This subject presents a survey of social theory from the 17th century to the present. It focuses on the historical contexts out of which theory arises, the utility and limitations of older theories for present conditions, and the creation of new theory out of contemporary circumstances.

In this 3-unit class, we will read Milton’s epic poem Paradise Lost. The goal of the class is for students to come away feeling comfortable with its language and argument; meeting in a small group will also allow us to talk about the key questions and issues raised by the poem. This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.

The Story Map interactive is designed to assist students in prewriting and postreading activities by focusing on the key elements of character, setting, conflict, and resolution.

The landscape we will explore is the troublesome one of the relevance, impact, and importance of poetry in a troubled modern world. We will read both poetry and prose by several substantial modern writers, each of whom confronted the question that is the subject’s title.

This course explores variations on the proposition that an adequate recognition of beauty could, however indirectly, make you a more humane person. Readings extend widely across literary and non-literary genres, including lyric poetry and the novel, philosophical prose and essays.

This unit is an introduction to studying the arts and humanities. It takes you through a series of exercises designed to develop your approach to study and learning at a distance and improve your confidence as an independent learner.

The Teacher’s Guide to Using Literature to Promote Inclusion of People with Disabilities has been designed to assist teachers who wish to use literature to promote inclusion of people with disabilities in all aspects of life. The Guide consists of two parts. Part 1 is a rubric for evaluating how short stories, books, poems, TV programs, movies, digital media, and other forms of literature portray characters with disabilities. Part 2 of the Teacher’s Guide to Using Literature to Promote Inclusion of People with Disabilities is a curriculum guide with learning objectives, lesson activities, and strategies for outcome evaluation. The curriculum guide is a resource for teachers who wish to design lessons using literature to teach about disabilities.

Stories and poems that have a familiar structure can create a supportive context for learning about the writing process, building students' background knowledge, and scaffolding their creation of original stories. In this lesson for students in second or late first grade, teachers help students explore the concepts of beginning, middle, and ending by reading a variety of stories and charting the events on storyboards. As they retell the stories, students are encouraged to make use of sequencing words (first, so, then, next, after that, finally). A read-aloud of Once Upon a Golden Apple by Jean Little and Maggie De Vries introduces a discussion of the choices made by an author in constructing a plot. Starting with prewriting questions and a storyboard, students construct original stories, progressing from shared writing to guided writing; independent writing is also encouraged.

This website has been designed to offer strategies for teaching this seminal work to intermediate-level college students in a way that is dynamic, engaging, and perhaps most importantly highlights the connection between Madame de Lafayette’s seventeenth-century work La Princesse de Clèves and the contemporary social concerns of young people in today’s world. 
There was a recent heated debate in France about the modern relevance of this literary text that began when Nicolas Sarkozy suggested that the study of this text was useless. His comments incited fervent discussion in French academic, artistic, and political circles. The compelling history of the text, along with its importance in contemporary French society and culture, makes the study of this work highly relevant for students.
The La Princesse de Clèves website is published under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 (CC BY-NC-SA) International license.

This site is designed for scholars and students interested in exploring Marguerite de Navarre’s Heptaméron to help delve more deeply into this compelling writer and her texts. Resources are compiled on the site to allow easy access to information about Marguerite’s writings and her substantial influence in debates about religion and women in sixteenth-century France; these include extensive biographies, summaries, full texts, images and media, teaching resources, films, and a space to share ideas.
The website is published under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 (CC BY-NC-SA) International license.

This course addresses the relationship between technology-related problems and the law applicable to work environment. The National Labor Relations Act, the Occupational Safety and Health Act, the Toxic Substances Control Act, state worker’s compensation, and suits by workers in the courts are discussed in the course. Problems related to occupational health and safety, collective bargaining as a mechanism for altering technology in the workplace, job alienation, productivity, and the organization of work are also addressed. Prior courses or experience in environmental, public health, or law-related areas will be useful.

Students tell their life stories in this lesson about autobiographies based on family photographs.

The importance of reading aloud to children is an established tenet of reading instruction. This lesson supports the language development and reading comprehension of kindergarten through second graders. Through the use of the text talk strategy, students explain, develop, and expand story ideas. This lesson is designed to help students learn how to gain meaning from words that are taken out of their original context.

This course examines the distinctive ways in which historians in different parts of the world have approached the task of writing history. It explores methodologies used, such as political, social, economic, cultural, and popular histories through the reading and discussion of relevant and innovative texts. It introduces a variety of sources (archival documents, statistical data, film, fiction, memoirs, artifacts, and images) and the ways they can be used to research, interpret, and present the past. Assignments include an original research paper. Students taking the graduate version complete additional assignments.

A summary and interpretation of "This is Water", a commencement speech given by David Foster Wallace. He shares his vital perspective on empathy and it has made a huge impact in my life.

The goal of this course is to prepare you to engage in experimental investigations of questions related to linguistic theory, focusing on phonetics and phonology.

Transmedia narratives exist across multiple storytelling platforms, using the advantages of each to enhance the experience of the audience. No matter which medium nor how many, the heart of any successful transmedia project is a good story. In this class we will spend time on the basics of solid storytelling in speculative fiction before we move on to how to translate those elements into various media. We will then explore how different presentations in different media can complement and enhance our storytelling. While we will read scholarly articles and discuss ideas about transmedia, this is primarily a class in making speculative fiction transmedia projects. We will analyze the strengths and weaknesses of various mediums and consider how they complement each other, and how by using several different media we can give the audience a more complete, rewarding, and immersive experience.

Folk tales and fairy tales are of interest to and part of the language arts curriculum for young learners. This lesson supports the study of this genre and the study of irregular patterns and letter-sound relationships related to decoding and spelling. After reading the folk tale Jack and the Beanstalk, students discuss the word giant and its beginning sound. Students then create their own lists of words that begin with the same sound. Then, students are introduced to words with the soft g sound and create a new list of words with this beginning sound. As a culminating activity, students work individually or in groups to categorize animal names into groups according to their beginning g sound.

Instructional materials on local history topics developed by students at the University of Tennessee at Chattanooga for use in secondary education classrooms.

This is part one of a two-day lesson plan which covers the impact of the major inventors and innovators of the Industrial Revolution. The purpose of this lesson is to build upon students’ prior knowledge of analyzing primary sources, the Industrial Revolution, and Chattanooga history. Using primary sources, students will identify major figures of the Industrial Revolution and describe their impact on Chattanooga and United States history.