The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.
The literary quick takes are weekly discussions and in-class activities that I use to frame the text for the students. This is mostly formative and graded based on engagement.
The history of Indigenous Peoples within the US Empire is a tale of both violence and survivance, which can be difficult to engage and work through for many. This OER uses the process of a body scan, a mindfulness technique, to really get folks comfortable with their body and notice what is happening internally while using poetry as a medium to talk about the history of the Diné, or the Navajo, my community. Yet, this violence is not only unique to many Indigenous communities, but is something that many other marginalized communities have something in common as we all survive and navigate systems of exploitation and oppression in a world that denies us love and freedom. This OER ends with a reminder of how beautiful, brilliant and powerful we are and that our stories of resistance need to be shared and celebrated.
Short Description:
In Old Plantation Days (1903) by Paul Laurence Dunbar is a collection of short stories that focuses on the stereotypical portrayal of slaves. Dunbar received both criticism and anger for his stereotypical depictions of slaves as "obedient workers happy to spend their lives in service of their benevolent owner."
Long Description:
Paul Laurence Dunbar (1872–1906) was an African-American novelist, poet, and dramatist during the late nineteenth and early twentieth centuries.
In Old Plantation Days (1903) by Paul Laurence Dunbar is a collection of short stories that focuses on the stereotypical portrayal of slaves. Dunbar received both criticism and anger for his stereotypical depictions of slaves as “obedient workers happy to spend their lives in service of their benevolent owner.”
Word Count: 59017
Included H5P activities: 1
(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.)
Learn more about citations in APA 7 format.Click on the link below to download our Citation Chart!LAPU's Writing Resource Hub: https://sites.google.com/lapu....
This freshman course explores the scientific publication cycle, primary vs. secondary sources, and online and in-print bibliographic databases; how to search, find, evaluate, and cite information; indexing and abstracting; using special resources (e.g. patents) and “grey literature” (e.g. technical reports and conference proceedings); conducting Web searches; and constructing literature reviews.
Or Gustavus Vassa, the African
Short Description:
The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African (1789), is the autobiography of Olaudah Equiano. The narrative employs a variety of styles, such as a slavery narrative, travel narrative, and spiritual narrative. The book details Equiano's journey from gaining his own freedom from enslavement to becoming a successful business man through his study of the Bible.
Long Description:
The Interesting Narrative of the Life of Olaudah Equiano, Or Gustavus Vassa, The African (1789), is the autobiography of Olaudah Equiano. The narrative employs a variety of styles, such as a slavery narrative, travel narrative, and spiritual narrative. The book details Equiano’s journey from gaining his own freedom from enslavement to becoming a successful business man through his study of the Bible.
Word Count: 88359
(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.)
International Women’s Voices has several objectives. It introduces students to a variety of works by contemporary women writers from Asia, Africa, the Middle East, Latin America and North America. The emphasis is on non-western writers. The readings are chosen to encourage students to think about how each author’s work reflects a distinct cultural heritage and to what extent, if any, we can identify a female voice that transcends national cultures. In lectures and readings distributed in class, students learn about the history and culture of each of the countries these authors represent. The way in which colonialism, religion, nation formation and language influence each writer is a major concern of this course. In addition, students examine the patterns of socialization of women in patriarchal cultures, and how, in the imaginary world, authors resolve or understand the relationship of the characters to love, work, identity, sex roles, marriage, and politics.
Julia Alvarez's popular novel is a fictional account influenced by the real lives of the Mirabal sisters, who grew up in the Dominican Republic and were involved in the rebellion against dictator Rafael Trujillo in the 1930s. The Big Read Reader's Guide deepens your exploration with interviews, booklists, timelines, and historical information. We hope this guide and syllabus allow you to have fun with your students while introducing them to the work of a great American author.
Filled with radiant depictions of the Mexican landscape and unforgettable characters, Luis Alberto Urrea's novel chronicles a young woman's quest to protect her hometown from banditos. This Big Read Teacher's Guide contains ten lessons to lead you through Luis Alberto Urrea's Into the Beautiful North. Each lesson has four sections: a focus topic, discussion activities, writing exercises, and homework assignments. In addition, we have provided capstone projects and suggested essay topics, as well as handouts with more background information about the novel, the historical period, and the author. All lessons dovetail with the state language arts standards required in the fiction genre.
The "Into the Book" web site is designed to help elementary students practice eight reading comprehension strategies through playful interactive activities. The site focuses on eight research-based strategies: Using Prior Knowledge, Making Connections, Questioning, Visualizing, Inferring, Summarizing, Evaluating and Synthesizing. "Behind the Lesson," the teacher area of the site, provides information, lesson plans and other resources for teachers.
Through their interpretation of primary documents that reflect Victorian ideals, students can learn the cultural expectations for and limitations placed on Victorian women and then contemplate the writer Charlotte Brontes position in that context. Then, through an examination of the opening chapters of Jane Eyre, students will evaluate Jane's status as an unconventional Victorian heroine.
Funded by the University System of Georgia’s “Affordable Learning Georgia” initiative, An Introduction to African and Afro-Diasporic Peoples and Influences in British Literature and Culture before the Industrial Revolution corrects, expands, and celebrates the presence of the African Diaspora in the study of British Literature, undoing some of the anti-Black history of British studies.
Students are introduced to Old English and the poetic devices of alliteration, kenning, and compounding in preparation for reading the epic poem "Beowulf".
This text was enthusiastically adapted from Russell Sharman's incredible Moving Pictures, linked here, and was adapted specifically to focus on cinema regarding Tokyo for the purposes of Study Abroad.
This is the first lesson in a week-long, mini-unit contains four individual lessons. Through the course of all these lessons, students will be introduced to the concept of civil disobedience—people purposefully disobeying a law or protesting nonviolently about laws or social issues they feel to be unjust. They’ll read from, watch, and listen to three examples that address the issue: Henry David Thoreau’s “Civil Disobedience," Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail," and the Teaching Tolerance documentary Viva La Causa written and directed by Bill Brummel.Activity Description: This lesson focuses on introducing, defining, and providing a basic example of historical civil disobedience using Henry David Thoreau's experience and an excerpt from his essay "On the Duty of Civil Disobedience."This lesson is designed to be used in a blended environment. Accommodations are listed for non-blended courses.Time needed for activity: ~45 minute class periodResources needed: Online discussion board(s) set up at either pinup.com or answergarden.ch; copies of the "On the Duty of Civil Disobedience" excerpt (printed or electronic)
This is the first lesson in a week-long, mini-unit contains four individual lessons. Through the course of all these lessons, students will be introduced to the concept of civil disobedience—people purposefully disobeying a law or protesting nonviolently about laws or social issues they feel to be unjust. They’ll read from, watch, and listen to three examples that address the issue: Henry David Thoreau’s “Civil Disobedience," Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail," and the Teaching Tolerance documentary Viva La Causa written and directed by Bill Brummel.Activity Description: This lesson focuses on introducing, defining, and providing a basic example of historical civil disobedience using Henry David Thoreau's experience and an excerpt from his essay "On the Duty of Civil Disobedience."This lesson is designed to be used in a blended environment. Accommodations are listed for non-blended courses.Time needed for activity: ~45 minute class periodResources needed: Online discussion board(s) set up at either pinup.com or answergarden.ch; copies of the "On the Duty of Civil Disobedience" excerpt (printed or electronic)
This course studies representative twentieth and twenty-first-century texts and films from Hispanic America and Spain. Emphasis is on developing strategies for analyzing the genres of the novel, the short story, the poem, the fictional film, and the theatrical script. The novels read this semester are Magali García Ramis’s Felices días, Tío Sergio (1986, Puerto Rico) and Javier Cercas’s Soldados de Salamina (2001, Spain). We will study Lorca’s play “La casa de Bernarda Alba” (1936, Spain), films from Spain, México, and Cuba, poems by Darío (Nicaragua), Machado (Spain), Lorca (Spain), Hernández (Spain), Vallejo (Perú), Cernuda (Spain), and Luis Palés Matos (Puerto Rico), and short stories from México (by an exiled Spanish writer), Chile, Argentina, and Cuba. Thematic emphasis is on the Spanish Civil War, changing attitudes toward gender, the Spanish-speaking Caribbean, and the history of race in the Americas.
This course studies important twentieth century texts from Spain and Latin America. The readings include short stories, theatre, the novel and poetry. This subject is conducted in Spanish and all reading and writing for the course is also done in Spanish.
This course is a study of the history of theater art and practice from its origins to the modern period, including its roles in non-western cultures. Special attention is given to the relationship between the literary and performative dimensions of drama, and the relationship between drama and its cultural context.