American Lit 201-04
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The document discusses the nature and study of history. It makes three key points: 1) Historians can only understand the past in the context of the present, and the present only through knowledge of the past. 2) What a society considers historically significant reflects the views of that society. 3) Historians must attempt to understand the mindset and concerns of the people in the past time periods they are studying to avoid superficial or propagandistic interpretations of events.
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This document provides a preview of the 4th grade social studies curriculum for the 2nd quarter. It will cover Early Explorers for 4 weeks and Colonization for 5 weeks. For Early Explorers, students will learn about explorers like Columbus, Cabot, and Cartier, their reasons for exploration, obstacles faced, and interactions with native peoples. For Colonization, students will examine life in the New England, Mid-Atlantic, and Southern colonies, including economic activities and the impact of geography. Various resources like atlases, readers, and economic history materials will be used to teach the standards and engage students.
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This document provides background information on topics related to the setting and historical context of the book "Dead End in Norvelt" by Jack Gantos. It discusses Eleanor Roosevelt's role in FDR's New Deal policies and advocacy for women's rights. It also summarizes key aspects of the Cold War including the Cuban Missile Crisis. Additional sections overview the Hell's Angels motorcycle club and the rise of The Beatles in the early 1960s. The document is intended to familiarize readers with important people and events that shaped the time period depicted in the book.
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Bruce was born in the middle of the 20th century in the American South to a middle-class family. As a student, he excelled in spelling bees, speech contests, and was cast in the lead role of his high school play. He was exposed to self-help books at a young age through his salesman father. Bruce came of age during a period of great social and technological change, witnessing events like the assassinations of JFK, MLK, and RFK, the Vietnam War, the invention of the personal computer, internet, and smartphones. His family has a pioneering spirit, with ancestors who moved to Texas after the Civil War and California during the Great Depression.
Dead end in norvelt
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This document provides a preview of the 4th grade social studies curriculum for the 2nd quarter. It will cover Early Explorers for 4 weeks and Colonization for 5 weeks. For Early Explorers, students will learn about explorers like Columbus, Cabot, and Cartier, their reasons for exploration, obstacles faced, and interactions with native peoples. For Colonization, students will examine life in the New England, Mid-Atlantic, and Southern colonies, including economic activities and the impact of geography. Various resources like atlases, readers, and economic history materials will be used to teach the standards and engage students.
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This document provides background information on topics related to the setting and historical context of the book "Dead End in Norvelt" by Jack Gantos. It discusses Eleanor Roosevelt's role in FDR's New Deal policies and advocacy for women's rights. It also summarizes key aspects of the Cold War including the Cuban Missile Crisis. Additional sections overview the Hell's Angels motorcycle club and the rise of The Beatles in the early 1960s. The document is intended to familiarize readers with important people and events that shaped the time period depicted in the book.
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Mercedes Vasquez wrote a journal entry for her History 140 class summarizing what she learned from novels read during the semester. She discussed how the books provided different perspectives on history from the viewpoints of original European emigrants, Native Americans, and settlers. She highlighted how some Native American leaders, like Opechancanough, fought to preserve their culture despite facing challenges. The journal entry also described how pirates originally had an accepted role in British trade and how most emigrants sent to the Americas in the 1700s were convicted criminals.
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Bruce was born in the middle of the 20th century in the American South to a middle-class family. As a student, he excelled in spelling bees, speech contests, and was cast in the lead role of his high school play. He was exposed to self-help books at a young age through his salesman father. Bruce came of age during a period of great social and technological change, witnessing events like the assassinations of JFK, MLK, and RFK, the Vietnam War, the invention of the personal computer, internet, and smartphones. His family has a pioneering spirit, with ancestors who moved to Texas after the Civil War and California during the Great Depression.
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Jack Gantos grew up in Norvelt, Pennsylvania in the 1960s. He became a writer in high school and wrote both novels and picture books, including Rotten Ralph in 1976. The document discusses awards Gantos has received and provides historical context about the Cold War era and setting of 1962 when Gantos lived in a small rural town. It outlines themes and characters in Gantos' work and includes discussion questions and additional resources for reading.
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John F. Kennedy was born in 1917 in Massachusetts. He came from a large, wealthy and politically connected family. He attended Choate boarding school where he was popular and enjoyed various sports. During World War 2, Kennedy served in the Navy. He later went into politics and was elected as a Congressman and then Senator from Massachusetts. In 1961, Kennedy became the 35th President of the United States at the young age of 43, making him the first Catholic president. His presidency was cut short when he was assassinated in Dallas, Texas in 1963 at the age of 46.
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This document provides a timeline of key events in the life of John F. Kennedy from 1917-1963. It outlines his early life and education, military service during WWII where he was a war hero, entry into politics as a Congressman and Senator, presidency and assassination. The timeline focuses on Kennedy's early life and political career leading up to his election as the 35th US President in 1960 at age 43. It then details major events and accomplishments of his brief presidency from 1961-1963 before concluding with details of his assassination in Dallas, Texas on November 22, 1963 at age 46.
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This document provides an overview of the origin and development of American literature from the colonial period through the 20th century. It outlines the major periods of American literature and discusses some of the influential early American authors and works. The document also discusses the colonial settlement of North America by European powers and the impact on native cultures and the emergence of American literary traditions.
POEMS by Emily Dickinson· 1830-1886; one of the two most impor.docx
POEMS by Emily Dickinson
· 1830-1886; one of the two most important figures (the other being Walt Whitman) in establishing the specific identity of AMERICAN POETRY (especially MODERN American poetry)
· from a prominent Amherst, Massachusetts, family (father a lawyer)
· After school (Amherst Academy and a year at the Mount Holyoke Female Seminary), she lived as a RECLUSE, almost never leaving the Dickinson family home.
· She remained close with her family, particularly her brother, and maintained several “friendships” via correspondences, most notably with the Boston writer and critic Thomas Wentworth Higginson, who eventually—POSTHUMOUSLY!—published her poems with the help of another of Emily’s friends, Mabel Todd Loomis.
· Only 7 of her poems were published—anonymously!—during her lifetime. THERE ARE 1,775! Not all of them reached print until 1955!
· eccentric punctuation: especially DASHES indicating emphasis and interruption
· influenced by the English Romantics, especially Keats, and the early Victorian poets, especially Elizabeth Barrett Browning
· a mixture of death, uncompromising truth, and playful humor
· ROMANTIC CHARACTERISTICS:
· sentimental melancholy
· importance/exceptionality of the poet
· the failure of knowledge/reason
· fascination with the grotesque
· mystical imagery
· unorthodox religious interpretation/beliefs
· wish to transcend worldly cares/priorities
· ROMANTIC INVERSIONS: American “Dark” Romanticism (according to literary critic Leslie Fiedler)
· disturbingly falling short of salvation (uncertainty or damnation, etc.)
· mocking the false comforts that sweet, picturesque imagery might provide
QUESTION #11:
Citing examples from her poems, discuss Dickinson’s Dark Romanticism. (3 paragraphs)
Walt Whitman
· 1819-1892; born in West Hills, Long Island, New York
· revolutionized American poetry: the long line, “catalogs,” frank subject matter, “free verse”
· responded to the call in Emerson’s “The Poet” (1842) for an all-encompassing American bard
· persona characteristics: amoral (even seeming to fatalistically excuse the atrocities associated with Manifest Destiny and colonially expansionist drive); representatively omnipresent (Transcendentally pantheistic); “American” universality and commonality represented sexually (as metaphor)
QUESTION #12:
How does both the form of Whitman’s poem and the imagery it uses reflect Emerson’s Transcendentalist call for an “American” poet?
Rebecca Harding Davis
· 1831-1910; born in Washington, Pennsylvania
· had a long career as both a fiction writer and a journalist
· “Life in the Iron-Mills” (1861) made her a literary celebrity; an early American literary example of combining REALISM, NATURALISM, and MUCK-RAKING
REALISM:
· mainly a reaction against the aesthetics and ideals of Romanticism, roughly surfacing as a consistent literary movement in the mid-19th century
· focus: a fidelity to actuality in its representation in literature (verisimilitude)
· focus ...
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2. It analyzes various political cartoons from the late 19th/early 20th century showing Uncle Sam and Miss Columbia educating and bringing prosperity to newly acquired territories like Cuba, Puerto Rico, Hawaii, and the Philippines through railroads, technology, capitalism and most prominently, schools and English education.
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6. Slavery Begins
7. The Lost Colony
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In linguistics, X-bar theory is a model of phrase-structure grammar and a theory of syntactic category formation[1] that was first proposed by Noam Chomsky in 1970[2] reformulating the ideas of Zellig Harris (1951,[3]) and further developed by Ray Jackendoff (1974,[4] 1977a,[5] 1977b[6]), along the lines of the theory of generative grammar put forth in the 1950s by Chomsky.[7][8] It attempts to capture the structure of phrasal categories with a single uniform structure called the X-bar schema, basing itself on the assumption that any phrase in natural language is an XP (X phrase) that is headed by a given syntactic category X. It played a significant role in resolving issues that phrase structure rules had, representative of which is the proliferation of grammatical rules, which is against the thesis of generative grammar.
In linguistics, X-bar theory is a model of phrase-structure grammar and a theory of syntactic category formation[1] that was first proposed by Noam Chomsky in 1970[2] reformulating the ideas of Zellig Harris (1951,[3]) and further developed by Ray Jackendoff (1974,[4] 1977a,[5] 1977b[6]), along the lines of the theory of generative grammar put forth in the 1950s by Chomsky.[7][8] It attempts to capture the structure of phrasal categories with a single uniform structure called the X-bar schema, basing itself on the assumption that any phrase in natural language is an XP (X phrase) that is headed by a given syntactic category X. It played a significant role in resolving issues that phrase structure rules had, representative of which is the proliferation of grammatical rules, which is against the thesis of generative grammar.
X-bar theory was incorporated into both transformational and nontransformational theories of syntax, including government and binding theory (GB), generalized phrase structure grammar (GPSG), lexical-functional grammar (LFG), and head-driven phrase structure grammar (HPSG).[9] Although recent work in the minimalist program has largely abandoned X-bar schemata in favor of bare phrase structure approaches, the theory's central assumptions are still valid in different forms and terms in many theories of minimalist syntax.
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seditious art and american colonial
During the American colonial period in the Philippines from 1898-1943, seditious plays were written and performed to criticize the American government through symbolism and allegory. These plays touched on themes of Philippine oppression over history from Chinese, Spanish, and now American rule. The plays were controversial and sometimes led to fights between white and brown audiences. American colonial rule prioritized education to spread English, democracy, and American culture. It introduced new literary forms and genres. Overall, the American period brought changes to Philippine government, education system, religion, infrastructure, entertainment, food, architecture, economy and way of life. English became dominant and American influences became integrated into Filipino culture and identity.
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The document provides information about culture and society in the United States between 1930-1945. It describes how people entertained themselves through movies, games, sports and music during the Great Depression to take their minds off economic hardship. Magazines, newspapers, radio and popular songs of the time are listed. Major world events of each year are noted, along with bestselling books and blockbuster films that became popular during this period. The document also lists popular musical genres and songs from the 1930s-1940s.
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Jfk powerpoint
John F. Kennedy was born in 1917 in Massachusetts to Rose and Joseph Kennedy. He attended Choate and Harvard, playing sports and becoming interested in politics. During World War II, Kennedy served in the Navy and was injured. He entered politics, becoming a congressman and senator. In 1953, Kennedy married Jacqueline Bouvier and they had four children. Kennedy was elected president in 1961, taking actions on civil rights and the economy. However, he was assassinated in Dallas, Texas in 1963 at age 46.
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This document summarizes the 5th grade heroes project presentations on influential historical figures, including Helen Keller, Jacques Cousteau, Jackie Robinson, Clara Barton, John James Audubon, Dwight D. Eisenhower. Each student presented on an individual hero, providing biographical details and accomplishments, directed by their teachers Mrs. Martz, Mr. Hitzel, and Ms. Green.
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Amlit 171214115815
This document provides an overview of the origin and development of American literature from the colonial period through the 20th century. It outlines the major periods of American literature and discusses some of the influential early American authors and works. The document also discusses the colonial settlement of North America by European powers and the impact on native cultures and the emergence of American literary traditions.
POEMS by Emily Dickinson· 1830-1886; one of the two most impor.docx
POEMS by Emily Dickinson
· 1830-1886; one of the two most important figures (the other being Walt Whitman) in establishing the specific identity of AMERICAN POETRY (especially MODERN American poetry)
· from a prominent Amherst, Massachusetts, family (father a lawyer)
· After school (Amherst Academy and a year at the Mount Holyoke Female Seminary), she lived as a RECLUSE, almost never leaving the Dickinson family home.
· She remained close with her family, particularly her brother, and maintained several “friendships” via correspondences, most notably with the Boston writer and critic Thomas Wentworth Higginson, who eventually—POSTHUMOUSLY!—published her poems with the help of another of Emily’s friends, Mabel Todd Loomis.
· Only 7 of her poems were published—anonymously!—during her lifetime. THERE ARE 1,775! Not all of them reached print until 1955!
· eccentric punctuation: especially DASHES indicating emphasis and interruption
· influenced by the English Romantics, especially Keats, and the early Victorian poets, especially Elizabeth Barrett Browning
· a mixture of death, uncompromising truth, and playful humor
· ROMANTIC CHARACTERISTICS:
· sentimental melancholy
· importance/exceptionality of the poet
· the failure of knowledge/reason
· fascination with the grotesque
· mystical imagery
· unorthodox religious interpretation/beliefs
· wish to transcend worldly cares/priorities
· ROMANTIC INVERSIONS: American “Dark” Romanticism (according to literary critic Leslie Fiedler)
· disturbingly falling short of salvation (uncertainty or damnation, etc.)
· mocking the false comforts that sweet, picturesque imagery might provide
QUESTION #11:
Citing examples from her poems, discuss Dickinson’s Dark Romanticism. (3 paragraphs)
Walt Whitman
· 1819-1892; born in West Hills, Long Island, New York
· revolutionized American poetry: the long line, “catalogs,” frank subject matter, “free verse”
· responded to the call in Emerson’s “The Poet” (1842) for an all-encompassing American bard
· persona characteristics: amoral (even seeming to fatalistically excuse the atrocities associated with Manifest Destiny and colonially expansionist drive); representatively omnipresent (Transcendentally pantheistic); “American” universality and commonality represented sexually (as metaphor)
QUESTION #12:
How does both the form of Whitman’s poem and the imagery it uses reflect Emerson’s Transcendentalist call for an “American” poet?
Rebecca Harding Davis
· 1831-1910; born in Washington, Pennsylvania
· had a long career as both a fiction writer and a journalist
· “Life in the Iron-Mills” (1861) made her a literary celebrity; an early American literary example of combining REALISM, NATURALISM, and MUCK-RAKING
REALISM:
· mainly a reaction against the aesthetics and ideals of Romanticism, roughly surfacing as a consistent literary movement in the mid-19th century
· focus: a fidelity to actuality in its representation in literature (verisimilitude)
· focus ...
Media Popular Culture, and the American Century
Edited by Kingsley Bolton and Jan Olsson,
Sweden, 2010
Introduction: Mediated America: Americana as Hollywoodiana
Part 1: Cinema and Americanization
Part 2: Americans at the Margins
Part 3: American Dreams/American Nightmares
Part 4: America Goes Digital
American literature now
The document discusses the literary movement of Naturalism in American literature from the 1890s to the 1920s. Naturalist authors such as Jack London, Edith Wharton, and Frank Norris presented reality without illusion or embellishment. Their works explored how individuals and environments interacted as well as themes of survival, determinism, and violence. The document also provides brief overviews of other literary periods and movements such as Modernism in the early 20th century, Realism from 1865-1900 led by authors like Mark Twain and William Dean Howells, and the Harlem Renaissance of the 1920s-1930s which gave voice to African American authors.
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aresty
1. The document discusses how American imperialism and expansion after the Spanish-American War was justified through political cartoons and popular art depicting education and civilization of foreign peoples.
2. It analyzes various political cartoons from the late 19th/early 20th century showing Uncle Sam and Miss Columbia educating and bringing prosperity to newly acquired territories like Cuba, Puerto Rico, Hawaii, and the Philippines through railroads, technology, capitalism and most prominently, schools and English education.
3. The education narrative was used to justify remaining in and exploiting newly gained colonial holdings by portraying it as uplifting foreign peoples and spreading American values of liberty, democracy and opportunity.
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1. The document provides context about Tampa Bay, Florida prior to Spanish contact, including that the Taino people had a vibrant civilization, economic systems, and governance structures that allowed sustainable living.
2. It discusses definitions of "civilization" and challenges Eurocentric views that defined civilization based on standards like writing, instead recognizing multiple civilizations.
3. It cautions against Eurocentric propaganda in some slides and provides context for indigenous peoples in the Americas and religious practices sometimes misunderstood by Europeans.
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This document provides an overview of major American literature movements and authors from the 17th century to the modernism era of the early 20th century. It discusses Native American oral traditions, the religious works of early Puritan settlers, and the emergence of genres like histories, autobiographies and poems. Key eras covered include the Enlightenment, Romanticism, Realism and Modernism. Major modernist authors profiled briefly are Ernest Hemingway, F. Scott Fitzgerald, William Faulkner, John Steinbeck, Tennessee Williams and Arthur Miller. The document also mentions poets Ezra Pound, T.S. Eliot, Robert Frost, and Carl Sandburg, as well as the Harlem Renaissance literary movement
Virginia history for yankees
Here are some suggested chapter headings for a children's textbook covering Virginia history through the end of the 19th century:
1. Early Native Americans
2. Early Explorers - Spanish, English, French
3. Jamestown
4. Pocahontas
5. Bacon's Rebellion
6. Slavery Begins
7. The Lost Colony
8. Frontier Life
9. George Washington
10. Thomas Jefferson
11. War of 1812
12. Westward Expansion
13. Slavery Expands
14. Civil War Begins
15. Robert E. Lee
16. Stonewall Jackson
17. Life During the Civil War
18. Reconstruction
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In linguistics, X-bar theory is a model of phrase-structure grammar and a theory of syntactic category formation[1] that was first proposed by Noam Chomsky in 1970[2] reformulating the ideas of Zellig Harris (1951,[3]) and further developed by Ray Jackendoff (1974,[4] 1977a,[5] 1977b[6]), along the lines of the theory of generative grammar put forth in the 1950s by Chomsky.[7][8] It attempts to capture the structure of phrasal categories with a single uniform structure called the X-bar schema, basing itself on the assumption that any phrase in natural language is an XP (X phrase) that is headed by a given syntactic category X. It played a significant role in resolving issues that phrase structure rules had, representative of which is the proliferation of grammatical rules, which is against the thesis of generative grammar.
In linguistics, X-bar theory is a model of phrase-structure grammar and a theory of syntactic category formation[1] that was first proposed by Noam Chomsky in 1970[2] reformulating the ideas of Zellig Harris (1951,[3]) and further developed by Ray Jackendoff (1974,[4] 1977a,[5] 1977b[6]), along the lines of the theory of generative grammar put forth in the 1950s by Chomsky.[7][8] It attempts to capture the structure of phrasal categories with a single uniform structure called the X-bar schema, basing itself on the assumption that any phrase in natural language is an XP (X phrase) that is headed by a given syntactic category X. It played a significant role in resolving issues that phrase structure rules had, representative of which is the proliferation of grammatical rules, which is against the thesis of generative grammar.
X-bar theory was incorporated into both transformational and nontransformational theories of syntax, including government and binding theory (GB), generalized phrase structure grammar (GPSG), lexical-functional grammar (LFG), and head-driven phrase structure grammar (HPSG).[9] Although recent work in the minimalist program has largely abandoned X-bar schemata in favor of bare phrase structure approaches, the theory's central assumptions are still valid in different forms and terms in many theories of minimalist syntax.
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American Lit 201-04
- 1. “History, in Burckhardt‟s words, is „the record of what one age finds worthy of note in another. The past is intelligible to us only in the light of the present; and we can fully understand the present day only in the light of the past.” (69) Edward Hallett Carr* American Literature 201 August 30 Michael Simpson Section 051 * Carr, Edward Hallett. What is History? Vintage Books: New York. 1961
- 2. Class Summary A Sense of History What is History? Native Americans The New English Canaan
- 3. A Sense of History 1492 to 1865 (373 years) Record key events and people Discovery of America from this time period. American Civil War 1866 to 2001 (195 years) Reconstruction 9/11 2002 to Present (8 years)
- 4. What is History? Our sense of history reflects our view of the society in which we live Victorian belief in “facts” What makes a “fact” historically significant History = a series of accepted judgments 1961
- 5. History of Thought Concerns of the historian Mind of the recorder “imaginative” understanding of the people at that time Can only view past through the eyes (concerns?) of the present Dangers of not having an “objective” history Scissors and paste history (no meaning or significance) Propaganda
- 6. Native Americans “Between 2492 and 1617, Native American populations in West Indies, Central Mexico, and New England were reduced to less than 10 percent of their original numbers.” “Diseases, along with the brutality of the enslavement of Native Americans, caused such a precipitous drop in native labor that the Spanish began to bring the first African slaves to the Americas in the early sixteen century. ” (1) * McMichael, George. Ed. Anthology of American Literature, Volume 1 9th Edition. Pearson/Prentice Hall: New Jersey. 2007
- 7. “The New English Canaan” Views of American Future New Canaan vs. Plymouth Plantation Maypole vs. The Cross The mind of the recorder Tone of voice Greek/Latin allusions vs Biblical allusions
- 8. It is as difficult to appropriate the thoughts of others as it is to invent.” Ralph Waldo Emerson * Last Questions Remember for September 1 Read 1st half of Mary Rowlandson Deadline for 3rd blog * Sante, Luc. “The Fiction of Memory” The New York Times. March 14, 2010.