Monday, March 19, 2007

Sample Final Project Write Up

At first glance, Paul Laurence Dunbar doesn’t seem to be a lost voice. He earned a living as a poet and was the first African-American to do so. In fact, if you ever hear of a Dunbar High School, it’s likely named after him. Any reputable—in my mind—collection of 19th Century Poetry would include him. I would expect 19th Century Literature classes to cover him to some extent.

I consider Dunbar a lost voice because of a couple of my favorite poems. It seems to me that his audience wouldn’t let him write the way he wanted. Many of his poems can fall into two broad categories: Negro songs/spirituals/dialect poems and 19th Century Romantic poems. I want you to get a sample of each “type” of poem and see what I mean.

Read a sample of a poem written in dialect: “A Negro Love Song.”


Now read one in a different, potentially more mainstream, typical 19th Century feel—and one of my favorites: “We Wear the Mask.”


The two poems have distinctly different styles, which speak to Dunbar’s talent. But I’d argue the poems might point to something else—something deeper and more troubling. Dunbar didn’t have the same freedom his white contemporaries enjoyed. His society did not let him write how and what he wanted. In the 19th century, white men wrote poetry on lofty subjects. Society allowed women to write, but you might find more domestic subjects. Dunbar’s talent allowed him to earn a living and find audiences, but I’ve found society limited him even more than others.

I consider his voice lost because he couldn’t write how or what he wanted. Read his poem, “The Poet.” But Dunbar inspires me in that he fights on. He refuses to be silent even though no one might listen. He holds on to hope. Read, “The Poet and his Song.”



Some places to find Dunbar’s Poetry:

Friday, March 16, 2007

What should be on your Blog

Essential Write-ups/Sections of your Blog

"Sheriff's Children" (plus comments on other people's)
Native American Activities--complete activities that others created.
"Very Short on Law and Order" Activity
Women's Role Writing--on "the Count and the Cousin" & "Lucy Nelson"
Writings about your Final Project (see my sample above)
Previews and Activities for your Final Project
Activities you did that others created--check the project website

Bonus Writings--(that will get you above a B)
Unlearned Jim
Comments on the Poems Emma Lazurus & Sara Louisa Forten
Comments on Zaragoza Poets
"Since I Died"
A Response to the Poetry of Paul Laurence Dunbar--see post above.


The Big Assignments that will make up your Final Grade
Native American PowerPoint
Native American Activities--did you create them, did you coplete other people's activities?
Slave Narrative
Wikipedia Article
The Blog--check what other people have done:

Thursday, January 25, 2007

Syllabus

Lost Voices of the 19th Century
1st period, 3rd Quarter '07
.5 Lang. Arts (Am. Lit.)/Applied Tech.


Through this class, I intend to introduce students to the writings and ideas of some underrepresented authors and poets, of the 19th century. The class will read short stories, poetry, essays, speeches and potentially novels.

I have a few goals for this course: to keep you interested in reading—or get you back into it; to help you improve as students of English—specifically in the areas of reading, writing, listening speaking; to introduce you to some names I never studied in school, and to help you improve in applied technology.

The class intends to:
-provide students with an introductory or increased sense of American Literature
-create opportunities to work through ideas
-support students in understanding texts.
-increase student proficiency in reading, speaking, writing and thinking.
-to increase student proficiency with technology
-keep/get students interested in reading


Work Requirements:
-frequent, informal, in-class writings
-online discussions/email assignments
-in class discussions, activities and seminars
-a reading project
-two formal papers
-applied tech projects and individual presentations


I expect each student to:
- keep up with and complete the reading
-complete daily assignments
- express her/his own opinions while listening to others
- write honestly and intelligently
- add to the class discussions and work well with classmates
-attend class consistently and arrive on time


Grading:

A--consistently exceptional work; all assignments turned in on time; exemplary attendance and participation.

B--consistent quality work coupled with flashes of brilliance; thoughtful participation in nearly all classroom activities

C--student did not use his/her abilities to pursue the objectives of the class, but did some work.

IP—other students were surprised to hear s/he was in the class.

First Assignment

I need to compile an email list for the class.
So email me at:
andrew.pfouts@bvsd.org

all you need to do is send me a note saying “hey it’s (your name).”


After that I want you to do some surfing on the web. Check out some of my Google searches:

19th Century American Literature

Voice of the Shuttle 19th Century


What names come up the most? What do you notice about them? How much you could find on the “big names” of American Literature.
Add a comment by clicking the bottom of this post--where it says
"posted by pfouts at ___AM
comments "

Go to
"The Sheriff’s Children" and read the story--we'll talk about it tomorrow.


If you're interested, read another story and more about Chesnutt.
Another story: "The Wife of His Youth"
Chesnutt in Wikipedia
Some excerpts of his writings on race