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CAPITULO V SILABO Y GUIA DE TRABAJO A continuación se presenta el documento titulado El Sílabo, que es una reestructuación del programa de Literatura Norteamericana de la Universidad Francisco Gavidia. Los cambios efectuados a dicho programa son los que a través de la investigación fueron detectados como necesarios para el logro de los objetivos de la asignatura de Literatura Norteamerican de la carrera de Licenciatura en Idioma Inglés. Al mismo tiempo, se proporciona La Guía de Trabajo diseñada para ser implementada en el desarrollo del curso de Literatura Norteamericana, la cual incluye material bibliográfico representativo de diversos autores. A. S~LABOEN ESPAÑOL UNIVERSIDAD FRANCISCO GAVlDlA FACULTAD DE CIENCIAS SOCIALES ESCUELA DE EDUCACION PROGRAMA DE ESTUDIO l. GENERALIDADES ASIGNATURA LITERATURA NORTEAMERICANA CARRERA LICENCIATURA EN IDIOMA INGLES PRE-REQUISITO LECTURA Y CONVERSACION EN INGLES II Y COMPOSlClON INGLESA I CREDITOS 4 U.V. CICLO li (VI DE LA LICENCIATURA) N" DE ORDEN 24 CODIGO LNAO N" DE HORAS POR CICLO 80 N" DE HORAS TEORICAS SEMANALES 4 DURACION DEL CICLO 20 SEMANAS DURACION HORA- CLASE 50 MIN. II. DESCRlPClON En el curso de Literatura Norteamericana se hace un estudio de autores reconocidos de las diversas épocas de los Estados Unidos de America. Se destaca cada movimiento literario con respecto a la época en la que vivió cada autor y cómo repercutía en su forma de expresión. Se examinan las épocas literarias con las biografias de autores respectativas. Se estudian obras literarias junto con los géneros literarios correspondientes. Se da un enfoque de los elementos culturales. III. OBJETIVOS A. GENERAL: Estudiar y comprender épocas literarias, biografias de autores y las obras literarias más respresentativas de los Estados Unidos de America desde sus origenes hasta el presente. B. ESPECIFICOS: 1. Los estudiantes desarrollarán la habilidad de lectura comprensiva. 2. Los estudiantes desarrollarán las habilidades de análisis y sintesis. 3. Los estudiantes adquirirán conocimientos literarios y culturales norteamericanos a través de las obras. 4. Los estudiantes desarrollarán sensibilidad para apreciar las obras de la literatura de los Estados Unidos de America. 5. Los estudiantes reconocerán la influencia que tuvieron los hechos históricos de cada época literaria norteamericana en la forma de expresión de cada autor por medio de la lectura de diversas obras. V. CONTENIDOS UNIDAD 1: LITERATURA DE LA EPOCA COLONIAL Y REVOLUCIONARIA (1600-1787) A. Autores: Thomas Jefferson, Benjamin Franklin, Francis Scott Key, Anne Bradstreet, John Smith B. Géneros: Narrativa y ensayo C.Trabajos literarios: The Declaration of Congress,"lnformation lndependence as Adopted by for Those Who Would Remove to America", "The Star Spangled Banner ", "To My Dear and Loving Husband ". "The General Historie of Virginia, New England, and the Summer Isles " UNIDAD 2: LITERATURA DE LA EPOCA NACIONALISTA (1787-1836) A. Autores: Ralph Waldo Emerson, Edgar Allan Poe, Washington Iwing, James Fennirnore Cooper, Henry Wadsworth Longfellow B. Géneros: Ensayo, cuento, novela, poesia C. Trabajos 1iterarios:"Self-Reliance", "The Cask of Amontillado", "The Fall of the House of Usher", "The Legend of Sleepy Hollow ", "Rip Van Winkle", The Last of the Mohicans, The Courtship of Miles Standish UNIDAD 3: LITERATURA DE LA EPOCA DEL RENACIMIENTO (1837-1852) A. Autores: Henry David Thoreau. Walt Whitman. Emily Dickinson, Nathaniel Hawthorne, Herman Melville, Harriet Beecher Stowe B. Géneros: Narrativa, poesia y novela C. Trabajos literarios: Walden, "Leaves of Grass", "Because I Could Not Stop for Death", The Scarlet Letter, Moby Dick, Uncle Tom's Cabin UNIDAD 4: LITERATURA DE LA EPOCA POST GUERRA CIVIL (1852-1922) A. Autores: Mark Twain, Robert Frost, T.S. Elliot, Booker T. Washington, Jack London B. Géneros: Ficción, poesía, autobiografia, y novela C. Trabajos literarios: The Adventures of Tom Sawyer, "Birches", "The Road Not Taken", "The Hollow Men", "The Waste Land", Up from Slavery, Cal1 of the Wild UNIDAD 5: LITERATURA DE LA EPOCA POST PRIMERA GUERRA MUNDIAL (1922-1940) A. Autores: John Steinbeck, Ernest Hemingway, F. Scott Fitzgerald B. Géneros: Novela C. Trabajos literarios: The Pearl, Of Mice and Men, A Farewell to Arms, The Great Gatsby UNIDAD 6 : LITERATURA DE LA EPOCA POST SEGUNDA GUERRA MUNDIAL (1940-1998) A. Autores: Alice Walker, Arthur Miller, Robert Hayden B. Géneros: Novela, obra teatral y poesía C. Trabajos literarios: The Color Purple, Death of a Salesman, "Those Winter Sundays" VI. CRONOGRAMA Unidad 1 :2 semanas 8 horas Unidad 2 :5 semanas 20 horas Unidad 3 :5semanas 20 horas Unidad 4 :4 semanas 16 horas Unidad 5 :2 semanas 8 horas Unidad 6 :2 semanas 8 horas VII. METODOLOGIA El curso se desarrollara a través de los siguientes métodos: analítico y sintético. El método analitico conlleva una presentación de la obra en su totalidad al igual que un estudio minucioso de sus partes. Por otra parte, el método sintético se desarrolla en forma progresiva, en donde se examinan las partes hasta llegar a su totalidad. VIII. ACTIVIDADES Para el desarrollo del curso, se implementarán las siguientes actividades: discusión de grupo, ordenamiento cronológico de los hechos en una obra literaria, lectura comentada, argumentación, interrogatorio, debate, investigación, tarea dirigida, exposición, exhibición de películas y cine fórum. IX. AYUDAS AUDIOVISUALES El docente podrá utilizar los recursos que estén a su disposición. Se podrá usar la grabadora, la video-casetera, proyección de transparencias, carteles, el internet, proyector, La Guía de Trabajo, fotocopias, la biografía y otros. X. EVALUACION El ciclo está dividido en tres períodos; cada periodo tiene un número de evaluaciones que corresponden al 60% y un parcial que conforma e1 40%. Después de cada unidad habra una evaluación que corresponderá a1 60%. Al mismo tiempo habrán tres evaluaciones que conllevan un reporte oral, un reporte escrito y un trabajo de investigación a los cuales se les asignará el 40%. XI. BlBLlOGRAFlA 1.UNIVERSIDAD FRANCISCO GAVlDlA Bailey, Thomas A. The American Spirit. D.C. Heath and Company, U.S.A., 1968. Bazerman, Charles. The lnformed Reader. Houghton Mifflin Company, U.S.A., 1989. Brent, Harry and William Lutz. The Horizon Reader. St. Martin's Press, Inc., New York, 1992. Colombo, Gary , Robert Cullen and Bonnie Lisle. ReadingAmerica. St. Martin's Press, Inc., New York, 1989. Famous American Plays of the 1940's. Dell Publishing, New York, 1988. Four Stories by Stephen Crane. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Gatell, Frank Otto and Allen Weinstein. American Themes in Historiography. Oxford University Press, New York, 1968. James. Henry. The Turn of the Screw. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Madden-Simpson, Janet and Sara M. Blake. Emerging Voices. Holt, Rinehart and Winston, Inc., U.S.A., 1990. Neider, Charles. The Autobiography of Mark Twain. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Norton Reader, the. W. W. Norton &Company, Inc., U.S.A., 1992. O. Henv's American Scenes. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985 Poe, Edgar Allan. Six Tales of Fear. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Roberts, Edgar V. and Henry E. Jacobs. Literature: An lntroduction to Reading and Writing. Prentice-Hall, Englewood Cliffs, New Jersey. 1986. Roberts, Edgar V. Writing Themes About Literature. Prentice-Hall, Englewood Cliffs, New Jersey, 1991. Selections From Washington Irving. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Shaw, Peter. The Autobiography and Other Writings by Benjamin Franklin. Bantam Books, Inc., U.S.A., 1982. Thoreau, Henry David. Walden. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. To Build a Fire and Other Stories by Jack London. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Twelve Tales by Nathaniel Hawihorne. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Twain, Mark. The Adventures of Tom Sawyer. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Wister, Owen. The Virginian. English Language Programs Division, Bureau of Educational and Cultural Affairs. United States lnformation Agency, Washington D. C., 1985. 2.CENTRO CULTURAL EL SALVADOR Atkinson, Brooks. The Selected Writings of Ralph Waldo Emerson. Random House, Inc., U.S.A, 1950. Arthur Miller's Collected Plays. The Viking Press. New York. 1967. Clemens, Samuel Langhorne. The Adventures of Huckleberry Finn. W. W. Norton & Company, Inc., New York, 1962. Cooper, James Fennimore. The Last ofthe Mohicans. Barnes and Noble. Inc., U.S.A., 1993. Complete Poetry and Prose of Walt Whitman, the. Garden City Books, New York, 1954. Complete Short Stories of Nathaniel Hawthorne, the. Hanover House, Garden City, New Jersey, 1959. Concise Dictionary of American Biography. Charles Scribner's Sons, New York, 1980. Cowley, Malcom. The Portable Hawthorne. The Viking Press, New York, 1967. Dickinson, Emily. A Collection of Critica1 Essays. Prentice-Hall, Englewood Cliffs, New Jersey, 1963. Edel, Leon. The Complete Tales of Henry James from 1876 -1882. J. B. Lippincott Company, Philadelphia, 1962. Faber, Doris and Harold Faber. Great Lives American Literature. Atheneum Books for Young Readers, U.S.A., 1995. Hart, James D. The Oxford Companion to American Literature. Oxford University Press, New York, 1965. I ~ i n gWashington. , The Sketch Book. Dodd, Mead & Company, New York, 1954. James, Henry. The American. Charles Scribner's Sons, New York, 1907. Johnson, Thomas H. The Complete Poems of Emily Dickinson. Little, Brown and Company, Toronto, 1960. Lathem, Edward Connery. The Poetry of Robert Frost Holt, Rinehart and Winston, Inc., U.S.A., 1969. Lauter, Paul. The Heath Anthology of American Literature Volumes One and Two. D. C. Heath and Company, Lexington, Massachusetts, 1994. Matthiessen, F. O. Oxford Book of American Verse. Oxford University Press, Inc., U.S.A., 1967. Melville, Herman. Moby Dick. The Macmillan Company, New York, 1962. Messerole, Harrison T . American Literature Tradition and lnnovation Volumes One and Two. D. C. Heath and Company, Lexington, Massachusetts, 1969. Mumford, Lewis. Ralph Waldo Emerson Essays and Joumals. Doubleday & Company, Inc., Garden City, New Jersey, 1968. Poe, Edgar Allan. Complete Tales and Poems. Mladinska Knjiga, Yugoslavia, 1966. Shaw, Sarnuel. Ernest Hemingway. Frederick Ungar Publishing Co., Inc., U.S.A, 1973. Van Doren, Carl. Benjamin Franklin. The Viking Press, New York, 1957. UNIVERSIDAD FRANCISCO GAVlDlA FACULTAD DE CIENCIAS SOCIALES ESCUELA DE EDUCACION PROGRAM OF STUDY l. GENERALITIES COURSE AMERICAN LITERATURE MAJOR LICENCIATURA EN IDIOMA INGLES PRE-REQUISITE ENGLISH READING AND COMPREHENSION II AND ENGLISH COMPOSITION 1 CREDITS 4 U. V. SEMESTER 1I ORDER No 24 CODE LNAO N" OF CLASS HOURS PER SEMESTER 80 N" OF CLASS HOURS PER WEEK : 4 SEMESTER LENGTH 20 WEEKS CLASS HOUR LENGTH 50 MINUTES II. COURSE DESCRIPTION This course is oriented towards the study American literature through the exarnination of literary time periods, well-recognized authors and their literary works. Each work is studied according to the time period during which each author lived. Biographies are also studied in order to discover the influence the author's life had on his or her work. Literary time periods are exarnined along with the biographies of authors. The pieces of work that are studied represent various types of genre. Through the course of study focus is given to cultural elements. III. GENERAL OBJECTIVE Study and comprehend literary time periods, biographies of well-recognized authors, and their rnost farnous literary works from the United States of America from their origins to the present IV. SPECIFIC OBJECTIVES 1. The students will develop reading comprehension skills 2. The students will develop analysis and synthesis skills 3. The students will acquire literary knowledge and a knowledge of American culture through the use of the material provided in the workbook. 4. The students will develop sensitivity to appreciate American literary works 5. The students will recognize the influence that American historical events had in the way each author expresses himself. V. COURSE CONTENT UNlT 1: COLONIAL AND REVOLUTIONARY LITERATURE (1600-1787) A. Authors: Benjamin Franklin, Thomas Jefferson, Francis Scott Key, Anne Bradstreet, John Smith B. Genre: Non-fiction and essay C. Literary Works: The Declaration of lndependence as Adopted by Congress,, "lnformation for Those Who Would Remove to America", "The Star Spangled Banner", "To My Dear and Loving Husband ", "The Generall Historie of Virginia, New England, and the Summer Isles" UNlT 2: EARLY NATIONAL LITERATURE (1787-1836) A. Authors: Ralph Waldo Emerson, Edgar Allan Poe, Washington Iwing, James Fennimore Cooper, Henry Wadsworth Longfellow B. Genre: Essay, short story, novel and poetry C. Literary Works: "Self-Reliance", "The Cask of Amontillado", "The Fall of the House of Usher", "The Legend of Sleepy Hollow", "Rip Van Winkle", The Last of the Mohicans, The Courtship of Miles Standish UNlT 3: AMERICAN RENAISSANCE (1837-1852) A. Authors: Henry David Thoreau, Walt Whitman, Emily Dickinson, Nathaniel Hawthorne, Herman Melville, Harriet Beecher Stowe B. Genre: Non-fiction, poetry and novel C. Literary Works: Walden, "Leaves of Grass", "Because I Could Not Stop for Death", The Scarlet Letter, Moby Dick, Uncle Tom's Cabin UNlT 4: POST-CIVIL WAR LITERATURE (1852-1922) A. Authors: Mark Twain, Robert Frost, T.S. Elliot, Booker T. Washington, Jack London B. Genre: Fiction, poetry, autobiography and novel C. Literary Works: The Adventures of Tom Sawer, "Birches", "The Road Not Taken", "The Hollow Men", "The Waste Land, Up from Slavery, Cal1 of the Wild 37 UNlT 5: POST WORLD WAR I LITERATURE (1922-1940) A. Authors: John Steinbeck, Ernest Hemingway, F. Scott Fitzgerald B. Genre: Novel C. Literary Works: The Pearl, Of Mice and Men, A Farewell to Arms, The Great Gatsby UNlT 6: LITERATURE SlNCE WORLD WAR 11 (1940-1998) A. Authors: Alice Walker, Arthur Miller, Robert Hayden B. Genre: Novel, play and poetry C. Literary Works: The Color Purple, Deafh of a Salesman, "Those Winter Sundays" VI. TIME LlNE Unit 1 :2 weeks 8 hours Unit 2 :5 weeks 20 hours Unit 3 :5 weeks 20 hours Unit 4 :4 weeks 16 hours Unit 5 :2 weeks 8 hours Unit 6 :2 weeks 8 hours VII. METHODOLOGY The course will be developed using the following methods: analytic and synthetic. The analytic method consists of a presentation of an author's work in its totality and then a meticulous study of its parts. On the other hand, the synthetic method, is developed in a progressive form, where the parts are examined first in order to reach the whole. VIII. ACTIVITIES In order to teach the course, the following activities will be implemented: group discussion, chronological order of events within a story, questions and answers, expression of point of view, debate, research reports, oral reports, rnovies and specific assignments. IX. AUDIOVISUAL AIDS The professor may use the materials that are at his or her disposition, including tape recorder, VCR, posters, the Internet, overhead prolector, slides, handouts, workbook, and others. X. EVALUATION The semester is divided into three periods: each period has a certain number of evaluations which corresponds to 60%, and an exam which corresponds to 40%. After each unit there will be an exam worth 60%. There will also be three evaluations, an oral report, a written report and a research paper, which will be worth 40%. XI. BIBLIOGRAPHY 1. UNIVERSIDAD FRANCISCO GAVlDlA Bailey, Thomas A. The American Spirit D.C. Heath and Company, U.S.A., 1968. Bazerman, Charles. The Informed Reader. Houghton Mifflin Company, U.S.A., 1989. Brent, Harry and William Lutz. The Horizon Reader. St. Martin's Press, inc., New York, 1992. Colombo, Gary , Roberi Cullen and Bonnie Lisle. Reading America. St. Martin's Press, Inc., New York, 1989. Famous American Plays of the 1940's. Dell Publishing, New York, 1988. Four Stories by Stephen Crane. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency. Washington D. C., 1985. Gatell, Frank Otto and Allen Weinstein. American Themes in Historiography. Oxford University Press, New York, 1968. James. Henry. The Turn of the Screw. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Madden-Simpson, Janet and Sara M. Blake. Emerging Voices. Holt. Rinehart and Winston, Inc., U.S.A., 1990. Neider, Charles. The Autobiography of Mark Twain. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Norton Reader, the. W. W Norton Kompany, Inc., U.S.A., 1992. O. Henry's American Scenes. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency. Washington D. C., 1985. Poe, Edgar Allan. S k Tales of Fear. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Roberts, Edgar V. and Henry E. Jacobs. Literature: An lntroduction to Reading and Writing. Prentice-Hall, Englewood Cliffs, New Jersey, 1986. Roberts, Edgar V. Writing Thernes About Literature. Prentice-Hall, Englewood Cliffs, New Jersey, 1991. Selections From Washington Irving. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency. Washington D. C., 1985. Shaw, Peter. The Autobiography and Other Wntings by Benjamin Franklin. Bantam Books, lnc., U.S.A., 1982. Thoreau, Henry David. Walden. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnforrnation Agency, Washington D. C., 1985. To Build a Fire and Other Stories by Jack London. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Twelve Tales by Nathaniel Hawthorne. English Language Prograrns Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Twain, Mark. The Adventures of Tom Sawyer. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. Wister, Owen. The Virginian. English Language Programs Division, Bureau of Educational and Cultural Affairs, United States lnformation Agency, Washington D. C., 1985. 2. CENTRO CULTURAL EL SALVADOR Atkinson, Brooks. The Selected Writings of Ralph Waldo Emerson. Random House, Inc., U.S.A, 1950. Arthur Miller's Collected Plays. The Viking Press, New York, 1967. Clemens, Sarnuel Langhorne. The Adventures of Huckleberry Finn. W. W. Norton & Company, Inc., New York, 1962. Cooper, James Fennimore. The Last of the Mohicans. Barnes and Noble, Inc., U.S.A., 1993. Complete Poetry and Prose of Walt Whitman, the. Garden City Books, New York, 1954. Complete Shori Stories of Nathaniel Hawthorne, the. Hanover House, Garden City, New Jersey, 1959. Concise Dictionary of American Biography. Charles Scribner's Sons, New York, 1980. Cowley, Malcom. The Portable Hawthorne. The Viking Press. New York, 1967. Dickinson. Emily. A Collection of Critica1 Essays. Prentice-Hall, Englewood Cliffs, New Jersey, 1963. Edel, Leon. The Complete Tales of Henry James from 1876 -1882. J. B. Lippincott Company, Philadelphia, 1962. Faber, Doris and Harold Faber. Great Lives American Literature. Atheneum Books for Young Readers, U.S.A., 1995. Hart, James D. The Oxford Companion to American Literature. Oxford University Press, New York, 1965. Irving, Washington. The Sketch Book. Dodd, Mead & Company, New York, 1954. James, Henry. The American. Charles Scribner's Sons, New York, 1907. Johnson, Thomas H. The Complete Poems of Emily Dickinson. Little, Brown and Company, Toronto, 1960. Lathem, Edward Connery. The Poetv of Robert Frost. Holt, Rinehart and Winston, Inc., U.S.A., 1969. Lauter, Paul. The Heath Anthology of American Literature Volumes One and Two. D. C. Heath and Company, Lexington, Massachusetts, 1994. Matthiessen, F. O. Oxford Book of American Verse. Oxford University Press, Inc.. U.S.A., 1967. Melville, Herman. Moby Dick. The Macmillan Company, New York, 1962. Messerole, Harrison T. American Literature Tradition and lnnovation Volumes One and Two. D. C. Heath and Company, Lexington, Massachusetts, 1969. Mumford, Lewis. Ralph Waldo Emerson Essays and Joumals. Doubleday & Company, Inc., Garden City, New Jersey, 1968. Poe, Edgar Allan. Complete Tales and Poems. Mladinska Knjiga, Yugoslavia, 1966. Shaw, Samuel. Ernest Hemingway. Frederick Ungar Publishing Co., Inc., U.S.A, 1973. Van Doren, Carl. Benjamin Franklin. The Viking Press, New York, 1957. C. GUlA DE TRABAJO A Workbook for the American Literature Course at the Universidad Francisco Gavidia Table of Contents Page . .................................... lntroduction to the Workbook 44 Unit 1: Colonial and Revolutionary Literature (1600 - 1787) lntroductio 44 Benjamin Franklin................. 47 "lnformation for those Who Would Rernove to America "... ............................................................. Thomas Jefferson.......... The Declaration of independence as Adopted by Congress 50 53 56 Unit 2: Eariy National Literature (1787 - 1836) Introduction...................................................................................... 59 Ralph Waldo Emerson..................................................................... 65 from "Self-Reliance"......... . . ................................................ 68 Washington Irving... 69 . ........,.. 71 Edgar Allan Poe.... .... ...... ... ... .......-...... .... ... ,.. ...... ..,................. ...,.,.. 93 "The Legend of Sleepy Hollow" "The Cask of Amontillado" 96 "Annabel Lee" ..................... 1O3 Unit 3: American Renaissance (1837 - 1852) Introduction...... ............ ... ... ... ..... 1O5 Henry David Thoreau 1O9 111 from Walde Walt Whitman . .............................................. 120 122 from Leaves of Gras 124 Emily Dickinso "Because 1 Could Not Stop for Death"................................. 125 "The Day Carne Slow 'Till Five O'clock" .............................. 127 Nathaniel Hawthorne...................................................................... 128 128 from Jhe Scarlet Letter........ Unit 4: Post-Civil War Literature (1852 - 1922) Introduction........... .... ...... ... ...... ... .... .......... ... ... ...... ..... ....... ,.. ,,.,,... ... 42 137 Mark Twain.................................................................................. from The Adventures of Tom Sawyer............... . . ............ Robert Frost................ "The Road Not Taken"....................................................... "Birches"............................................................................ "Tree a! My Window"......................................................... T. S. Eliot............... "The Hollow Men"............................................................ Unit 5: Post World War I Literature (1922 - 1940) Introduction........................ John Steinbeck............ . .............................................................. from Jhe Pea .................... Ernest Hemingway........................................................................ from A Farewell to Arrn Unit 6: Literature Since World War 11 (1940 - 1998) frorn The Color P u d e......................................................... lntroduction to the Workbook The following workbook has been designed to be utilized during the American Literature course at the Universidad Francisco Gavidia. It is a tool to be used as a guide by both students and teachers. The workbook contains the following elements: an introduction to each literary period, biographies of American authors, literary works of those authors, classroom assignments and homework assignments. This workbook has been developed in order to enhance the teaching-learning process throughout the course of study. Unit 1: Colonial and Revolutionary Literature (1600 - 1787) lntroduction During colonial times, Americans were mainly busy cawing out a new land and establishing a new government, but they still produced come important pieces of literature. The literature of the Colonial Period (1600 - 1760) dealt primarily with historical, religious, and political issues. In the seventeenth century a voluminous literature came from the New England colonists who first settled a rocky, sandy coastline that reaches into the Atlantic like a grappling hook. These Pilgrirn and Puritan Colonists aspired to be a "citty upon a hill," as the Massachusetts Puritan governor John Winthrop put ¡t. Ideal city notwithstanding, they coped at first with prirnitive conditions. In the 1600's they "forsook a fruitful land, stately buildings, goodly gardens, orchards, dear friends, and near relations" to seek God's way in the "desert wilderness" of the New World. In doing so, they also withdrew from the bitter religious controversy that threatened their livelihoods and their sense of spiritual and psychological well-being in England. In effect, King Jarnes I had carried out his threat against these religious dissenters: "1 shall make them conform or I shall hurry them out of the land." The writings of the early explorers are multinational, but the literature of colonial America, north and south, is principally English, much of it rnotivated by religious comrnitment and the need to justify the radical act of uprooting households, voyaging over three thousand miles of heaving ocean, and starting life anew on a crudely mapped continent whose very existente had been verified only a century earlier. Much of the literature of the English families of such figures as William Bradford, John Winthrop, and Anne Bradstreet. Their lives were entwined in the tumultuous religious Reformation begun by Martin Luther (1483 - 1546) and spurred by the teachings of the French theologian John Calvin (1509 - 1564). Diaries, journals, and histories give great insight into the times, and they were read with great interest by men in England and others around the world who were curious about .-m --- - .- 44 .. ~. ~~ ~~ this new land. Captain John Smith wrote about his adventures with the Indians and his explorations in the colonies. His True Relation of Virginia written in 1608 could be considered the first book in American literature. Most of the writers of colonial times were staunch Puritans who were vitally concerned with spiritual matters, and they contributed many devotional poems, sermons. spiritual histories, tracts, and pamphlets. The first book printed in America was the Bay Psalm Book of 1640, which contained metrical translations of the Psalms to be sung in public and private worship. It was compiled by Puritan Ministers. The subject of apocalypse recurs repeatedly in the literature of New England. The ideal of the peaceable kingdom of the millennium set a very high standard for the city on the hill. The new Jerusalem in America would have to be objectified in colonial life just as it was proclaimed in literature. Colonization itself, from felling trees to writing poems, was set preparation for the Christian millennium. Though the definition may have varied over the years, that may have been the first and deepest "American dream." That dream absorbed the daily energy of settlement, whose activities, terminology, and values also found their way into literature. What were those activities? How did these people live? As middle-class husbandmen and tradesmen, they brought English conventions to America, including belief in the great value of a permanent house and enclosed lands that kept the chaos of the dreaded wilderness out. During the first few years of New England settlernent, scouting parties of leading men surveyed the inland areas for good soil, arnple fresh water, tirnberlands, and natural meadows vital for feeding livestock. Returning to the coast, they got permission from the General Court (the legislature) to settle the area of their choice, then in good weather lead their families associates, and animals to it..Setting out in spring, they had almost eight months to settle before winter closed in. The Declaration of lndependence proclaimed the political freedom of the American colonies and launched their self-conscious quest for a national identity. Arnericans quickly found themselves grappling with many momentous issues, not the least of thern being, "What is an American?'Along with that overarching question carne several other related issues that were debated for the next century: Did America possess a unique, distinctive culture? Was there such a thing as an American language? Did an authentic American literature exist? That such issues were debated is not at al1 surprising given the colonies' newly won independence from England, but what is surprising is that they continued to be public concerns for many decades afker the new nation had been founded. The founding of the American republic hardly seemed auspicious in literary terms. Most literary historians have tended to dismiss the Revolutionary period "as a sort of blank space between the Revohtion and the mature work of lwing and Cooper." Others judged the 45 writers of the new republic "blind sailors navigating the Dead Sea of Federalist Pessimism." Yet important literary accomplishments do mark the Revolutionary period. American writers expressed the essential feature of a distinctive national literature during these years. For the first time, they consciously, though anxiously, asserted their autonomy, sought workable alternatives to servile imitation of English neoclassical models, and abandoned the traditional literary expressions of Enlightenment social consciousness in favor of greater individuality in more spontaneous forms commensurate with the powerful presence of the American landscape. American writers during this period articulated the literary values that would define much of subsequent American literary history -indigenous values that would define their fullest expression in the years after. Revolutionary literature constitutes the United States of America's first comprehensive attempt to establish an independent literary identity. Controversy, anxiety, falce starts, numerous obstacles, and impressive accomplishments characterize this quest. Activities Classroom Assianment: Answer the following questions and discuss them in groups of three. 1. Why were the Pilgrims willing to travel thousands of miles across a vast ocean in order to reach the New World? 2. What do you think life was like for the Pilgrims? Do you think it was easy for them? Why or why not? 3. Why did Americans have trouble identifying their own reality after the Revolutionary War? 4. What momentous issues were American writers faced with during this time period? 5. Imagine what it must have been like living during this time period compared to the way Americans live today. Make a list of things Americans have today that they did not have in the sixteenth and seventeenth centuries to compare and contrast the way of life. Homework Assianment: Find out the causes of the Revolutionary War and be prepared to discuss the causes during the next lesson. Read the poem "To My Dear and Loving Husband by Anne Bradstreet. Be prepared to discuss the poem during the next lesson.