Students will learn about the Trojan War and the hero Achilles. They …
Students will learn about the Trojan War and the hero Achilles. They will compare different stories that were inspired by Achilles, which were passed down orally. They will analyze stories of Achilles in a relief on an ancient sarcophagus and in a drawing by a Renaissance artist. Finally, they will create their own drawing of Achilles inspired by literature.
The course examines the earliest emergence of stories about King Arthur and …
The course examines the earliest emergence of stories about King Arthur and the Knights of the Round Table in the context of the first wave of British Imperialism and the expanded powers of the Catholic Church during the twelfth and thirteenth centuries. The morphology of Arthurian romance will be set off against original historical documents and chronicle sources for the English conquests in Brittany, Wales, Scotland, and Ireland to understand the ways in which these new attitudes towards Empire were being mythologized. Authors will include Bede, Geoffrey of Monmouth, Chrétien de Troyes, Marie de France, Gerald of Wales, together with some lesser known works like the Perilous Graveyard, the Knight with the Sword, and Perlesvaus, or the High History of the Holy Graal. Special attention will be paid to how the narrative material of the story gets transformed according to the particular religious and political agendas of each new author.
Rita Dove, former Poet Laureate of the U.S. and recipient of a …
Rita Dove, former Poet Laureate of the U.S. and recipient of a Pulitzer Prize, is one of the most honored figures in modern American literature. Among Dove's many honors is the 1993 NAACP Great American Artist Award. (28 minutes)
Trinidad resident Derek Walcott won the 1992 Nobel Prize in Literature. Walcott …
Trinidad resident Derek Walcott won the 1992 Nobel Prize in Literature. Walcott has published twenty volumes of poetry and is also a published playwright. (20 minutes)
“The Art of the Probable” addresses the history of scientific ideas, in …
“The Art of the Probable” addresses the history of scientific ideas, in particular the emergence and development of mathematical probability. But it is neither meant to be a history of the exact sciences per se nor an annex to, say, the Course 6 curriculum in probability and statistics. Rather, our objective is to focus on the formal, thematic, and rhetorical features that imaginative literature shares with texts in the history of probability. These shared issues include (but are not limited to): the attempt to quantify or otherwise explain the presence of chance, risk, and contingency in everyday life; the deduction of causes for phenomena that are knowable only in their effects; and, above all, the question of what it means to think and act rationally in an uncertain world. Our course therefore aims to broaden students’ appreciation for and understanding of how literature interacts with – both reflecting upon and contributing to – the scientific understanding of the world. We are just as centrally committed to encouraging students to regard imaginative literature as a unique contribution to knowledge in its own right, and to see literary works of art as objects that demand and richly repay close critical analysis. It is our hope that the course will serve students well if they elect to pursue further work in Literature or other discipline in SHASS, and also enrich or complement their understanding of probability and statistics in other scientific and engineering subjects they elect to take.
The Folger Shakespeare Library provides the full searchable text of "All's Well …
The Folger Shakespeare Library provides the full searchable text of "All's Well That Ends Well" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.
Organized around the compelling question "How have Asian Americans and Pacific Islanders …
Organized around the compelling question "How have Asian Americans and Pacific Islanders engaged civically and contributed to U.S. culture?" and grounded in inquiry-based teaching and learning, this lesson brings history, civics, and the arts together to learn about the experiences and perspectives of Asian Americans and Pacific Islanders (AAPI) in U.S. history. Primary sources, literature, and works of art created by AAPI individuals and related organizations provide an historical as well as contemporary context for concepts and issues including civic participation, immigration, and culture.
An article written by Todd Lewis that was published in Education About …
An article written by Todd Lewis that was published in Education About Asia in 2011 that discuses what educators need to know when they prepare to teach Transcendentalism and it's Asian influence. Introduction: The treatment of Transcendentalism by twentieth-century teachers of literature and American history has followed a long tradition of focusing primarily on the European and American cultural influences on its major figures, such as Ralph Waldo Emerson, Henry David Thoreau, Margaret Fuller, and Bronson and Louisa May Alcott. Their work is seen as fitting into various Western currents such as German Romanticism, Unitarian theology, neo-Platonism...
This is a short impactful poem about physical matter and humanity with …
This is a short impactful poem about physical matter and humanity with a recording of the voice of the author and a free gif image. It is hosted in the blog of the author, Tony Martin-Woods (Antonio Martínez Arboleda) – Arte & Ideas, Originally published as a self-standing poem in the Book "Goddess Summit The Nation" (2018) https://www.amazon.co.uk/Goddess-Summons-Nation-Tony-Martin-Woods-ebook/dp/B07FCJXBQ1
This course focuses on novels and films from the last twenty-five years …
This course focuses on novels and films from the last twenty-five years (nominally 1985–2010) marked by their relationship to extreme violence and transgression. Our texts will focus on serial killers, torture, rape, and brutality, but they also explore notions of American history, gender and sexuality, and reality television—sometimes, they delve into love or time or the redemptive role of art in late modernity. Our works are a motley assortment, with origins in the U.S., France, Spain, Belgium, Austria, Japan and South Korea. The broad global era marked by this period is one of acceleration, fragmentation, and late capitalism; however, we will also consider national specificities of violent representation, including particulars like the history of racism in the United States, the role of politeness in bourgeois Austrian culture, and the effect of Japanese manga on vividly graphic contemporary Asian cinema. We will explore the politics and aesthetics of the extreme; affective questions about sensation, fear, disgust, and shock; and problems of torture, pain, and the unrepresentable. We will ask whether these texts help us understand violence, or whether they frame violence as something that resists comprehension; we will consider whether form mitigates or colludes with violence. Finally, we will continually press on the central term in the title of this course: what, specifically, is violence? (Can we only speak of plural “violences”?) Is violence the same as force? Do we know violence when we see it? Is it something knowable or does it resist or even destroy knowledge? Is violence a matter for a text’s content—who does what, how, and to whom—or is it a problem of form: shock, boredom, repetition, indeterminacy, blankness? Can we speak of an aesthetic of violence? A politics or ethics of violence? Note the question that titles our last week: Is it the case that we are what we see? If so, what does our obsession with ultraviolence mean, and how does contemporary representation turn an accusing gaze back at us?
Sarah and Susan are sisters who enjoy spending Sunday afternoons with their …
Sarah and Susan are sisters who enjoy spending Sunday afternoons with their great-great Aunt Flossie. Aunt Flossie entertains her great-grandnieces by letting them explore her collection of hats, each of which has a story of its own.
The German Nazis were responsible for the systematic killing of millions of …
The German Nazis were responsible for the systematic killing of millions of Jews. Hitler called it “The Final Solution to the Jewish Problem.” There were concentration camps set up throughout German controlled territories. This seminar will focus on the largest and most notorious camp, Auschwitz-Birkenau, located in German-controlled Poland.StandardsCC.1.2.11–12.C - Analyze the interaction and development of a complex set of ideas, sequence of events, or specific individuals over the course of the text.CC.1.2.11–12.I - Analyze foundational U.S. and world documents of historical, political, and literary significance for their themes, purposes, and rhetorical features.
The German Nazis were responsible for the systematic killing of millions of …
The German Nazis were responsible for the systematic killing of millions of Jews. Hitler called it “The Final Solution to the Jewish Problem.” There were concentration camps set up throughout German controlled territories. This project will focus on the largest and most notorious camp, Auschwitz-Birkenau, located in German-controlled Poland. Anne Frank and her family were discovered and arrested in August 1944. In September 1944 they were sent from the Westerbork Camp in the Netherlands to Auschwitz-Birkenau. Anne’s father, Otto Frank, survived and was liberated from Auschwitz-Birkenau in January 1945.
The author, Helen Lester, traces her writing career from the age of …
The author, Helen Lester, traces her writing career from the age of three to adulthood. She shares her struggles with writing in elementary school and even later as a successful writer. Helens story demonstrates that even the most challenging struggles can be overcome with persistence and a good sense of humor.
This lesson is meant to play with the genre of autobiography. It …
This lesson is meant to play with the genre of autobiography. It introduces two types of autobiography (reflective and factual) and asks the students to compare and contrast them. Students prepare to write their own autobiography, in the style they prefer. This is a modification of a lesson plan originally created for an intermediate-level Spanish course by Frances Matos Schulz, Jun Takahira, Yoko Hama, Camille Braun, Olga Salazar Pozos, and myself.
Short Description: The Awakening (1899) is a novel by American author Kate …
Short Description: The Awakening (1899) is a novel by American author Kate Chopin; it marks early feminism as it was one of the earliest American novels to focus on women's issues without condescension. The novel centers on Edna Pontellier and her struggle between what is socially acceptable of mothers in turn-of-the-century American South and her views on femininity and independence.
Long Description: The Awakening (1899) is a novel by American author Kate Chopin. It marks early feminism as it was one of the earliest American novels to focus on women’s issues without condescension. The novel centers on Edna Pontellier and her struggle between what is socially acceptable of mothers in turn-of-the-century American South and her views on femininity and independence.
Word Count: 50522
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
This historical fiction story takes place in 1932 in the midst of …
This historical fiction story takes place in 1932 in the midst of the Great Depression in New York City. Baseball was king and Babe Ruth was at the top of his game. In this story, a young boy and his father become a team as they both work to support their family.
This assignment give students the opportunity to learn about key events surrounding …
This assignment give students the opportunity to learn about key events surrounding Tolstoy's life, including his struggle with the Russian Orthodox church. It asks them to reflect on how we deal with death, and what makes us happy.
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