Day 06- Jan 13,14 - LA11: American Literature and...

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Unformatted text preview: LA11: American Literature and Composition Block Day, January 13th14th 2010 Block Day, January 13th14th Today's Objectives: Students will analyze Abigail Adams' letters and discuss how the different tones effect the reading of the piece, as well as what they say about the time period and context of the writing. Students will discuss literature in a community of learners to broaden their understanding and analysis. Students will write creatively to demonstrate understanding of historical context and genres of writing as they examine literature by women in different time periods. Students will gain an understanding of historical context to better understand literature and the influences upon it and women writers from 18001870. Block Day, January 13th14th Today's Agenda Small Group Discussion: Abigail Adams Creative Writing Task Break Finish Creative Writing Task Historical Context (18001870) Note to Absent Students: Read the discussion prompts and post your responses on turnitin.com to receive credit for today's discussion. Complete the creative writing task (prompts included in this slide show) and submit upon your return. Make sure you record the notes for historical context in your graphic organizer for this section. You will need them on Friday and next week. Block Day, January 13th14th Abigail Adams Discussion: Using the small group discussion protocol introduced on Monday, discuss the following questions/topics: What did you notice about the tone in Abigail's letters to her husband? Was it similar or different than the tone in the letter to her daughter? Why might this be? How does the subject matter of her letters reflect the time period and the role of women? How does she conform to or deny these expectations? Why do you think the authors of the textbook chose to include the letters they did? Block Day, January 13th14th Creative Writing Task Choices CHOOSE ONE OF THE FOLLOWING PROMPTS AND WRITE A 12 PAGE PAPER IN CLASS. DUE AT THE END OF THE PERIOD. Using Susan Power's Museum Indians as a model, write your own account of a learning experience you had with your mother. Include imagery as well as descriptions of how that experience illustrates the role of women in the time period you experienced it. Put yourself in the shoes of Mary Rowlandson. Write about what happened in your life after you were ransomed. How do the expectations of women at the time factor in? Do you have a desire to write? What is going through your mind? Imagine you, like Phillis Wheatley, came to America not knowing any English and were fortunate enough to have someone teach you to read and write. What would you write about? Write a poem about your experience coming and adjusting to America, or about something of historical significance taking place at that time (use "Hymn to Evening" and "To His Excellency" as models). With your understanding of the expectations for and experiences of women of these time periods, write a speech you would give at a women's rights convention. You can use the voice of a male or female, but be sure to include reference to the expectations and historical events shaping thinking in the time periods in which you are writing. Block Day, January 13th14th Historical Context: 18001870 American writers are beginning to develop their own voices. This is the period where the transcendentalist authors begin to come into play. In 1803, Jefferson signs the Louisiana Purchase. This led to a huge surge is national pride and self awareness. 1804 Lewis and Clark begin exploring regions of the West. Historical Context: 1800 1870 cont. The government, as a democracy, takes on a new role. Andrew Jackson (the "People's President") and many voting requirements became eliminated. Still, little political attention was paid to women and African Americans were still enslaved. This was also a period of "Indian Removal" Historical Context: 1800 1870 cont. The Gold Rush of 1849 drew a great deal of people into California. New Territories are opened, transportation is improving (Erie Canal, railroad, etc.) Advancements in technology (mechanical reaper, telegraph). Fierce competition between people leads to trouble (factories reliant upon child labor, poor working conditions, etc.) Historical Context: 1800 1870 cont. Outburst of efforts promoting women's rights 1848: Seneca Falls Convention Arguments over slavery divided the nation. Human rights vs. states rights Historical Context: 1800 1870 cont. Romanticism: focus on imagination instead of reason and intuition over fact; also reveled in nature. Rip Van Winkle, The Legend of Sleepy Hollow New England Renaissance Intellectual movement away from Europe begin to interpret own culture in new ways. Transcendentalism The Possibility of Evil s Scarlet Letter, House of Seven Gables, Moby Dick Historical Context: 1800 1870 Literary Milestones: Primary theme: "The quest of the individual to define him herself" 1814: Francis Scott Key writes the "StarSpangled Banner" in response to a Bombardment of Fort McHenry (War of 1812) 1827: Edgar Allen Poe publishes his first collection of poems (Tamerlane). 1850: Nathaniel Hawthorne publishes The Scarlet Letter. 1851: Melville's Moby Dick and Hawthorne's The House of Seven Gables are published. Block Day, January 13th14th Homework for tonight: Think about which Dickinson Poems you would like to analyze you will sign up for 2 on Friday. On Deck for Friday: Storytime "Adventures of a Lady PearlBroker ...
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This note was uploaded on 05/16/2011 for the course WRT 114 taught by Professor Cullen during the Fall '09 term at Grand Valley State University.

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