Satisfies Liberal Education Knowledge Domain in Humanities and Key Topic in Cultural Diversity in the United States.

Course Overview

This class will give students a solid grounding in American literature from the landing of the first European settlers to the beginning of the Civil War. Covering 350 years of literature in a single semester requires that we study small portions of many different works. The reading list for this class will give students a sense of the variety of viewpoints and modes of expression that came into conflict over this time period and brought American literature into its present form. This course will also involve discussion of theological and historical contexts of literary production.

We will begin with the writings of the very first European settlers in the New World, who regarded their arrival here as an event devoid of historical precedent. The works of Christopher Columbus and Alvar Nuñez Cabeza de Vaca introduce us to emergent, conflicted American identities that continue to establish themselves through the subsequent works by Puritan settlers, eighteenth-century philosophers, slaves, profiteers, idealists, romanticists and popular writers. At the end of the semester, we arrive in the middle of the nineteenth century in a country poised on the brink of the devastating Civil War.

Required Texts

Levine, Robert S., et. al., editors. The Norton Anthology of American Literature, Volumes A and B, Tenth Edition, W. W. Norton, 2022.

Grade Breakdown

Course Objectives

Over the semester, I expect students to achieve the following goals:

• To read and understand texts from the historical and cultural contexts of the 350 years of post-colonization American history.

• To discuss these texts in an analytical and engaging manner.

• To write convincing arguments about the meanings of these texts.

• To recall key facts about the works in question including but not limited to the year of publication, the author, the title and general meaning.

• To produce papers about literature that are interesting, well organized and consistent with the standard conventions governing analytical writing.

• To revise drafts of such papers before turning them in as finished products.

• To proofread papers effectively.

• To complete papers according to the MLA format and to the conventions of college academic work.

• To discuss strengths and weaknesses of classmates' drafts as a means of helping them produce better final papers.

To reach these goals, students will need to do the following:

• Write an analysis of a brief passage from the assigned works. 3-5 typed pages. DUE SEPTEMBER 30, 2024.

• Write an essay interpreting a longer text. DUE NOVEMBER 27, 2024.

• Complete a mid-term examination including identification, short-answer and longer essay questions. ON SEPTEMBER 25, 2024.

• Complete a final examination covering the material from the entire semester and following a similar format. For additional information about policies governing final exams, see "http://www.d.umn.edu/vcaa/FinalExams.html". ON FRIDAY, DECEMBER 13, 2024, NOON-1:50PM.

• Bring a typed, completed draft to class on peer-editing days, and provide classmates with carefully considered comments on their own drafts ON SEPTEMBER 16, 2024 AND AGAIN ON NOVEMBER 18, 2024.

• Attend class regularly and contribute to class discussion and group activities.

Expectations

Written Work.ÊYour grade will depend primarily on your written work and the understanding of the material that you convey through that work. A command of standard written English and the ability to present an argument will also contribute to the determination of your grade. You can seek writing assistance from the UMD Writers Workshop located in the Kathryn A. Martin Library. For more details and a link to their online appointment system, seeÊ "https://awlc.d.umn.edu/writers-workshop" .

Final Exams. All 1xxx-5xxx courses offered for undergraduate credit should include a final graded component or end of term evaluation that assesses the level of student achievement of one or more course objectives.ÊAll final graded components are to be administered or due at the time and place according to the final exam schedule and not during the last week of class. Details here: "https://evcaa.d.umn.edu/final-examinations".

Late AssignmentsÊwill receive a deduction of 1/3 of a letter grade for each business day that they are late. Students who miss exams may not make them up without a valid excuse for the absence. Make-up and extra-credit assignments are available on a case-by-case basis and only in the event of extreme circumstances.

Student Academic Integrity. Academic dishonesty tarnishes the reputation of the University of Minnesota Duluth and discredits the accomplishments of its students. Because the university is committed to providing students every possible opportunity to grow in mind and spirit, it must insist on an environment of trust, honesty, and fairness. Consequently, all members of the academic community must regard any act of academic dishonesty as a serious offense. In keeping with this ideal, this course will adhere to UMDÕs Student Academic Integrity Policy, which is available online at "https://evcaa.d.umn.edu/student-academic-integrity". This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.

Disability Accommodations. Individuals who have any disability, either permanent or temporary, which might influence their capacity to perform in this class, should inform me at the start of the semester. The Office of Disability Resources writes that "[i]t is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities.ÊIf there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirementsÑsuch as time limited exams, inaccessible web content, or the use of non-captioned videosÑplease notify the instructor as soon as possible."ÊYou can contact the Office of Disability Resources to discuss and arrange reasonable accommodations by calling 218-726-6130 or by visiting the Disability Resources website at "http://www.d.umn.edu/access/".

Notetaking. Remember that there are rules against disseminating these notes beyond the classroom community, which you can find at "https://evcaa.d.umn.edu/course-notes-materials".

Attendance. Excessive absences will have a negative impact on the grade that you receive in this course. Excusable absences include "subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family and NCAA varsity college athletics." Please contact the instructor about anticipated absences in order to minimize their influence on your coursework. For more information on excused absences, see "https://evcaa.d.umn.edu/excused-absences".

Student Conduct. Respect fellow students and refrain from behavior that might impair their learning opportunities. Any behavior that substantially and repeatedly interrupts the instructorÕs ability to teach or the studentsÕ ability to learn will result in appropriate penalties. Disruptive behavior includes inappropriate use of communications technology in the classroom, such as ringing cell phones, text-messaging, watching videos, playing computer games, reading email, or browsing the Internet instead of note-taking or other instructor-sanctioned activities. For further clarification of UMD policies in this regard, consult the Board of Regents Policy at "https://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf"

Another important conduct code addressesÊsexual harassment, which means "means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature," and that policy is available at "https://regents.umn.edu/sites/regents.umn.edu/files/2020-08/policy_sexual_harassment_sexual_assault_stalking_and_relationship_violence.pdf" .

Equity, Equal Opportunity, and Affirmative Action. As stated in academic policies: "The University provides equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. The UMD Department of Human Resources & Equal Opportunity is available to all UMD employees, students, and participants in University-related activities to discuss issues or concerns regarding University policies or practices involving potential bias, discrimination, harassment, or retaliation that an individual may have experienced or observed." For more details, see "https://regents.umn.edu/sites/regents.umn.edu/files/2019-09/policy_equity_diversity_equal_opportunity_and_affirmative_action.pdf" .

Civility. UMD instructors and students have a responsibility to maintain a learning environment that is, as stated in the Teaching and Learning Policy, "respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas." The full policy is available at "https://evcaa.d.umn.edu/instructor-and-student-responsibilities".

Mental Health. From academic affairs: "Feelings such as anxiety, anger, depression, low self-esteem, or tension are a normal part of being human and can affect anyone. Sometimes these feelings are temporary and can be eased by rest, relaxation, exercise, good nutrition, and the support of trusted friends. At other times, stressors, relationships, or past family experiences cannot be managed so easily and become overwhelming. If this happens, and you find it hard to function, you may want to seek professional help. Counseling Services are available at UMD Health Services to assist you.

"If you are in need of mental health support when Health Services is closed, or in case of an emergency, please contact The Birch Tree Center's Crisis line at 218-623-1800 or go to the emergency room/urgent care at either St. Luke's Hospital or St. Mary's Hospital. If an ambulance is needed, call 911.

"If the emergency is non-life-threatening and you do not have a means of transportation, call Campus Police at 218-726-7000). If you have needs that Counseling Services does not treat, they have a case manager who helps connect students to referrals as well as navigating issues with insurance. You can learn more about the broad range of confidential mental health services available on campus atÊUMD Health Services" at "https://health-services.d.umn.edu/counseling-services".

English Major Student Learning Outcomes and How This Course Meets Them

1. Discuss literary works from a range of movements, periods, genres, and/or regions (aligned with UMD Outcome 1).

   --This course examines major trends in U. S. literature from between narratives of exploration and the U. S. Civil War with attention to colonialism, the Enlightenment, and Romanticism.

2. Analyze the role of difference (which might include racial, ethnic, gender, sexual, religious, economic, and/or ideological differences) in producing, publishing, and interpreting literature (aligned with UMD Outcome 7).

   --We consider works by culturally diverse writers and pay particular attention to their dramatization of AmericaÕs cultural conflicts, especially those involved with nineteenth-century slavery and the displacement of AmericaÕs indigenous communities.

3. Identify major characteristics of a literary genre and use those characteristics to analyze one or more individual examples (aligned with UMD Outcome 1).

   --We consider essays, works of poetry, and works of prose from the period and consider how generic expectations shape readersÕ experiences of them.

4. Interpret literary works with close attention to the nuances of language, content, and form (aligned with UMD Outcome 3).

   --The passage analysis assignment in particular requires students to engage in close readings of the works under consideration.

5. Identify a key concept, methodology, approach, or theory and use it to frame the interpretation of text(s) (aligned with UMD Outcome 2).

   --Classroom discussions of the assigned readings revolve around current critical questions, and students apply these questions to papers and exams.

6. Describe the ways in which texts emerge from and respond to their historical and cultural contexts (aligned with UMD Outcome 2).

   --The historical account of the time period depends strongly on such contexts. We consider literature as an artifact that reveals subtle cultural shifts occurring at the times of production and consumption.

7. Write focused, convincing analytical essays that incorporate relevant secondary sources (aligned with UMD Outcome 6).

   --This course does not require the consultation of secondary sources but does require students to use the Modern Language Association format to document primary sources.

8. Collaborate in the discussion and interpretation of literature by listening to others' perspectives, asking productive questions, and articulating original ideas (aligned with UMD Outcome 6).

   --Classroom discussions and presentations facilitate an active exchange of ideas about the assigned works. Peer editing exercises likewise enable collaboration among students to produce better written work.

Liberal Education Student Learning Outcomes and How This Course Meets Them

This course fulfills Liberal Education requirements in both the Humanities Knowledge Domain and in the Key Topic Cultural Diversity within the U. S. Below, I have copied the liberal education student learning outcomes from "https://assessment.d.umn.edu/liberal-education-assessment/category-slos".

Humanities Knowledge Domain:

Students will:

Apply humanistic methods of inquiry and interpretation to the products/processes of human thought and culture.

--This class requires students to apply methods of literary analysis to assigned texts in group activities, response papers and longer assignments.

1. Analyze products/processes of human thought and culture.

   --Literature is a primary product of human thought and culture. This class enables students to explore literature unique to the United States between its origins and the U. S. Civil War.

2. Explain how the products/processes of human thought and culture relate to cultural/social/historical contexts.

   --In the introduction of materials and in assignments, students continually need to consider the larger historical contexts of these works.

Cultural Diversity in the United States

Students will:

1. Students will explain how social, political, and/or economic issues shape or have been shaped by cultural groups.

   --The primary historical developments that define cultural difference in this period are colonization, slavery and their aftermaths. The European cultures that settled in the Americas were themselves caught up in conflicts over cultural differences even before they arrived on these shores.

2. Students will describe how meanings and practices within oneÕs own cultural context influence the awareness of self and others

   --By studying U. S. literature, we study ourselves. Careful attention to problems of ethnocentrism and the evolution of political discussions of cultural difference provide a key framework for discussing assigned literary works.

3. Students will interpret cultural practices, traditions, and/or values within or across diverse groups in the U.S.

   --We regard culturally diverse groups from various perspectives in narratives of colonization and slavery, among other key historical developments.

Minnesota Professional Educator Licensing & Standards Board (PELSB) Standards

This statement is relevant to students who are majoring in Education:

This course is a requirement of the Teaching Communication Arts & Literature major at UMD with assigned PELSB teacher education content standards. Specifically, this course helps develop the following knowledge, skills, and ability to teach literature:

• 3.B.8.b : characteristics of various literary genres, including poetry, drama, novel, short story, and essays.