The course seeks to discover what transpired during the Holocaust and what it means to our understanding of human nature and of our civilization. Students are introduced to the political, linguistic, theological, and poetic ideas that make Dante's works not only ificant in the medieval context, but also continue to challenge and inform modern debates. Students explore topics such as modernity, nationalism, individualism, gender, and cultural identity in the modern cultural-historical context.
Also will be discussed are issues particular to fiction and film harldm representational modes: How do fiction and film narrate history and the complex Chinese experience? How have they both been shaped by and contributed to the socio-cultural transformations? And how do they represent the increasingly diversified cultural and social landscape of contemporary China? Plays are testing in light of the social, political, and economic climates that produced them.
Special emphasis is given to questions of sex, gender, race, ethnicity, and class, as we explore how American women, despite considerable obstacles, have developed their own theatrical voices. Our study is further informed by the work of feminist performance theorists.
The course will survey a variety of important texts in this tradition and introduce students to the scholarly perspective known as Ecocriticism. In this course, students concentrate on some of the major representations of the frontier produced between the s and the present to learn how to recognize and talk about the position that the American western has occupied in our culture.
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The course examines postcolonial themes in a historical context, and asks what it means to be a writer whose identity is formed by the diasporic flight of one's people. We begin with theorizing postcoloniality and move to a study of 20th century writing by Puerto Rican, Filipino, Vietnamese, and other ethnic American writers. Topics include the influences of English on vernacular literatures and the relationship of the postcolonial to contemporary politics and art.
Beginning with an investigation into various faith traditions and family practices, we study foundational texts in order to establish essential questions. Units on "Wrestling," "Blessings," "Living in a Broken World," and "Justice" will engage with ethics and morality as well as spiritual and artistic traditions. Texts will range from excerpts from Genesis to modern poetry and novels, with attention also to paintings, films, and other media. This course explores how literature reflects, constructs, and questions the dominant image and understanding of the American identity from the Puritans through the nineteenth century.
The course le to developing a term paper drawing on research and using literary criticism. Studying the transatlantic origins of these movements through an interdisciplinary lens, we examine how these writers responded to broad social, aesthetic, and philosophical influences in crafting their unique literary styles. We will also analyze paintings, photographs, film, and material culture to understand how romanticism and transcendentalism defined this age and continues to influence our own.
Diversity This course examines the development of American theatre from the 18th through the 21st centuries.
It includes a study and analysis of the special problems affecting the development and changes in American society as seen through American playwriting and theatre production. Students read over twenty plays that grapple with issues of tezting, ethnicity, gender, class, and what it means to be an American. The course includes theatre trips. We examine how many writers have challenged their contemporaries to become aware of important issues - fexting, women's rights, Native American activism, the environment, war, and poverty.
Students keep a journal in which they reflect on the literature and develop strategies for changing themselves and the world around them. A final project asks students to consider ways to raise awareness about a social issue at the University or in the larger community. From Homer's Penelope to Ovid's Remedies of Love we will examine the permutations of romantic desire and its frustrations in the literature of Greece and Rome.
Readings also include selections from Sappho's poetry, Sophocles' Women of Trachis, Euripides' Phaedra and Medea, comedies by Menander and Terence, Catullus' poems to Lesbia, Vergil's tale of Dido and Aeneas, selections from the elegies of Tibullus, Sulpicia, Propertius and Ovid, and briefer excerpts from other authors. All readings are in English translation.
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Readings will reach across centuries and continents. Topics include the social constructions of race, sexuality, gender, class, and beauty, intertextuality, influence, and canon formation. We consider the intersectionality of race, ethnicity, gender, sexuality, and socio-economic class, as these contribute to concepts of identity, for both the individual and the community.
From the Silver Age, the course move to post-Revolutionary fiction and versions of dystopia, considers exile, dislocation, relocation, and dual identity, then examines the effects of the Stalin years, and concludes with contemporary fiction of the post-Soviet era. The course sets the literature with its historical, political, and cultural contexts, incorporating material from the arts, as well.
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Diversity This survey course examines the development of African American literature from the late eighteenth century to the present, with a focus on issues of literacy, authority, and identity. The course traces this tradition's history from Phillis Wheatley's role in defining American poetry and Olaudah Equiano's Interesting Narrative, to the narratives of enslavement by authors such as Harriet Jacobs and Frederick Douglass, to the New Negro Renaissance, the Civil Rights Movement, and contemporary African American fiction and poetry.
It has a strong digital component and students will be asked to work with and use a range of multi-modal tools such as blogs, Wiki, Twitter, Animoto, and visual story-telling. Students will be trained to grasp the fact the graphic novels often reflect historical events, prominent ideological and socio-cultural attitudes of the time, and span the spectrum from propelling propaganda to mounting a critique.
This course explores the book's current cultural status and its longer history, as both an object and expressive form. This course will investigate how his genius is expressed in comedy, history, tragedy, and romance. We will study how each kind of play influences the others in every part of Shakespeare's career. We will take a multimedia approach by analyzing performances as well as text. The history of Shakespeare's era and of his critics will be studied as well.
Shakespeare is considered the greatest writer in the English language. ly EN X. Critical issues for discussion include: paganism and Christianity; conceptions of law, kinship, and nationhood; warrior culture and the idea of the hero; the status of art and poetry; orality and literacy; the natural and the supernatural; the construction of gender. This course studies the literature of early medieval cultures of Ireland and Great Britain, with special attention to Celtic culture.
The Greenworld encompasses all visions of the natural world: forests, gardens, oceans, caves, parks, animals, etc. Students will be introduced to a of environmental studies topics, including land dispossession, natural disasters, New World plantations, land stewardship, and animal rights, as these topics appear in literature. Course readings range broadly from Virgil, Montaigne, and Shakespeare to James Cameron's "Avatar," and from the philosophical transactions of the Royal Society to transcriptions of witchcraft trials.
Attention to such themes as: the construction of nationality; the tension between the individual and culture; the stylized representation of gender and class; the interplay of reality and fantasy; theories of authorship and audience; connections to history-writing and to other literary genres. It also adds to this skill by teaching students to recognize and articulate the inherent links between literature, history, and culture, links which are particularly evident in modern Irish writing, and which are revealed through close reading.
The course focuses on the cross-cultural differences between these two groups, one privileged, the other marginalized, who perhaps share only a common language. Besides women's issues: education, emigration, marriage, motherhood, and equality, the themes include the Big House, colonization, the Literary Revival, folklore, the storyteller, and the roles of religion and politics in the society. Diversity What is it like to suffer a stroke, contend with cancer, deal with depression or live with a debilitating disease?
While bio-medicine may clinically treat such conditions, it is to literature that we turn to gain a humanistic understanding of the emotional and spiritual impact of illness on wounded storytellers and on the dedicated doctors and nurses who care for them. Readings in various literary genres memoir, essay, poetry, fiction, drama and films with medical themes will also explore issues of diversity, noting how gender, race, ethnicity, religion, and sexual orientation affect the illness experience.
Diversity Autobiography holds a special place in its presentation of the writer's self, enlisting the reader's belief in the author's "confession" while crossing the line between fictional work and truth. This course examines autobiography and related genres, including memoir, diaries, and personal essays and considers their purpose: what do these authors reveal about themselves, and why? How much is convention, how much is truth? What impact do race, gender, class, nationhood, and ethnicity have on the construction of identity?
Special attention will be paid to literature written in English during the 19th and 20th centuries, a time when writers and cultural critics were increasingly interested in the visual arts in general painting, sculpture, photography, film, etc. These artists forged a unique and ificant relationship between their bodies of work and the visual arts; several of the writers studied worked in the tradition known as "ekphrasis" e. Diversity This course examines the concept of literacy as it is represented in fiction and non-fiction texts.
Reading widely, in memoirs, essays, fiction, creative non-fiction, and drama, we will consider individual experiences with literacy, language, and schooling, as well as the relationship between literacy and power. The course includes a service learning experience that connects issues from the course to the real context of a local elementary school. Students will learn to read closely and to look at intertextuality the way texts "talk" to each other as well as connecting these texts to history and culture.
Students will continue using their literary and critical vocabulary, practicing their writing and speaking and research skills, and will continue their habits of integrating sources. The course considers traditional forms, such as the sonnet and villanelle, as well as modern experimental forms and free verse.
Students learn how to prepare and submit manuscripts to publishers. The process requires skillful, imaginative handling of the formative elements of drama, including plot, character, language or speech-action, envisaged staging, and form. It also involves timely submission of asments and drafts of scenes and whole plays for periodic in-class readings and feedback. Students are expected to submit at specified times midterm and final drafts that demonstrate the technique or art of playwriting as well as conform to the general requirements of the course.
It includes some discussion of the work of ificant authors past and present as a way of sharpening student awareness of technique and the literary marketplace for fiction. Students will study the work of accomplished writers in the field, both past and present, as a foundation for analyzing and critiquing each other's manuscripts in workshop format. Forms studied and practiced will include the memoir, personal essay, and reflective essay.
The course stresses theoretical issues as well as practical skills. Students practice writing skills on a variety of projects including memos, proposals, reports, collaborative writing, and writing as part of the job-hunting process. Learning goals include understanding the purposes of writing in business and industry, writing with a clear sense of audience, becoming familiar with document de and electronic communication, ethical and cross-cultural issues, and reviewing scholarly writing and research in this academic field.
In-class writing activities, workshops, and lengthier projects familiarize students with the styles, organizations, and formats of various documents, and prepare students for the special demands of technical writing.
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The course also introduces students to research locao scholarly writing in the academic field. This course is suitable for advanced undergraduate students preparing for writing-intensive careers or graduate school, as well as technical writing professionals and practitioners who wish to plan, research, and write more effectively. Diversity This course prepares students to write effective proposals and reports.
Students learn to define and write problem statements, objectives, plans of action, assessment documents, budget presentations, and project summaries.
In addition, they sharpen their teamwork, editing, writing, audience awareness, and de skills as they engage in collaborative projects with non-profit organizations in the community. Relevant historical and ethical considerations are discussed. A service learning component is included in this course. This interdisciplinary and writing-intensive course provides students with the necessary tools to produce audience-centered presentations and develop critical-thinking skills.
It also introduces the techniques of argumentation and persuasion, and the use of technology in presentations. This introductory course emphasizes the techniques used by reporters to collect information and write stories for newspapers, magazines, the Internet, and broadcast outlets. Students learn to gather information, interview sources, write le, structure a story, and work with editors.
Students analyze how different news organizations package information, hear from guest speakers, and visit working journalists in the field. Students develop a higher level of media literacy and learn to deal with the news media in their careers. For every story on ESPN. In this course, students will learn the basics for covering sports primarily for sports websites and local and regional newspapers.
They will also study the evolution of the daily sports reporter, from how loal originated in the s to how and why it has changed ificantly in the last decade alone. This course surveys a range of ificant works of American poetry. It is an introduction to various movements e.
The course pays particular attention to form, while grounding understanding of form within a socio-historical context. Study of large-scale, verse narratives created or received as English national epics, or composed in the epic tradition. Critical attention will be paid throughout to changing and competing conceptions of England, nation, and epic. Also follows the persistence of fairy tales in modern, post-modern, and contemporary fiction, and in popular film.
Requirements include a research paper on a fairy tale or author of the student's choosing. A survey of the literature of late-medieval England, focusing on its richest period, the second half of the fourteenth century - the age of Chaucer and his contemporaries. Students will gain access to the Middle English language, and study examples of the main genres of medieval literature, including religious and secular lyric, mystical writing, courtly romance, religious drama, chronicle, and comic narrative.
Literature will be considered within its social and historical contexts, with special attention to representations of social order, and challenges to that order, notably the Great Rebellion of In the first half of Shakespeare's career, comedy, tragedy, and history plays express both the spirit of the Elizabethan age and their own identities as different genres that reference each other.
We learn how critics have approached Shakespeare in many different ways, and how to evaluate and respond to critical opinion. Multimedia presentations show how performance and text combined enrich our understanding of this great writer. These troubling modern visions lead through problem plays to the anti-heroic late tragedies and the romances The Tempestexploring issues of racism, colonialism, and social justice.
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Beginning with Arnold and ending with Wilde, the course covers both poetry and literary movements such as Pre-Raphaelitism, Decadence, aestheticism, and symbolism. A survey of major developments in twentieth-century British, Irish, and Anglophone Post-colonial literature. Students learn to recognize and girps how these events relate to the new, experimental styles of Modern, Postmodern, and Postcolonial writing.
Coetzee, and Kocal Smith. A study of the origins of literature of the Americas with an emphasis on the Puritans and early Republic through We begin with the oral history of Native Americans and the literature of colonization and exploration.
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The heart of the report is Scott Ellsworth's essay, pp. It is a carefully researched and judiciously phrased. White's contemporary in The Nation is also a highly useful source. At right is a photo of a handful of the thousands of white Tulsans who invaded the Greenwood section of the city, drove out the black residents, and burned the entire area to the ground. Most of the white invaders were on foot, but some drove through the neighborhood shooting at passersby and into houses.
Still others used private planes girps fire from the air. Blacks resisted as best they could. There were several "fire fights" in which about fifty whites died. Perhaps as many as African Americans hzrlem.
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Many hundreds more were arrested and placed in "protective custody. Lynchings: Because the Tulsa Riot began in an effort by the city's black community to prevent a lynching, it points back to decades of racial violence following the Civil War and to the ongoing use of lynching by white mobs to keep blacks in "their place. The combination of the grisly images and the banal messages written on the cards can be overwhelming.
Journalist Ida B. Wells led a lifelong crusade against lynching. Go to chapter IV. Her pamphlet, Lynch Law in Georgiabased upon reports in white newspapers, is available at the African-American History site as is her article, "Lynch Law in America. As in so many lynchings, this one arose out of charges that black men raped a white woman. As in so many lynchings too, the charges were demonstrably false.
Not all lynching victims were black, although the vast majority were. In Leo Frank was lynched in Marietta, Georgia, the hometown of the girl he allegedly murdered, thirteen-year-old Mary Phagan. A photograph of Frank's body hanging from a tree became a popular postcard. In the case helped launch a very different sort of organization, the second Ku Klux Klan. Its initial cross-burning was at the gravesite of Mary Phagan. There is a brief but thorough of the Frank case at a site maintained by the American Jewish Historical Society.
There is a somewhat fuller at Cobb Online. Race riots: The Tulsa Riot le us to others in which whites stormed into black neighborhoods and burned and looted and killed whomever they found. Unlike the riot in Tulsa, most took place in northern cities. This was because wartime labor shortages provided them with the opportunity to find factory jobs which paid far more than they had been able to earn in sharecropping and other forms of agricultural labor.
In these cities they competed for scarce housing with working-class whites, many of whom were immigrants or the children of immigrants. They competed with these same groups for jobs, for "turf" in parks, street corners, and beaches. One of the most violent of these riots took place in East St. Louis, Illinois, just across the Mississippi from St. Louis, Missouri.
Racial tensions heightened with labor troubles in the city. Unions had no black members, and employers hired blacks in part because they knew that they would not go out on strike. Rumors swept white neighborhoods that blacks were arming themselves. On July 2, a protest meeting at the Labor Temple turned into a mob which marched on the black neighborhoods. Several days of shootings followed in which somewhere between and people died, most of them African American.
Thousands fled the city. There is a helpful of the East St. Louis riot at a site maintained by the East St. Louis Action Research Project. Two years later there was an even bigger riot in Chicago. It too grew out of tensions between white working-class communities composed of immigrants and their children and black newcomers to the city who competed for jobs and housing space. The incident that triggered the riot happened at a beach on Lake Michigan.