Living

the American Dream(?): Coming of Age in a Nation Divided

Syllabus by Madeline Decker

Course instructor: [Name]
Contact information: [Email]
Class time: [Time]
Class location: [Room number]

[This syllabus is intended for a high school American literature course. The course materials and
activities should be challenging, but manageable with scaffolding by the instructor. While a
basic idea of weekly course structure is given, the schedule is left incomplete to allow
adjustment for traditional or block scheduling. The course materials may be challenging for
earlier grades, so the course should be paced appropriately for the age group. An emphasis
should be placed not on the quantity of readings covered but on teaching students how to
engage with material on a deeper level requiring a high level of critical thinking and dialogue.]

Course description: When we think about what it means to grow up in the United States of
America, what comes to mind? That probably depends a lot on who we are: where we come
from, where we want to go, the way we talk and look and think and dream. We can tell
storiesand read storiesof coming of age and pursuing the American Dream in quite
distinct ways, depending on our points of view. In this discussion-based course, we will explore
several such stories and think deeply about who wrote them, whom and what theyre about,
and how we read them, together and separately. We will also think about whose stories might
go untold, or might be told in a ways that dont represent truth. In all of our literary
explorations, we will push the question Why? as we use storiesones that have been written
and ones we tellto unlock the mystery of how people have come to experience this nation so
differently and what we might do to change that. How could the world change if we shared our
stories more boldly? And how might it change if we listened more closely to the stories others
share?

For, while the tale of how we suffer, and how we are delighted, and how we may triumph is
never new, it always must be heard. There isnt any other tale to tell, its the only light weve got
in all this darkness. - James Baldwin, Sonnys Blues

Course goals: Students who complete this course successfully will be able to

Read texts for deep understanding and critical interpretation
Talk and write about the nitty-gritty details of literature (literary techniques, story
structure, etc.)
Talk and write about the big ideas of literature (themes, motifs, cultural connections,
etc.)
Respectfully share viewpoints and challenge ideas communicated by readings or
classmates

Required texts:

Novels
o To Kill a Mockingbird by Harper Lee
o The House on Mango Street by Sandra Cisneros
o Invisible Man by Ralph Ellison
o The Absolutely True Story of a Part-Time Indian by Sherman Alexie
o Two novels of your choice from the following list (one per semester):

A Tree Grows in Brooklyn by Betty Smith; How the Garcia Girls Lost their Accents by Julia
Alvarez; Fasting, Feasting by Anita Desai; The Adventures of Huckleberry Finn by Mark Twain; A
Tale for the Time Being by Ruth Ozeki, The Absolutely True Diary of a Part-Time Indian by
Sherman Alexie; The Glass Castle by Jeanette Walls, The Outsiders by S.E. Hinton; Farewell to
Manzanar by James D. Houston and Jeanne Wakatsuki Houston; Out of Place by Edward Said;
Untwine by Edwidge Danticat; Narrative of the Life of Frederick Douglass by Frederick Douglass;
Black Boy by Richard Wright; The Brief Wondrous Life of Oscar Wao by Junot Daz; Little Women
by Louisa May Alcott; The Perks of Being a Wallflower by Steven Chbosky; Mosquitoland by
David Arnold; novel of your choice (consult teacher)

Short Stories [printed copies should be provided by teachers for note-taking purposes]
o Sonnys Blues by James Baldwin
o Girl by Jamaica Kincaid
o The Man Who Was Almost a Man by Richard Wright
o Indian Education by Sherman Alexie

Poems [printed copies should be provided by teachers for note-taking purposes]
o We Real Cool by Gwendolyn Brooks
 o Let America be America Again by Langston Hughes
o Themes for English B by Langston Hughes
o On Turning Ten by Billy Collins
o Tips from My Father by Carol Ann Davis
o Indian Boarding School: The Runaways by Louise Erdrich
o The Idea of Ancestry by Etheridge Knight

Homework: Students will be expected to complete daily 100-150 word journal assignments
addressing assigned questions on reading homework These journal assignments will be used as
starting points for classroom discussions, so it is critical that they are completed. At the
beginning of each class, students will sign up to respond to one of several questions related to
the next days reading. Journal entries will be given full credit upon completion if they adeptly
incorporate evidence (direct quotes and examples) from the assigned reading to support the
students position on the question. Students will be allowed two journal passes for the
semester, as well as one pass for a journal assignment that is turned in but does not adequately
address the question at hand.

Major Assignments:

Essays: Students will complete two 4-5-page essays that will be assigned during the first
two units of the semester. In these essays, students will address one of several
questions posed by the instructor or write on a topic of their own choosing with teacher
approval. Students will be graded on completion for the first drafts of their essays.
During the final unit of the semester, students will receive constructive essay feedback
from the instructor and peers during in-class revision workshops. Students will receive
final grades based on the portfolio of revised work they will turn in with a brief semester
reflection on the last day of instruction.
Group project: At the end of the first semester, students will participate in a group
project with 1-2 other students. Groups will read a novel approved by the instructor
together and prepare a 10-minute presentation explaining the themes and style of the
novel and how they relate to issues of racial justice and diversity. Groups will pair and
share with one other group before developing a final draft of their presentations, which
will be presented for the class during the last week of instruction.
Individual project: At the end of the second semester, students will conduct individual
research projects, taking an in-depth look at themes of social justice, diversity, and
equality in a short story, novel, or poem approved by the instructor. Possible thematic
explorations could include race/ethnicity, gender/sexuality, socioeconomic status,
poverty, immigration, bilingualism, and privilege. These projects should incorporate 2-3
sources in addition to the work discussed. All students will provide a 2-4-page project
summary and proposal describing the thesis and main ideas of their projects. After
receiving instructor approval, students will expand their project, which will be presented
to the instructor and 2-3 other faculty members during the last week of instruction.
Projects can include an 8-10-page essay, a short story/poem/song, a PowerPoint
presentation, a piece of artwork, a theatrical performance, a three-fold poster, a
 traveling museum exhibitthe possibilities are as limitless as your imaginations! The
instructor must approve project plans, and rubrics will be customized based on the
project to be undertaken.

Class Participation: This class has a relatively light homework load, as most of the learning for
this course will take place in dynamic classroom discussions. Therefore, students will be
expected to complete all assignments in a thoughtful and timely manner actively participate
during class. Class participation will be rated based on the guidelines that follow:

0 stars: Student is absent for unexcused reasons, shows no interest in participation,
and/or causes a disruption in the pursuit of daily learning goals.
1 star: Student shows little interest in participation and does not contribute to
discussion; evident that student has not completed daily reading.
2 stars: Student shows some interest in participation and offers limited contributions to
discussion (few responses, vague input).
3 stars: Student shows interest in participation and shows engagement by taking notes,
listening carefully to classmates, and/or contributing meaningfully in at least one
instance.
4 stars: Student shows active engagement and interest in participation by taking notes,
listening carefully to classmates, and contributing to class discussion. Student builds on
the ideas of classmates to cooperatively construct big ideas.

Students may receive up to 8 bonus participation points for completing extra credit
assignments, available from the instructor upon request.


Course Grading: This class is about learning and growth. Therefore, you will be graded on your
growth and by signs of your willingness to grow in this course rather than being graded on your
achievement. The instructor will specify grading procedures at the outset of the course, and
comprehensive rubrics will be provided for writing assignments and projects.


Course Policies:

Zero-tolerance for hate speech: Students are welcomed and encouraged to share their
ideas, opinions, and convictions in this course. However, it will never be acceptable for a
student to make a comment that communicates hate, prejudice, or malice against
another individual. This includes using inappropriate language, devaluing or
dehumanizing someone based on an aspect of their identity, or questioning someones
belonging in a certain environment based on an aspect of their identity.

If the instructor feels that such a comment has been made, discussion will be redirected,
and the student will receive a quiet slip for the remainder of class time. The student will
automatically lose all participation points for the day and be invited to speak with the
 instructor after class. Based on the severity of the comment and upon review by school
administration, further disciplinary action may be taken.

We want to encourage freedom of speech in this course, but we also want this
classroom to be a space in which each student feels safe, welcomed, and valued. For
this reason, any comment that does not reflect this classroom culture will not be
tolerated.

Zero-tolerance for plagiarism: Plagiarism is idea theft. Students plagiarize when they
copy another persons words or ideas without crediting that person, when they use a
direct quote without placing it within quotation marks, or they write all or part of an
assignment for another student, or when they turn in an assignment that has been
written in part or in full by another individual. Students must be careful, as plagiarism
can happen even when its not intentional.

All papers will be turned in digitally and reviewed with plagiarism software. Students
who are caught plagiarizing will automatically lose all participation points for one week
and lose all points on the plagiarized assignment. Depending upon the severity of the
offense, the student may face further disciplinary action. Dont be an idea thief.

Preliminary Schedule:

First Semester
o Unit 1 How to Decode the Stories We Tell: A Short Story Unit (4 weeks)
Week 1 Girl by Jamaica Kincaid and The Man Who Was Almost a
Man by Richard Wright
Journal responses due daily
Week 2 Indian Education by Sherman Alexie and Everyday Use by
Alice Walker
Journal responses due daily
Week 3 Barn Burning by William Faulkner and I Stand Here Ironing
by Tillie Olsen
Journal responses due daily
Week 4 Sonnys Blues by James Baldwin and Thank You, Maam by
Langston Hughes
Journal responses due daily
o Unit 2 Seeing and Experiencing Racial Discrimination (8 weeks)
Weeks 5-7 To Kill a Mockingbird by Harper Lee
Journal responses due daily
Week 5 Reading and Socratic seminars
Week 6 Reading and Socratic seminars
Week 7 Essay 1 due
Weeks 8-10 Invisible Man by Ralph Ellison
Journal responses due daily
 Week 8 Reading and Socratic seminars
Week 9 Reading and Socratic seminars
Week 10 Essay 2 due
Weeks 11-12 Peer Editing Workshops for Essays 1 & 2
o Unit 3 Responding to Racial Discrimination (4 weeks)
Weeks 13-16 group projects:
Groups of 2-3 choose one novel from the list above and use
critical analysis tools to study the novel together
Group members should read independently and discuss/plan in
class, based on instructor prompts/guidance
Groups should read the novel they choose, reflecting on how this
novel could prompt them and others to respond to racial
discrimination they observe in society
Groups will pair up to discuss the novels theyve read and
cooperatively brainstorm presentation ideas
Groups will prepare response presentations discussing the literary
techniques and themes of the novel they choose to share with the
class during Week 16
Week 16 revised essay portfolio due with semester reflection
Second Semester
o Unit 1 Alternative Storytelling: A Poetry Unit (4 weeks)
Week 1 The Hopes and Heartaches of Growing Up: We Real Cool by
Gwendolyn Brooks; The Idea of Ancestry by Etheridge Knight; from
Things I Dont Miss From My Youth, 3. Not Knowing Better by A.B.
Spellman On Turning Ten by Billy Collins and Tips from My Father by
Carol Ann Davis
Journal responses due daily
Week 2 Questions of Identity: Indian Boarding School: The Runaways
by Louise Erdrich; Amrica by Richard Blanco; Calculations by Brenda
Crdenas; Translation for Mam by Richard Blanco, anyone lived in a
pretty how town by E.E. Cummings
Journal responses due daily
Week 3 Poetry as a Tool for Change: Let America be America Again
by Langston Hughes; Ghazal: America the Beautiful by Alicia Ostriker;
Theme for English B by Langston Hughes; Protest by Ella Wheeler
Wilcox; Still I Rise by Maya Angelou
Journal responses due daily
Week 4 Student Poetry Week
Day 1: Students use their knowledge of poetic structure to create
their own poems capturing their stories and experiences of
growing up
Day 2: Students use their knowledge of poetic structure to create
their own poems about an identity/identities they wish to express
through verse
 Day 3: Students use their knowledge of poetic structure to create
their own poems they believe could change someones mind or
inspire someone to take action
Day 4: Peer review day in small groups/teams
Day 5: Poetry Slam
o Unit 2 Multiculturalism (8 weeks)
Weeks 5-7 - The House on Mango Street by Sandra Cisneros
Journal responses due daily
Week 5 Reading and Socratic seminars
Week 6 Reading and Socratic seminars
Week 7 Essay 3 due
Week 8-10 The Absolutely True Story of a Part-Time Indian by Sherman
Alexie
Journal responses due daily
Week 8 Reading and Socratic seminars
Week 9 Reading and Socratic seminars
Week 10 Essay 4 due
Weeks 11-12 Peer Editing Workshops for Essays 3 & 4
o Unit 3 Diversity of Culture and Expression
Individual Projects
Students will have an opportunity to discuss their vision for this
portion of the course with the instructor.
Please see initial specifications for this project unit in the
assignment description above.