C E R R I T O S C O L L E G E Norwalk, California COURSE OUTLINE ENGLISH 224 NATIVE AMERICAN LITERATURE Approved by the Curriculum Committee on: October 12, 2000 Dr. Natalie Sartin Assistant Professor of English Reviewed by: Dr. Steve Clifford Professor Nishi Shah Department Co-Chairs David Fabish Instructional Dean of Liberal Arts Rick Miranda Vice-President of Academic Affairs/Assistant Superintendent Revised/reviewed: 12/11/97, 2/26/98, 2/24/00, 10/12/00, 9/5/08, 9/30/11
ENGL 224 NATIVE AMERICAN LITERATURE 2 Content review: 12/11/97, 10/12/00 I. Catalog description A. Course description This course is a study of selected representative literature of Native North American writers. The genres included are the novel, the short story, poetry, autobiography, and essay. B. Class hours: 3.0 Lecture Units: 3 C. Prerequisite: Completion of ENGL 52 or ENGL 72 or ESL 152 or equivalent with a grade of C or higher, or of Pass, or completion of the placement process with eligibility for ENGL 100. Co-requisite: None D. Recommendation: None II. Texts and other instructional materials A. Required texts The instructor shall choose an anthology and/or text of Native American Literature that is used in college level courses and that receives Cerritos College Board approval. Recommended texts are: Alexie, Sherman. Flight. Grove Press, 2007. ---The Lone Ranger and Tonto Fistfight in Heaven. Grove Press, 2013. ---You Don t Have to Say You Love Me: A Memoir. Little, Brown and Co., 2017. Erdrich, Heid and Laura Tohe, editors. Sister Nations: Native American Women Writers on Community. Minnesota Historical Society P, 2002. Erdrich, Louise. Love Medicine, Harper Perennial, 2016. ---The Painted Drum. Harper Perennial, 2006. ---Tracks, Harper Perennial, 2004. Harjo, Joy. She Had Some Horses. W. W. Norton & Co., 2008. Highway, Tomson. Kiss of the Fur Queen. U of Oklahoma P, 2008. Momaday, N. Scott. House Made of Dawn. Harper Perennial Modern Classics, 2010. Purdy, John and James Rupert, editors. Nothing but the Truth: An Anthology of Native American Literature. Prentice Hall, 2001. Silko, Leslie Marmon. Storyteller. Penguin Books, 2012. Welch, James. Fools Crow. Penguin Books, 2011. Faculty-Authored Texts: Texts approved by the English Department
ENGL 224 NATIVE AMERICAN LITERATURE 3 II. Texts and other instructional materials continued B. References Bierhorst, John, editor. The Sacred Path: Spells, Prayers, and Power Songs of the American Indians. Morrow, 1983. Cheyfitz, Eric, editor. The Columbia Guide to American Indian Literatures of the United States Since 1945. Columbia UP, 2006. Coltelli, Laura. Winged Words: American Indian Writers Speak. Bison Books, 1990. Krupat, Arnold, editor. Native American: An Anthology. University of Wisconsin Press, 1994. Lauter, Paul. The Health Anthology of American Literature. Volumes One and Two. D.C. Heath Company, 1990. Pevar, Stephen, editor. The Rights of Indians and Tribes: The Basic ACLU Guide to Indian and Tribal Rights. Southern Illinois UP, 2002. Porter, Joy and Kenneth Roemer, editors. The Cambridge Companion to Native American Literature. Cambridge UP, 2005. Tiller, Velarde and Daniel K. Inouye, editors. Tiller's Guide to Indian Country: Economic Profiles of American Indian Reservations. Casino P, 2006. C. Required materials None III. Course content A. The novel 1. History of the American Indian novel 2. Recurrent themes 3. Contributions to the history of the genre 4. Novel selection determined by the instructor B. Short story 1. General selections 2. Interpretation of narrative forms C. Poetry 1. General selections 2. Analysis of form D. Autobiography 1. History of the form 2. Study of representative narrative passages E. Essay 1. Discussion of ideas in the contemporary American Indian essay 2. Rhetorical strategies of the American Indian essay
ENGL 224 NATIVE AMERICAN LITERATURE 4 III. Course content - continued F. Literary Elements 1. Plot 2. Characters 3. Theme 4. Symbol 5. Prosody G. Writing about literature 1. Developing an argument about a work a. Interpretation i. Author s writing style ii. Author s meaning b. Support from primary sources c. Support from secondary sources d. Evaluation of sources e. Modern language association documentation of sources 2. Strategies for written structure a. Explication b. Analysis c. Compare/contrast 3. Strategies for developing writing skills using literary criticism. The instructor may choose as many of the following critical approaches as appropriate a. Formalism b. Biographical c. Historical d. Psychological e. Feminist f. Reader responses IV. Course objectives A. Critically evaluate the aesthetic, intellectual, moral, and spiritual values inherent in Native American literature B. Recognize the contributions of major Native American authors to the development of Native American literature C. Identify the prominent features of Native American culture as revealed in Native American literature D. Recognize distinctive features of Native American writing, ideas, syntax, diction, and use of figurative language and oral tradition E. Analyze basic approaches to evaluating literary works for their literary, cultural, historical features
ENGL 224 NATIVE AMERICAN LITERATURE 5 IV. Course objectives - continued F. Become aware of the universality of experience by studying Native American literature in terms of he/his own experience G. Distinguish between various literary genres H. Write a critical analysis of a literary works I. Recognize major dates in political, cultural, and literary history J. Apply basic research techniques according to standard MLA guidelines V. Assignments A. Reading 1. Assigned works for literature 2. Chapters from supplementary texts 3. Articles from professional journals 4. Critical reviews 5. Selections made by the instructor B. Writing or problem solving or skill attainment 1. At least 3,000 words (minimum of three essays) discussing particular works of literature 2. Quizzes and essay examination questions 3. Journal writings 4. Group and individual projects and reports C. Critical thinking 1. Analyzing ways that Native American literature reflects and comments upon social reality 2. Comparing and contrasting Native American music and film with representative works of literature 3. Understanding historical and political reasons underlying historical and contemporary Native American writings 4. Outlining the major developments in Native American literature 5. Analyzing argument and rhetorical strategies of expository prose VI. Methods of instruction may include A. Lecture B. Discussion C. Collaborative learning D. Guest speakers E. Media viewing/computer interaction F. Field trips G. Special projects
ENGL 224 NATIVE AMERICAN LITERATURE 6 VII. Methods of evaluation A. Satisfactory completion of assigned tasks in reading, writing, tests, and projects B. Examinations C. Participation D. Final examination E. Technologically mediated instruction which could include online, television, or other delivery methods. The instructor will make available alternative methods of instruction for students with disabilities when access is not compatible with the person s disability. VIII. Student Learning Outcomes A. Recognize the literary, cultural and historical influences that Native American literature has contributed to the shaping of American Literature. B. Identify aesthetic and cultural complexities of genres in Native American literature and their reflection of the represented culture and human condition. C. Write a critical analysis of a Native American literary work. D. Analyze the representative elements of the literary contribution of major Native American authors to the development of American literature. E. Identify prominent features and traditions of the Native American cultures in Native American literature. F. Comprehend current Native American literary techniques and terminology. G. Adhere to MLA format for writing papers. MULTICULTURAL DIVERSITY STATEMENT FOR NATIVE AMERICAN LITERATURE ENGLISH English 224, Native American Literature, attends to the multicultural needs of the Cerritos College student body in the following ways: Requiring texts and readings by authors from diverse backgrounds (e.g., N. Scott Momaday, Joy Harjo, Simon Ortiz, Paula Gunn Allen, Zitkala Sa) Assigning writing tasks that draw upon each student s individual experience, thereby reflecting and celebrating the ethnic composition of the class Addressing directly multicultural themes such as identity, culture and identity, and language, et al; and
ENGL 224 NATIVE AMERICAN LITERATURE 7 Adopting pedagogical techniques (e.g., cooperative learning groups, integrated thematic instruction that are sensitive to the variety of learning styles in a classroom)