人文社會(huì)科學(xué)教育整合型課程改進(jìn)計(jì)畫

1、教育部人文社會(huì)科學(xué)教育整合型課程改進(jìn)計(jì)畫英文系文學(xué)課程的多媒體輔助教學(xué)結(jié)案報(bào)告課程名稱Course Title American Literature Survey I 教師Teacher David Stewart目錄Table of Contents一般資料General Information1. Teachers name, course title, course introduction and outline, etc. 2. Textbooks, Syllabus, Course Requirements, etc.第一 單元 Unit One: IntroductionTex

2、t I Independence Day (film)Text II Crevecoeur: “What is an American?” (excerpt)Text III Olaudah Equiano (excerpt) Text IV Jefferson: The Declaration of IndependenceText V President Thomas J. Whitmore's Independence Day Speech from ID4第二單元 Unit Two: Indians and Europeans: Cultural ConflictText I

3、Black Robe (film)Text II Cultural Conflict (AFH) (Includes a brief introduction to and 3 eye witness accountsone Spanish and two Indianof the seventeenth-century Pueblo revolt in New Mexico.)第三單元 Unit Three: Immigration to the ColoniesText I The Crucible (film)Text II John Winthrop: “A Model of Chri

4、stian Charity”Text III John Smith: “Discription of Virginia”Text IV Gottlieb Mittelberger: “On the Misfortune of Indentured Servants”Text V Ann Bradstreet: “Prologue ” “To My Dear and Loving Husband” “To My Dear Children”Text VI Diary of Hetty Shepard 第四單元 Unit Four: RevolutionText I Thomas Jefferso

5、n: The Declaration of IndependenceText II “Resistance and Revolution” (includes an introduction and 3one British and 2 colonialaccounts of the Boston Massacre.) Text III Abigail Adams: letters to her husband and son.Text IV Benjamin Franklin: “Way of Wealth”; excerpt from the Autobiography on self-i

6、mprovement.第五單元 Unit Five: Working AmericaText I Friedrich Engles: From Chapter III of The Condition of the Working Class in England (2 pages describing Manchester).Text II Herman Melville: “Bartleby the Scrivener” Text III From The Lowell Offering (packet): “Gold Watches,” Joan of Arc,” “Pleasures

7、of Factory Life,” The Patchwork Quilt,” “A New Society.”Text IV Stanley and Iris (film)第六單元 Unit Six: Gender and the Middle-Class FamilyText I Mary Ryan “Empire of the Mother” (concluding chapter of Ryans The Empire of the Mother: American Writing about Domesticity 1830-1860)Text II Harriet Beecher

8、Stowe: “The Mourning Veil”Text III Edgar Allan Poe: “The Black Cat”Text IV Anonymous: “Doings of a Rum Shop”第七單元 Unit Seven: Cities and Modern LifeText I Nathaniel Hawthorne: “Wakefield”Text II Walt Whitman: “Crossing Brooklyn Ferry”Text III Henry David Thoreau: (Walden) “Where I Lived and What I Li

9、ved For”第八單元 Unit Eight: Slavery and AbolitionismText I Frederick Douglass: Chapters 9 and 10 from Narrative of the Life of FD Text II Harriet Jacobs: Excerpt from Incidents in the Life of A Slave GirlText III Glory (film)英文系文學(xué)課程的多媒體輔助教學(xué) 結(jié)案報(bào)告（）：一般資料General Information A課程名稱Course Title (Chinese)Cour

10、se Title (English)American Literature Survey I授課老師姓名Teacher中文 English: David Stewart學(xué)分?jǐn)?shù)Credit3時(shí)數(shù) Hour3授課對象Target studentsSophomores/Juniors人數(shù) No. of students40課程目標(biāo)Course objectivesTo introduce students to American literature and culture from colonization to the Civil War.課程大綱Course DescriptionThis c

11、ourse introduces students to American literature and culture from the earliest days of European colonization to the Civil War. The theme for the course can be stated in the form of a question taken from one of the texts we will read: "What is an American?" This is not a simple question. Th

12、e fact that the writer asks it suggests that for many people it was not clear what it means to be American. The United States has existed for only a little more than two hundred years. Many “American” writers we will read died long before the Declaration of Independence was drafted, Constitution rat

13、ified, or a farmer named Crevecoeur wrote the letter in which he asked the question, What is an American? Confusion doesnt end with nation-status, either. As a nation, the US is characterized by remarkable cultural diversitywhich often leads to conflict. This diversity appears in the literature we w

14、ill read, thereby helping us better appreciate the vast differences that can separate one American from another. But connections also appear, allowing us to consider how Americans have imagined themselves a unified people despite their divisions. Classes combine lectures and discussion. Several film

15、s will also be shown separate from class time.英文系文學(xué)課程的多媒體輔助教學(xué) 結(jié)案報(bào)告（）：一般資料General Information B書目Textbooks &Reference books& CD ROMsThe Norton Anthology of American Literature Vol. 1 (Norton)America First Hand: Readings from Settlement to Reconstruction Vol. 1 (Bedford)Copy packet.American So

16、cial History Project, Who Built America? From the Centennial Celebration of 1876 to the Great War of 1914 (Irvington, N.Y.: Voyager, 1993); derived from the textbook of the same name.America: The Road to Independence, from British Colony to Independent Nation (United Kingdom: World Microfilms Public

17、ations, 1999).Smithsonian's America: An Interactive Exhibition of American History and Culture (Portland, Or.: Creative Multimedia, and Washington, D.C.: Smithsonian Institution, 1994).課程進(jìn)度表Syllabus1. Introduction; Independence Day (ID4) (film)2. Crevecoeur: “What is an American?” (641-644); Ola

18、udah Equiano: (759-764); Jefferson: The Declaration of Independence (714); Black Robe (film)3. Indians and Europeans: Cultural Conflict (AFH); The Crucible (film)4. John Winthrop “Christian Charity” (214); John Smith (AFH); Gottlieb Mittelberger (AFH)5. Ann Bradstreet: “Prologue ” (247), “Husband” (

19、272), “Children” (280); Diary of Hetty Shepard (AFH)6. Jefferson: The Declaration of Independence; “Resistance and Revolution” (AFH)7. Franklin: “Way of Wealth” (493) and excerpt from the Autobiography on self-improvement (577-584); Abigail Adams: letters (AFH)8. Midterm Test9. Engles “Manchester” (

20、packet); Melville: “Bartleby the Scrivener” (2330) Stanley and Iris (film)10. Articles and Stories From The Lowell Offering (packet)11. Mary Ryan “Empire of the Mother” (packet); Stowe: “The Mourning Veil” (packet)12. Poe: “The Black Cat” (packet); Anonymous: “Doings of a Rum Shop” (packet)13. Whitm

21、an: “Crossing Brooklyn Ferry” (2156); Hawthorne: “Wakefield” (packet)14. Thoreau: (From Walden) “Where I Lived and What I Lived For” (1810-1820)15. Frederick Douglas: Chapters 9 and 10 from Narrative of the Life of FD (2022-2045); Glory (film)16. Harriot Jacobs: (1721-1734)17. Final Test 評分方式（選填）Gra

22、ding PolicyGrades are based on participation (20%), weekly quizzes (30%), and two exams (50%).英文系文學(xué)課程的多媒體輔助教學(xué)結(jié)案報(bào)告（2）：課程單元內(nèi)容Unit Content第一單元 Unit One 教材 Text 1教材名稱Text Title Independence Day (film)1.一般教學(xué)講義 General Teaching Notes1. 概論General IntroductionI use Independence Day in the first two weeks of

23、 classes to relax students about material many will feel is boring and irrelevant. I show it in the first week, asking them to enjoy the film, which is very entertaining, but also to think about ways it is a specifically American film. Before they leave after the screening I point out that although

24、the film is about creating social unityin a world where Americas Independence Day will be “everybodys Independence Day”groups within that unity are identified as different, often with different roles to play: men, women, soldiers, Jews, farmer laborers, homeless people, scientists, politicians, Afri

25、can-Americanseven the aliens play an important part in the new inclusive world order. I then ask them to look for such groups and roles in their readings for week two.1. Further Details about Historical Background, Vocabulary, Language and Style. 時(shí)代背景字彙、語言或文體介紹 (Full Text or URL)Text: The Presidents

26、 speech transcribed from the film, Independence Day:In less than an hour, aircraft from here will join others from around the world. And you will be launching the largest aerial battle in the history of mankind. Mankind that word should have new meaning for all of us today. We can't be consumed

27、with our petty differences anymore. We will be united in our common interests. Perhaps, it's fate, today is the fourth of July, and you will once again be fighting for our freedom, not from tyranny, oppression or persecution, but from annihilation. We're fighting for our right to live to exi

28、st. Should we win today, the fourth of July will no longer be known as an American holiday. But as the day when the world declared in one voice: "We will not go quietly into the night. We will not vanish without a fight! We're going to live on! We're going to survive! Today, we celebrat

29、e our Independence Day!"3. 討論問題或重要議題Discussion Questions or Important Issues1、 Why did the people who made ID4 pick an African American and a Jew to be the heroes? How can you link your answer to your readings this week by de Crevecouer and Equiano?2、 How does de Crevecouer treat women? How is

30、his treatment of women consistent with the treatment of women in the film? How is it different?3、 How does de Crevecouer treat men? How is his treatment of men consistent with the treatment of men in the film? How is it different?4、 How does de Crevecouer treat nature? How is his treatment of nature

31、 consistent with the treatment of nature in the film? How is it different?5、 What is the purpose of the Presidents speech at the end of the movie? How is the purpose of the speech like the purpose of the Declaration of Independence?6、 How do the two “declarations” work to fulfill their purposes? Wha

32、t roles do the King and the Indians play in fulfilling this purpose? Who plays these roles in the film?2. 多媒體輔助教材之運(yùn)用Description of the Use of MultimediaMultimedia Text I1. 教材名稱TitleIndependence Day (film)2. 出版、採購資訊或網(wǎng)址Publication and purchasing reference or web site URL)dvd: 3. 用途與教學(xué)法Supportive funct

33、ions & Teaching methodsThis film is useful for introducing all of the social groups represented in the course, the nature of their differences, and how despite these differences they imagine themselves as part of a larger social whole. Note how the film treats men, women, African Americans, the

34、working-classes, people whose religion/ethnicity/sexuality identify them as Other, and enemies, both from the outside (aliens) and the inside (scientists, the Secretary of Defense). Also note the moments in the film where social divisions are purposely ignored. Mark these for students (there are man

35、y near the end of the film) and be ready to underline the role of the aliens in supplying an outside threat that will deny difference (“We can't be consumed with our petty differences anymore.”) together with military readiness to join and fight the oppressors. There are obvious parallels throug

36、hout with the American Revolution when the 13 colonies bonded together to resist the King of England, savage Indians, and Empire Loyalists, all identified or alluded to in the Declaration of Independence. Just as important is how other divisions are closed: women accept their place in the family, Je

37、ws are recognized for their brains, African Americans because they are cool and athletic, the military remembers that it serves the common people, and the rest of the world follows the populist leadership of the USA. This last can be used to reflect on the millennialist destiny that underwrote colon

38、ial and nationalist visions of America, thus supplying another basis for unified identity.4. 注意事項(xiàng)Special notes: Here and with all the films, be sure to remind students that the projects and assignments of the course (including their exams) will be based on the films as much as their readings. This i

39、s a tricky point in that part of the reason for showing them is to draw students into alien cultural contexts, and this is done largely though their pleasure. But films have an aura of entertainment that opposes serious thought. The result is that even in film classes students feel like they are on a bit of a holiday. A five-minute introduction immediately before a screening helps, as d