTUREDNEIGHBORSLITTLE (McLaren)THE MAN, FLICKERS MDONSHINER'S(McLaren BIG CITY (comedy) again) (animation) DAUGHTER (silent film) ORANGEPOPPENPATTERNSPAS ANDCOPDEPOINT DEUXBLUE (non-narrated) PERCUSSION (McLaren)(animation, & LOOPS coloi) (now McLaren does it) THETHETAKESPHERES .STRIMSIXTIES SOLITUDE OFF ( (skiingBEAN McLaren(a THROUGH-WHICH Braverman(uses inmeets slowboth Bach)photomontage) motion)color WE GO and IS b/w)I t.40RIDVERYURBANISSIMIDTOYSTHE TOPNICE,(top-norch OF '68 VERY (animation)(Braverman NICEanimation, (collage). 4 minute anti-war photomontage) message) Many*Library. These other films films are on not,film, as film a rule, history, listed comedy, elsewhere and generalin the course.interest films are Call well in advance to reserve films, -which you will have to pick up and deliver. Select those you wish to use, use the available through the Pudic briefdiscussio4i notes, andquestions employ listedthem to in fit the theguide unit and as in you the are texts. teaching it. 4 161 Discuss films, using general FILM STUDY 05370 FREEPUBLIC AND LIBRARYCHEAP SOURCES FILM CATALOG OF FILM EXPERIENCES Listsfee. films available from city & county libraries for 15c insuranceCatalog. $1.00. Supplements are free at Film Service SOUTHWESTERN BELL FILM CATALOG NA catalogLists FREEfrom filmsSoUthwestern on various Bell subjects Film Library for school or call use. SW Bell Business der films or 4.) Office, 561-9800. 7727 Clayton Road COLUMBIAFILM CATALOG UNIVERSITY OF MISSOURI, A filmscatalog may of be inexpensive ordered from: (THE University GREAT TRAIN,ROBERY of Missouri, for Columbia$3.00) rental St. Louis, FilmMissouri Library 63117 SUPER 8 OR 8 FILMS If super 8 or 8 mm. projector is available, check out super 8 & 8 Columbia,505 East StewartMissouri Road 65201 SUPER 8 & 8 ram. FILMS Mayavailablefilms'at be purchased branchFREE. inexpensivelylibraries. from several companies. Many old serials and comedies are Order catalogs BlackhawkDavenport,from: Films Iowa 52808 NilesSouth1019 FilmMichigan Bend, Products Indiana St.. 46618 ThunderbirdLosP 0 BoxAngeles, 4081 Films Calif. 90054 (sendFanwood,1f36Sil'ents Second s.s.= forNew Streetenvelope)Rent Jersey 07023 162 FILMUMSL FILMSTUDY SERIES FREE,in Student films openCenter. to the public. Get a schedule at infoimition 05374 UNIVERSITY CITY mime LIBRARY atRuns Libra FREE g. film series, usually on Friday nights. Films are shown twice, often on Schedule available ATPUBLIC MUSEUM LIBRARY-WEEKLY FILM SERIES FILM SERIES branch.HeldFridayCall theat night. CoMptonArt Museum Branch; for acall'Film Schedule. Services for schedullrbr FREE. FREE. 1.2.; cheUk at PUBLIC ,LIBRARY WEEKLY FILMS AT BRANCHES 1;4 10branch,- Recent films are shown FREE in afternoon and evenings; check at' LOCAL, COLLEGESI? UsualrycheckInexpensive newspaperscost isfilm between seriesor get areschedules run during at Studentschool yearCenter .at information $.50'and $1.00. local coil ges-- esks. WEEKENDEVENTSST. LOUIS POST-DISPATCH TODAY'S CALENDAR CALENDAR OF 4 Check for FREE films open to the public.

0 163 FILM STUDY 053 AtFILMextreme random, AWARENESS long cut shot.sectionsACTIVITIES from & PROJECTSatonic strips and label them longshot, medium shot, closeup, extreme close up, MakemeaningPractice a framer- by framing reframing. -cut's by, cutting2" x 2" outsquare comic in panelsstiff papertand trimming least 81/2"them tox 11".make better compdsitions or to change the The same thing may be done with magazine advertisement pictures. Cut a 3" x 3" square in another; a detailwith4"findchanges x interest.4" ain squarepicture asone the corner. in whichsize another, enlarges.radically etc. How.Fastenchanges can themthisas more together,be usedand moreto smallest create of it completelyishole ekposed--usuallY to largest opposite hole. impressions?a picture with an important Lay the framer over the picture.. Lift the pages, noting how the composition'of the picture Select magazine pictur Have students thinkStudy woulda sequence be better.,, of comic book panels.. Edit out the unnecessary shots and make suggestions for ones that youj o Cr) Trysatire (i.e.rearranging bymake inserting a thegag orderfunnier). cutawsYs of panels from inotbercomics. a comic book or strip. Now, take a'sequence from a comic and alter its meaning; turn it into a comedy oil Keep the sequence sensible but alter its impac ILLPlanS TRATED. ate a film shot by moviemaking scene a series for anof actionflip cards, paragraph using from 3 x a5 book.cards. Make a-storyboard for the. action in the scene." Ind See page 133 of MOVIEMAKING ate what'Lightshotthe effects anglefor a subject,a.certain of are the created proposeda effect.person, by shotthe or differences.anand object type offrom proposed various.angles--front, shot. side, back, below, reflected light--to se Write your impressions of'the moods that each change creates. Be prepared to explain why you would choose a cert 141 164 0 'Using a.short.filmFILM STUDY 6 a) Set a short filmto milsic, using music that complements or with the film 05,370 InviteChangeaction.b) athe local meaning filmmaker of-comic to yourscenes class by "Whitingfor a talk. out" any dialogue and providing your own narrative, Record and play to accompany, a film some appropriate background sound. Speakers'Invite a film Bureaus critic at tolocal class. colleges oftene provide free speakers in many areas--contact them for expert advice. Prepare Tburself beforehand by reading his recent columns.

165 FILMMAKINGFILM STUDY ACTIVITIES & PROJECT IDEAS 0537 Ron adapting.(ManySTILL filmof the CAMERAto ideasvideotape.) ACTIVITY below adapt well to videotape equipment. See Pages 165-167 in BEHIND THE CAMERA for tips Havebeforetellpicturesframing, each the students studentstoryand and mount angles.they settake themsee.hands a sequenceon on stiff movie ofpaper. cameras.6 pictures which tell a story. This is a method of storyboarding, which should be doe Have students exchange pictures and Now is the time to discuss shots, Number the BASIC FILM TERMS workIllustratehands-on 3 to a rollexperienceas many of film;basic and each filmgives studentterms the studentas gets you one cana chance minutein 1 minute toof usefilm.) ofhis film. friends on film, This provides (Have students an REACTION SHOTS pratfall,Supplytheearly pictures--joy, peopledesire. a death, with apictures anger,fight, fear,etc.which perplexity,will evoke emotions.etc. Mix up the reactions Then And4ilm filmedit their severalthem reactions into events--a' the to ATMOSPHERE SHOTS cameraobviousTryevents.- to angle,create'Scare Try rapidandifferenttactics'like atmosphere shots, juxtapositions etc. ghosts,of fear clankingas someonefor effect.chains, enters or ablood. dark house. Create fear by Don't use TVSUPERHERO COMMERCIALS SHOTS MakecameraPick a aspoof angles.superhero of a televisioncomic story. commercial. Try to duplicate it on film with matching cuts and; Try to stay as close as possible to the m,1. WESTERNS Makecamera an 8techniques mm. spoof andof afilm popular cuts westernof the original.show. FILM STUDY 0537! VIEWPOINTSTILL FILM MakeandFilmof discusscameraasomething short angles thefilm fromdifferences withand the cutsno subjective camera toin avoideffect. motion--panning, view a boring point presentation.and tilting,then from etc. another angle. Use a variety View IDEAS AskUsingandof local a provide adeaf mixture TV girl stationsa sound ofat "wild"her trackfor first oldsound to party.filmillustrate and from silence, comtercials various try tocamera orshow the angleson news. film and the special reactions effectis. Edit the film AVExperimentthe ownslong. film". a silent with KSDthe newssurprise clip, value DEMOLITION of sound OF inPRUITT-IGOE, a film. F 172-111, Youfour might minutes tape record appropriate sound effects and play them as you watch MakeDoto asome thekinestasis "screenmovie screen. oftests" pictures in your of oldschool movie to stars.determine who is able to project emotions AfterAfterchoosingold watching 16viewing mmto filmtell thea Norman (availableyourfilm own TOYS,McLaren story. fromdo film,a localpixillation draw TV stationsyour of own toys orfilm Audiovisualand and props set ofit Services toyour music! own at times) Bleach drawingwithpapertheyleast regular will punchon 8 itframesusually chlorine towardwith to india fade the makelaundry centerout inkit to appearorbleaCh. oflight permanent the on blue. film-,.the magicscreen You markets, forwill a havebrief even to time, repeatpunching so anpatience holesimage wih onitt ata Leave strips intact for interesting effects,Make your own film by painting on it, music,fitinimportant. simpledependingthe music. shapes--dots on the type and oflines--move film. the dot around the frame rapidly or slovilly to Instrumental music, acid rock, VICTORY ATOR SEA--allscratch designsmake great on blackbackground film leader and project them. OR animate a film by drawing with india 'ink imaginations.-For further film ideas, consult BEHIND THE CAMERA, pp. 173-175, and your 167 students' FILM STUDY 0537 EQUIPMENT1 per school SUGGESTED FOR FILMMAKING .(if and when possible): Super 8mm. movie cavera with single frame capability, zoom lens 61 per school SplicerSuper 8mm. for editorfilmSuper projector 8mm- viewer film (small- splicer plastic splicers)

168 SCIENCE FICTION 05400 COURSEPickinterested aDESCRIPTION world, in any speculations world! about the universe, medical, scientific, technological changes in man and in his Students of all levels, investigate science fiction in its many forms. If you are youuses in of readings his untapped into possiblemind, space futures. travel, passible human ecrieties, y. and the like, this course will involve ThisINTRODUCTIONfilms, course film has strips,been planned and references to make availableto fiction to and students non-fictidtla a wide rangesources of which books, are cassette obtainable tapes, from slides, Students at all levels will find sotething of interest to read, view,'or do. * library Theand studentinintroducescourse audiovisuala selected itselfaction. students authorservices.is designed toor prominentinterest in two area.scienceparts - fictionan overview themes and and `an authors.intensive study section. This outline suggests projects that will provide direction for The second section involves the student The overview 03 GOALSTheinto student the future will becomein imaginative familiar ways.with the mind-stretching creativity of science fiction writers who project worksThe fictionstudent by one a will specificdistinct dolearn intensive author.literary through study genre.extensive in one reading or several to recognize specific characteristicsareas of science that fiction make orscience in ThroughThestudent student projects, will may utilize attemptthe student non-fiction creative will scienceinvolve in his fictionresearch.himself writingin research or expression in his topic in other or author media. area; the NOTEnumbersFilms'listed are supplied. without numbers may become available during the 1975-1976 school year. Do not order until MaterialsSCIENCE FICTION 05480 FIFTYTitle SHORT SCIENCE FICTION TALES. Collier Books. Students,Use Teacher THE ILLUSTRATEDPAST THROUGH MAN. TOMORROW. Bantam Books, Inc. Bantam Books,Berkley Inc. Publishing Corp. StudentsStudents, Teacher A HAVECANTICLE SPACE FOR SUIT LEIBOWITZ. - WILL TRAVEL. Ace Books. Ace Books. Students FROMCROSSROADSDUNE. THE EARTH OF TIME. TO THE MOON. Ace Books. Airmont, Students ,WAR OFSPACE THE WORLDS.MERCHANTS. 'Airkont. Ballantine Press. Students MARTIANPROFILES CHRONICLES. OF THE FUTURE: AN INQUIRY INTO THE LIMITS OF THE POSSIBLE. Bantam Books, Inc. Bantam Books, Inc. Bantam Books, Inc. Students FUTURESTRANGERSTARSHIP SHOCK. TROOPERS.IN A STRANGE LAND. Berkley Publishing Corp. Berley Publishing Corp. Students CAT'SI, ROBOT. CRADLE. Fawcett World Library. 'Dell Publishing Co., Inc. Students 170 SCIENCE FICTION Use DEEPTitleNAKED RANGE. SUN. Fawcett WorldHarcourt Library. Brace Jovanovich, Inc. Students GREYBEARD.BRAVE NEW WORLD. New American Library. Harper and Row Publishers, Inc. Students DEMOLISHED MAN. New American Library. I StudentsStudents GREAT1984.PLANET TIMEOF THE MACHINE APES. HOAX. American Book Co. American Book Co. Universal Publishing and Distributing Corp. Students CAD JOURNEYQUEST CROSSTIME. TO THE CENTER OF THE EARTH. ACe Books. Airmont. Students TIMEINVISIBLE MACHINE. MAN. Airmont. Airmont. Students EARTHLIGHT.SOMETHING WICKED THIS WAY COMES. Ballantine Press. Bantam Books, Inc. StudentsStudents ORPHANSALAS,ON THE BABYLON. BEACH. OF THE SKY. Bantam Books,Bantam Inc. Books, Inc. Berkley Publishing Corp. Students 171 SCIENCE FICTION 05480 FARMERTitle IN THE SKY. Dell Publishing Co., Inc. UseStudents REPORTENDSIRENS OF ETERNITY.OFON TITAN.PLANET 3 & OTHER SPECULATIONS. FawcettDell Publishing World Library. C41, Inc. New American Library. Students VINTAGEDOOR2001: INTO ABRADBURY. SPACE SUMMER. ODYSSEY. RandomNew. American House, LibraryInc. New American Library StudentsStudents TEACHINGGROKKINGSCIENCE TOMORROW:THEFICTION: FUTURE. THE CLASSROOM IN ORBIT.A HAND BOOK OF SCIENCE-FICTIONPflaum/Standard. FOR TEACHERS. Educational Impact, Inc. Pflaum/Standard. TeacherTeacher

172 SCIENCEPART I:FICTION GENERAL OVERVIEW 05480 The literarystudent willgenre. learn through extensive taped interviews with science fictionreading authors.to recognize characteristics that make -science fiction a distinct TheThe student student will will listen listenview mediacritically to taped presentations dramatizationsto in the science fiction field. of science fiction novels and short stories. TEACHER'STHEareas.interest PAST NOTE:THROUGH in several TOMORROW fields. and Ray Many of the stories may be placed into The short stories from 50 GREAT SCIENCE FICTION The teacher may choose to introduce study Bradbury's ILLUSTRATED MAN as units, by themselves,' or other categories by the teacher or the student as TALES have been categorized below into of.the short stories in Robert Heinlein's he may choose to they are of interest vi GREATAncategorize excellent SHORT SCIENCEand introduction investigate FICTION to TALES.the the short stories in history of science fiction is to be found these two collections as the class in'SCIENCE FICTION: roads the stories from 50 Audio cassette inter* JULES VERNE TO viewsRAYIntroductory BRADBURY, with prominent aclasses three science partmight slide-sound includefiction some authors may be obtainedpresentation upon requestof from the Thefromfollowing Center the cassettefor the Humanities.tapes: AN INTERVIEW WITH POUL ANDERSON school librarian. ACAC 3291112060 3012130428508 ANSCIENCE INTERVIEW FICTION:ANDFICTION WITHFICTION INRAY OUR TIME ITS FUTURE BRADBURY (FANTASY AND REALITY) theSTRANGER introductory THAN SCIENCE section. FICTION, a film available from the St. Louis Public AC 33459 URSULA LEGUIN: WOMAN OF SCIENCE FICTION Library, would also serve well in 173 SCIENCE4 FICTION GOALS AND CONTENT ACTIVITIES AND MATERIALS 05484 A.I. TheMEDICAL/SCIENTIFIC/TECHNOLOGICAL student learns to identify and CHANGES analyze IN problems' MAN 50 SHORT SCIENCE FICTION TALES originatingtechnological from change. man's inability to cope with :"Bainey,"1111en"The"Hilda," Are p. PerfectDifferent," 253 p. 118 Women," p. 29 p. 238 DM "A"The"Obviously"Spectator Bad Weapon," Day forSuicide,"Sport," p.Sales," 36 p. p. 155p. 282 139. B. He analyzesadvances andin possiblerecognizes future possible societies. technological p."The"The"Available 174 Cricket Haunted DataBall," Space on p.Suits"the 161 Worp p. Reaction-61 ," C. He participates in class activities,materialsources. fromutilizing his readings and-from magazine andACTIVITIES:forintended describe you? duties. its daily routine. Provide it with rubber hands.Desip a robot, keeping in mindiits Would you have it do the dishes These activities Name it a orcouldstudent's illustrated be described ability. composition in list form,form, composition.depending on form, the wouldWritefor anyou ideas. ad' stress? for a robot', new or used. Check new or used0 tar advertising What features SCIENCE FICTION

ACTIVITIES AND MATE GOALS AND CONTENT

A-CYBORG is part man,part.imachine. mechanical parts 4false teeth, pac now available to man.Do research Discussion topics - -Whendoes-one s and become machine?Which parta,w hove mechanical on thehuman body?

machine were Invented \-1 What if...a with absolute accuracythe date of you want to know when youwould di

Whatif...scientistadeveloped'a w would make man invisible? (For co Of timg, pir forever.)Who would t this? :14.ould you?

What,ifi,r.your body couldbe froze be thawed hundreds of years from n 0 to be fiozen if you werein good h ill with a now incurabledisease/ to be awakened?

SFS 770-703 CaNITERCAND THE

175 ,

45480.

)LATENT ACTIVITIES AND MATERIALS

A CUM, is part man, part machine. List all the mechanical parts (false teeth, pacemakers, etc.) now availitble to man. Do'researchAl necessary. Discutsion topics -, -When does one stop-beinghuman, and become ,machine?Which pays would, you choose to have mechanical on the human body?

. What if...a machine were invented which couldpredict with absolue accuracy the date of your death?Would you want to know when. you would die? Why? Why not?

What if...acfentists developed a wonder drug which would make map invisible? (For controlled periods of time, or forever.) Who would take advantage of O this? Would you?

What if...your body could be frozen nowand you could be thawed hundreds of years from now? Would you elect to be frozen if you were in good health?If you were ill with a now incurable disease?When would you wish to be awakened?

SFS 770-703 COMPUTERS AND TgE WORLD OF THEFUTURE

287 288 175 4 SCIENCE FICTION

GOALS AND CONTENT ACTIVITIES AND MAT

F 'DIMENSIONS 'OF THE MAN MARIE

F DIMENSIONS OF AN ENERGY EXC

F 269-169 THE FLIGHT OF F 273-126 SCIENCE SCRE .MARS -THE SEAR

From Library Services Center

AC 1436 MARIONETTES, AC 1479, TUNNEL UNDER

II. WAR

A. The student views future was and their 50 SHOli SCIENCE FICTION TA consequences.

B. He reads about alien invasion of Earth. °Ls "Random Sampl "The MAthemat "We Don't Wan

C. He reads about earthmen invading otherregions. "TheHunters,J

D. He participates in clais activities and dis- ACTIVITIES: Imagine:Men cussions. stop rivers with the power o what ways might such power bs bless would it create?

289 290 . 05480

CONTENT ACTIVITIES ANDMATERIALS

F DIMENSIONS'OF CHANGE I, ECOLOGY: THE MAN MADE PLANET

F DIMENSIONSF CHANGE 4, FOOD: AN-ENERGY GE SYSTEM

F 269-169 THE FLIGHT OF APO 8 11 F 273 -l26 SCIENCE SCREEN REPORT: EARTH SCIENCE- MARS-THE SEARCH FOR LIFE BEGINS

_From Library Services Center

AC 1436 MARIONETTES, INC. AC 1479 TUNNEL UNDER THE WORLD'

ews future warp and their ,50 SHORT SCIENCE FICTION TALES

alien invasion of Earth. "Random Sample," p. 40 "The Mathematicians," p. 79 "We Don't Want Any Trouble," p. 219

earthmen invading other regions. "The Hunters," p. 242

in class activities and dis- ACTIVITIES: Imagine:- Men can move mountains or stop rivers with the power of their minds. In what ways might such,power be used? What pro- Nqk blems would it create?

2 89 2 ,),, 0 . SCIENCE FICTION

ACTIVITIES AND MAT / GOALS AND CONTENT

Imagine: You are a scientis have come up withte--way

What if...the atomic bomb an were eliminated? Would -Vat's

FPL WAR OF THE P

AC 1405 THE C CHUTE -AC 1402 THE DEFENDERS AC 1476 THE LAST MAR_ AC 1593 CONQUEROR'S I

III. TRANSPORTATION AND COMMUNICATION V

A. The student reads stories which deal with 50 SHORT SCIENCE FICTION,TA travel--both in space and in time--and with communication, including ESP.

"Project Hush B. The student identifies future methods and types of transportation. "The Mist," p "Two Weeks in "The Business "The Third Lei "The Good Pr "Columbus Was "Emergency La

291 177 292 ONTENT ACTIVITIES AND MATERIALS

,Imagine:*-- You are a scientist, of the future and you Vrth the-way -t-A:7--eud-wa-r

What if...the atomic bomb and other nuclear weapons were eliminated?Would this situation change society?

FPL WAR OF THE PLANETS

AC1405 THE C CHUTE AC1402 THE DEFENDERS AC1476 THE LAST MARTIAN AC1593 CONQUEROR'S ISLE

AND COMMUNICATION

ds stories which deal with 50 SHORT SCIENCE FICTION TALES space and in'time--and ion, including ESP. "Project Hush," p. 265 ntifies future methods and 0 "The Mist," p. 49 . ort,tion. "Two Weeks in August," p. 203 / "The Business, As Usual," p. 199 "The Third Level," p. 83 "The Good Provider," p. 103 "Columbus Was a Dope," p. "Emergency Landing," p. 277

291. 177 292 SCIENCE FICTION

GOALS AND CONTENT ACTIVITIES AND MAT

-futtire-inuthadv---ut- communication. "Who's Cribbi

D. The student utilizes his reading-acquired ACTIVITIES: Write a radio a information in his writing and other class- commercial trip to the moon, related activities. or before the class. What s y'ou take? What selling point May also be done as.a magazii

You are one of the first moo letter home, to a friend or f what your environment is lik day -is like.

Imagine that people of the f others' minds'. What problem date with a person who could, whose rind you could read? dialogue form about such a s - someone in the class to read

Imagine that it is possible and space. Where in time wo

29'3 178 291 05480

ND CONTENT ACTIVITIES AND MATERIALS

'met hods--trf "Tiger-by-ther-Terti. i85- "Illho's.Cribbing?" p. 147

utilizes his reading-acquired ACTIVITIES: Write a radio ad for the first in his writing and other class"- commercial trip to the moon and present it on tape ivities. or before the class. What sales approach would you take? What selling points would you stress? May also be done as a magazine ad with illustrations.

You are one of the first moon colonists. Write a letter home to a friend or family member telling what your environment is like and what your typical day is like.

Imagine that people of the future can "read" each others' minds, Whit problems might you have on a date with a person *ho could read your mind or whose mind you could read? You might write in dialogue form about such a situation and pair with someone in the class to read your work aloud.

Imagine that it is possible to travel through time and space. Where in time would you go?

293 178 SCIENCE FICTION

GOALS AND CONTENT ACTIVITIES AND MAT

Where in place would you go? past or the future?You mig descriptive broChUi.e for the these time-space tripe.

Using what you know about St transit system for the city trate your plan with maps an

Write a story about your pre into space to visit the plan

F 367-101 AUTOS, AUTOS EVE F DIMENSIONS OF C FROM THERE TO HE F DIMENSIONS OF CHIC ONE WORLD MIND F 271-106 MAN AND MACHINE: SMOKE F 3674115 TRIP FROM CHICAG F 266-103 AN AMERICAN REND FPL SURVIVAL IN OUTE

From Library Services Center

AC 4083 GUN FOR A DINOSA AC1421 THE GREEN HILLS AC1393 REQUIEM AC1447 THE ROADS MUST AC1388 '.:SAUCER OF LONELI AC1456 TO THE FUTURE

295 179 2I 05480

:ACTIVITIES AND MATERIALS

Where in place would you go?Would you go into the pas; or the future? You might choose io write a descriptive brochure far the agency whiCh Bpanaara these time -space trips.. L

Using what you-know about St. Louis, plan a mass transit system for the city and the country. Illus- trate your plan with maps and drawings.

Write a story about-your preparations for a trip' into space to visit the planet Mars.

F 367-101 AUTOS, AUTOS EVERYWHERE F DIMENSIONS OF CHANGE 5, MOBILITY: FROM THERE TO HERE F DIMENSIONS OF CHANGE.6, COMMUNICATIONS: ONE WORLD MIND . F 271-106 MAN AND MACHINE: A ROMANCE GOING UP IN SMOKE F 367-115 TRIP FROM CHICAGO F 266-103 AN AMERICAN RENDEZVOUS FPL SURVIVAL IN OUTER SPACE

From Library Services Center

AC 4083 GUN FOR A DINOSAUR AC1421 THE GREEN HILLS OF EARTH AC1393 REQUIEM AC1447 THE ROADS MUST ROLL AC1388 SAUCER OF LONELINESS AC1456 TO THE FUTURE

179 296 SCIENE FICTION

GOALS AND CONTENT ACTIVITIES AND MA

"TV. SOCIETY /THE CITY/GOVERNMENT

4 A. -TM student studies societies 6f-the-future 50-SHORT-SCrENCE-FICTION through the short story.

B. He reads about Utopian societies "The Great Judge," (Definition of Uto here.)

C. He views a society structured absurdly and "The Figure," p. 9 differently from his own. "Double Take," p. "The Ambassadors," "The Martian and t

D. He sees how another world culture might view "The Fly," p. 194 Earth society. "Teething Ring," p.

E. Using his reading, the student will partici- ACTIVITIES: You are runni teinqdiecussions and activities analyti- 2525. Write your campaign cal 4fi4UtUre society. promises relevant to the ti live. This may be presente on tape, or on paper.

What if...an individual wer his life at will. Might su esta?lished for this purpos

What if...every citizen cou

a mini-computer to vote onka

297 80 05480

NTENT ACTIVITIES AND MATERIALS

GOVERNMENT es societies OT -1.6:e future SHORT SCIENCE FICTION TALES story. opian societies. "The Great Judge," p. 272 (Definition of Utopia should be presented here.) y structured absurdly and "The Figure," p. 92 his own. "DoubleTake," p. 165 "The Ambassadors*," p. 31 "The Martian and the Magician," p. 246 er world culture might view "The Fly," p. 194 "Teething Ring," p. 53

, the student will partici- ACTIVITIES: You are running for public office in ns and activities analyti- 2525. Write your campaign speechlincluding iety. promises relevant to the times in which you will live. This may be presented to the class in person, on tape, or on paper.

What if...an individual were allowed to terminate his life at will. Might suicide parlors be established for this purpose?

What if...;every citizen could install in his home a mini-computer to vote on key national issues?

297, 80 ) SCIENCE FICTION

:GOALS AND CONTENT ACTIVITIES AND MA

What if...drugs were diapens bars, just as drinks are now cocktaiI lounges?

What it ...people were fof story buildings in the ciie people?

;, What if...peoplt were paid f social utility scale? (The therefore, earn as much as t

What if...other means than p, control criminals--such as d the brain?

Advances in technology bring f games. (The invention of th about car racing.) Projecti from what you know, invent a other form of entertainment 100 years from now. (Rocket

F 268-102 CITIES IN CRI F 367-102 CITIES OF THE F DIMENSIONS OF THE CAVE REEX F DIMENSIONS OF TRANSACTIONS F 169104 BOOMSVILLE FPL FUTURE SHOCK

181 44, 05480

ACTIVITIES AND MATERIALS

What if...ditigs were dispensed in loeal speed- bare, just as drinks are now dispensed in loeal cocktail lounges?

Witif...pedOleyere FOrded to-IIVO in 1,000 story builiiinga in the_cities?- Would this change people?

What if...peop'le were paid for their labor op a social'utility scale? (The ffewageworker might, therefore, earn as much as the surgeon..)

What if...other means than prisons were,ustd to control criminals--such as drugs or electrodes in the brain?

Advances in technology bring about new forum of games.,(The invention of the automobile brought 'about car racing.) Projecting into the future from what you know, invent a new game, sport or other form of entertainment that may be popular 100 years from now. (Rocket Racing?)

F 268-102 CITIES IN CRISIS F 367-102 CITIES OF THE FUTURE F DIMENSIONS OF CHANGE 2, SHELTER: THE, CAVE REEXAMINED F DIMENSIONS OF CHANGE 3, ENERGY: TRANSACTIONS IN TIME F 169-104 BOOMSVILLE FPL FUTURE SHOCK

181 300 SCIENCE FICTION

GOAL AND CONTENT ACTIVITIES AND MAT

AC1390 APPOINTMENT I AC567 THE. COUNTRY 0 AC697 '1984 AC1439 THE POTTERS 0 AC'1416 UNIVERSE

V. MARRIAGE AND T FAMILY/VARIANT LIFE STYLES

A. The student experiences- elements of unusual 50 SHORT'SCIENCE FICTIONTA family structures',..

"Talent," p. 256 . He_views a world in which the childcontrols the mother.

C: He reads about a cu'lture where chooging a ."Beautiful, Beauti marriage partner is controlled by computer.

;He reads about the laat man and woman on Earth. "Not With a Bang,"

E. He participates in claas'activities, utilizing ACTIVITIES: Write a letter background information. Write it as if it will be se the 1990's. Try to imagine like and what kind of advice

301 182 / 302 05480

CONTENT ACTIVITIES AND MATERIALS

AC 1390 APPOINTMENT IN TOMORROW AC 567 THE COUNTRY OF THE BLIND AC 69/ 1984 AC 1439 THE POTTERS OF FIRSK AC 1416 UNIVERSE

FAMILVVARIANT LIFE STYLES

eriences elements of unusual 50 SHORT SCIENCE FICTION TALES res. ld in which the child controls "Talent," p. 256

a culture wherelachoosing a "Beautiful, Beautiful, Beautiful," p. 88 er is controlled by computer.

the last man and woman on Earth. "Not With a Bang," p. 125

s in class activities, utilizing ACTIVITIES:Write a letter to your son or daughter. until ormation. Write it as if it will be sealed and not opened the 1990's.. Try to imagine what their world will be like and what kind of advice you might give them. SCIENCE FICTION

GOALS AND CONTENFIr ACTIVITIES AND MAT

Suppose: Science has discov the sex of an unborn child.

I. What would this do to

A. family size B. population size a C. values in society D. the future of int E. marriage styles

II. Who should control th

A. the individual co, B. the federal gove C. private industry- to those who can

Suppose: Through gene banks physical, mental', and perso for your unborn child. The scholars; athletes, actors, queens, and leaders of histo to you. Design your child, different genetic sources. or defend your choices.

Suppose: Young men,suppose' appeared tomorrow. How wou Young ladies, suppose -all t tomorrow. How would society this, concentrating on the 81 disappear-technologican ski! and hode-continuing skills reference, see Philip Wylie

303 183 31 05480 t

ACTIVITLES AND MATERIALS

Suppose: Science has discovered a way to choose the sex of an unborn child. Discuss:

lZ7 I. What would this do to life as we knowit?

A. family size B. population size and makeup C. values in society D. the future of international relatibns E. marriage styles

II. ',.Who should control this discovery?

A. the individual couple B. the federal government--free-to everyone C. private industry--offer it as aprofit to those who can afford it

Suppose: Through gene banks, you may now select physical, mental, and personalitycharacteristics for your unborn child. The genes of all famous scholars, athletes, actors, statesmen,kings, queens, and leadersof history are now available to you. Design your child, using at leastfive different genetic sources. Be prepared to explain or defend4)pur choices.

Suppose: Yoting men, suppose all the womendis- appeared tomorrow. How would society change? Young ladies, suppose all the mendisappeared tomorrow. How would society change? Discuss this, concentrating on theskills which would disappear-technologican skills with men,cultural and home-continuing skills with women.For reference, see Philip Wylie's novelTHE DISAPPEARANCE.

303 183 304 SCIENCE FICTION

GOALS AND CONTENT ACTIVITIES AND MAT

Write a story in which the t men and women are reversed. the future.

From Library Services Center

AC 1428 DWELLERS IN S AC 1445, HELLO 113MORRO AC 1441 MARTIAN CHRON

VI. STATES OF THE MIND

A. The student understands the concept of inner 50 SHORT SCIENCE FICTION TA space,-a .science fiction of the mind.

B. He sees how "dream" may become reality for the science fiction writer. Tscar," p. 44 "Stair Trick," p. "Texas Week," p. 1 "Built Down Logica "Narapoia," p. 178

C. He reads about the control of a mind by an alien "Unwelcome Tenant, force.

He reads about conventional methods of escape- "Altar at Midnight from an ,awful reality* "An\Egg a Month fr

E.° He takes part in writing and listening activities. ACTIVITIES: A phobia is an Advances in technology bring face. What new fears may spy list?

30G 3PIriL 05480

NTENT ACTIVITIES AND MATERIALS

Write a story in which the traditional rolesof men and women are reversed. Set your story in the future. From. Litrevices Center

AC 1428 DWELLERS IN SILENCE AC 1445 HELLO TOMORROW AC 1441 MARTIAN CHRONICLES

stands the concept of inner 50 SHORT SCIENCE FICTION TALES fiction of the mind. m" may become reality for the riter. "Oscar," p. 44 "Stair Trick," p. 67 "Texas Week," p. 113 "Built Down Logically," p. 227 "Narapoia," p. 178

e control of a mind by an alien "Unwelcome Tenant 73

nventional methods of escape "Altar at Midnight," p. 131 lity. "An Egg a Month from All Over," p. 230

writing and listening activities. ACTIVITIES: A"phobia is an irrational fear. Advances in technology bring new fears for men to face. What new fears may space travel add to the list?

3 05 3013 SCIENCE FICTION

GOALS AND CO 'TENT ACTIVITIES AND MA

'Try to represent, by drawin of-consciousness story, the year 2195.

F 270-121 OMEGA F 356-114 THE RED HAL F ASTRALIS

From Library Services Cente

AC 1434 NIGHTFALL AC 1462 REPORT ON T

VII. EDUCATION

A. The student views the educational needs of a 50 SHORT SCIENCE FICTION TA society different froth his own.

B.' He reads about the origins of speech. "Prolog," p. 170

C. He reads about a future "bookless" education. "The Fun They Had

D. He designs an educational system. -ACTIVITIES: Discuss the go children learning at home w instead of in schools as th

It may be possible some day or "math pills" to learn wi or illustrate the possible

Discuss some possible class in schools of the future. Survival in Outer Space, Th4

185 307 05480

CONTENT ACTIVITIES AND MATERIALS

Try to represent, by drawing, collage or a stream- Of-consciousness story, the mind of a man from the year 2195.

F 270-121 OMEGA F 356-114 THE RED BALLOON F ASTRALIS

From Librairy Services Center

AC 1434 NIGHTFALL 4 AC V462 REPORT ON THE BARNHOUSE EFFECT

Jews the educational needs of a 50 SHORT SCIENCE FICTION TALES rent from his own. t the origins of speech. "Prolog," p. 170 t a future "bookless" education. "The Fun They Had," p. 25

educational system. ACTIVITIES: Discuss the good and bad effects of children learning at home with teaching machines instead of in schools as they do today.

It may be possible some day to take "French pills ". or "math pills" to learn without effort. Discuss or illustrate the possible effects.

Discuss some possible classes that be offered in schools of the future. (Spaceship Mechanics, Survival in OuteriSpace, The Culture of Mars?)

185 /307 3 CI 8 SCIENCE FICTION 05480 AtresearchPART the II:close project of the topic. overview, each student will choose a topic from the list below for his group andGRAND individual INDIVIDUAL PROJECTS 2.1. madeMan'sTecha or reaction natural to disaster, whetherances man- in future man gical, biological, and medical 15.14.13. TheTranspbrtationEducation includingcity of ofthe ESP theand future futurecommunication in the future- - 4.5.3. MarriageValues,Youthstyles and mores,inand rebellionthe family andfuture moralslife in theor of variant futurethe future life 19.18.17.16. FoodMaterialOccupationsLeisure, and populationrecreation,possessions and industry in sportsin the thein future theinfuture thefuture future CAL. 8.7.6. WarReligionCrime in theand in futurepunishment the future in the future 21.20. SexEqualityfuture in the of future the sexes and ethnic groups in the C.DCD 12.11.10. 9. ClassTheEcologyGovernmental concept and and society ofman's forms utopian inreaction in the thesocieties future futureto change 24.23.22. IdentityFashionStudent in ofsuggestions, thethe futureindividual to be in teacher the future approved AllPROJECT students PROCEDURES in the class will participate in the project work and will be responsible for handing in all 2.1.assignments StudentsEach student inwill this willdecide section. choose whether a topic to work from individually the list. or with others interested in the same topic. 05480 SCIENCE3. FICTION Using the overview material, plus magazine articles, newspaper articles, and other available data, each 4. Students,orstudent group or discussions individuallygroup will willcompile or infocus interestcharacteristicts on groups, willof his check topic with in these fiells. adultstodaei onsociety. qualities and characteristics of Class discussions and/ mayportationoccupation.life be intaped thein ortheirpast written. aschildhood, regards theirmarriage chosen in pasttopic. generations, He should record any other pertinent informatio . The interviewer should includeeuc For instance, adults might be interviewed about trans- r educationdata in theas thepast. interviewee'sThe questions name, age,asked should be carefully These interviews 5. willUsingprepared try the to and informationproject checked into beforehe the has future thecollected interview. of his about field. the present He may consult THE FUTU and the past of . his T magazine and other non- erect area, the student 6. Eachandfiction studentfuture. material. will prepare, in list or in outline form, the survey A reference list is appended to this course. of his interest area - -past, present, 8.7. MaterialEach student mentioned will inthen item proceed 6 may tobe hiscompiled, individual duplicated, project, and using distributed to each studentbackground for material,reference. his own science 9. Atindividualfiction the close overview, project,of the andsemester, including supplementary each a list student novelsof the will inbooks hispresent hefield. read, a written summarythe periodicalof his research articles for andhis the material he 10. visualSosentsemester's that away material the for. entireend. the groupstudent may or benefit, group created each student in project These reports may be organized into panels on similar topics, will present an oral report on his project at the research. and should include any 187 SCIENCE FICTION 05480 OneINDIVIDUAL project PROJECTS or more ANDmay SMALLbe done GROUP at thPROJECTS discrelion of the student and the teacher. The teacher may select 1.some projects as being worth more gradewhichA newspaperstudent age and may /orad, create ,societala magazine and namegroup ad, awillthe product scriptuse it. for a-TV ad, and a radio ad script 't than fothers. the future. Then he should create He should tell what it is, what will be its use, n advertising- - campaign for that product. 2. mightyear.A group be includedof students in thismay drawproject. up a plan for a new city to be bui t somewhereIt should in thebe populatedUnited States by about in 25,000 persons. Each p an should i clude: or taped radio commericial a future D.C.B.A. locationN, of parks'sandresidRntialbusinesscity' district recreation areas areas G.F.E. locationlocation of of airports andindustrial types of plants, mass transit if any 4 3. Studentsfrom their mayshould readingsvideo-tape state onthe athe newsyear topic. broadcastof dtvelopment of the for future, their includingcity and benews, prepared weather, to backsports, and features. up their decisions All 4. materialrecorded,Studentstechnology presented mayand of surveypresentedthe onsociety. thethe tofutureprogram, the class..thinking of course, of the should community be correlated on various as subjects. to time, place, and degree of Ok The interviews may be taped, 188- SCIENCE FICTION 05480 5. Studentsschools. should elect their own education association What will people need to know in Vne future? officers and develop How.the will future they curriculum be taught? of the 6.7. withA Anstudent srtista written may may present outlineinterpret anor oralthenotes, futurereport presenting onin interestinghis hisown sources medium. phases of his topic. He should listof information books from in which correct he obtainedbibliographical forms. He should provide the teacher ideas 8. A shouldandstudent give base maycredit hiswrite idea-"Afor a thosescenario, 3004 ideas a.d. short in the story, correct poem, form. or even a Love Song," etc. -- on material he has read and song to be performed with accompaniment. in'TEACHING TOMORROW, a should credit the source He 9 Again,Ateacher's forstudent his his idea.guide couldsources toselect sci-fi.should one be of properly the topics documented. and approach it Creative writing may be submitted to sci-fi magazines listed through a media presentationslides and music, etc. lv --At : 10. effects.A recordedradio play in.the or serial classroom based and on presentedthe future in could this form to Students should check reference materials carefully be written, scripted, andlacted out with other classes, over the school,public tddress for procedure. The play could be tape- apprOpriate sound 11. Thetopic.system student or overmay devisea radio a stationrole-playing (try game or create a Have students consult such simulation games as KSLH). future situation. ECOLOGY,board game BLACKS utilizing AND WHITES, his knowledge MEN AND ofWOMEN, his futuristic eta., at 12. A andthestudentnewspapers. library,organize may collectthem into articles, subject comics,areas. He shouldTheir annotate game themcould with simulate factual an imagined ads, and stories which pertain to material or quotations from his science fiction tge future from magazines and readings

fl 189 05480 13. SCIENCE FICTION utilizingThe student historical may create and an science_fictional illustrated time references.line of the past, the present, and the future on one of the topics, 15.14.' workA Astudent topage,newspaper a group andmay a printedcollage orsports to the inpicturespage. class.a future and yearfound may objects be produced, pertaining offering to his a topic.news page, an editorial page, a feature Students might insert illustrations from magazines or draw their own. He should be prepared to present his 16. StudentsAdvertisingscience mayfiction ofcontact the material. future a radio may station be inserted. regarding a telephone call-in program on the topic of the future. Papers may be printed on stencils, and duplicated for the Class. All material printed, of course, should be documented from The 17. personallyStudentstapestation the couldmayshow, answer wish holdor letters,toan an write".expert" open-lineWith soan thia_typeauthor fn-the thefor field of studentsspecific' activity may be as informationfoundshoilld guests; to berespond the encouraged.in studentshis to'questions. area. could call in their opinions and Many science fiction authors CAD 19.18. topicsA Studentsstudent of themaymay future.writevideo-tape a letter a "man-in-the-street" to the editor of his broadcast, newspaper, interviewing sharing his other futures students research. about controversial 20.21. Student-suggestedinterest.A student may write.to topics'may various be organizations,discussed with listedthe teacher in the for appendix, approval for at informationthe beginning about of thehis unit.field/of The letter, checked by the teacher for form, would be credited to his specific project., 190 MaterialsSCIENCE FICTION Available from Library Services Center 05480 Audio Cassettes Listed by Topics I. Medical/Scientific/Technological Advances in Man VI. States of Mind AC 14791436 II. WarTUNNELMARIONETTES, UNDER INC.THE WORLD AC 14621434 NIGH "ALL VII.-Non-fiction Interviews REPORT ON THE BARNHOUSE EFFECT ACAC 1405 1593 CONQUEROR'STHE C CHUTE ISLE - ACAC 3291112060 INTERVIEW SCIENCE ANDWITH FICTION RAY BRADBURY AC 14021476 III- THETransportationTHE DEFENDERS LAST MARTIAN . and Communica'tion ACAC 30428329115.0833459 SCIENCEAN URSULA INTERVIEW FICTION:LeGUIN: WITH WOMANITS POUL FUTURE OFANDERSON SCIENCE FICTION SCIENCE FICTION IN' OUR TIME ACAC 1393 14214083 TOGUNTHEREQUIEM THEFORGREEN FUTUREA DINOSAURHILLS OF EARTH AC 145614471388 -IV. TIMSociety/TheSAUCER ROADS OF MUST LONELINESS City/Government ROLL ACAC 141614391390 697567 .THEAPPOINTMENT POTTERS INOF TOMORROWFIRSR THEUNIVERSE1984 COUNTRY OF THE BLIND AC '14451428 V. MarriageHELLODWELLERS TOMORROW and IN theSILENCE Family 0 AC 1441 MARTIAN CHRONICLES 191 SCIENCE FICTION 05480 --N-diiTsListed by Topics I. Medical/Scientific/Technological FANTASTIC VOYAGE Advances in Man IV. Societyftk City/Government THE END OF,ETERNITY DEEPBRAVETHEDOORI, TIMEROBOTINTORANGE NEW MACHINESUMMER'WORLD FUTUREPLANETTHE1984SPACE NAKED OFSHOCKMERCHANTS THESUN APES II. War INVISIBLEFARMER IN MAN.,THE SKY V. Marriage and the Family: STRANGERMARTIAN CHRONOCLESIN A STRANGE LAND Variant Life Styles G., ALAS,STARSHIP BABYLON TROOPERS, 9 DUNEORPHANS IN THE SKY , C.71 ONWARCAT'SEARTHLIGHT THEOF THEBEACHCRADLE WORLDS VI. States of Mind GREYBEARD Transportation and Communication FROMTHE DEMOLISHEDTHE EARTH TOMAN THE MOON THEVINTAGE2001: SIRENS BRADBURY OF TITAN A SPACE ODYSSEY QUESTHAVECROSSROADSTHE SPACEGREATCROSSTIME. SUIT TIMEOF TIME --MACHINE WILL TRAVELHOAX 192 MaterialsFilms,SCIENCE Filmstrips, FICTIONavailable andfrom Multi=media Audiovisual Kits Services .05480 FilmsF F269-169 273-126 FLIGHTSCIENCE OF APOLLO SCREEN 11--A REPORT: TRIP TO THE MOON EARTH SCIENCE. MARS--THE SEARCH FOR LIFE BEGINS F F367-101-271-106 367-115 MANTRIPAUTOS, AND FROM MACHINE:AUTOS CHICAGO EVERYWHERE A ROMANCE GOING UP IN SMOKE F F268-102266-103 367-102 ' CITIES IN CRISISANCITIES AMERICAN OF THERENDEZVOUS FUTURE F 169270-121356-114 -104 OMEGATHE,REDBOOMSVILLE BALLOON DIMENSIONSSCIENCE FICTION: OF CHANGE 1: JULES VERNE-TO RAY BRADBURY ECOLOGY:SHELTER: THETHAHtAVE MAN-MADE REEXAMINED PLANET DIMENSIONSDIMENSIONS OF OF CHANGE CHANGE 3:2: 4: FOOD:ENERGY: AN ENERGY EXCHANGE SYSTEMTRANSACTIONS IN TIME 193 MaterialsSCIENCE FICTIONavailable from Audiovisual Services 05480 Films DIMENSIONS OF CHANGE 5: MOBILITY: FROM THERE TO HERE SFSSound 770-703 Filmstrip COMPUTERSDIMENSIONS ANDOF CHANGETHE WORLD 6: OF THE FUTURE COMMUNICATIONS: ONE WORLD MIND MaterialsFilms available from the Public Library WARFUTURE STRANGEROF THE SHOCK PLANETS THAN SCIENCE FICTION THESURVIVAL YEARUNEXPLAINED 1999 IN OUTER SPACE 194 SCIENCEBIBLIOGRAPHIES FICTION 05480 A General"American Overview Family" Of (Entire The Future issue). LOOK, January 26, 1971. ST. LOUIS GLOBE DEMOCRAT, June 28; 1971. Betts, Robert. "It"s"Superhumans"Genetic Possible Tailoring Out to ofMake ofa Laboratory."aAnother New Generation." You." ST. LOUIS GLOBE DEMOCRAT,ST. LOUIS GLOBE DEMOCRAT, June 28, 1971. June 28, 1971. Cancro,Bowers, Faubian.Robert. "Preserving"The the Sexes: Species." Getting it All Together." SATURDAY REVIEW, SATURDAY REVIEW, MaNi 6, 1971. January 9, 1970. June, 1971. Coffin,Clarke, Patricia.John W. "Science Fiction"Case forand Bio-Feedback"Youngthe Finitude Unmarried." Training."of LOOK, January 26, 1971. SATURDAYMan." REVIEW, April 10, 1971. WASHINGTON UNIVERSITY ALUMNUS, DeMott,Cousins,Collier, Benjamin.Berner,Norman. "From Anathema"Looking to Dialogue." Back on the Seventies." ATLANTIC MAGAZINE, SATURDAY REVIEW, June 5, 1971. February, 1971. Gilluly, Richard. "New"The NewLook Sexijtentialism." at the Meaning of Reality." SATURDAY REVIEW, SCIENCE NEWS, May 15, 1971. May, 1971. July 10, 1971. Hedgepeth,Grossman, Edward.William. "Obsolescent Mother.""Maybe ATLANTIC It'll MONTHLY, Be Different Here." LOOK, March 23, r). 971. 195 SCIENCE FICTION 05480 Holt,Johnson,Illich, John. Ivan. Nicholas. "Sesame Street." "The Alternative to Schooling." "Test Pattern for Living." ATLANTIC MONTHIN, May, 1971. SATURDAY REVIEW, MayJune 29, 19, 1971. 1971. Kesey, Ken. ONESO FLEW OVER THE CUCKOO'SME4/i NEST. IMES A GREAT NATION. New American Library, New American Library, 1964. 1964. Lansing,Lear, John. Elizabeth. "Land: Making"Move Roomto Eat for Natural." Tomorrow." LOOK, March 30, 1971. Moskowitz,Moskin, Robert. Sam. SEEKERS"Coming OF Explosion: TOMORROW. Israeli Youth." World. Publishing Co., 1966. SATURDAY REVIEW, LOOK, June 15, 1971. March 6, 1971. CIO de'. 1 Poppy,Nathan, John. Robert. "The Radical Family." "Youth, Dollars and Development." LOOK, January 26, 1971. SATURDAY REVIEW, May 1, 1971. "Rebirth Reich,of America"(Entire Charles. issue). GREENING OF AMERICA. LOOK, Bantam Books, Inc., New York, January 12, 1971. 1970. Seaborg,Rorvik, David.Glenn. "Testtube"Beyond the Baby"Those Pill." is GoodComing." New Days." LOOK. SATURDAY REVIEW, June 15, 1971.LOOK, May 18, 1971. March 6, 1971. 05480 SCIENCEStar, Jack.FICTION "We'll Educate Your Kids or Your Money Back." LOOK, June 15, 1971. Troffler, Alvin. "Homosexual Couple." FUTURE SHOCK. Random House, LOOK, January 26, 1971. New York, 1970. Totter,Vonnegut, Robert Kurt J. Jr. "Is. AltruismCAT'S Dead?" CRADLE. Dell, SCIENCE NEWS, New York, 1962. June 5, 1971. Watriss, W. V. "Skopje." GOD BLESS YOU, MR. ROSEWATERT SMITHSONIAN INSTTTUTE. May,Dell, 1971. New York, 1965. Co.; Watson,Wheeler, James Harvey. D. "Rise"Moving of Towardthe Elders." Cloning Man." SATURDAY REVIEW, ATLANTIC MONTHLY, December 5, 1971. May, 1971. i CDIV Wolfe, Tom. ELECTIC KOOL-AID TEST. Pocketbooks, New York, 1968. V KANDY KOLORED, TANGERINE FLAKE, STREAMLINE BABY. .. Pocket Books, Inc., 1973. I SCIENCE FICTION NGES IN FUTURE MAN DUE TO TECHNOLOGICAL, MEDICAL AND BIOLOGICAL ADVANCES 05480 Asimov,FUTURE TRENDSIsaac. "Predictions: Betts, Robert. "It's Possible to Make"Genetic Another Tailoring You." of a New Generation." Next 100 Years." FUTURIST, ST. LOUIS GLOBE DEMOCRAT, ST.June, LOUIS 1988. GLOBE DEMOCRAT, June 29, 1971. June 28, 1971. Cancro,Bickner, Robert. Robert. "Biological"Superhuman TimeOut ofBomb." a Laboratory?" FUTURIST, .ST. LOUIS GLOBEDecember, DEMOCRAT, 1968. Jiine 26, 197V iV ControlCollier, of Bernard. Life: "PerservingLIFE the MAGAZINE Species.""Case EDUCATIONAL for Bio-Feedback REPRINTS: Training." SATURDAY REVIEW, SATURDAY REVIEW, March 6, 1971. June 6, 1971. 4.3.2.1. "New"Rebuilt"Gift"Control Man: of People."Lifeof Life." From the Dead." What will He Be Like?" Etzioni,Ettinger, Amitai. Robert. "Future Choice"Prospect"Body'Freezing." of Sexof Immortality."of Babies." FUTURIST, FUTURIST, February, 1968. FUTURIST, December, 1968. December, 1968. SCIENCE FICTION 05480 Frankel, Charles. THE CASE FOR MODERN MAN. Beacon, 1969. Grossman,Goodman, Walker.Ed. 'Obsolescent Mother." "What Happens When 'Life Begins?" ATLANTIC MONTHLY, REDBOOK, May, 1971. becember, 1965. June 13, 1969. Gunther,Ingraham, Max. Barton. "The Secret of Life: "Controlling Human Behavior With Electronics." Science, Sex, and Tomorrow's Morality." FUTURIST, June, 1970. FUTURIST, April,LIFE MAGAZINE,1970. Mendell,Janne,Lessee, Henri. Jay.Stanley. "Can"Teaching We Give Peotil People e to theAdapt Spark to Change."of"Forecast Genius?" of Future Health." FUTURIST, FUTURIST,December, 1968. June, 1970. Negovski,Platt,.Rutherford. V. A. "Reversal of Death." "Controversy Over Test Tube Babies." SATURDAY REVIEW, August 4, 1969.GOOD 1HOUSEKEEPING, February, 1969. Prehoda, Robert W. "How"Can" Our toScience ChildrenDefuse Produce the May Biological LiveLife?" to Be Time 200 Bomb."Years Old." FUTURIST, .February, 1969. REDBOOK, June, 1968. FUTURIST. December, 1968. Rorvick,Ratcliffe, David. J. D. "Beyond "Newthe Pill."Facts AboutWOK MAGAZINE, Human Reproduction." 4. June 15, 1971. READERS DIGEST, December, 1969. . "The Test Tube Baby Is Coming." LOOK MAGAZINE, June 13, 1969. May 18, 1971. Rosenfeld, Albert. ti "Second Genesis." LIFE MAGAZINE, 1 199 SCIENCE FICTION 05480 Roslensky,Rosenfeld, John. Albert. "Future Man: GENETICS AND THE FUTURE OF MAN. What Will He Be Like?" Appleton Century, LIFE EDUCATIONAL REPRINTS, #32. 1966. Watson,Wheeler,Seaborg, James. Harvey.Glenn. "Moving Toward"These Cloning Good "Rise Man."New Days."of the Elders." SATURDAY REVIEW, MarchDecember 6, 1971. 5, 1970. Wolf,Yolles, Wm. Stanley. "Forecast on Future Health." "Prothise of Mental Health." FUTURIST, ATLANTIC MONTHLY,FUTURIST, December, 1968. June, 1969. May, 1971. SCIENCE FICTION 0 05480 MARRIAGE AND FAMILY "American Family: Future Uncertain." TIME, December 28, 1970.- Clarkson,Cancro,Bronfenbrenner, R. F. E. U. "Preserving the Species." "Family Size and Sex-Role Stereotypes." SATURDAY REVIEW, March 6, SCIENCE, 1971. January 23, 1970. Edwards,Coffin, P. R. G. and Fowler, R. E. "Amerin Family." "Make Love, Not Babies: LOOK MAGAZINE, January"Human 26, 1971.Embryos in the Laboratory." Childlessness." NEWSWEEK, January 15,SCIENTIFIC 1970. AMERICAN, December, 1970. Johnson,Hedgepeth,Freedlands, N. W. N. "Test Pattern For Living.""Maybe It Will Be Different Here." SATURDAY REVIEW, LOOK, March 23, 1971.May 29, 1971. Kronenberger,Karales, James. J. "The Young "IsUnmarrieds." the Family Obsolete." LOOK, LOOK, January 26, 1971. January 26, 1971. Leiyveld,Poppy, John. J. TIMES, "Will"The WeRadical Just SayFamily." It Happened When The WorldJuly Overpopulates19, 1970. LOOK, January 26, 1971. Itself Into Extinction?" NEW YORK --Starr, Jack.Rakstis, T. J. "The Homosexual Couple.""Cheaper By the Duo." TODAYS HEALTH,LOOK, January 1, 1971. May, 1970. 201 SCIENCE FICTION 05480 TRANSPORTATION, COMMUNICATIONS "Mass"Communications"Coming Urban Revolution Transit." Satellities, in Transportation." WOK, AprilSuccess 20, in 1971.Space." NATIONAL GEOGRAPHIC, ELECTRONICS WORLD, September, 1969, July and August, 1969. "Toward"Space theBroadcasting, Global Village." A Report on the U. N. Conference on the Exploration and Peaceful Use of OF THE ATOMIC SCIENTIST, SATURDAY REVIEW, March, 1969. October 24, 1970. Space." BULLETIN Z.71CC "U."Transportation N. Sees Direct and Satellite Cities." TV in 1970's" SCIENCE NEWS, January 25, 1969. "Will"Urban There Transportation be an Electronic Tomorrow." Mail Service?" AMERICAN CITY, AVIATION WORLD,ELECTRONICS WORLD, November, 1969. May 5, 1969. August, 1969. Also"Where See: Money's Really Needed: SATURDAY REVIEW Communications Issues Inter-City Transportation." LIFE, March 19, 1971.. 202 SCIENCE FICTION 05480 FUTURE CITIES "Future"Cities"Building Obsolescence."Are A Finished."City in the Ocean." FUTURIST,NEWSWEEK, FUTURIST, April 5, 1971. June, 1969. "New ShapeCommunities." of America." SATURDAY REVIEW, LIFE, January 8, 1971 . April, 1968. May 15, 1971. C")Tv "Planned"Nixon Mani New forCommunities the Future in ofthe U. U. S. S. Cities by the and Year Small 2,000." Towns." FUTURIST, U. S. NEWS AND WORLD REPORT,. 'July 6, 1970. October, 1969. "Planning"Planning." for the Second America." FUTURIST, October, 1968. HARPER'S, November, 1969. "World"Urban'Tomorrow's Environment:Cities Cities: of the Future." CitiesGo Up, RoleSpread for Out, People." of Start Over?" SCIENCE, November 6, 1970. SENIOR SCHOLASTIC, CHANGING TIMES, February, 1971. April, 1970. SCIENCE FICTION 05480 EDUCATION Cousins, Norman. "From Anathema to Dialogue." SATURDAY REVIEW, June 5, 1971. Life,Lear,Mick, John.Editors.Ivan. ."Rebirth of America." "Land: "The Alternative to Schooling." Hiking Room for Tomorrow." SATURDAY REVIEW,SATURDAY REVIEW, June 19, May1971. 29,,1971. THEHolt, FUTURIST John. MAGAZINE. "Sesame Street." Published by the World Future Society, 5501 Lincoln Street, ATLANTIC MONTHLY, LIFE, January 12, 1971. May, 1971. Bethesda, Maryland, 10034. "Youth Dollars and Development." SATURDAY REVIEW, May 1, 1971. 0 05480 SCIENCESCIENCE FICTION FICTION AND NOVELS OF THE FUTURE OVERVIEW October, 1967. Franklin,Clarke,Asimov, John.Isaac. Bruce. "Science Fiction"On Science and theFiction." Finitude"Fiction of Man." of the WASHINGTON Future." UNIVERSITY ALUMNI-MAGAZINE, FUTURIST, FUTURIST, February, 1970. June, 1971. Moskowitz,Livingston, Sam. Dennis. SEEKERS "Science Fiction and Futurology." 8F TOMORROW. World Publishing, FUTURIST, 1966. June, 1968. COTV) Clarke,Blum, Ralph. Arthur. SIMULTANEOUS MAN. "A Death and the Senator." New York: Bantam Booksin Inc.,NINE BILLION1970. NAMES OF GOD, New o Harcourt Brace World, 1967. . CHILDHOOD'S END. New York: Ballantine Books Inc., 1953. 1953. Heinlein, Robert. . PODKAYNE METHUSALEH'SOF MARS. CHILDREN. New York: New York: Avon Books, Signet, 1958. Henderson, Zenna. . THE PEOPLE.BEYOND THIS HORIZON. New York: New York:Avon, 1961. Signet. 205 1 SCIENCE FICTION THE PILGRIMAGE. 05480 Keyes,Huxley, Daniel. Aldous. FLOWERS FOR BRAVEALGERNON. NEW WORLD. New York: New York: New York: Bantam Books Inc., Bantam Books Inc., 1966. Avon, 1963. 1942. Schoonover,Pohl, Frederick. Frank. AGE OF THE,PUSSYFOOT.CENTRAL PASSAGE. New York: New York: Sloane, Ballantine Books Inc., 1969. 1962. Wyndham,Bellamy, John. R. S. LOOKINGMIDWICH BACKWARD.CUCKOOS. New York:New York: BallantineHarper, Books Inc., 1934. 1958. INDCAD Blum,Benet, Ralph. Stephen Vincent. SIMULTANEOUS MAN. BY THE WATERS OF BABYLON. New York: Bantam Books Inc., 1970. New York: Philosophy and Literature, 1970. Bradbury,Brackett, Ray.Leigh. OCTOBER COUNTRY. LONG TOMORROW. NewNew York: York: BallantineAce Publishing Books Co., Inc., 1955., 1956. Brinton, James. FAHRENHEIT 451: Ballantine Books,PURPLE SIX. London: Brooks Books, 1972. 1967. Caldwell,Burdick, Eugene.Taylor. FAILSAFE.YOUR SINS AND. MINE. New York: NewDell York: Publishing Co., Dell Publishing Co., 1959. 1965. Clarke,Chamberlain, Arthur. William. NINE BILLION NAMES OF GOD. RED JANUARY. New York: New York: Dell Publishing Co., Harcourt, Brace and World, 1964. 1967. 05480 SCIENCE FICTION z CHILDHOOD'S END. New York: 1958. Clarke,Creasy,Conklin, Arthur. John. Groff, ed. THE FAMINE. GREAT STORIES OF SPACE TRAVEL. New York: Lancer Books. Ballantine Bookftnc., New York: Tempo Books, 1969. Forster,Farmer, PhillipE. M. Jose. THE MACHINE STOPS. THE ALLEY GOD. New York: New York: Pocketbooks, Ballantine Books Inc., 1928. 1954. Golding,Frank, Pat.William., ALAS, BABYLON. LORD OF THE FLIES. New York: New York:Bantam Books Inc., Capricorn, 1964. 1954. Heinlein, Robert. GREENPODKAYNE HILLS OF MARS.OF EARTH. New York: New York: Avon, New American'Library, 1963.. 1941. METHUSALEH'SBEYONDSTRANGER THIS IN HDRIZON. CHILDRENA STRANGER LAND. New York: New York: New York: SignetBooks, Signet Books, Signet Books, 1965. 1958 1961. Herbert and McCaffrey. DECISION AT DOONE, New York :, Dell Publishing Co., 1961. 1967. Henderson, Senna. . THE PEOPLE. THE PILGRIMAGE. New York: 1963. Avon Books, Huxley, Aldous. BRAVE NEW WORLD.. BRAVE NEW WORLD REVISITED. New York: Bantam Books, New York: Bantam Books,1942. 1958. 207 SCIENCE FICTION 05486 Knebel,Lauer, Fletcher.Keith. OTHER SIDE OF TIME. SEVEN DAYS IN MAY. New York: New York: Bantam Books Inc., Bantam Books Inc., 1960. 1962. Miller,Nathan, Walter Robert. J. WEANS. CANTIELE FOR LEIBOWITZ, New York: New York: Harper and\Bros. Publidhers, Bantam Books Inc., -1958. 1960. Pohl,Orwell, Frederik. George. AGE1984. OF THE PUSSYFOOT. New York: Harcourt Brace and Co., New York: Ballantine Books, 1970 1969. Rand,Pohl, Ayn.Frederik and Kornbluth, Cyril. ANTHEM. New York: Signet Books, SPACE MERCHANTS. 1946. New York: Ballantine Books Inc., 19530 Skinner,Schoonover, B. F.Lawrence. WALDEN II. CENTRAL PASSAGE. New York: MacMillan Co., New York: Sloans, 1948, 1962. Shute, Nevil. . ON THE BEACH. IN THE WET. New York: William Morrow and Co., 1970. Stewart,Sterling, George. R. J. PRESIDENT'STHE PLANEEARTH ISABIDES. MISSING. New York: FawcettNew York: World, Dell Publishing Co., 1971. 1968. Vonnegut,Van Vogt, KurtA. E. Jr. CHILDREN OF TOMORROW. PLAYER PIANO. New York: New York: Dell Publishing Co., Ace Publishing Co., 1967 1970. 208 SCIENCE FICTION 05480 Wells,Vonnegut, H. G.Kurt Jr. TIME.MACHINE. SIRENS OF TITAN. New York: New'York: Fawcett World, Dell Publishing Co., 1970. 1959. TOMORROW.WAR OF THE WORLDS. New York: New York: Fawcett World, 1954. 1970. Wylie, Philip. REBIRTH. TRIUMPH. New York: New York: Ballantine PopularBooks Inc., Library,Fawcett World, 1964. 1955. Wyndham, John. MIDWICHDAY OF THECUCKOOS. TRIFFIDS. New York: New York: Fawcett Wohd, Fawcett World, 1958. 1951.

209 SCIENCE FICTION 05480 ..:ORGANIZATIONSFAMILY AND OTHER SOURCES QF INFORMATION THE AMERICAN INSTITUTE OF FAMILY RELATIONS. FAMILY LIFE; publications list available. Educational, counseling, and research organization publishes THE ASSOCIATION FOR FAMILY LIVING. 32free W. subscriptionRandolph St., to publication YOUR FAMILY. Chicago, Illinois Several pamphlets and reprints available. 60601 5287 Sunset Blvd., Los Angeles, CaliforniaPamphlets 90027. include "Bibliography and Film Guide,". $0.35. Membership, $5.00, includes BUREAU OF FAMILY SERVICES, WELFARE, ADMINISTRATION. andis U.available S. Dept. from: of Health, Education, and Welfare, Washington,_ D. Supt. of Documents, U. S. Government Printing Office, Public assistance to help needy people. C. 20201. Washington, D.C. 20402, Their material CAD CHILD STUDY ASSOCIATION OF AMERICA. relations. Excellent source. Publications list available dealing with 9children E. 89th andSt., parent-child New York, N. Y., 10028. LARGE FAMILIES OF AMERICA, INC. publishparents monthlyand their newsletters children in(LFA large NEWS) families. for members. Educational organization devoted to the common interest of responsible They re-distribute material published-by others and Box 885, Norwalk, Conn. 06852. POPULATION ASSOCIATION FOR VOLUNTARY STERILIZATION, of population control. 14 W. 40th St., Research, education, and service in regard to sterilization New York, N. Y. 10018 as means SCIENCE FICTION 05480 POPULATION CRISIS COMITTEE. 1730 E. St., N.W., Operates a Washington,campaign to D.activate C. 20006. the U. S. government in population control. Bibliography, list of organizations, pamphlets available. 60 E. UNITEDPOPULATION NATIONS', POLICY BUREAU PANEL, OF HUGHSOCIAL MORE AFFAIRS. FUND. 42ndBldg.,:New St., New York, York, New New York, York, 10017. 10017. Statistical, materials on world population trends. United Nations MRALITY Booklets and materials on moral values available. 259 E. Erie St., Chicago, FAMILYSCIENCE LIFE RESEARCH BUREAU, ASSOCIATES, U. S. CATHOLIC INC. CONFERENCE. LEADER,Illinois, 60611. Guidance for Catholic families; helpful insight for all into, many aspects of family Reprints, pamphlets, and bi-monthly bulletin CATHOLIC FAMILY life. PARENTS WITHOUT PARTNERS, INC. to1312 the Mass. interests Ave., N.W.,and welfare Washington, of single D. C. parents 20005. and their An international, nonprofit, non-sectarian, educational organization devoted of organization instruction. children. They publish THE SINGLE PARENT A number of magazine,regional chapterchapters newsletters, exist. manuals, and pamphlets ow* Works actively to promote many aspects80 Fifth of Ave., civil New liberty, York, Newincluding York, areas 10011. CIVILAMERICAN RIGHTS CIVIL DIVISION, LIBERTIES U. UNION.S. DEPARTMENT OF JUSTICE. rightsrelated movement. to race. Washington,Materials available. D. C. 20530. 156 Fifth'Ave., New York, New York,Some sample materials available on legal aspects of civil 10010. 211 SCIENCE FICTION 05480 LEISURE AFL-CIO RESEARCH DEPT. Washington, D. C. 20006. Many pamphlets and booklets related to work, leisure, and autdliation. 815--16th St., N. W. NATIONAL RECREATION AND PARK ASSOCIATION. H.W.,use. PublishesWashington, PARKS AND RECREATIOND. C. magazine monthly and various special publications. 20006. Citizen's organization concerned with all aspects of free time and its 1700 Penn Ave., WARAMERICAN PEACE SOCIETY. Established in 1828, the society publicizes the evils of war and works for its abolish- CARNEGIE ENDOWMENT FOR INTERNATIONAL PEACE. CONCILIATIONment.20036. five times a year. .Their purpose is to study the causes Distributesof international information war and on world affairs. Catalog of publications available. 1307 New Hampshire Ave., N.W., They publish INTERNATIONAL Washington, D. C. DEPARTMENT OF STATE, U.S.A. Office,practicaltreaties, Washington, paths and relatedto D.peace. C., issues. 20402. Statements, reprints, pamphlets, etc. United Nations Plaza at 46th St., Publications are available frdm Supt. ofWashington, Documents, D. Government C. 20520. Printing on war, peace, disarmament, nuclear test ban, New York, New York, 100017. WORLDNATIONAL PEACE RESEARCH FOUNDATION. COUNCIL ON PEACE STRATEGY. INTERNATIONALpacifist organization. ORGANIZATION. Promotes peace by making facts of international relations, available. 241 W. 12th St., 40 Mt. Vernon St., Reports of scholars on issues related to world peace. New York, New York, Boston, Mass., 02108. 10014. Publishes Not a SCIENCE FICTION 05408 PLOT:IN-DEPTH ANALYSIS SHEET 1. WhatPraiseearth's themes of culture aor particular symbols by alien are system forms?used ofby values,the author actions, to develop standards, his plot? living conditions? Loss of freedom and dignity? Spiritual or mental. captivity? Threats on human lives? Minipulations? Overcoming of Mutations? 3.2. IsDoes thein thetheplot present?plot contrived follow oras awkward?a natural consequence from a realistic hypothetical base, extrapolated from a tendency Is it "soap opera-ish"? 4.CHARACTERS: Does the plot go naturally with the characters and setting? 1. genuineAresetting? the emotionscharacters and mechanically feelings? produced or stereotyped, or are they Are their actions and thoughts consistent with the demands of plot and fully developed individuals exhibiting 2. Isjustified?in character favor of themarvelous focal pointscientific or does inventions character and tend melodramatic to be subordinate events? to the plot and Is this lack of characterization setting or to disappear 3. WhatAreover?of thecommunicationmakes characters them different?--attitudes? andactual propagation, human beings appearance?or some other values? life form?social context?What significance is there in interaction with other beings? their techniqUes of acquainting themselves with others or taking them If so, do they have human characteristics? emotions? What are their methods 213 SCIENCESETTING: FICTION 05408 2.1. Doesand theitbiological-anthropological demandsetting the provide suspension a functional of throwbacks?the reader'srelationship judgment to the against other theeleMents incredible, that make such up as the Mechanics, book? monsters GENERAL3. CONSIDERATIONS: Doesis itthe a settingcleverly merely designed provide setting a place that ofshows escape imaginative from problems development? which appear to be unsolved on earth, or 2.1. DoesDoes he the appear author to sacrificeoffer the peoplereader andcheap ideas thrills in favor in place of events of genuine and things? creative imagination and thought- 3. Whattraditionalprovoking are his ideas? assumptionsand cliched aboutvalues life and andattitudes the nature which of are mankind? convenient for his present purpose? Are they valid? Or are they based on 5.4. WhatHaw fallaciesdoes the writerexist inbuild the suspensewriting oror premiseinvolvement? the author uses? How complex does the plot get? Are things scientifically impossible? 6. TheoreticallyorDoidea detractyou of detecta current from improbable? any the trend?use book? of imagery, allusion, symbolism, trite description or cliches? OrHow? does the author speculate on the future and its problems by using a future If so, do these add 214 REPORT FORM FOR SUPPLEMENTARY TEXTS

Name

Period Date

Title:

Author: Length of Book:

Date of Publication: Publisher:

BASIC HYPOTHESIS OR ASSUMPTION MADE BY THE AUTHOR: 7

TIME AND PLACE? LOCATION OF STORY: (Approximate)

MAJOR CHARACTERS AND/OR PERSONALITY TYPES: (Analyze in depth per directions)

PLOT SUMMARY: (Detailed summary of plot including an analysis of conflicts and their solutions)

215 MODERN WRITERS 05490 WritersCOURSEenvironment,course. DESCRIPTIONof your and lifetime--not emotional encounters. beyond the last twenty years--share their insights with you inTheir the fictionModern Writersand non-fiction include situations, influenced by alienation, liberation, racism, technology, A piece of your life is a part of your reading and writing in the course. ForTheGOALS any student student becomes interested familiar in thewith subject. generally recognized American authors of the last two decades and with some of Hethe becomesexamines modern more currentwriters fully issuesof acquainted other as countriesreflected with literary inin thecomtemporary fieldsterms andof-fiction, writings.makes them non-fiction, a part of hisdrama, awn andvocabulary. poetry. CZ HeHecation readsexamined reads ofdiscriminatingly freely thein class.information in fiction by in andquestioning non-fiction. non-fiction sources selected and methodsfor this of course, information expanding gathering, his reading interpretation, of authors andand issuesappli- He takesgains partpractice in discussions in writing about materialsthe material shared he reads,by the relatingclass and it in to other his ownoral life. activities. ' 217 MODERNMaterials WRITERS 05490 INTitle PERSON.- Harcourt Brace Jovanovich, Inc. Students Use ININ QUESTION, PERSON,QUESTION. TEACHER'S MANUAL. TEACHER'SHarcourt MANUAL.Brace Jovanovich, Inc: Harcourt trace Jovanovich, Inc. StudentsTeacher NATIVE VOICES.VOICES, TEACHER'S GUIDE. Globe Book Company, GlobeHarcourt Book BraceCompany, Jovanovich, Inc. TeacherStudents :IDCk) LIFE STYLES.STYLES, TEACHER'S GUIDE. Globe Book Company, Globe Book Company. TeacherStudents THEAGO CHOICE ASKBIG ALICE.SEA. OF WEAPONS. Avon Books. Harper and Row Publishers, Inc. Students.Students MALCOLMTHE WAY X ITSPEAKS. SPOZED TO BE. Hill and Wang, Inc. Grove Press. Bantam Book Company, Students BOWBODY TO LANGUAGE.DEVELOP YOUR ESP. Pacific Books, Publishers. Frederick Fell, Inc. -StudentsStudentsStudents '05490 MODERNMaterials WRITERS Use WOMAN,WHYTitle AM WOMAN:I AFRAID TO TELL YOU WHO I AM? FEMINISM IN AMERICA. Julian Messner, Inc.Argus'Communications. Students A BLESSDAY IN THE THE BEASTS LIFE OFAND IVAN THE DENISOVICH.CHILDREN. Pocket Books, Inc. Bantam Books, Inc. Students WHENFLOWERSRING THE OF FOR LEGENDSBRIGHT ALGERNON. WATER.DIE. FawcettBantamBantam Books, CrestBooks, Library.Inc. Inc. StudentsStudents MODERN WRITERS

COALS AND CONTENT ACTIVITIES A

1.1 I. FICTION FS FORMS OF LITE A. Ile student understands and appreciates 4 a variety of writingtechniques. FS 760-405 INTERPRETATIO SHORT STORY FS 760-403 LATE 19th AND DEVELOPMENT FS 760-404 MODERN DEVELO

"The Blazing 1. He understands the use of point o LIFE STYLES view; the omniscient author. "Roseanne of 2. He studies examples of flashback "The Day of t techniques. 'ClearingC earing in t 3. He examines examples of the use of first person.

"A Field of Ill 4. He realizes theeffective ess o figurative speech. "The Blazing 5. He reads stories that offer gd examples of charactezation. "Ttfe Secret L "The Blood of 6. He recognizes an ironic situatio "Clearing in 7. He studies the roles and stylesof dialogue. "The Secret L 8. He learns to reed fictionalworks employing stream of consciousness technique. 313 220 tic

. 05490

CONTENT ACTIVITIES AND MATERIALS

t understands. and appreciates FS FORMS OF LITERATURE: THE SHORT STORY of writing techniques. FS 760-405 INTERPRETATION AND EVALUATION OF THE SHORT STORY FS 760-403 LATE 19th AND EARLY 20th CENTURY DEVELOPMENT ,, FS. 760-404 MODERN DEVELOPMENT erstands the use of oint of LIFE STYLES "TheElazing Star," p. 3 the omniscient autho dies examples of flashback "Roseanne of Yesterday," p..24 ques. "The Day of the Bullet," p. 61

ines examples of the use "Clearing in the Sky," p. 43 st person.

lizes the effectivenessof "A Field of Rice," p. 205 tive speech.

ds stories that offer good "The Blazing Star," p. 3 vs of characterization. "The Secret Life of Walter Mitty," p. 144

ognizes an ironic situation. "The Blaod of Martyrs," p. 220,

dies the roles and styles of "Clearing in the Sky," p. 43 ue.

rns to read fictional works "The Secret Life of Walter Mitty," p. 144 ing stream of consciousness que. 343 .342 220 MODERN WRITERS

GOALS AND CONTENT ACTIVITIES AND

NOTE: IN LIFE STYLES: A COL each story i Many questio t cussion, but basi for wr, the end of e questions an parisons of vocabulary f forcreative

LIFE STYLES At the end invited to r changing th

At the end -Invited to form of a p follawing't FOR ALGEO0

At the end- asked to at

B. The student e.-=',,:nes aspects of theme, SL TWENTIETH C becoming aware .f motivational and AND SELF psychological developments in people. SL MAN'S SEARC As a result he has a better understanding of those he meets in his own life.

344 345 221 05490

CONTENT ACTIVITIES AND MATERIALS

NOTE: IN LIFE STYLES: A COLLECTION OF SHORT STORIES, each story is, followed byquestions. Many questions are'intended for discussion, but some can be used as the basis for written assignments. At 0 the end of each unit are additional questions and suggestions for com- parisons of stories within the unit, vocabulary for study, and suggestions for creative writing experiences.

LIFE STYLES At the end of Unit I the student is invited to retell one of the stories, changing the point of view.

At the end of Unit III thestudent is invited to try creative writing in the form of a progress report or diary, following the model offered by FLOWERS FOR ALGERNON, p. -489

At the en4 of Unit IV the student is asked to attempt a dramatization, p.244.

ALIENATION t examines aspects of theme, SL TWENTIETH CENTURY FICTION: AND SELF DISCOVERY ware of motivational and MAN'S SEARCH FOR IDENTITY cal developments in people.\, SL 4 It he has a better understanding e meets in his ownlife.'

341 345 221 MODERN WRITERS

GOALS AND CONTENT ACTIVITIES A

1. He reads stories expressing as their IN QUESTION "The Men in t theMe the difficulty of understanding PERSON "My Father 'Si another person.

2. He examines as a theme the refusal to IN PERSON "The Liar," face one's real feelings and commun- icate them to others.

3. He analyzes the hnportance of friend-f4 "The Passing ship as a theme.

4. He reads stories expressing exper- "Yes, Young D iences in different types of loving "The Song of it* relationships. "Celebration,'

IN QUESTION "Seventeen Sy "Sucker," p.

LIFE STYLE "The Blazing "Roseanne of

RING OF BRIGHT WATER

5. He identifies in his reading themes IN PERSON "Showdown wit tree ng learning to cope with sorrow ','Sometimes a a overcome fear. "The Rat," p.

GO ASK ALICE BLESS THE BEASTS AND THE CHI A DAY IN THE LIFE OF IVAN DEN

. FPL, GO ASK ALICE

3W 347 222

li am 05490

CONTENT ACTIVITIES AND MATERIALS

s stories expressing as their IN QUESTION "The Men in the Orchestra,"p. 141 he difficulty of understanding IN PERSON "My Father Sits in the Dark," p. 22 person.

ines as a theme the refusal to IN PERSON "The Liar," p. 28 e's real feelings and ,commun- hem to others.

yzes the importance of friend- "The Passing," p. 47 s theme.

s stories expressing exper- "Yes, Young Daddy," p. 73 in different t pes of loving "The Song of Rhodanthe," p. 88 nships. "Celebration," p. 125

IN QUESTION "Seventeen Syllables," p. 116 "Sucker," p. 148

LIFE STYLE "The Blazing Star," p. 3 "Roseanne of Yesterday," p. 24

RING OF BRIGHTWATER tifies in his reading themes IN PERSON "Showdown with Callie," p. 34 learning to cope with sorrow "Sometimes a Lonely Business," p. 147 rcome fear. "The Rat," p. 174

GO ASK ALICE BLESS THE BEASTS AND THE CHILDREN 4 A DAY IN THE LIFE OF IVAN DENISOVICH

FPL GO ASK ALICE

'346 347 222 MODERN WRITERS'

GOALS AND CONTENT ACTIVITIES

6. He reads of-characters establishing IN QUESTION "Say It with value systems for themselves. "Chee's Daugh "What Money C

NOTE: While not a w O A CHOICE OF as an example values._

FPL . THE WEAPONS 0

SL 872-806 HUMAN VALUES SL 872-807 HUMAN VALUES SL 872-800 MAN AND HIS V SL 872-801 MAN AND HIS V

BLESS THE BEASTS AND THE CHI

7. He reads of man's emotional needs LIFE STYLES "The Secret L as a theme. "Flowers for

8. He examines codes by which men live "The Blood of and die as a theme. "Enemy Territ

9. He reads of man's exploitation of WHEN THE LEGENDS DIE his fellow man as a theme. LIFE STYLES \'"The Scapegoa

FLOWERS FOR ALGERNON

C. The student expandshis reading of authors and issues examinedin class by selecting one work of fictionfrom the available supplementary booksfor reading and reviewing. 05490

CONTENT ACTIVITIES AND MATERIALS ds of characters establishing IN QUESTION "Say It with Flowers," p. 200 systems for themselves. "Chee's Daughter," p, 218 "What Money Can Buy," p. 54

NOTE: While not a work of fiction, Gordon Parks' P41 ,A CHOICE OF WEAPONS can be introduced here as an example of the theme of personal values.

FPL THE WEAPONS OF GORDON PARKS

SL 872-806 HUMAN VALUES I SL 872-807 HUMAN VALUES II SL 872-800 MAN AND HIS VALUES I SL 872-801 MAN AND, HIS VALUES II

BLESS THE BEASTS AND THE CHILDREN ds of man's emotional needs LIFE STYLES "The Secret Life Of Walter Mitty," p. 144 heme. "Flowers for Algernon," p. 152 mines codes by which men live "The Blood of Martyrs," p. 220 e as a theme. rrEnemy Territory," p. 195 ds of man's exploitation of WHEN THE LEGENDS DIE llow man as a theme. LIFE STYLES "The Scapegoat," p. 249

FLOWERS FOR ALGERNON t expands his reading of authors examined in class by selecting f fiction from the available ary books for reading and review-

348 223 349 M3DERN WRITERS

GOALS AND CONTENT ACTIVITIES AN

II. NON FICTION

A. The student considers current issues F 164-107 HANGMAN and problets as reflectedlran contemporary writings. SL 871-800 NO MAN IS AN SL 871-801 NO MAN IS AN

1. He recognizes alienation as a major NATIVE VOICES "An Editorial personal and social problem and as "Brownsville a major theme in 20th century writ- "Children," p ing. "Joey: A 'Mec "There Is No

2. He reads non-fictional materials IN QUESTION "Barrio Boy," treating socio-economic issues. "No Handouts "The Dream of "In T "Time," p. 17 "Uprooted Chi "Money," p. 4

NATIVE VOICES "Not Poor, Ju "Brownsville "Soul Food," "Notes of a N "The White Ra "The Explanat "Leter from B "Counters in "Buffalo Gras

THE WAY IT'S SPOZED TO BE

F 272-137 THEDEHUMANIZ 05490

CONTENT ACTIVITIES AND MATERIALS

considers current issues F 164-107 HANGMAN as reflected in contempo-

. SL 871-800 NO MAN IS AN ISLAND I SL 871-801 NO MAN IS AN ISLAND II

:nizes alienation as a major NATIVE VOICES "An Editorial Lost in a News Item," p. 179 1 and social problem and as "Brownsville Kitchen," p. 21 theme in 20th century writ- "Children," p. 181 "Joey: A 'Mechanical Boy,"' p. 190 "There Is No News from Auschwitz," p. 200' anon - fictional materials IN QUESTION "Barrio Boy," p. 7 socio-economic issues. "No Handouts from Anybody," p. 67 "The Dream of the Poor," p. 70 "In T is Sign," p. 161 "Time," p. 174 "Uprooted Children," p. 193 "Money,"p. 46

NATIVE VOICES"Not Poor, Just Broke," p. 1 "Brownsville Kitchen," p. 21 "Soul Food," p. 127 "Notes of a Native Son," p. 130 "The White Race and Its Heroes," p. 141 "The Explanation of the Black Psyche," p.151 "Leter from Birmingham Jail," p. 160 "Counters in the Game," p. 215, "Buffalo Grass," p. 219,

THE WAY IT'S SPOZED TO BE

F 272-137 THE DEHUMANIZING CITY 35 0 351 MODERN, WRITERS

GOALS AND CONTENT ACTIVITIES AN1

3. He reads about technology and work. IN QUESTION "Report from "A Day in the

4. He reads non-fictional treatment of the problems of environment. "The Artifici "Letter to So

NATIVE VOICES "The Mud Daub "The Death of "Needless Hav "The Haunted "The Case Aga

THE BIG SEA

5. He reads contemporary non-fiction IN QUESTION "And What Am that explores male and female roles "Teenagers Ta and how they are changing. Dialogue fr "The Single F "The Men in "from 'A Midd

SL MAN AND WOMAN FPL THE EMERGING

WOMAN, WOMAN: FEMINISM IN ^1. 6. He reads articles concerning psychic NATIVE VOICES "Dbvil Dancer expansion. "Man and the Destinies,

HOW TO DEVELOP YOUR ESP

r- 0,-r.;;,, r 225 0 05490

ONTENT ACTIVITIES AND MATERIALS

about technology and work. IN QUESTION "Report from Engine Co. 82," p. 2 "A Day in the Life of Diane Adler,R.M." p.18

non-fictional treatment of ems of environment. "The Artificial Universe," p. 88 "Letter to Society," p. 147

NATIVE VOICES "The Mud Dauber',I'cp. 31 "The Death of a Tree," p. 35 "Needless Havoc," p. 40 "The Haunted Dump," p. 51 "The Case Against Man," p. 60

THE BIG SEA

contemporary non-fiction IN QUESTION "And What Am I Going To Do Next Year?", p.62 ores male and female roles "Teenagers Talk about Themselves, A hey are changing. Dialogue from THE NEW FEMINISM," p. 104 "The Single Father," p. 113 "The Men in the Orchestra," p. 141 "from 'A Middle American Marriage,'" p. 177

SL MAN AND WOMAN: MYTHS AND STEREOTYPES I AND II FPL THE EMERGING WOMAN

WOMAN, WOMAN: FEMINISM IN AMERICA

articles concerning psychic NATIVE VOICES "Devil Dancers of Ceylon," p. 83 "Man and the Porpoise: Two Solitary Destinies," p. 207

HOW TO DEVELOP YOUR ESP

3 l2 225 35:3 MODERN WRITERS

GOALS AND CONTENT ACTIVITIES A

7. He examines the importance of IN PERSON "Self Survey, communication in interpersonal "Showdown wit relationships as presented in "from BODY non-fictional writings. "How Do You "The Ef1ecta "Family Party

NATIVE VOICES "Kola, the Be

BODY LANGUAGE

8. The student reads contemporary material IN PERSON "A Good Ream) on identity, a major modern theme. "Self Survey, "To Become a

NATIVE VOICES "Mown Pelta "Memories of "Brownsville

F 171-123 CONFORMITY

0 WHY AM I AFRAID TO TELL YOU

9. He enjoys works of humor. NATIVE VOICES "An Affix for "Graffiti Liv "The One and "A Ride Throu

B. He identifies the aughor's attitude toward his subject.

1. He recognizes pride and anger. NATIVE VOICES "Not Poor, J

2. He identifies anger and fear. "Notes of a

3 5 4 05490

CONTENT ACTIVITIES AND MATERIALS amines the importance of IN PERSON "Self Survey," p. 33 nication in interpersonal "Showdown with Callie," p. 34 ionships as presented in "from BODY LANGUAGE" p. 40 ictional writings. "How Do You Rate as a Friend," p. 56 "The Effects of Love," p. 68 "Family Party," p. 118

NATIVE VOICES "Kola, the Bear," p. 226

BODY LANGUAGE tudent reads contemporary material IN PERSON, "A Good Reason for Being," p. 7 entity, a major modern theme. "Self Survey," p. 11. "To Become a Person," p. 14

NATIVE VOICES "Mouse Pelts," p. 10 "Memories of Andther Fair," p. 17 "Brownsville Kitchen," p. 21

F 171 -123 CONFORMITY

WHY AM I AFRAID TO TELL YOU 'WHO I AMT*-

oys works of humor. NATIVE VOICES "An Affix for Birds," p. 103 "Graffiti Lives," p. 108 "The One and Only W. C. Fields,." p. 115 "A Ride Through Spain," p. 76 fies the aughor's attitude s subject. cognizes pride and anger. NATIVE VOICES "Not Poor, Juat Broke," p. 1 entifies anger and fear. "Notes of a Native Son," p. 130

4 3M 3 5 ri MODERN WRITERS

GOALS AND CONTENT ACTIVITIES A

3. He recognized alarm. "Needless Hav

4. He notes loving pride. "Kola, the Be

C. He characterizes the author's affected stance toward his reader, using the author's wording as a clue.

1. He recognizes "the teacher." "The Mud Daub

2. He notes "the prophet." "An Editorial

3. He recognized "the critic." "Graffiti Liv

4. He identifies "the moralist." "Letter from

D. He identifies methods of development NATIVE VOICES, TEACHER'S GUI used in writing: narration, description, exposition, argumentation.

E. The student explores the fears, hopes, and expectations expressed by a writer in the essay form.

F. The student studies characteristics of style present in the essay.

1. The student names the sources and methods the author used to gather information. The student explains why he accepts or rejects this information as accurate and valid. 05490

CONTENT ACTIVITIES AND MATERIALS ognizes alarm. "Needless Havoc," p. 40 es loving pride.' "Kola, the Bear," p. 226 erizes the author's affected and his reader, using the ording as a clue. ognizes "the teacher." "The Mud Dauber," p. 31 es "the prophet." "An Editorial Lost in a News Item," p. 179 ognizes "the critic." "Graffiti Lives," p. 108 ntifies "the moralist." "Letter from Birmingham Jail," p. 160 ies methods of development NATIVE VOICES, TEACHER'S GUIDE, pp. 6, 8, 9, 10, 11, 12 iting: narration, descrip- a- sition, argumentation. t explores the fears, hopes, ations expreised by a the essay form. t studies charaoteristics of ent in the essay. udent names the sources and s the author uses to gather tion. The student explains accepts or rejects this tion as accurate and valid.

0 3 3 i7 227 of' MODERN WRITERS

GOALS AND CONTENT ACTIVITIES A

2. The student identifies the influences a writer's cultural, national, geo- graphical, and personal background have on= lis works.

3. The student explains the effect that biographical information about the author has on his opinion of the author's work.

4. The student identifies another piece of an author's writing by recognizing its similarities to that which he has studied.

5. The student points out phrases and words that affect the tone the writer employs.

6. The student identifies a belief that NATIVE VOICES "The Case Agai underlies a point of view in an author's essay, such as: "All life is intrically tied together."

7. He realizes that great ideas and "Graffiti Live. their expression begin with the -4 , most common of us.

8. The student writes a paper explaining why he. does or does not agree with or accept an author's belief that underlies an essay.

ri 8 05490

ACTIVITIES AND MATERIALS

t identifies the influences cultural, national, geo- , and personal background have ks.

t explains the effect that al information about the on his opinion of the ork.

t identifies another piece

or's writing by recogniz- . ilarities to that which he d.

t points out phrases and affect the tone the loys.

t identifies a belief that NATIVE VOICES ,"The Case Against Man," p. 60 a point of view in an ssay, such as: "All life lly tied together."

hat great ideas and "Graffiti Lives," p. 108 ession begin with the of us.

t writes a paper explain- does or does not agree cept an author's belief lies an essay.

3 ri MODERN WRITERS

GOALS AND CONTENT ACTIVITIES A

9. The student writes a paper explaining in what ways a particular selection changed his view on the subject.

G. The student expands his reading of 'authors MALCOLM X SPEAKS and issues examined in class by selecting one non-fictional book from the supplementary texts for reading and reviewing.

III. POETRY

A. The student examines poetic form. FS 771-722 BLACK FORAMS,

B. He examines themes in modern poetry. FS AMERICA: POET

1. He understands the pride in their IN PERSON "Young Soul," identity which individuals learn to feel and recognizes "identity" as a IN QUESTION "The Young Gi theme in poetry. "The Struggle

2. He deals with interpersonal relation- IN PERSON "The Real Math ships and learning to know others as "It's Raining themes in contemporary poetry. "Friend," p. "Stronger Lest) "The Passing, "I Thought of

IN QUESTION "A Woman's Co "For Every Ta "About Americ "Customs and

3. He identifies a search for self IN QUESTION "Robert Whitm as a theme. "Karma Repair "Lying in a Farm inPin 300 229 05490

ACTIVITIES AND MATERIALS

t writes a paper explain- t ways a particular selec- ed his view on the subject.

,pands his reading of authors MALCOLM X SPEAKS

mined in class by selecting . nal book from the supple - for reading and reviewing.

amines poetic form. FS 771-722 BLACK POEMS, BLACK IMAGES

emes in modern poetry. FS AMERICA: POETRY OF A NATION

ands the pride in their IN PERSON "Young Soul," p. 6 hich individuals learn to ecognizes "identity" as a IN QUESTION "The Young Girl's Song," p. 92 oetry. "The Struggle Staggers Us," p. 146

th interpersonal relation- IN PERSON "The Real Math," p. 17 learning to know others as "It's Raining Love," p. 38 contemporary poetry. "Friend," p. 44 "Stronger Lessons," p. 46 "The Passing," p. 48 "I Thought of You Today," p. 67

IN QUESTION "A Woman's Complaint," p. 128 "For EVery Tatter," p. 168 "About American Indians," p. 170 "Customs and Culture," p. 230

ies a search for self IN QUESTION "Robert Whitmore," p. 59 "Karma Repair Kit: Items) 1-4," p. 209 "Lying in a Hammock at William,,Duffy's Farm in Pine Island, Minnesota," p. 231

229 360 301 MODERN WRITERS

GOALS AND CONTENT ACTIVITIES

4. He analyzes dealing with life's'joys, IN PERSON "Oye Mundo /S. sorrows, and fears as themes in poetry. "One Morning, "This 18 Just "First Song," "Celebration,, "I Shall Go a Stones and "The Legenda "The Whipping "Hunger," p. "If There Be "Song," p.-16 "Urban Dream, "Life for My Good," p. 1 "The Man Who "Checklist of

5. He reads poems in which wishes IN PERSON "Drealms," p. hopes and dreams are theme ideas. "I Got a Tail "who knows if "Faces," p. 2

IV. Drama-the student reads exerpts from con- SL 873-807 COPING WITH L temporary plays. SL 873-808 COPING WITH L

IN PERSON "Scene froth 4, "From Act I,

IN QUESTION "Scene from S "From MERMAID "What Time Is

r9 I) 05490

,CONTENT ACTIVITIES AND MATERIALS yzes dealing with life's joys, IN PERSON "Oye Mundo/Sometimes," p. 108 , and fears as themes in poetry. "One Morning," p. 113 "This Is Just To Say," p. 117 "First Song," p. 122 "Celebration," p. 135 "I Shall Go and Touch My Fingers to Stones and a Tree," p. 134 "The Legendary Storm," p. "The Whipping," p. 155 "Hunger," p. 165 "If There Be Sorrow," p. "Song," p. 168 "Urban Dream," p. 183 "Life for My Child Is Simple and Is Good," p. 185 "The Man Who Attracts Bullets," p. 187 "Checklist of Fears," p. 188 s poems in which wishes, IN PERSON" "Dreams," p. 197 nd dreams are theme ideas. "I Got a Tailor-Made Coat," p. 206 "who knows if the moon's," p. 221 "Faces," p. 222

reads exerpts from con- SL 873 -807 COPING WITH LIFE I SL 873-808 COPING WITH LIFE II

IN PERSON "Scene from 417," p. 199 "From Act I, A TOUCH OF POET," p. 100

IN QUESTION "Scene from STREAK 0' LEAN," p. 47 "From MERMAID AVENUE IS THE WORLD," p. 131 ( "What Time Is It?," p. 191

t 3 r)9 G 3 MODERN WRITERS

GOALS AND CONTENT ACTIVITIES AND

V. Writing and Speaking-The student writes ACTIVITIES: The following ar and/or delivers orally critical evalu- activities recommended An the ations of selected readings from non- fiction. IN PERSON essay, p. 16 ° column, p.-19 written conversation, p. 36 dramatic"situation, p. 37 short story, p. 55 . 's dialogue, p. 61 .

IN QUESTION letter, p. 34 dialogue, p. 74 creative writing, p. 101 letters, p. 139 short story, p. 159

NOTE: The writing ac books, IN QUES include suggea other oral act

NATIVE VOICES, TEACHER'S GUID a WRITING ABOUT ONESELF,

A particular joy, etc.

Support or ref is skin deep,

3134

231 05490

ACTIVITIES AND TATERIALS

g-The student writes ACTIVITIES -: The following are suggested written fly critical evalu- activities recommended in the course's basic texts: readings from non- IN PERSON essay, p. 16 greeting card, p. 105 column, p. 19 creative writing, p. 121 written conversation,p. 36 creative writing, p. 135 . dramatic situation, p 37 dialogue, p. 161 short story, p. 55 creative writing, p. 169 dialogue, p. 61 short stories, pp. 179,189,223

IN QUESTION letter, p. 34 diary, p. 171 dialogue, p. 74 short story, p. 185 creative writing, p. 101 story/play, p. 197 letters, * 139 play; 238 Short story, p. 159

NOTE: The writing activities in the above two books, IN QUESTION and IN PERSON, also include suggestions for discussion and other oral activities.

NATIVE VOICES, TEACHER'S GUIDE

WRITING ABOUT ONESELF, pp. 6-8

A particular incident that caused sorrow, joy, etc. Support or refute Maxims such as "Beauty is skin deep"

3(34

231 MDDERN WRITERS

GOALS AND CONTENT ACTIVITIES A

Focus on topi new neighbol Self-analysis shy, frank, Philosophy-of

WRITING ABOUT OTHER P

Revealing a p through her and actions

WRITING ABOUT ONE'S

Ethnic feasts Ethnic cultur Favorite fam dead relat

WRITING ABOUT HUMAN

An incident 'about a (f An incident 11 was found An incident about your

G 31> 05490 p

CONTENT ACTIVITIES AND MATERIALS

Focus on topic such as "moving to a new neighborhood" Self-analysis of one's character traits: shy, frank, etc. Philosophy-of-life essay

WRITING ABOUT OTHER PEOPLE, pp. 8-9

Revealing a person's dominant impression through her/his appearance, speech, and actions

WRITING ABOUT ONE'S BACKGROUND, pp. 9-10

Ethnic feasts and religious services Ethnic cultural language differences Favorite family story about a living or dead relative

WRITING ABOUT HUMAN RELATIONSHIPS, pp. 10-11

An incident that changed your feelings about a (friend) An incident in which a "lost" person was found through the effort of others. An incident that made you feel differently about yourself with others

0))) 8 7 MODERN WRITERS

GOALS AND CONTENT ACTIVITIES A

WRITING ABOUT OUR EC

Essay that c reports of went gf- A study of w or Communi The future o

WRITING ABOUT PREJUD

Reaction to A personal a A critique o An Essay arg your point

WRITING THROUGH CA

Using detail aids such I develop im my my

SPEAKING EXERCISES,I

Panels Individual t Response to Class discus 368 233 05490

rCONTENT ACTIVITIES AND MATERIALS

WRITING ABOUT OURECOLOGICARISIS, pp. f2-13

Essay that covers newspaper and magazine reports of mistreatment of our environment A study of waste disposal -- home, scho,1 or community The future on this planet

WRITING ABOUT PREJUDICE, pp. 13-14

Reaction to essay read A petsonal anecdote A critique of society An Essay arguing or persuading others to your point

WRITING THROUGH CAREFUL OBSERVATION, pp. 14-15

Using details, careful diction, rhetorical aids such as simile and metaphor, develop impressions on topics such as: my favorite lake my backyard at home

SPEAKING EXERCISES, SUGGESTIONS:

Panels Individual talks Response to outside speaker Class discussion

233 3 f) 9 CONIC SPIRIT 05540 heartedComicCOURSE Spirit DESCRIPTIONto the explores serious. the nature of humor, emphasizing satire and irony, which range from the light- Create comic material of your own relating to the reading you enjoy. Study leading humorists and some well-known comedians, caricaturists, and Comic Spirit is GOALScartoonists.for you who are interested in what is humorous and why. The nonfictistu "i t reads humorous writingdrains, and poetry. by well-known authors, mostly American, in the fields of fiction, CAZ materialHe examines he studies,supplementary and attempts material evaluative'and, creativesuch writing. as graphics, and radio and TV programs, writes about the

235 COMIC SPIRIT 05540 -MaterialsTitle a Use CUTLASSSATIRE: AND STUDENTRAPIER. LOG. Scholastic ScholasticBook Services, Book Inc.Services, Inc. -4;l$tudents Student's THESATIRE: SATIRIC TEACHING VOICE. GUIDE. Holt, Rinehart & Winston, Inc. Scholastic Book Services, Inc. Holt, Rinehart & Winston, Inc. TeacherStudents THE MOUSESATIRICCOMIC THATSVI4T. VOICE, ROARED. TEACHER'S GUIDE. McDougal, Littell & Company. Bantam Books, Inc. Students MADIT SAMPLER,ALL STARTED 1973. WITH COLUMBUS. Warner Paperback Libfary. 4 McGraw Hill Book Company. Students JOKES AND CARTOONS:KIT 46699 (28 titles). .BASEBALL-LAUGHSCAPTAIN ECOLOGY, POLLUTION FIGHTER Scholastic Book Services, Inc. Class Set CARTOONSCLASSROOMCHICKEN-FRIEDCHANNEL -0F CHUCKLES -CHUCK THE FUDGE-MONTH AND OTHER CARTOON DELIGHTS S GRIN.FOREMMYTHE LAUGHINGDICTIONARY LOUAND BEAR OUT ITOF LOUD BLOOPERS AND BONERS 236 COMIC SPIRIT 05$ I TitleMaterials Use JOKES AND CARTOON'KIT, continued, HAIRJOKESJEST TODAY- INAND PUN -ANDMORE CONEJOKES TOMORROW Scholastic Book Services, Inc. Students. LAUGHSLAUGH YOURUNLIMITED HEAD OFF 6 MARMADUKE RIDES AGAIN , MOREREBELPUN-ABRIDGED101 MARMADUKECLASSROOMELEPHANT RIDES AGAIN DICTIONARYJOKESCHUCKLES 11) YOURTRUEIDUV'ESILLYSCHOOL OWNCLASSROOM SIGNS GOTTAIS...BYJOKE BOOK BEFLUBS THEJOKING PEOPLEAND FLUFFS IN ROOM 222

237 .4 COMIC SPIRIT 6554Q 1 TheNOTES teacher ON TEXTS might USED begin IN theCOMIC course SPIRIT with SATIRE-STUDENT LbG. CUTLASSused,teacher's although AND manual,RAPIER it is isTEACHING primarilyan inclusive GUIDE designed FORand SATIRE,challenging as a more is provided involvedcollection todevelopment of various of the STUDENT cover bothAt books.the same time CUTLASS AND RAPIER should be types of satire. LOG. A very explicit THEinanswers MOUSESATIRICthe TEACHING taTHAT VOICEquestions ROARED GUIDEcontains is posedFOR a shortadditionalSATIRE. in the novel text materialof plus a satiric suggestions on satire. nature. for compositions. The teacher's guide accompanyingSupplementary this material book provideson this novel is included ITComedy"THE ALL COMIC STARTED and SPIRIT concluding WITH contains COLUMBUS, with writings "Essays spoofs that onincidents the display Comic from aSpirit." variety American of History.types of humor, ranging from "Tomfoolery" to "Dark JOKESTHE MADAND SAMPLERCARTOONS is KIT a compositeincludes twenty-eightof selections small from booksa magazine intended familiar primarily to students. for recreational reading. 1 238 COMIC SPIRIT

GOALS AND CONTENT ACTIVITIES

I. Reading and Study

A. .The student reads humorous writingsby well-known authors.

B. He becomes aware that an optimistic and humorous attitude toward life sometimes makes privation and suffering bearable and examines the idea thatlumOr carries the thread of truth as manokes fUn at human foibles and laughs at)himself. THE MOUSE THAT - C. He differentiates between farcical and Farce: fantastic elements as they appear in "The Secret L ,,literature. He becomes well acquainted Fantasy: with the concepts of sarcasm, satire, THE COMIC SPI irony, exaggeration, nonsense, under:: statement, allegory, absurdity, insult, Sarcasm: "War Is Kind," pun, mockery, and dark comedy. "Status Symbol "The Devil's p. 166

Satire: "The Latest D p. 82 "Thomas Gradg "Miss Kinderg RAPIER, p.

Irony: "War Is Kind, "APO 96225," "I Can't Thin CUTLASS &

Exaggeration: "The Ransom o SPIRIT, p.

374 239 05540

CONTENT ACTIVITIES AND MATERIALS

reads humorous writings by authors.

aware that an optimistic and titude toward life sometimes tion and suffering bearable s the idea that humor carries of truth as man pokes fun at es and laughs at himself.

tiates between farcical and Farce: THE MOUSE THAT ROARED laments as they appear in "The Secret Life of Walter Mitty," p. 105 He becomes well acquainted Fantasy: ncepts of sarcasm, satire, THE COMIC SPIRIT geration, nonsense; under- "War Is Kind," CUTLASS & RAPIER, p. 107 allegory, absurdity, insult, Sarcasm: "Status Symbol" CUTLASS & RAPIER, p. 61 y, and dark comedy. "The Devil's Dictionary," THE COMIC SPIRIT, p. 166

Satire: "The Latest Decalogue," CUTLASS & RAPIER, p. 82 "Thomas Gradgrind," CUTLASS & RAPIER, p.66 "Miss Kindergarten America," CUTLASS & RAPIER, p. 84

Irony: "War Is Kind," CUTLASS & RAPIER, p. 107 "APO 96225," CUTLASS & RAPIER, p. 121 "I Can't Think What He Sees in Her," CUTLASS & RAPIER, p. 128

Exaggeration: "The Ransom of Red Chief," THE COMIC SPIRIT, p. 93

3 7 4 239 875 COMIC SPIRIT

GOALS AND CONTENT ACTIVITIES AND

Nonsense: "Jabberwocky,"

Allegory: "The Dog and t p. 34THE

Suggested for FARM (Book is but it may be

Q, Absuridity: Limericks, THE

Insult: Russell Baker,

Pun: IT ALL STARTED

,e1 Mockery: Film 371-130:

Dark Comedy: Dorothy Parker Barthelme, T

D. He examines cartoons, caricatures, F 160-109 MUNRO films, and radio presentations to F 272-137 THE DEHUMANIZI supplement his readings in liter- F 373-100 THE CROCODILE ature. F,71-130 BILL COSBY ON F',271-133 THE CATERPILLA E. He is encouraged to watch and evaluate F FLOWER POPS TV programs on the basis of concepts FPL THE GOLDEN AGE about comedy which he has gained from the course.

3713 877 05540

CONTENT ACTIVITIES AND MATERIALS

Nonsense: "Jabberwocky," THE COMIC SPIRIT, p. 27

Allegory: "The Dog and the Wolf," CUTLASS & RAPIER, p. 34THE MOUSE THAT ROARED

Suggested for further reading: ANIMAL FARM (Book is not supplied. for this course, but it may be used.)

Absuridity: Limericks, THE COMIC SPIRIT, p. 10

Insult: Russell Baker, THE COMIC SPIRIT, p. 204

Pun: IT ALL STARTED WITH COLUMBUS

Mockery: Film 371-130: BILL COSBY ON PREJUDICE

Dark Comedy: Dorothy Parker, Oscar Wilde, Donald Barthelme, THE COMIC SPIRIT, pp. 164-169

cartoons, caricatures, F 160-109 MUNRO radio presentations to F 272-137 THE DEHUMANIZING CITY AND HYMIE SCHULZ his readings in liter- F 373-100 THE CROCODILE F 371-130 BILL COSBY ON .PREJUDICE F 271-133 THE CATERPILLAR raged to watch and evaluate F FLOWER POPS on the basis of concepts FPL THE GOLDEN AGE OF COMEDY y which he has gained from

3 77 3 7 to .COMIC SPIRIT ,

`,GOALS AND CONTENT ACTIVITIES AND

Cassettes: available from Lib a school's librarian

AC1844. THE GAG WRITER AC1767 FOCUS ON FRED AC1851 KEEPING THEM AC5854 THE NATURE OF AC12256 THE NATURE OF AC1815 REMINISCENCES Spotlight) AC 5150 THE STING OF B Voices) AC 429 THE WIT OF FRE

Radio Comedy

CHARLIE MCCART THE GREAT GILD THE BURNS AND THE JACK BENNY REq,SKELTON AMOS, 'N ANDY/L MIRACLE ON 34t

II. Writing and Speaking

A. He writes about the materials, he reads and Suggestions for writing assig attempts creative writing based on these STUDENT LOG, and THE SATIRIC forms of humor.

B. He participates in discussion and makes "oral presentationS.

III. He develops his appreCiation of literature as a pleasurable part of life.

241 ;3 79 3 7 8 NTENT ACTIVITIES AND MATERIALS

Cassettes: available from Library Services Center (Ask school's librarian)

AC1844 THE GAG WRITER (Studies in Humor) AC1767 FOCUS ON FRED ALLEN (American Humorists) AC1851 KEEPING THEM LAUGHING (American Humorists) AC5854 THE NATURE OF COMEDY (American Humorists) AC12256 THE NATURE OF SATIRE (Studies In Humor) AC1815 REMINISCENCES OF VAUDEVILLE (Show Business Spotlight) AC 5150 THE STING OF BLACK HUMOR (Modern Literary Voices) AC 429 THE WIT OF FRED ALLEN

Radio Comedy

CHARLIE MpCARTHY SHOW/FIBBER MCGEE & MOLLY THE GREATNGILDERSLEEVE/OUR MISS BROOKS THE BURNS AND ALLEN SHOW/MY FRIEND IRMA THE JACK BENNY PROGRAM/LIFE OF RILEY RED SKELTON AMOS 'N ANDY/LUM AND ABNER MIRACLE ON 34th 'STREET (Christmas Program)

Ong ut the materials he reads and Sugkestiorts for writing assignments are made in SATIRE- ilve writing based on these STUDENT LOG, and THESATIRIC VOICE. es in discussion and makes ti tions, ppreciation of literature as t of life.

-Ta 241. 379 378 COMIC SPIRIT 05540 SPECIAL RECOMMENDATIONSTHE COMIC FOR CLASSSPIRIT: STUDY "The'The RansomSecretDorothyRussell ofLife Red Parker,Bakerof Chief," Walter on p. Insult, p.164; 93 Oscar p. 204 Wilde, p. 165; Donald Barthelme, p. 169 Mittyf,: f p. 105 CUTLASS & RAPIER: "The"Griffy; Pig," the p. Cooper,"9 p. 8 "Thomas"The Latest Gradgrind," Decalogue," p. 66 p. 82 Hypocrisy"The'/he Grown-upIdiot,"Still as Alarm," the p.Problem," 26butt p. of27 p.humor: 22 "Forenoon"Peanuts"Miss Kindergarten Cartoon, of an Honest p. America," 11 Financial p. 84Racketeer m p. 91 Audacity:Injustice as the butt of humor: "Ballad(Humor"The Selling oflies the in ofLandlord," the Tono-Bungay," audacity p. 99of p.s86the lies told to the public INV Tongue-in-cheek: and"War"The in isSellingthe Kind," outrage of p. Tono-Bungay," prepetrated.)107 p. 86 IgnoranceIrony: in our leaders: "The"I"APO Can't 96225,"Leader," Think p. p. What121 56 He Sees in Her," p. 128 COMIC SPIRIT 05540 SPECIAL RECOMMENDATIONS FOR CLASSCUTLASS STUDY: & RAPIER:- CONT'D. OrganizedMan'sMechanization foolish society fascination of associety the butt withas theof TV: humor:butt of humor: "All"Sacre"Illustration," Watched do Printemps," Over p. by49 Machines p. 45 of Loving Grace," p. 44 GraphicsMan's blindness: which satirize: 62,"The 72, WarOwl 73, Prayer,"Who 79, Was 80, Gad,"p. 90, 108 p.and 54 others TUE SATIRIC VOICE: "An"The Open Dispos. Letter to the = w: n," p. 5 if New York," Parodies: "Mars"Letter IsThe fromOurs!" Vertical a Westp. 62 NegroTexasp. 18 Plan,"Constituant," p. 38 p. 26 "Love"The"You Passio AreUnder Old. the Father Repu William," Robert Southey, p. 44 re Old, Father William," Lewis Carroll, p. 45 Shepard to His Love," p. 46 :ns," p. 48 "There"Who's WillPassing Come for Soft Who?" Rains," p. 65 p. 76 "The American Man: What of ob ? ",p. 52 4 SUGGESTIONSCOMIC SPIRIT FOR OUTSIDE READING FOR STUDENTS 05540 Armour,Author Richard. THEITTITTitle ALLALLCLASSICS STARTEDSTARTED RECLASSIFIED. WITH MARX.HIPPOCRATES. McGraw-HillMcGraw-HillPublisher Book Book Co:, Co., 1966. 1960.1958. Buchwald,-Art.Bench ley, Robert. HAVELOSTTHE BENCHLEYIAND EVER FOUND. LIED. ROUNDUP. TO YOU? Crest,DoverHarper Publications, Fawcett,and Row Publishers,World, Inc., ).973. 1970. Inc. Hyman,Clemens, Mac. Samuel T. NOATHE CONNECTICUTTIME ESTABLISHMENT FOR SERGEANTS. YANKEE IS INALIVE KING AND ARTHUR'S WELL IN COURT. WASHINGTON. RandomDodd,Crest, 1960. House,Fawcett, 1954. World, 1973. IJ Kerr, Jean. THEPLEASE SNAKE DON'T HAS EAT.THE ALL THE DAISIES. LINES. Library,Crest Books,BOoks, 1971. Fawcett (drama) WorldWOrld Kipling,Leacock, Rudyard. Stephen. WRITINGSLAUGHSTALKY WITHAND OF COMPANY.LEACOCK;S. LEACOCK. A COL eTION OF TIE BEST MacmillanApollo Editions, Publishing Inc., CO,., L973. 1962. Mersand,McKenney, Joseph Ruth.' E., ed. THREEMY SISTER COMEDIES EILEEN. OF AMERICAN FAMILY LIFE by 1968Harcourt Brace JovanoviCh, Inc.,, Smith, H. Allen. DESERTTHEHart, BEST Moss ISLAND OF &H. Kaufmann, DECAMERON.ALLEN SMITH. George S. WashingtonPopularPocket Books,Library, Square Inc., Inc.,Pres$ 197$. 1.973 COMICSUGGESTIONS SPIRIT FOR OUTSIDE READING FOR STUDENTS: CONT'D. 05540. Thurber,Author James THURBER'STHURI6CARNIVAL.Title DOG Harper.Publisher1945 and Row PublisherS, Inc., White, E. B. THE SECOND TREE FROM THE CORNER HarperSimon1954. and and Schyster1.1969, Row Publishers, Inc., o Wodehouse,White & White P. G.(Katherine), eds. MOSTLAUGHINGJEEVES.SUBTREASURY OF P.GAS. G. OF WODEHOUSE. AMERICAN HUMOR. SimonBeaglePutnam's andBooks, Sons,Schuster, 1972. 1962: Inc,, 1969. THETHANKSOMETHINGPSM1THPSNMTH WORLD YOU, JOURNALIST.IN THEOFNEWJEEVES. JEEVES,CITY. Vol. 1 and 2 ManorBritishBeaglePenguin Books, Books,BookBooks, Inc., Center, 1972 Inc., 1973; 1956.19/1.1971.

245 7 AFRO-AMERICAN LITERATURE 05550 , COURSE DESCRIPTION . . the relationship of Black writers and.their works . Into your social study and of historical Afro-American movements and reflect upon literar6re you will emphasize the withexperience. literature, you will find this course If you enjoyed Black Writers, are 4 .- GOALSofinteresting advanced standing, and challenging. and are seeking an intensive experience For the college capable. TheThe' student student gains considers a sense the of rangethe historical of critical tradition attitudes and toward aesthetic these worth 9 works. of literature written by Black Americans. a The literature.student reevaluatescompares and American contrasts literary the wide history spectrum in theof viewslight presentedof the quality in Black literature. and thought of Black American -.1; 'United StatesThethe student world. and develops becomes afamiliar sense of with the Blackpsychological literature unity emerging developing from Africa and the Caribbeanin peoples as ofwell African as from descent the throughout Cf -The studentThe-studentThe studentgains discoversa developssense of themes skillsthe literary inin Blackcritical style literature readingand techniques commonand analysis to the interests of Black people. of various genre. of major Black writers. 1 111 r- MaterialsAFRO-AMERICAN LITERATURE 05550 VBECode VOICESTitle FROM THE BLACK EXPERIENCE: AFRICAN AND AFRO-AMERICAN LITEpTURE. Ginn and Co. Students [ Use TBN VOICES FROM THE BLACK EXPERIENCE:TEACHER'S AFRICAN GUIDE. AND AFRO-AMERICAN LITERATURE: Ginn and Co. tc, Teacher RALMBP BLACKAMERICANMODERNTHE BLACK BLACK NOVELIST, POETS:LITERATURE: A,COLLECTION 1760 TO OFTHE CRITICAL PRESENT, ESSAYS, Glencoe Prentice-Hall, Press. Charles E. Merrill Publishing Co. Inc. Students, Teacher GOMANCHILD TELL ITIN ON THETHE THE PROMISEDPROMISED MOUNTAIN. LAND/BROWN,LAND. American American TEACHER-STUDENTBook Book Company. Company. PACKAGE. American Book OPilipany, Teacher StudentsStudents z-1 TOTOGO BE TELLBE YOUNG, YOUNG, IT ONGIFTED, GIFTED,THE MDUNTAIN/BALDWIN, AND AND BLACK/HANSB BLACK. Ame RRY,TEACHER-STUDENTican TEACHER-STUDENTBook Company PACKAGE. PACKAGE. Ameiican American Book Cckapany.Book Co. TeacherStudentsTeacher I INVISIBLE,MAN/ELLISON,INVISIBLEKNOW WHY THEMAN. CAGED American BIRD TEACHER-STUDENT BookSINGS. Company. American PACKAGE. Book Company. American Book ComOsny. TeacherStudents (1) TOI BEKNOW A SLAVEWHY0 BETHE . A American CAGEDSLAVE/LESTER, BIRD Book SINGS/ANGELOU, Company.. TEACHER-STUDENT TEACHER-STUDENT PACKAGE. American PACKAGE,' Book American Company. Book Co. --T---- TeacherTeaCherStudents 2 05610 AFRO-AMERICANMaterials LITERATURE WHYTitle WE CAN'T WAIT. American Book Company. i 'Use Students GEMINI:WHY WE CAN'T AN EXTENDED WAIT KING, AUTOBIOGRAPHICAL TEACHER OF- STUDENTBEING STATEMENT A PACKAGE.BLACK POET.ON MY FIRST TWENTY-FIVE YEARS American Book Company TeacherStudents, Teacher Viking Press% ' I THESOLEDAD-BROTHER: END OF WHITE WORLD THE- PRI-SONSUPREMACY: LPTTFRS FOUR OFSPEECHES CFORGR JACKSON_OF MALCOLM X. Rentam Books, Inc, L. C. Bryant, Inc. , Students, Teacher

tek 249 AFRO-AMERICAN LITERATURE

a GOALS AND CONTENT ACTIVITIES A

I. The student faMiliarizes himself w h t AFS AFRO - AMERICAN --developm ent arid contlnwityof Blew 7 OVERVIEW-- literature from the early slave n rrAtive

to current-w .

A. The student realizes that the literary -"Time Lines, history of the Black Ameri an is 261, 477 inseparable from the history of the United States.

1. The student understnds that'Black VBE "Sympathy,":p

literature develop44:7(d from the per- "Preface to a sonal experiences pf Black Americans p. 187, and their readtio s to those experiences. BAL "George Moses "from NARRATI DOUGLASS," "Dialogue Ent Dutiful Se

2. The studentomPrehends historic VBE "Our Wretched events that/affected the writings of, Ignorance," Black authcirs,: BAL "from WALKER' 1 pp. 69-80 "The Meaning p. 81

B. The student understands' the style and form of early Black literature in the U. S.

388 387 0 ATURE 05550

CONTENT ACTIVITIES AND MATERIALS

iliarizes himself with the AFS AFRO - AMERICAN LITERATURE I-II: AN continuity of Black OVERVTW the early slave narrative

realizes that the literary BAL "Time Lines," pp.1,. 43, 105, 108,177,

the Black American is --, 261, 477 from the history of the es.

dent understands that Black VBE "Sympathy," p. 165, ure developed from the per- "Preface to a Twenty Volume Suicide Note," xperiences of Black Americans p. 187 it reactions to those ex- ea. BAL "George Moses Horton,"pp. 101-103 "form NARRATIVE IN THELIFE OF FREDRICK DOUGLASS," p. 45 "Dialogue Entitled theKind Master and the Dutiful Servant," p.708

udent comprehends historic VBE "Our Wretchedness in,Consequence of that affected the writings of Ignorance," p. 155 authors. BAL "from WALKER'S APPEAL, in Four Articles," pp. 69-80 "The Meaning of the Fourth for the Negro," p. 81

understands the style and ly Black literature;in the

3R8 3R7 AFROAMERICA1s1 LITERATURE,

GO AS AND CONTENT ACTIVITIES A

1. The student investigates the aril' VBE "Folksong,' p literaryNtradition of the African slave. \ SFS-270-104 BLACK EXPERIE -, 2. He reads and studies the early slave BAL "from THE INT narrative, folk tale, sermon, and LIFE-OF-OLA spiritual. VASSA, THE

The Slave Nar

Spirituals,

FolW.Sermon,

"from CLOTEL A NARRATIVE STATES ,"

F 173-120 LEGEND OF JO

VBE Spirituals,p Folktales, pp Folksong, "Jo

F 365-124 SLAVERY

II. The student sees the relationship and relevance of Black literature to other American literary works.

:390 389 251 'ERATURE 05550

ND CONTENT ACTIVITIES AND MATERIALS

student investigates the oral VBE "Folksong," p. 28 ary -tradit toil of- the ;Afri-eart I"Folktalc,"-p. 29 e

,11 SFS 270-104 BLACK EXPERIENCE: NEGRO FOLKLORE eads and studies the early slave BAL "from THE INTERESTING NARRATIVeOF THE ative, folk tale, sermon, and LIFE OF OLANDAH EQUIANO, OR GUSTAVUS itualz VASSA, THE AFRICAN," p. 12

The Slave Narrative, pp. 45-68

Spirituals, pp, 111-115

Folk Sermon, pp. 115-135

"from CLOTEL OR THE PRESIDENT'S DAUGHTER, A NARRATIVE OF SLAVE LIFE IN THE UNITED STATES," p. 94

F 173-120 LEGEND OF JOHN HENRY

VBE Spirituals, pp. 26-27 Folktales, pp. 31-36, pp. 43-44 Folksong, "John Henry," p. 42

F 365-124 SLAVERY

sees the relationship and - Black literature to other erary works.

389 251 30 AFRO-AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES

The student realizes that the development A \ of Black literary tradition corresponds to the social, political, and economic history of the United States.

1. The student becomes aware of emergence of Black writers during the Harlem Renaissance. BAL THE NEW NEGRO from GOD'S It Claude McKay, Countee Cu 'le Fenton Joh o Frank Mars al F 272-162 POETRY BY AME Sterling A. B Toamer, ngston Hugh "Soul Gone from "Monta p.,383 ArnA Bontemps

TBN "The Negro Re the Harlem

MBP "The New Negr p. 18

SFS 769-467 THE HARLEM RE 769-468 THE HARLEM RE //X PART II

3 9 CONTENT ACTIVITIES AND MATERIALS t realties that the development terary tradition corresponds ial, political, and economic _States

dent becomes aware of ce of Black writers the Harlem Renaissance. BAL THE NEW NEGRO, p.p "from GOD'S TROMMONES,"y. 200 Claude McKay, 205 Countee Cullen, p. 208 Fenton Johnson, p. 212 Frank Marshall Davis, p. 215 F 272-162 POETRY BY AMERICANS: JAMES WELDON JOHNSON Sterling A. Brawn, p. 218 Jean Toomer, p. 235 Langston Hughes, p. 255 Soul Gone Home," p. 256 from "Montage of a Dream Deferred," p. 383 Arne Bontemps, p. 387

TBN "The Negro Renaissance: Jean Toomer and the Harlem Writers of the 1920's," p.150

map "The New Negro Poet in the Twenties," p. 18

SFS 769-467 THE HARLEM RENAISSANCE AND BEYOND, PART I 769-468 THE HARLEM RENAISSANCE AND BEYOND, PART II

391 392 AFRO-AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES A

2. The student becomes aware of the MBP "The Black Ae: concerns of Black writers in the Forties, rangy '30's and '40's. BAL "Down By the SIN Melvin B. Till "In the Mecc4t Robert Hayde

3. The student becomes aware of the break BAL "bay of Absen with literary tradition which has Bob Kaufman, characterized the writers of the New LeRoi Jones,- Black Renaissance in the '60's and '70'8. MBP "Baraka as Po

BAV Julia Fields, Nikki Giovann

TBN "The DevelopM Artist," p.

. The student realizes that techniques, BAL Phyllis Wheat' tileiMk,,and form in Black literature Countee Culle del pond to the literary and intel- Claude McKay, lectual trends in other American from PINKTOES,

SFS 771-722 BLACK POEMS, B

III. The student recognizes the wide spectrum of SFS -AFRO-AMERICANS views presented in Black literature. He BAL 0 "from BLACK NO compares and contrasts selected points of view.

253 394 TUBE 05550,

CONTENT ACTIVITIES AND MATERIALS

udent becomes aware of the MBP "The Black Aesthetic in the Thirties,. s of Black writers /in the Forties, and Fifties," p. 34 and '40's. BAL "Down By the Riverside," p. 263

Melvin B. Tolson, p. 399 4_1A

" "In the Mecca," p. 413 Robert Hayden,_ p. 389

dent becomes aware of the break BAL "Day of Absence," p. 491 terary tradition which has Bob Kaufman, p.-516 erized the writer's of the New LeRoi Jones, p. 522 ehaissance in, the '60's and MBP "Baraka as Poet," p. 127

BAV Julia Fields, p. 530 Nikki Giovanni, p. 532

TBN "The Development of the Black Revolutionary Artist," p. 134

xealizes that techniques, BAL Phyllis 10eatley, pp. 9-12 form in Black literature Countee Cullen, pp..208-212 to the literary and intel- Claude McKay, pp. 205 -208 nds in other American from PINKTOES, by Chester Himes, P. 448

SFS 771-722 BLACK POEMS; BLACK IMAGES

cognizes the wide spectrum of SFS AFRO-AMERICANSPEAK FOR THEMSELVES 'd in Black literature. He BAL "from BLACK NO MORE," p. 243 outrasts selected points of

3 9 3 253 AFRO-AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES A

SOLEDAD BROTHER: THE PRISON

A. The student understands that Black VBE "Of Mr. Booke writers have used their wcirks to and Others, furlllet -s-aciat -and -protttical chamger. -RAt "fitrin UP PROM "from THE SO "Letter from WHY WE CAN'T WAIT THE END OF WHITE WORLD SUP MALCOLM X

1. He indentifies and discusses those VBE "Booker T. an writers who saw the Black man as "My Dungeon S achieving total equality and in- "Dignity of tegration intoAmerican Society. BAL THE NEW NEGRO VBE "I Have a Dre

SFS 770-489 SAARCH FOR LUTHER KING SFS CIVIL DISOBED

2. He identifies} and discusses those BAL "The White Ra writers who expounded views of VBE "Lazarus, C II Black nationalism and Black power. "The black Re

SFS SEARCH FOR T

F 269-105 BLACK POWER:

3 MATURE 05550

CONTENT ACTIVITIES AND MATERIALS

SOLEDAD BROTHER: THE PRISON LETTERS OF GEORGE JACKSON t understands' that Black VBE "Of Mr. Booker T. Washington and e used their works to and Others," p. 192 Jai and political change. BAL "from UP PROM.SLAVAY, tr. 136 "from THE SOULS OF BLACK FOLK," p. "Letter from BirMintham CityJail," p. 456 WHY WE CAN'T WAIT THE END OF WHITE WORLD SUPREMACY: FOR SPEECHES OF

MALCOLM X . entifies and discusses those VBE "Booker T. and W. E. B.,",p. 200 s who saw the Black man as "My Dungeon Shook," p. 203 ing total equality and in- "Dignity of Man," p. 220 ion into American,Society. BAL THE NEW NEGRO, p. 179 VBE "I Have a Dream," p. 217

SFS 770-489 SEARCH FOR THE BLACK IDENTITY: MARTIN LUTHER KING I, II SFS CIVIL DISOBEDIENCE /' ntifies and discusses those BAL "The White Race and Its Heroes," p -.477 s who expounded viewa of VBE "Lazaruq, Come Forth," p. 146 nationalism and Black pottier.- "The BlaCk Revolution," p. 250

SFS SEARCH FOR THE BLACK IDENTITY, MALCOLM X

'F 269-105 BLACK POWER: THE. SPOKESMAN

v. - 4

3 P, AFRO-AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES A

3. He identifies and dificussis those BAL "The Future A writers who see the Black man's VBE "The Black Ps survival as separate from White society and dependent upon unity of Blacks throughout the world,

4. He identifies and discusses those SFS 769-468 HARLEM RENAIS writer's who feel that the purpose of'literature is not to brigg about social or political change nor to discuss racial issues but to present universal themes.

B. The student campares'the various viewpoints and attitudes of writers of Black literature.

1. He considers Black literature not VBE "The Ethics o only as an account or commentary "The Black Ps on Black life within a White "society but also a protest against that life.

2. The-student becomes aware of the VBE "Poem (for dc purpose of. more recent writers- - p. 247 to awaken pride in Black culture "If We Must D and history. SFS 769-514 BLACK IS BEA

C. The student learns to listen to, grasp, and appreciate the ideas of those with whom he may not agree.

3 9 '7 255 TURE 05550

CONTENT ACTIVITIES AND MATERIALS tifies and discussis those BAL "The Future As I See It," p.. 191 who see the Black man's VBE "The Black Psyche," pp. 5-10 1- as separate from White and dependent upon unity ks throughout the world. tifies and discusses those SFS 769-468 HARLEM RENAISSANCE AND BEYOND, PART 2 who feel that the purpose rature igOnot to bring about or political change nor to racial issues but to pre- iversal themes.

compares the various view- attitudes of writers of ature. iders Black literature not VBE "The Ethics of Living Jim Crow," p. 171 an account or commentary "The Black Psyche," pp. 5-10 k life within a White but also a protest against fe. dent becomes aware of the VBE "Poem (for dcs 8th graders - 1966-67)," of more recent writers- - p. 247 en pride in Black culture "If We Must Die," p. 248 tory. SFS 769-514 BLACK IS BEAUTIFUL

learns to listen to, grasp, ate the ideas of those with not agree.

255 t F

AFRO-AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES A

IV.-The student discovers themes in Black literature common to the interests of Black people.

A. He recognizes the theme of the quest BAL "Vive Noir!" for self definition and self deter- mination.

B. He examines themes of alienation from VBE "We Wear the Africa and rejection by Western Civili- "I, Too, Sing zation.

C. He reads on the theme of Africa and her VBE "The Negro Sp heritage.

D. He examines the themes of childhood, VBE "Nikki Rosa," love, marriage, life, and death. "Loneliness," "Otto," "Eppi "ieme Get Was vit "When Sue Wea "St. Louis B1 "The Wife of "Anticipation] "Law of the G "Prayer to Ma "Thank-You, "Go Down Deat

t`i 9 1.) PRE 05550

ONTENT ACTIVITIES AND MATERIALS

overs themes in Black n to the interests of es the theme of the quest BAL "Vive Noir!" p. 435 finition and self deter-

themes of alienation from VBE "We Wear the Mask," p. 11 ejection by Western Civili- "I, Too, Sing America," p. 201

the theme of Africa and her VBE "The Negro Speaks of Rivers," p. 22

the themesQof childhood, VBE "Nikki Rosa," p. 189 age, life, and death. "Loneliness," p. 104 "Otto," "Eppie," "Rudolph," pp. 60, 61 "Some, Get Wasted," p. 69 "Wheil Sue Wears Red," p. 105 "St. Louis Blues," p. 107.,- "The Wife of His Youth," p, 109 "AnticipatiOn," p. 116 "Law of the Grazing Fields," p. 120 "Prayer to Masks," p. 202 "Thank-You, Mam," p. 36 "Go Down Death," p. 167

399 400 AiRO AMERICAN LITERATURE

GOALS AND"CONTENT ACTIVITIES A

E. He reads expressions of personal moods. VBE "Kitchenette "Sympathy," "Dreams," p.

F. He reads on the realities'of "the Black VBE "For A Lady experience" and Black people's reactions "Incident," to that experience. "Some Get Wa "Mother to "Cross,"" "Haircuts n "Crowns and "The Boy Who

He reads on the theme of liberatidn of VBE "Remembering Black people. "Fredrick D "Lazarus Cam "Sing Me a "Warning," p.

H. He selects for personal reading several MANCHILD IN THE PROMISED LA major works by Black authors. He GO TELL IT ON THE MOUNTAIN analyzes these works, stressing themes TO BE YOUNG, GIFTED, AND BLA and other major aspects of literature INVISIBLE MAN that interest'him. I KNOW WHY THE CAGED BIRD S WHY WE CAN'TVAIT

V. The student gains a sense of the literary SFS 773-723 ODYSSEY OF RI styles and techniques of major Black writers. A

401 40 257 05550

ONTENT ACTIVITIES AND MATERIALS

ressions of personal moods. VBE "Kitchenette Building," p. 190 "Sympathy;" p. 165 "Dreams," p. 187

the realities of "the Black VBE'' "For A Lady I know," p. 170 and Black people's reactions "Incident," p. 170 rience. "Some Get Wasted," p. 69 "Mother to Son," p. 59 "Cross," p. 59 "Haircuts and Paris," p. 207 "Crowns and Garlands," p. 153 "The Boy Who Painted Christ Black," p. 208

the theme of liberation of VBE "Remembering Nat Turner," p. 143 e. "Fredrick Douglass," p. 161,.p. 145 "Lazarus Come Forth," p. 146 - "Sing Me a New Song," p. 244 "Warning," p. 226 for personal reading several MANCHILD IN THE PROMISED LAND by Black authors. He GO TELL IT ON THE MOUNTAIN se works, stressing themes TO BE YOUNG, GIFTED, AND BLACK :jor aspects of literature INVISIBLE MAN t him. I KNOW WHY THE CAGED BIRD SINGS WHY WE CAN'T WAIT

s a sense of the literary SFS 773-723 ODYSSEY OF RICHARD WRIGHT iques of major Black writers.

'44

401 402

257 AFRO-AMERICAN LITERATURE

GOALS AND CONTENT ACT TIES AND

A. He studies in depth several novels BAL "fr INVISIB by Black Americans and discusses and "fr CANE," p writes about their employment of such "fr BEETLE C elements as setting, plot, theme, tone, "fr GO TELL mood, and style. "froM A DIFFE "frOm BLACK NO

ACTIVITY: These exclerpts may in the selection c4 a complet list of supplementary books.

FPL PAUL L. DUNBAR

B. The student analyzes poems by Black BAL Paul Lawrence Americans and discusses form, rhythm, .PoetryOf auth language, mood, and imagery. Mari Evans, p.

VBE Don L. Lee, p. Sonia Sanchez, DarOin Turner,

SFS SCHOLASTICBLAJ POETRY I AND SFS THE POETIC VOI I, II

C. The student considerstllerange of critical attitudes toward Black literature.

1. Tie student reads critical essays ACTIVITY: These essays should on Black literature and the Black novels and poetry read in pre experience in literature. Parts A and B V,*

403 05550

ONTENT ACTIVITIES AND MATTRI.A0,. n depth several novels 'BAL "from INVISIBLE MAN 1' p 321

."'. . . ricans and discusses and "from CANE," p.. 236 - their employment of such "from BEETLE CRE7,"'p. 310 setting, plot, theme, tone, "from GO TELL ITN THE MOUNTAIN," p. 349 yle. "from A DIFFERENT DRUMMER," p. 438 "from BLACK NO MORE," p. 244

ACTIVITY: These excerpts may provide incentive or direction in the selection of a complete novel to be read from the list of supplementary books.

FPL PAUL L. DUNBAR: AMERICA'S FIRST BLACK POET analyzes poems by Black BAL Paul Lawrence Dunbar, p. 172 d discupses form, rhythm, Poetry of authors included, pp. 516-532 04, and imagery. Mari Evans, p. 433

VBE Don L. Lee, p. 246 Sonia Sanchez, p. 247 Darwin Turner, p. 241

SFS SCHOLASTIC BLACK CULTURE PROGRAM: BLACK POETRY I AND II SFS THE POETIC VOICE OF THE BLACK EXPERIENCE I, II considers the range of itudes toward Black ent reads critical essays ACTIVITY: These essays should be correlated with the literature and the Black novels and poetry read in preparation of Objective V, ce in literature. Parts A and B

403 404 AFRO-AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES

,t4

TBN "The Art of F Ellison)," "The Politics Invisible "The Dark Hau p. 72 "How Bigger W "The Novels o "Everybody's

MBP "Religion in p. 57 "I Do Not Ma "A Poet's Ody "Robert Hayde

2. The student reads and analyzes and TBN "The Literary essays and articles by Black "The Negro Wr Americans. He concentrates on Compensatio discussions of controlling idea, "The Negro Wr supporting details, theme, etc. p. 191 "Notes on a N

3. The student compares the analyzes MBP "Paul Lawrenc critiques presented in these essays Symbol," p. to his own. Recognizing his awn biases, he evaluates the points-of- view of the essayists.

4. He contrasts many views in Black literature through discussions and writing assignments.

405 259 05550 fONTENT ACTIVITIES AND MATERIALS

TBN "The Art of Fiction: An Interview (Ralph Ellison)," p. 205 "The Politics of Ellison's looker; Invisible Man as Symbolic History," p. 88 "The Dark Haunted Tower of Richard Wright," p. 72 "How Bigger Was Born," p. 166 "The Novels of James Baldwin," p. 111 "Everybody's Protest Novel," p. 218

MBP "Religion in the Poetry of Langston Hughes," p. 57 "I -Do Not Marvel, Countee Cullen," p. 069 "A Poet's Odyssey; Melvin B. Tolson," p. 84 "Robert Hayden's Use of History," p. 96

ent reads and analyzes and TBN "The Literary Ghetto," p. 227 nd articles by Black "The Negro Writer--Pitfalls and s. He concentrates on Compensations," p. 197 one of controlling idea, "The Negro Writer--Shadow and Substance," ng details, theme, etc. p. 191 "Notes on a Native Son,"'p. 231

ent compares the analyzes MBP "Paul Lawrence Dunbar; The Rejected s presented in these essays Symbol," p. 33 Recognizing his own he evaluates the points-of- the essayists.

mats many views in Black re through discussions ing assignments.

4018 405 259 AFRO1AMERICAN LITERATURE

GOALS AND CONTENT ACTIVITIES A

V/. The student becomes familiar with Black

. literature emerging from Africa and the Caribbean as well as from the United '.States attd senses the unity developing in peoples of African descent throughout the world.

A. He evaluates Black authors' writings about VBE "Africa," p. the United States, particularly their "To Africa," reactions to the Black American exper- "Sierra Leone ience. "The Jewels o "Totem," p. 2 "Piano and .D "Homecoming," "The Renegade

B. He compares and contrasts the life of "New York;" p the Blacic man in these cultures to the "African in L life of the Black man in America. "The Blacks," "Ndesse or BI

F 358-102 BLACK AND WHI

C. He explores the expressions of these VBE "Coffee for t writers on the theme of unity of "The Bench," Black people everywhere. "The Park,." "Moshedb," p. "Glory to Mos "Martyrs," p. "Song for Ces "The Black R

407 408 TURE 05550

CONTENT ACTIVITIES AND MATERIALS comes familiar with Black rging from Africa and the 44- ell as from the United ses the unity developing African descent throughout

es Black authors' writ gs about VBE "Africa," p. 87 States, particularlyt4heir "T9 Africa," p. 88 to the Black American exper- "Sierra Leone," p. 90 "The Jewels of the Shrine," p. 45 "Totem," p. 22 `4. "Piano and Drums," p. 93 "Homecoming," p. 94 "The Renegade," p. 95

syand,contrasts the life of "NeW York," p. 97

man in these cultures to the ' "African in Louisiana," p. 99 e Black man in America. "The Slacks," p. 12 -"Ndesse or Blues," p. 23

F 358-102 BLACK AND WHITE IN SOUTH AFRICA

s the expressions of these VBE "Coffee for the Road," p. 235 the theme of unity of "The Bench," p. 213. le everywhere. "Tie Park," p. 226 "Moshesh," p: 131 "Glory to Moshesh," p. 131 "Martyrs," p. 180 "Song for Cesaire," p. 244 "The Black Revolution," p. 250

407 408 AFRO-AMERICAN

GOALS AND CONTENT ACTIVITIES

D. He discusses the identification of VBE "The Negro Sp Black Americans with African dress, "Outcast," p. language, and education. BAV pp. 409-413

E. The student broadens, through his VBE "Chants pour reading,' his understanding of the "Season," p. universality of emotions and of "Bindeh's Gif their literary expression. "The Judge's "The _Suitcase "Spirit of th

F. The student shows awareness of.themes VBE "Vanity," p., common in Black literature that re- "Vultures," p late, to the interests of Black people "Spirits Unch everywhere.

409 .410

261 05550

TENT ACTIVITIES AND.MATERIALS the identification of VBE "The Negro Speaks of Rivers," p. 22 as with African dress, "Outcast," p. 100 education. BAV pp. 409-413

oadens, through his VBE "Chants pour Naett," p. 103 r,understanding of the "Season," p. 1.03 bf emotions and of "Bindeh's Gift," p. 125 p. 62 expression. "The Judge's "The Suitcase,"4. 78 "Spirit of the *Ind,"

ows awareness.of themes VBE "Vanity," p. 178 ek literature that rer "Vultures," p.186. tereets of Black people "Spirits Unchaine . 249 r

409, 410

261 AFRO!-AMERICAN LITERATURE 05550 CassetteAudio Cassettes No. Available through Library Services Title Center (Your school librarian will order these upon request.) ACAC 35229 5314 CONTEMPORARYA GWENDOLYN BROOKSBLACK WRITERSTREASURY Ato AC 126038287 LANGSTONJAMES BALDWIN HUGHES: DISCUSSES BLUES TELL ME HOW LONG THE TRAIN'S POE1, BEEN GONE WITH COLUMNIST ROBERT CROMIE ACAC 35266 2287135228 MAYALIFTLANGSTON ANGELOU EVERY HUGHES: VOICE SOCIAL POET AC 50892862128968 WEDTHE KILLED STREETSSPIRIT MALCOLM OFOF MALIKHARLEM: X? BLACK AUTHOR CLAUDE BROWN ANALYZES THE URBAN GHETTO COURSE DESCRIPTION DonessGradespeaking you that 10want or mayto helpabove, meethelp in the youhaveimproving demandsin a thefair theworld ofcommand cormnunicationyour of anticipatedwork.of the mechanics skills career, you of thiswillEnglish, courseneed andto is get desirefor and you. tokeep improve a job? Secure language effective- your writing and If you are in GOALSactivities.The student broadens his/her concepts about the world of work through a variety of career-preparatory reading The instudent his or listenssatisfactorily her future effectively work. completes and communicates various writing orally assignments through related to careers. a variety of activities which will be useful F\3 NOTE:The student growsdemonstrates in knowledge adequate of words,spelling in skills.vocabulary, and in ability to-use words appropriately. YouThisconvenience,of"must will awarenessguide have determine is covered" meanttheand guidetoyour to bytheir help students'thelists needs,you.end topics, of needs youthe materials,will course.and useselect the and activitiesguide outside a& a resources thatsource will-help of that information willthem bemeet helpful.and those direction, needs. not of mandates. It is not intended to be a schedule for you nor a synopsis of what your class Since you who are teachers are closest to your students' points For your 263. CAREER ENGLISH 05610 MaterialsCode Title Use VESC VOCATIONALVOCATIONALSPEAKING ENGLISH,OF ENGLISH,COMMUNICATION. BOOK BOOK THREES. THREE, TEACHER'S GUIDE. Scott, Foreman and Company. Globe Book Company, Inc. Globe Book Company, Inc. , StudentsStudents, Teacher FYF FORMS IN YOUR FUTURE,FUTURE. TEACHER'S -GUIDE. Globe Book Company, Inc. Globe Book Company, Inc. TeachetStudentsTeacher HELLO WORLD! A CAREERS EXPLORATIONTRANSPORTATIONCOMMUNICATIPUBLIC PROGRAM SERVICES (Series of 9 booki). Field Publications. Students FOODANDTECHNICALHEALTHBUSINESSENVIRONMENTAL SERVIC LODGING SERSER ONTROLSERVICES ES EEW MANUAL,ENGLISH THEENGLISH EASY THEWAY, EASY Third WAY, Edition.MARKETING Third Edition. .South-Western Publishing Co. South-Western Publishing Co. TeacherStudents HWFIPC CONTACT: A ROGET'SHOWTEXTBOOK TO WINPOCKET IN FRIENDS APPLIED THESAURUS. AND COMMUNICATIONS, INFLUENCE PEOPLE. Second Edition. Pocket Books, Inc. McGraw-Hill Book Company. Prentice-Hall, Inc. 'StudentsTeacherStudents CAREER ENGLISH a 05610 TitleMaterials:SCOPE VISUALS Teaching 13: Aids GETTING APPLICATIONS RIGHT. Scholastic Book Services, Inc. -_, Students Use OCCUPATIONAL EXPLORATION KIT, SRA. Science Research Associates, Inc._ 7 Students +61 CAREER ENGLISH

GOALS AND CONTENT ACTIVITIES A

I.. The student broadens his/her concepts about VE "Gain Readin the world of work through a variety of career- "Getting the preperatory reading activities. pp. 23-39 SRA OCCUPATIONAL EXPLORATI F 372-117 MAKING IT IN

A. The student learns about differing require- HELLO, WORLD! A CAREERS EXP ments for acquiring and working in various SRAOCCUPATIONAL EXPLORATI kinds of jobs. He explores, for a number F FINDING THE of jobs: F 271-170 GETTING A P F 268-135 \ YOUR JOB: A qualifications personal irritations duties future advancement Ray .opportunities personal gratifications side benefits

B. The student understands the terminology SFS 766-448 TESTING, TES used in various tests and examinations.

1. The student demonstrates his compre- HELLO, WORLD! A CAREERS EXP hension skills by interpreting readings SRA CAREER EXPLORATION KIT about various careers.

2. The student demonstrates his/her functional literacy by correctly carrying out written instructions.

C. The student synthesizesreadings about C "Detecting E psychological principles of dealing 141 with people and applies some of these SC principles through role-playing in improvised situations.

4 1 6 4 1 5 266 ACTIVITIES AND MATERIALS

roadens his/her concepts about VE "Gain Reading Skill," pp. 1-21 work through a variety of career- "Getting the Most from Your Newspaper," eading activities. pp. 23-39 SRA OCCUPATIONAL EXPLORATION KIT F 372-117 'MAKING IT IN THE WORLD OF WORK

nt learns about differing recitire- HELLO, WORLD! A CAREERS EXPLORATION PROGRAM (9 Books) acquiring and working in various SRAOCCUPATIONAL EXPLORATION KIT jobs. He explores, for a number F FINDING THE RIGHT JOB

F /71-170 ' GETTING A-PROMOTION F 268-135 YOUR JOB: APPLYING FOR IT at ions personal irritations future advancement opportunities gratifications side benefits nt understands the terminology SFS 766-448 TESTING, TESTING, TESTING (2 Parts) arious tests and examinations.

tudent demonstrates his compre- HELLO, WORLD! A CAREERS EXPLORATION PROGRAM (9 Books) on skills by interpreting readings SRA CAREER EXPLORATION KIT various careers. 0 tudent demonstrates his/her func- 1 literacyby correctly carrying ritten instructions.

t synthesizesreadings about C "Detecting Errors in Reasoning," pp. 130 - icdl principles of dealing 141 le and applies some of these SC a,through role-playing in d 'situations.

4 1 6 41 5 266 CAREER ENGLISH

GOALS AND CONTENT ACTIVITIES A

1. After watching or participating in VE "Don't Get P improvisations of business situations, 'HWFIP pp. 56-63; 6 the student explores the motivations of the characters portrayed.

-2.The student integrates ideas and HWFIP information gained from his reading about personal interaction principles into his various course (and/or work) activities.

a. After participating in an improvised SC pp. 110-117 business situation, the student SC "Nonverbal M identifies nonverbal clues (voice pitch, clothing, gestures, environment, movements) that turn people on or off.

b. The student demonstrates responsi- bility by turning in assignments on time.

c. The student demonstrates initiative by obtaining charts, graphs, forms, etc., used in a particular job and by explaining to the class how they are used.

d. The student demonstrates ability to VE "What Causes 'empathize with people,by writing his VE "Generalizati speculations on possible motivations HWFIP pp. 1-15; 17- behind certain of their statements. "Listening,"

4 1 7 267 4 8 05610

ID CONTENT ACTIVITIES AND MATERIALS

,watching or participating. in VE "Don't Get Personal," pp. 202-204 isations of business situations, HWFIP pp. 56-63; 63-65 udent explores the motivations characters portrayed.

udent integrates ideas and HWFIP tion gained from his reading personal interaction principles is various course (and/or work) ties.

ter participating in an improvised SC pp. 110-117 siness situation, the student SC "Nonverbal Messages," pp. 32-33 entifies nonverbal clues (voice tch, clothing, gestures, environ- nt, movements) that turn people or off.

e student demonstrates responsi- lity by turning in assignments time.

e student demonstrates initiative obtaining charts, graphs, form, c., used in a particular job and explaining to the class how they e used.

e student demonstrates ability to VE "What Causes It?" pp. 205-207 pathize with people by writing his VE "Generalization," pp. 195-198 eculations on possible motivations HWFIP pp. 1-15; 17-25; 46-51 hind certain of their statements. "Listening," pp. 52-57

4 1 8 417 267,& CAREER ENGLISH

GOALS AND CONTENT ACTIVITIES A

D: The student identifies various functions NOTE: Call the Social Secu and purposes of social security, employ- recent information and mate ers' compensation, pension, and insurance programs. Phone:(622-4671 plans.

E. The student learns to'use various library SC "Investigati research skills and library resources and VE. "Using the L then uses them to gather information which "Parts of th will be useful in his/her career. "Classificat "The Card Ca "Reference B "Using the L

II. The student satisfactorily completes yar'ious .VE "Usage," pp. writing assignments related to careets. EEW "Usage" F 272-169 ENGLISH ON

A. The student analyzes various letter forms: C "Sob Applica business, friendly, and application.

B. The student writes business letters, orders, vg "Business Let replies, applications, and resunle attach- C. "Business Let ments in accepted and acceptable forms.

C. The student demonstrates skill in the basic mechanics of writing by correctly trans- cribing a dictated letter or message.

1. The student looks for spelling mistakes VE "Apostrophes,1 in his writing and corrects his errors. EEW "Spelling, An

*ft pp. 167-1681

4 1 9 4201 05610

CONTENT ACTIVITIES AND MATERIALS

identifies various funCtions NOTE: Call the Social Security Administration for s of social security, employ- recent information and material on social insurance sation, pension, and insurance programs. Phone: 622-4671

learns to use various library SC "Investigation Process," pp. 130-143 ills and library resources and VE "Using the Library;" pp. 83-103 hem to gather information which "Parts of the Book," p. 86 ful in his/her career. "Classification," p. 91 "The Card Catalog," p. 94 "Reference Books," p. 101 C "Using the Library," pp. 168-179

isfactorily completes various VE "Usage," pp. 41-70 ents related to careers. EEW "Usage" F 272-169 ENGLISH ON THE JOB: WRITING SKILLS N

analyzes various letter forms: C "Job Application, Letters, etc.," pp.11-37 riendly, and application.

writes business letters, orders, VE "Business Letters," pp. 105-127 plications, and resunle- attach- C "Business Letters," pp. 63-89 cepted and acceptable forms.

demonstrates skill in the basic f writing by correctly trans- ictated letter or message.

ent looks for spelling mistakes VE "Apostrophes," pp. 71-79 riting and corrects his errors. EEW "Spelling, Antonyms, Synonyms," pp. 167-168

41) 420 CAREER ENGLISH

GOALS AND CONTENT ACTIVITIES

"Punctuation, 2. The student looks for punctuation EEW mistakes in his.writing and corrects his etrors.

3. The student looks for grammatical O EEW errors in his writing and corrects his errors. "Popular Abb D. The student writes out the meanings of EEW commonly used abbreviations. 0

E. The student successfully completes VE "Industrial various business forms (job appli- pp.' 23 cations, employee's withholding, checking account, savings account, FYF p. 4, 11,.15 loan insurance,.credit card, mail "Savings," p order and income tax). "Loans," O. "Credit," pp

SCOPE VISUALS 13: GETTING

"Outlining," F. The student learns and practiced C outlining.

I. He writes a topic outline.

2. He writes a sentence outline.

EEW "Writing Sen G. The student writes clear and concise sentences and develops these sentences pp. 157-16 into unified paragraphs on any career& related topic. 421 422

269' 05610

fr CONTENT ACTIVITIES AND MATERIALS

pp. 169-108 dent looks for punctuatio EEW "POnctuation," a in his writing and s his errors. '.

dent looks forygrammatieS1 EEW in his writing and corrects

"Popular Abbreviations," p. 170; p. 176 writes out the meanings of EEW ed abbreviations.

successfully completes VE "Industrial and Business Forms," inesa forms (job-appli- pp., 215-235 loyee's.withholding, count, savings account, FYF p. 4, 11, 15,19, 33-41,43 nce, credit card, mail "Savings," pp. 55-59 ncome tax). "Loans," p. 65 'Credit," pp. 73-77

SCOPE VISUALS 13: GETTING APPLICATIONS RIGHT

"Outlining," Chapter 14, pp. 193-211 learns and practices C

es a topic outline. tea a sentence outline. "Writing Sentences and Paragraphs," t writes clear and concise EEW and develops these sentences pp. 157-166 ed paragraphs on any career- pic. 421 422

269 CAREER ENGLISH

GOALS AND CONTENT ACTIVITIES A

H. The student writes a satisfactory sum- - C pp: 3:8688,_ mary of short readings, business meet- C "Notetakimi,' ings, or seminars..

I. The student practices writing reports C "Short Report that might be required in aeveral "Memo," p. 23 different job situations, complete "Formal Repor with a listing of the sources of his information.

III. The student listens effectively and commun- VE "Usage," icates orally through a variety of activ- HTWFIP pp. 25-29 ities which will be useful in his or her EEW "Usage," guture work. F COMMUNICATION F REPORTING AND

ACTIVITY: Student acts out a partibular job. (S. Tape reco personal di:itique.

A. The student, practices the skills nec- F 268-135 YOUR JOB: AP essary to react appropriately to good SC "The Intervi and bad questions and approaches in VE "The Intervi inprovised interviews. C "Employment I "Making Inte

B. The pupil gains experience in speaking C "Meetings," et and listening within a group. SC "The Small Gro

1. The student demonstrates ability to "Attitudes T express clearly and support logically pp. 24-25 his or her ideas in a class panel or personal discussion.

423 424 05610

CONTENT ACTIVITIES AND MATERIALS_

t writes A satisfact SUM- C pp. 186-188 ort readings,business,eet- C. "Notetaking," pp. 180, 186, 189, 190, 191 eminars:

t.practices writing report ---C1-----'"--"Short Reports,"pp. 230-248 be required in several "Memci "Thp,/132 job situations, complete \, vFormal Reports," pp. 249-292,sN ting of the sources of hig- n.

steno effectively and commun- VE "usiage," through a variety of activ- HTWFIP pp. 25 -29 ll'be useful in hip or her EEW "Usage, F COMMUNICATION BY VOICE AND ACTION F REPORTING AND EXPLAINING

ACTIVITY: Student acts out an,..improvlsed interview for a particular job. Tape tecord it and splay it back for perponal critique. +1 4 t practices the skills nec- F 268-'135 YOUR JOB: APPLYING FOR IT react appropriately to good SC "The Interview," pp. 50-65 estions and approaches in VE "The Interview," pp.269-273 interviews. C "Employment Interview," pp. 38 -48 "Making Interviews," pp. 154-159 gains expetiencejn speaking C "Meetings-," etc.'pp. 160-167 ing within a group. SC "The Small Group Experience," pp. 67-91

dent demonstrates ability to "Attitudes Toward CommunicatiOn," clearly and support logically pp. 24-25 her ideag in a class panel or 1 discusdion.

423 421

0 CAREER ENGLISH

GOALS AND CONTENT 7- ACTIVITIES

2. The student demonstrates his or her C pp. 2-5 ability to use standard English in daily classroom verbal exchange.

3. The student shows his awareness of C "Oral Reporti the importance of speaking to the SC "The Group Le topic by doing so. pp. 82-85

4.. The student shows his awareness of SC pp. 84-85 the importance of speaking concisely by doing so.

5. The student develops listening SC "Effective R techniques to aid his concentration.

a. The student shows awareness of certain shock words and phrases that stop his thinking by discussing words-that make him angry.

b. The student courteously reassures an excited speaker that he is listening closely by repeating what he understands to be the speaker's point before giving his own (the student's) thoughts on the topic.

42 4 2 5

271 05610

CONTENT ACTIVITIES AND MATERIALS udent demonstrates his or her C pp. 2-5 y to use standard English in classroom verbal exchange. udent shows his awareness of C "Oral Reporting," pp. 212-229 portance of speaking to the SC "The Group Leader and Participant, by doing so. pp. 82-85 udent shows his awareness of SC pp. 84-85 ortance of speaking conrely ng so. udent develops listening SC "Effective Receiving," pp. 45-49 ques to aid his concentration.

e student shows awareness of rtain shock words and phrases at stop his thinking by dis- ssing words-that make him gry.

e student courteously reassures excited speaker that he is stening closely by repeating what understands to be the speaker's int before giving his own (the udent's) thoughts on the topic.

426 1125

271 0

CAREER ENGLISH

GOALS AND CONTENT- ACTIVITIES A

C. The student shows knowledge of VE "Parliamentar parliamentary procedure, vocabulary, C "Serving on t and practices (chairperson, quorums pp. 142-.153 secretary, point of clarification, SC "Parliamentsr making a motion, seconding a motion, discussing the issue, moving the question, roll call vote, nomination, adjournment).

D. The 'student uses his or her voice F ENGLISH ON TH 6ffectively in various conversational F ENGLISH op settings and improvisational activities (Both films in class. C pp. 49, 54, 6 SC "Kinds of Int

1. The student demonstrates a friendly HWFIP pp. 29-35 manner when talking with classmates. SC "Conflict and

2. The student demonstrates positive ways HWFIP pp.37145 of handling' criticisms. o 3. The student demonstrates positive ways HWFIP pp..37-45 of giving suggestions and criticism. SC "Criticism;"

4. The student prictices correct. and ACTIVITY: Make up introduct appropriate ways to make introductions. students.

C pp. 49-54, 61

E. The student demonstrates basic sales HWFIP approaches in improvised situations. F 372-117 MAKING IT IN

427

'11 05610

TENT ACTIVITIES AND MATERIALS haws knowledge of VE "Parliamentary Procedure," pp. 129-147 .procedure, vocabulary, C "Serving on the...Committee," (chairperson, quorum, pp. 142-153 int of clarification, SC "Parliamentary Procedure," pp. 169-188 on, seconding a motion, e issue, moving the I call vote, nomination, ses his or her voice F ENGLISH ON THE 'JOB: READING SKILLS n various conversational F ENGLISH ON THE JOB: LISTENING AND SPEAKING improvisational activities, (Both films may be shciiwn together) C pp. 49, 54, 61 SC "Kinds of Interviews," pp. 50-65 nt demonstrates a friendly HWFIP pp. 29-35 en talking with classmates. SC "Conflict and Communication," pp. 146-152 nt demonstrates positive ways HWFIP pp. 37-45 ng criticisms. nt demonstrates positive ways HWFIP pp. 37-45 suggestions and criticism. SC "Criticism," pp. 118-120 nt practices correct and ACTIVITY:, Make up introductions to be acted out by the to ways to make introductions. students.

C pp. 49-54, 61 emonstrates basic sales HWFIP improvised situations. F 372-117 MAKING IT IN THE WORLD OF WORK

427 428 CAREER ENGLISH

GOALS AND. CONTENT ACTIVITIES AND

F. The ,student demonstrates basic skills C P. 55, 60,.61 in^handling telephone calls.

1. The student learns to modulate her or ACTIVITY: Plan improvised to his voice when using the telephone. stressing pleasant voice, to

SC pp. 111-113

2. The.student.enunciates and speaks SC pp. 111-113 clearly and distinctly when using the telephone.

3. The student projects a pleasant and ielpful attitude over the phone.

,IV. The Student demonstrates adequate spelling EEW "Lists of Fre. skills. p. 22, 66, 1 196, 218

A. The student reviews spelling rules. EEW "Spelling Prac "Spelling Rul

1. She/he reviews specific spelling EEW "ie or ei wor rules such as the use of ie and the doubling of consonants following short vowels.

2. She/he reviews the rules for forming EEW "Plural Nouns, plurals.

3. She/he reviews the rules for forming EEW. "Nouns and th the possessive case. EEW "Possessive P

429 273 43 LS 05610

ACTIVITIES AND MATERIALS

emonstrates basic skills C p. 55, 60, 61 elephone calls. nt learns to modulate her or ACTIVITY: Plan improvised telephone conversations, when using the telephone. stressing pleasant voice, tone, inflections and dicti n.

SC pp. 111-113 nt_ennnciates and speaks 'SC pp. 111-113 nd'aistinctly when using the nt projects a pleasant and ttitude over the phone. strates adequate spelling EEW "Lists of Frequently Misspelled Words," p. 22, 66, 120, 133, 143,155, 157, 196, 218 eviews spelling rules. EEW "Spelling Practice," p. 217 "Spelling Rules,'! Back Cover

Jews specific 'spelling EEW "ie or ei words," p. 156 has the use of ie and the of consonants following short

ews the rules for forming EEW "Plural Nouns," pp. 31-34

iews the rules for forming EEW "Nouns and the Possessive Form," pp. 35-39 ssive case. EEW "Possessive Pronouns," p. 52

429 273 430 CAREER ENGLISH

GOALS AND CONTENT ACTIVITIES A

B. The student reviews the correct spelling of VE pp. 167-169, commonly misspelled words. EWW "Lists of Fre p. 22, 66, 196, 218

V. The student grows in knowledge of words, VE pp. 149-179 vocabulary, and in ability to use words appropriately. ACTIVITY: See suggested voc

A. The student recalls the meanings of VE "Homonyms and words on a list of homonyms, antonyms, "Synonyms," p and synonyms. EWW pp. 24-40, 88 196, 200

B. The student demonstrates knowledge of pp:158-166 the meaning of used roots, suffixes, and prefixes.

C. The student demonstrates knowledge of - commonly used but difficult words.

D. The student demonstrates initiative in enlarging his vocabulary by developing a glossary of terms used in his selected career topic.

E. The student uses the dictionary pro- ACTIVITY: Given selected wool ficiently. dictionary, note respellini parts of speech. Have etude Practice locating several wo

F. The student uses context clues to define words.

G. The student tit:telt a thesaurus to find the ROGET'S POCKET THESAURUS precise word for his purpose. 431 432 05610

CONTENT ACTIVITIES AND MATERIALS t reviews the correct spelling of VE pp. 167-169, 170-172 isspelled words. - EWW "Lists of Frequently Misspelled Words," p. 22, 66, 120, 133, 143, 155, 157, 196, 218

s in knowledge of words, VE pp. 149-179 in ability to use words ACTIVITY: See suggested vocabulary list at end of guide. t recalls the meanings of VE "Homonyms and Antonyms," p. 167, 169, 172 list of homonyms, antonyms, "Synonyms," pp. 173-179 EWW pp. 24-40, 88, 120, 134, 143, 156, 168, 196, 200 t demonstrates knowledge of VE pp. 158-166 of commonly used roots, and prefixes. t demonstrates knowledge of Bed but difficult words.

demonstrates initiative in is vocabulary by developing of terms used in his se- er topic.

uses the dictionary pro- ACTIVITY: Given selected words to locate in the dictionaiy, note respellings, diacritical markings; parts of speech. Have student identify entry words. Practice locating several words together with class.

uses context clues to de- t use' a thesaurus to find the ROGET'S POCKET THESAURUS d for his purpose. 431 432 CAREERRESOURCE ENGLISH AGENCIES AND ORGANIZATIONS 05610 agencies:For outside speakers On consumer complaintsBETTER that BUSINESSdeal with BUREAU employers OF GREATER and business ST. LOUIS practices, contact these 915 Olive Street 241-3100 For information dealing with volunteer positionsCONSUMEROFFICE OF availableSPECIALIST CONSUMER contactAFFAIRS these organizations: (FDA) 3511 Lindell Boulevard 622-5021534-1134 VOLUNTARYPROJECT ROUNDHOUSE.ACTION CENTER Washington910154 OliveUmrath UniversityStreet Hall, Box 1068 241-7520863-0100, Ext.3120 For information concerning job rules and UNITEDservicesSOCIAL STATES SECURITYregulated GOVERNMENT ADMINISTRATION by the FEDERAL government, INFORMATION contact CENTER these groups: 2101420 N. Market12th Street Street 622-4106622-4671 For information concerning the legal rightsGOVERNMENTEQUAL of EMPLOYMENTemployees, RESEARCH OPPORTUNITY call:INSTITUTE COMMIOSION 8121015 Olive Locust Street Street 622-5571241-3063" For employment information,contact: NEIGHBORHOODAMERICAN CIVIL YOUTH LIBERTIES CORPS (StudentUNION OF part-timeEASTERN MISSOURI jobs) 61058011 Delmar Clayton Boulevard Road -727-4700721-1215 URBAN LEAGUE OF ST. LOUIS 275 4401 Fair Avenue 389-0040 CAREER ENGLISH 4:3 05610 acknowledgeVOCASULARY,WORDS RELATED TO THE WORLD OF WORK beneficiarybankruptcy cordialcontroversial guaranteefrivolous mortgage'Miscellaneous ruralrevise administratoradjournadmittance biweeklybi-monthly co-signercorporation hospitalizationguidance municipaloccupational salarysecretary affidavitadvancement budgetcapital debitcredit indicateincarcerate patronpatient semi-monthlysecurity O affluent certificate dedfictibledebts inflationingenious personnelpercentage simultaneouslysemi-skilled altercationagencyalternative' claimcollateralclique depressiondepreciation interestinstallment potentialpersuasive synchronizesurmount ambiguousannual commentatorcommend 'dispositiondexterity jurisdictionintimidate professionprerequisite technology-tactful apathyanonymous compensationcommercial employeeeconomize ,liabilitylegible qualificationsregisterrecession validUrbantruly ,aptitudeappointmentappeal .computecompilecompulsory exemptequivocate-enclosed manualmanagementlien residentialrehabilitate vetovelocity avocationassistant consumerconcentrate extracurricularflammable, mechanicsmerge. resumeretail vocationwholesale COLLEGE PREP ENGLISH 05620 COURSEpastforDo you college years.DESCRIPTION plan toentrance attend examinationscollege? and advanced course work by providing actual practice with tests given in You will have access to information on colleges and financial' aids. If so, College Prep English is the course for you. For students in GradesIt 11will help prepare you GOALSTheor 12,student before becomes college aware entrance of the testing. many factors involved in choosing a college. He becomeslearns ofawarefamiliar the ofscholarships thewith importance various and aspects grantsof understanding'what availableof college to entrance persons he reads testsof hisas and heeligibility. practicestAkes tests with or examplesprepares fromassignments. tests HeHesimilar learns improves toto those speakhis listening hecorrectly will take. skills. and effectively by taking part in a variety of speech activities. HeHe becomes expressesincreases proficient himselfhis vocabulary ineffectively using skills library through through resources his careful Writing. to obtainand deliberate information.' word study: 277 COLLEGE PREP ENGLISH 05620 CodeMater ials Title Use W ENGLISH GRAMMAR AND COMCOMPOSITION,BraceJovanovich, POSITION, Inc. FIFTHFIFTH COURSE,COURSE (WARRINER'S).TEACHER'S MANUAL Harcourt, (WARRINER'S). Brace Jovanovich, Inc. Harcourt, TeacherStudents CBBCEE COLLEGEBARRON'S BOUND: HOW TO A PREPAREGUIDEEducational TO FOR COLLEGE COLLEGE Series, AND ENTRANCE CAREER Inc. PLANNING.EXAMINATIONS, Barron's Seventh Educational Edition- Series,Inc.Barron's Students, Teacher LSGLCG LOVEJOY'SLOVEJOY'S COLLEGE SCHOLARSHIP GUIDE, GUIDE, 12th Revision.Revised Edition. Simon and Schuster, Inc. Simon and Schuster, Inc. Students,Students, Teacher Teacher HPACTBPAC BARRON'S HOWPROFILES TO PREPARE OF AMERICAN FOR THP'AMERICAN COLLEGES. COLLEGE TESTING PROGRKM, Barron's Educational- Series, Inc. , Barron's Educational Students,Students, Teacher Teacher WRPHTS WRITINGHOW TO RESEARCHSTUDY, Collier-Macmillan, PAPERS:Series, A-COMPLETE Inc. Ltd. GUIDE. Scott, Foresman and Company. TeacherStudents,, Teacher TWIT ROGET'SENGLISH POCKETGRAMMAR THESAURUS. AND COMPOSITION,Harcourt, Brace FIFTH COURSE: TEACHING TESTS (WARRINER'S). Jovanovich, Inc.. Pocket Books, Inc. TeacherStudents, Teacher COLLEGE PREP ENGLISH

GOALS AND CONTENT ACTIVITIES A

I. The Student becomes aware 'of the many factor6 SFS COLLEGE? IT invOlved,bn choosing a college. ACTIVITY: Invite a counsel one of the colleges to come colleges, admissions polici

A. The student discovers that the location CB "Two Year Co of a college influences his choice. also pp. 2 BCEE "College Set pp. 6-11 LCG BPAC

B. The student understands the admissions SFS WHAT TO EXPE requirements of various colleges. BCEE p. 2, pp. 56 CB pp. 106-113, LCG BPAD "Admissions5-1. HPACT "Getting hit

C. He considers the courses offered in'his .LCG areas of interest. BPAC "Programs of

SFS DIFFERENT WA

D. The student learns to be selective in his CB "What Is Mea choice of a College. He learns what the p. 27 "rating." of a college means. LCG BPAC

4 3 7 43 8

279 SR 05620

CONTENT ACTIVITIES AND MATERIALS comes aware of the many factors SFS COLLEGE? IT'S UP TO YOU! posing a college. ACTIVIT't: Invite a counselor or a representative from one of the colleges to come in to speak to the class on colleges, admissions policies and procedures, etc. t'discoVers that the location CB "Two Year Colleges," pp. 86-87, ge influences his choice. also pp. 22-32 BCEE "College Selection and Application," pp. 6-11 LCG BPAC t understands the admissions SFS WHATO EXPECT AT COLLEGE to of various colleges. BCEE P. L,pp. 568-580 CB pp.. 10-113, 145-154 LCG BPAD "Admiss one:," p. xii "Ge g Into College," pp. 1.41 HPACT 7 rs the courses offered in his LCG ntereat. BPAC 'Programs of Study," p. x

SFS. D RENT WAYS TO GO'TO COLLEGE tlearns to be selective in his CB t Is Meant by an 'Accredited College'? a college. He learns what the p. 21 f a college means. LCG BPAC

9 437 438

279 COLLEGE PREP ENGLISH

GOALS-AND CONTENT ACTIVITIES A

E. The student considers costs--the tuition CB pp. 12 -19, 88 and other expenses of colleges. LCG "Costs," pp. BPAC "Expenses,"

F. The student finds out how to obtain CB "What does th information on and applications for "Applying for

the colleges he would like to attend. - LCG BPAC

II. The student learns about types of. financial LCSG aid available and how to apply fbr them. CB pp. 12-19 "Scholarship LCG

. The student becomes aware of the scholar- LCG . 0-ships emigrants available to persons of BPAC "Expenses," 49 his eligibility. CB "Scholarship LCSG

B. He becomes familiar with various kinds LCSG of loans availableto college students. CB "Borrowing fo LCG

."; C. The student gains,insight into work- SFS DIFFERENT WAYS study programs available to college BPAC "Earning Whil

students. . CB "Earning Whil LCSB

410 C39

4 05620

ONTENT ACTIVITIES AND MATERIALS

considers costs--the tuition CB pp. 12-19, 88-105 penses of colleges. LCG "Costs," pp. 15-19 BPAC "Expenses," pp. x-xi

finds out how to obtain CB "What does the College Catalog Reveal;" . 28 on and applicapions for "Applying for Admission," pp. 114-143 he would like to attend. LCG BPAC

s about types of financial LCSG d how to apply for them. CB pp. 12-19 "Scholarship Apportunities," pp. 88 -89 LCG

becomes aware of the scholar- LCG ants available to persons of BPAC "Expenses," pp. x-xi ity. CB "Scholarship Opportunities," pp. 88-99 LCSG

amiliar with various kinds LCSG' r-- ilable to college students. CB "Borrowing fOr College Expenses," pp. 100-101 LCG c sains insight into work- SFS DIFFERENT WAYS TO GO TO COLLEGE available to college BPAC "Earning While Learning," p. xi

Lp CB "Earning While You Learn," pp. 102-105 LCSB

t 410 4 3 9 COLLEGE PREP ENGLISH /

GOALS. AND CONTENT ACTIVITIES

III. The student becomes aware of the importance, W "Reading Comp Of understanding what he reads as he takes HPACT "Reading Comp; tests or prepares assignments.

A. He reads and. interprets main ideas in CBEE '"Binding the passages of various kinds and lengths. pp. 167-169; CB "Reading HTS

. The student identifies the order of CB "Reading Skil events in passages of various kinds HTS and lengths.

2. The studdnts answers questions about time relationhhips in passages of various kinds and lengths.

3. The student identifies events in sample passages set in the future.

B. The student identifies,the details which CBEE "Finding Spec support the main idea of a selection. the Passage: CB "Reading Skil'

C. The student draws' inferences from the CBEE , "Finding Impl facts given in the selection, Inferences

D. The student understands the relation- W "Fallacy of t ships between words in analogies in CBEE "The Word Rel order to make-judgments or draw con-. pp. 160-165 clue lens-w--(ffe-recognizes the many kinds of analogies.)

441 442 281 05620

0. CONTENT ACTIVITIES AND MATERIALS comes aware of the impoitance "Reading Comprehension," pp. 670-676 ng what he reads as he takes HPACT- "Reading Comprehension," pp. 115-130 res assignmqnts. nd interprets main ideas in CBEE "Finding the Central Thought of a Passage," f various kinds and lengths. pp. 167-169 CB "Reading Skills," pp. 172-174 HTS udent identifies the order of CB "Reading Skills," pp. 172-174 in passages of various kinds HTS ngths. udent8 answers questions about elationships in passages of s kinds and lengths. udent identifies events in passages set in the future. t identifies the details which CBEE "Finding Specific Detail Mentioned in e main.idea of a selection. the Passage," pp. 169-171 CB "Reading Skill," pp. 172-174 t draws inferences from the CBEE "Finding Implications and Drawing n in the selection. Inferences from the Text," pp. 171-173 t understands the relation- "Fallacy of the False Analogy," pp. 703-707 een words in analogies in CBEE "The Word Relationship Question," ke judgments or draw con- pp. 160-165 (He recognizes the many nalogies.)

44. 441 442 281 COLLEGE PREP ENGLISH

GOALS AND CONTENT ACTIVITIES A

E. The student distinguishes fact from HTS "Reading Wit opinion.

IV. The student becomes familiar with various HTS "Taking Exam aspects of college entrance examinations. HPACT, "College Ent BCEE "College Dir CB "College Ent

SFS 766-448 TESTING, TES

A. He practices answeringsample questions BCEE "What Is the from the PSAT.

B. He practices answeringaample questions BCEE "'Practice SA from the.SAT. "The Verbal Test," pp.

C, He practices answeringsample questions HPACT "English Usa from the ACT. "Practice AC BCEE "What Is the

D. He practices for achievement tests. BCEE "Achievement BCEE "What Are Ac

V. The student improves his littening skills. HTS, "Learnitig "Th

A. He listens with a purpose.

1. He listens to acquire information. CB "How Lecture "Taking Notes

2. He listens to evaluate information. W "Learn How to pp. 225-230

"k 3 05620

CONTENT ACTIVITIESAND MATERIALS

distinguishes fact from }ITS "Reading With a purpose." pp. 53-56 omes familiar with various HTS "Taking Examination6," pp. 140 -159 ege entrance examinations. HPACT "College Entrance Exams," pp. 13-37 a. BCEE "College Directory," pp. 568-580. CB "College Entrance Examinations." pp. 155-163

SFS 766-448 TESTING, TESTING, TESTING (2 Parts)

s answering sample questions BCEE "What. Is the PSAT/NMSOT?" p.'12 AT. "

s answering sample questions BCEE "Practice SAT TESTS" ! pp. 308 -338. T. "The Verbal Part of the Scholastic, Aptitude Test," pp. 441-450

s answering sample questions HPACT. "English Usage Part of ACT" pp. 48-146 "Practice ACT Tests," pp. 441-450 BCEE "What Is the'ACT?" p. 13

for achievement tests. BCEE "AchieVement Tests; English," pp. 411-423 BCEE "What Are Achievement Tests?" p. 13

his-listening skills. "Learning Through Listening," pp. 94 -108 with a purpose. ens to acquire information. CB "How Lectures Are Prepared," p. 171 "Taking Notes," p. 171 ens to evaluate information. W "Learn How to Evaluate a Speech," pp. 225-230

4 ;3 114 1 COLLEGE PREP ENGLISH

GOALS AND CONTENT ACTIVITIES A

3. He listens to determine common W "Clear Thinki fallacies in reasoning.

4. He listens to get the speaker's CB "Taking Notes. main ideas.

B. The student listens in group dis- ACTIVITY: Have the students cussions. part in a formal or an info

1. The student listens to others in the group to increase his ability to understand, to interpret, to evaluate, and to respond to their ideas.

2. He listens to the ideas and arguments of others to help him think constructively.

3. In listening to others, he respects their right to their opinions although he may differ with those opinions. Q. 4,4

VI. The student -riltit-to speak -correctly and "The College effectively by taking part in a variety of "Usage," pp. speech activities. "Publid Speak

A. The student improves his pronunication "Enunciation, And enunciation.

445 44

2-83 LSH 05620

11 CONTENT ACTIVITIES AND MATERIALS atens to determine common "Clear Thinking," pp. 698-712 ies in reasoning.

tens to get the speaker's CB "Taking Notes," p. 171 ideas. h

t listens in group dis- . ACTIVITY: Have the students choose a topic and take part in a formal or an informal discussion of it.

udent listens to others in oup to increase his ability erstand, to interpret, to te, and to respond to their

tens to the ideas and argu- of others to help him think ctively.

tening to others, he respects right to their opinions al- he may differ with those ns.

arn8 to speak correctly and "The College Interview," pp. 204-212 taking part in a variety of "Usage," pp. 72-193 ies, "Public Speaking," pp. 213-245

t improves his pronuilication W "Enunciation," pp. 234-241 ation.

4 A"o 283 COLLEGE PREP ENGLISH

GOALS AND CONTENT ACTIVITIES A

B. The student gives oral reports.

C. The student participates in group CB "The Group Inl discussions. "Group Study,!

D. The student gets some experience W "Learning to in making prepared speeches. pp. 213-225

ACTIVITY: Construct a "Spee including such criteria as d posture .and content, etc.

VII. The student increases his vocabulary W "Vocabulary,"' skills through careful and deliberate BPAC "Glossary of word study. xix HPACT "Vocabulary," HTS "Building You

A. The student practices using con- W pp. 299-305 textual clues to derive the mean- pp. 667-669 ing of words.

B. The student reinforces his use of pp. 663-667 synonyms, antonyms and homonyms. p. 291 ROGET'S THESAURUS

C. The student demonstrates his know- W "Word Analysi ledge of prefixes, suffixes, and roots.

417 443

284

6 'SR 05620

PCONTENT 'ACTIVITIES AND MATERIALS nt gives oral reports. nt participates in group CB "The Group Interview," p. 151 ns. "Group Study," p. 170 nt gets some experience W "Learning to Speak Well in Public," prepared speeches. pp. 213-225

ACTIVITY: Construct a "Speech Evaluation Chart" including such criteria as diction, enunciation, posture and content, etc. ncreases his vocabulary W "Vocabulary," pp. 296-318 h careful and deliberate BPAC "Glossary of Collegiate Terms," pp. xvi- xix HPACT "Vocabulary," pp. 132 -146 HTS "Building Your Vocabulary," pp. 69-77 nt practices using con- W pp. 299-305 lues to derive the mean- pp. 667-669 rds.

t reinforces his use of W pp. 663-667 antonyms and homonyms. p. 291 ROGET'S THESAURUS nt demonstrates his know- W "Word Analysis," pp.-306 -318 refixes, suffixes, and roots.

447 413

284 COLLEGE PREP ENGLISH

GOALS AND CONTENT ACTIVITIES A

VIII. The student expresses himself effectively ROGET'S THESAURUS through his writing. A HTS "Preparing Wr W pp. 320-544

A. The student writes clear, concise W "Spelling," p sentences that are grammatically pp. 320-378 Correct. "Parte of Spe "The Parts of "Usage," pp. "Mechanicsh: "Capitalize "Punctuatio

B. The student learnp.methods of paragraph "The Paragrap development and writes examples of each "Facts," p. 3 type. "Examples," p "Inpident," p "Comparison o "Reasons," p. "Definition," "Combination "The Whole Cs

C. The student expresses his personal opinions W. "Exercises in in his essays. F271-177 EFFECTIVE WRIT

D. The student reviews the forma of letter W "Letter Writi writing as he writes for information "The Business from a college. "The Letter o

449 4't)

285 [SH 05620 h) CONTENT ACTIVITIES AND MATERIALS expresses himself effectively ROGET'S THESAURUS riting. HTS "Preparing Written Material," pp. 121-139 W pp. 320-544 ant writes cleii, concise W "Spelling," pp. 603-628 s that are grammatically pp. 320-378 "Parts of Speech," pp. 1-22 "The Parts of a Sentence," pp. 23-69 "Usage," pp. 72-193 "Mechanicsfi: "Capitalization," pp: 546-560 "Punctuation," pp. 561-602

nt learns methods of paragraph W "The Paragraph," pp. 380-405 nt and writes examples of each "Facts," p. 385 "Examples,",p. 385 "Incident," p. 386 "Comparison or Contrasts," p. 387 "Reasons," p. 388 "Definition," p. 389 "Combination of Methods," p. 389 "The Whole Composition," pp. 406-435

nt expresses his personal opinions W. "Exercises in Writing Prose," pp. 436 -445 says. F 271-177 EFFECTIVE WRITING: REVISE AND IMPROVE

nt reviews the forms of letter W "Letter Writing," pp. 509-544 as he writes for information "The Business Letter," pp. 522-544 liege. "The Letter of Application," p. 539

45-o

285 COLLEGE PREP ENGLISH

GOALS AND CONTENT ACTIVITIES A

E. The student acquires skill in taking class FS IMPROVING YO notes from lectures and written information. CB "Notetaking," pp. 486-491 HTS "Taking Notes

ACTIVITY: Have the students a recorded speech, story, or

P. The student learns the technique of WRP writing a research paper. pp. 473-508

1. He selects and limits his subject. "Selecting an pp. 474-477 2. He prepares a working bibliography "Preparing a on cards. 3. He prepares his thesis statement. "Stating Your 4. He writes his preliminary outline. "Preparing Pr 5. He reads, takes notes on cards. "Taking Notes pp. 486-489 6. He prepares his final outline. "Assembling N Outline," 7. He writes the first draft. "Writing the 4 8. He footnotes correctly and prepares "Footnotes, Bi a bibliography in the form given in "Sample Reseed the textbook. ACTIVITY: Students write a the correct forms for outlini bibliography.

4 452 4 51 , 05620

CONTENT ACTIVITIES AND MATERIALS

acquires skill in taking class FS IMPROVING YOUR STUDY SKILLS lectures and written inform- CB "Notetaking,"p. 171 W pp. 486-491 HTS "Taking Notes," pp.'78-93

ACTIVITY: Have the students practice taking notes from a recorded speech, story, or discussion.

learns the technique of WRP ese8rch paper. W pp. 473-508 cts and limits his subject. W "Selecting and Limiting a Topic," pp. 474-477 ares a working bibliography "Preparing a Working Bibliography," p. 478 ares his thesis statement. "Stating Your Purpose," p. 484 es his preliminary outline. "Preparing Preliminary Outline," pp. 484-486

, takes notes on cards. "Taking Notes and Preparing Note Cards," pp. 486-489 ares his final outline. "Assemblirig Note Cards, Preparing Final Outline," p. 490 es the first draft. "Writing the First Draft," pp. 491-492 notes correctly and prepares "Footnotes, Bibliography," pp. 492-500 ography in the form given in "Sample Research Paper," pp. 5011508 tbook. ACTIVITY: Students write a short research paper, using the correct forms for outlining, footnoting, and bibliography.

4 ,2 451 4

COLLEGE PREP ENGLISH

GOALS AND,CONTENT ACTIVITIES AND

tX, The student becomes proficient in using W. pp. 249-295 libraty reiources to _obtain information. "Clatsificatio "Card Catalogu "Parts of a BQ "Reader's Guid "Vertical Fil "Reference Boo

454, 0 45. 287 - SH 05620

CONTENT ACTIVITIES AND MATERIALS

ecomes proficient in using W. pp. 249-295 ices to obtain informatioo. "Classification," pp. 248-251 , "Card Catalogue," p. 251 "Parts of a Book," pp. 256-263 "Reader's Guide," pp. 260-263 "Vertical File," pp. 263-264 "Reference Books," pp. 265-295

2'87