Guide to the Manual xii
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- Navigate this page:
- Parts Two, Three, Four: The Colonies, Puritanism, The South and the Middle Colonies
- Part Five: Reason and Revolution
- The Romantic Temper and the House Divided Part Six: Nature and Society
- Part Seven: Colloquial Humor
- Part Ten: The Humanitarian Sensibility and the Inevitable Conflict
- Part Eleven: Pioneer of a New Poetry
- Part Two: Realists and Regionalists
- Part Three: The Turn of the Century
- Literary Renaissance Part Four: New Directions: The First Wave
- Part Five: Poets of Idea and Order
- The Second World War and Its Aftermath
- A Century Ends and a New Millennium Begins Part Ten: Drama
- Part Thirteen: The Globalization of American Literature
- Appendix A
- Changes in the Ninth Edition
- User’s Guide to this Manual
- Historical Perspectives – Chronologies
- Sample Examination Questions
- Appendix B — Student Papers
| Contents
Acknowledgment — x Changes in the Ninth Edition — xi User’s Guide to the Manual — xii Suggested Course Outlines — xv Volume I Exploration and the Colonies Part One: Exploration Historical Perspective: Chronology to 1600 — 2 Approaching the Literature of Exploration — 5 Videos for Exploration — 8 Sample Examination Questions — 9
Historical Perspective: Chronology, 1603-1770 — 11 The Puritans — 19 William Bradford — 24 John Winthrop — 26 Anne Bradstreet — 27 Michael Wigglesworth — 29 Mary Rowlandson — 30 Samuel Sewall — 32 Edward Taylor — 33 Cotton Mather — 35 Sarah Kemble Knight — 37 Jonathan Edwards — 38 John Smith — 40 Thomas Morton — 43 Roger Williams — 44 Ebenezer Cook — 45 William Byrd — 47 John Woolman — 48 St. Jean de Crèvecoeur — 49 William Bartram — 51 Videos for Parts Two through Four — 52 Sample Examination Questions — 53 iii
Part Five: Reason and Revolution Historical Perspectives: Chronology, 1770-1815 — 56 Benjamin Franklin — 65 Thomas Paine — 69 John Adams and Abigail Adams — 72 Thomas Jefferson — 74 Olaudah Equiano — 77 Phillis Wheatley — 79 The Federalist — 80 Philip Freneau — 83 Joel Barlow — 85 Royall Tyler — 87 Charles Brockden Brown — 90 Videos for “Reason and Revolution” — 92 Sample Examination Questions — 93
American Romanticism — 98 Historical Perspectives: Chronology, 1816-1860 — 103 The Native American Heritage: Introduction — 113 The Native American Heritage: Tales — 113 The Native American Heritage: Oratory — 114 The Native American Heritage: Poetry — 115 Washington Irving — 118 James Fenimore Cooper — 122 Catherine Maria Sedgwick — 125 William Cullen Bryant — 127 Caroline Maria Sedgwick — 128 Francis Parkman — 130 Sample Examination Questions — 131 Part Seven: Colloquial Humor Introduction — 134 Sample Examination Questions — 136
The Transcendentalists — 137 Ralph Waldo Emerson — 139 Margaret Fuller — 145 Henry David Thoreau — 147 Sample Examination Questions — 151 iv
Edgar Allen Poe — 153 Nathaniel Hawthorne — 157 Herman Melville — 165 Videos for “Romanticism” — 171 Sample Examination Questions — 171 Part Ten: The Humanitarian Sensibility and the Inevitable Conflict Historical Perspective: Chronology 1860-1865 — 174 Henry Wadsworth Longfellow — 177 John Greenleaf Whittier — 179 Oliver Wendell Holmes — 181 Abraham Lincoln — 182 Fanny Fern — 184 Harriet Beecher Stowe — 185 Harriet Jacobs — 188 Frederick Douglass — 190 James Russell Lowell — 191 Alice Cary — 193 Rose Terry Cooke — 194 Rebecca Harding Davis — 197 Videos for “The Human Sensibility” — 198 Sample Examination Questions — 199 Part Eleven: Pioneer of a New Poetry Walt Whitman — 204 Sample Examination Questions — 211
Historical Perspective: Chronology, 1865-1880 — 214 Walt Whitman — 222 Emily Dickinson — 222 Sidney Lanier — 229 Sample Examination Questions — 231 Part Two: Realists and Regionalists Realism — 233 Louisa May Alcott — 237 Mark Twain — 239 v William Dean Howells — 245 Henry James — 248 Bret Harte — 253 Sarah Winnemucca Hopkins — 254 Ambrose Bierce — 255 George Washington Cable — 256 Joel Handler Harris — 257 Sample Examination Questions — 259
Historical Perspective: Chronology, 1890-1910 — 263 Henry Adams — 270 Sarah Orne Jewett — 272 Kate Chopin — 274 Mary E. Wilkins Freeman — 277 Charles W. Chesnutt — 278 Hamlin Garland — 280 Charlotte Perkins Gilman — 281 Edith Wharton — 283 Mary Austin — 285 Frank Norris — 286 Stephen Crane — 287 Theodore Dreiser — 291 Jack London — 292 Sample Examination Questions — 294 Literary Renaissance Part Four: New Directions: The First Wave Historical Perspective: Chronology, 1914-1929 — 299 Modernism — 305 Edwin Arlington Robinson — 309 Edgar Lee Masters — 310 Paul Laurence Dunbar — 311 Willa Cather — 312 Ellen Glasgow — 314 Gertrude Stein — 315 Robert Frost — 318 Carl Sandburg — 323 Susan Glaspell — 324 Sherwood Anderson — 327 Ezra Pound — 328 T. S. Eliot — 332 Amy Lowell — 336 vi Elinor Wylie — 337 H. D. (Hilda Doolittle) — 338 Sample Examination Questions — 339 Part Five: Poets of Idea and Order Wallace Stevens — 344 William Carlos Williams — 349 Marianne Moore — 353 The Fugitives: John Crowe Ransom, Allen Tate — 355 Hart Crane — 358 Sample Examination Questions — 360
Historical Perspective: Chronology, 1930-1945 — 363 Eugene O’Neill — 373 Robinson Jeffers — 376 Claude McKay — 378 Archibald MacLeish — 380 Edna St. Vincent Millay — 381 E. E. Cummings — 382 Jean Toomer — 387 Countee Cullen — 388 Langston Hughes — 390 Caroline Gordon — 392 F. Scott Fitzgerald — 393 John Dos Passos — 396 William Faulkner — 398 Ernest Hemingway — 402 Thomas Wolfe — 405 Katherine Anne Porter — 406 Zora Neale Hurston — 408 John Steinbeck — 410 Richard Wright — 412 Sample Examination Questions — 414 The Second World War and Its Aftermath Historical Perspective: Chronology, 1945-1963 — 421 Part Seven: Drama Tennessee Williams — 429 Arthur Miller — 434 Sample Examination Questions — 440 vii
Part Eight: Poetry Robert Penn Warren — 442 Theodore Roethke — 444 Elizabeth Bishop — 447 John Berryman — 450 William Stafford — 452 Gwendolyn Brooks — 453 Robert Lowell — 455 Howard Nemerov — 458 Richard Wilbur — 459 Sample Examination Questions — 461
Eudora Welty — 463 John Cheever — 464 Ralph Ellison — 466 Bernard Malamud — 468 James Baldwin — 470 Flannery O’Connor — 472 Sample Examination Questions — 476 A Century Ends and a New Millennium Begins Part Ten: Drama Historical Perspective: Chronology, 1964-1980 — 479 Edward Albee — 487 Sam Shepard — 491 Sample Examination Questions — 493
James Dickey — 494 A. R. Ammons — 496 Robert Bly — 498 Allen Ginsberg — 501 James Merrill — 505 Frank O’Hara — 508 W. D. Snodgrass — 510 John Ashbery — 512 W. S. Merwin — 514 James Wright — 516 Anne Sexton — 518 Adrienne Rich — 521 Gary Snyder — 524 Sylvia Plath — 526
Amiri Baraka — 529 Mary Oliver — 531 Jay Wright — 532 Simon J. Ortiz — 533 Dave Smith — 535 Rita Dove — 537 Lorna Dee Cervantes — 538 Cathy Song — 540 Sample Examination Questions — 541 Part Twelve: Fiction Nash Candelaria — 547 John Barth — 548 Toni Morrison — 550 John Updike — 552 Philip Roth — 554 Annie Proulx — 556 Don DeLillo — 558 Thomas Pynchon — 559 Raymond Carver — 561 Joyce Carol Oates — 564 Bobbie Ann Mason — 568 Anne Tyler — 570 Alice Walker — 571 Tim O’Brien — 573 Ann Beattie — 574 Charles Johnson — 576 Leslie Marmon Silko — 577 Amy Tan — 579 Louise Erdrich — 581 Barbara Kingsolver — 583 Sample Examination Questions — 584 Part Thirteen: The Globalization of American Literature Historical Perspective: Chronology, 1980-1998 — 590 Vladimir Nabokov — 599 Isaac Bashevis Singer — 601 Czeslaw Milosz — 602 Saul Bellow — 604 Denise Levertov — 607 Charles Simic — 609 Joseph Brodsky — 611 Bharati Mukherjee — 612 ix Isabel Allende — 614 Jamaica Kincaid — 617 Jhumpa Lahiri — 619 Sample Examination Questions — 621
Websites — 624 Appendix B Student Papers — 626 Appendix C Abbreviated Chronologies — 634 About the Author — 671 Acknowledgments I owe a debt of gratitude to several individuals who helped with the preparation of this manual. Professors George Perkins and Barbara Perkins read carefully through the manuscript and made many useful recommendations and comments. Their readings certainly resulted in an improved manual. My colleagues at St. John’s University were, as usual, dependable and helpful. Professors Joseph Marotta and Claire O’Donoghue steered me to many of the websites listed in Appendix B and helped with their insights into several authors. My brother, Dr. Charles Kitts, was especially helpful in supplying information on the historical perspectives and chronology for the 1990s. The staff at McGraw-Hill was supportive and accommodating, particularly Sarah Touborg and Alexis Walker. It is always a pleasure to work with both. I am especially grateful for the support of my wife Cynthia and children Dylan and Holly, who were especially patient in the final stages of completion. Finally, I must thank my students at St. John’s, who continue to be stimulating, imaginative, and tolerant of my pedagogical experimentation. x
• Expanded Canon. Both volumes are improved with the inclusion of several authors new to the text. Volume I now features additional women’s voices like Caroline Stansbury Kirkland, Fanny Fern, Alice Cary, and Rose Terry Cooke. The additions to Volume II include Mary Austin, Frank Norris, Ellen Glasgow, Susan Glaspell, Claude McKay, Caroline Gordon, Mary Oliver, Jay Wright, Simon Ortiz, Lorna Dee Cervantes, Nash Candelaria, Annie Proulx, Don DeLillo, Charles Johnson, Leslie Marmon Silko, Barbara Kingsolver, and Jhumpa Lahiri. The emphasis in the additions is on expanding the range of voices represented in the text, thereby offering a more diverse depiction of the American experience. • The Globalization of American Literature. This section, new to the ninth edition, is one of the important features of The American Tradition. The section reflects a major historical shift in American literature: contributions from foreign-born or first-generation American authors. By placing authors like Isaac Bashevis Singer, Czeslaw Milosz, Bharati Mukherjee, and Isabel Allende in one section, enduring questions are dramatized and emphasized: What is an American? What is American literature? New to this section is author Jhumpa Lahiri, who won the Pulitzer Prize for fiction in 2000. • Fully Revised Introductions, Headnotes, Footnotes, and Bibliographies. All have been updated to meet the needs of today’s students. Especially effective are the introductions to the sections, which provide students a historical and literary context for the readings which follow. • Black and White Illustrations. New illustrations supplement ones from the ninth edition and the colored plates introduced in the eighth edition. Both the plates and the illustrations enhance the reading experience and contribute to classroom discussions. • Timelines in the text. New to the tenth edition are the timelines that appear throughout the volumes. They are handy supplements that help place authors and their works in a historical and cultural context. With the revisions in the tenth edition, which represent changing critical attitudes and new scholarship, The American Tradition in Literature continues to combine the best of the traditional with the best of the innovative. xi
In this manual I have attempted to provide some insights and ideas on how to present the various texts included in The American Tradition in an undergraduate survey course. At the risk of inconsistency or unpredictability, I have presented material in various ways: sometimes a brief essay, sometimes an outline, and sometimes simply questions. I used whatever seemed to feel right at the time of writing. I hope the various methods of presentation will prove more stimulating than cumbersome. Page references refer to Volumes I and II, not the concise edition. I hope this does not cause too much inconvenience for too many. A few sections of the format of this manual call for brief explanations: Historical Perspectives – Chronologies These timelines are intended to provide a historical overview to correspond with the readings in the various sections. The chronologies begin with the approximate dates of Asian migration to North America (50,000 - 12,000 B.C.) and extend through June 2002. I have found it more and more necessary to place readings in a historical context, and even a brief review of important events of the time has been effective – although I must admit that my “brief reviews” sometimes take longer than I anticipate. The chronologies are probably too extensive to copy for students, so in Appendix C I offer abbreviated timelines that you may feel free to copy and distribute. The information in the chronologies was, for the most part, derived from two texts: Brinkley, Alan. The Unfinished Nation: A Concise History of the American People. Boston: McGraw-Hill, 1997. Davidson, James West, et al. Nation of Nations: A Concise Narrative of the American Republic. Boston: McGraw-Hill, 1996. Annotated Bibliography The lists are hardly exhaustive, nor do they necessarily recommend the most important scholarship on a particular author or literary movement. I tried to assemble a brief list of works that you might feel comfortable recommending to students; works that, with few exceptions, are widely available with accessible readability for undergraduate survey students. In the annotation, I tried not only to give a sense of the work’s approach and direction, but also to provide a piece of information that might perhaps fit into your presentation. xii
Videos I use videos in the classroom regularly, but rarely do I have time to show the entire tape. I have found, however, that excerpts have enlivened class discussions and motivated students to read texts closely as we compare film versions or film discussions to the text. For students interested in seeing the video in its entirety, I place the cassette on reserve in our media reference library. I have been pleasantly surprised by the number of students who have taken advantage of this option. Like the bibliography, my video list is hardly exhaustive. Some of the films I have not seen. However, based on summaries or recommendations, I think each is worth a trial run. For each tape, I have included the information available to me, as well as the distributor. Below are the addresses, websites, and phone numbers, of distributors cited: Ambrose Video Publishing Mystic Fire Video 1290 Avenue of the Americas P.O. Box 422 Suite 2245 New York, NY 10012-0008 New York, NY 10104 (800) 526-8088 (800) 292-9001 fax (212) 265-4663 www.mysticfire.com www.ambrosevideo.com
149 Ninth Street, 420 Penobscot Building San Francisco, CA 94103 Detroit, MI 48226 (415) 621-6196 (313) 961-1340 www.newsreel.org Filmic Archives PBS Home Video/ PBS Video The Cinema Center 1320 Braddock Place Botsford, CT 06404-0386 Alexandria, VA 22314-1698 (800) 366-1920 (800) 344-3337 www.custsrv@fimicarchives.com www.shopPBS.com/teachers
P.O. Box 2053 English Division Princeton, NJ 08543-2053 2741 Paldan Drive Auburn Hills, MI 48326 (800) 257-5126 www.films.com (800) 583-6454 www.teachersdiscovery.com
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Insight Media Teacher’s Video Company 2162 Broadway P. O. Box 4455-02EN04 New York, NY 10024-0621 Scottsdale, AZ 85261
(212) 721-6316 www.teachersvideo.com www.insight.media.com
P. O. Box 612 Trumbull, CT 06611
www.brooksidemedia.com Audio Whenever possible, I try to play audio cassettes of poets reading their works. For inquiries about any of the listed tapes, contact HarperAudio/Caedmon, A Division of HarperCollins, 10 East 53rd Street, New York, NY 10022-5299, (212) 207-7528. www.harpercollins.com/audio Sample Examination Questions At the end of each section, I provide sample examination questions. I divide the questions into three categories: The five-minute quiz: There is nothing more frustrating to a literature instructor than discussing a work thatwhich fewer than half the students in class have read. I find that almost all students will keep up with the reading if they believe they might be quizzed on the material. I do not give a quiz every class, but students are aware that a quiz is always a possibility. Many students have told me gratefully that these quizzes have motivated them to read, when they might otherwise have skipped a reading. The quizzes may not be scholarly and may not be the most pedagogically sound way to motivate, but they are effective. If you make them a part of a student’syour grade (mine account for about 10 percent), students will read and, therefore, be far more responsive in class. I tend to quiz on fiction and drama, and only very rarely on poetry. My questions are simple, generated from the plot. No critical interpretation or analysis is necessary. Usually I ask five or six questions each quiz. Questions are designed to elicit the briefest of responses, so that the quiz consumes only about five minutes, and marking and recording grades, for a class of fifty, about fifteen minutes. xiv
Full-period, short-answer questions: I find this kind of test very effective. All questions are derived from class discussions and require responses of approximately three or four sentences each. I ask between twenty and to twenty-five questions each exam, which students have approximately ninety minutes to complete. This type of exam also leads to an attentive and more responsive class atmosphere. With this kind of examination, however, it is important to assign essays throughout the course to give students an opportunity to think analytically and creatively. Essay questions or writing topics: These questions may be used in class for testing purposes or for home assignment. I use these questions for home assignment to balance the full-period, short-answer examinations. Appendix A — Websites I recommend ten websites each with many links. Most are concerned primarily with American literature and the level of quality is high. I comfortably recommend these to students. Appendix B — Student Papers Feel free to copy and distribute these three student papers, one on Anne Bradstreet, one on Eugene O’Neill’s The Hairy Ape, and another on Alice Walker’s “Everyday Use.” xv
by George Perkins and Barbara Perkins In devising course outlines, most instructors will want to select carefully from the riches supplied in the individual volumes of The American Tradition in Literature. Among many approaches, we suggest and provide lists for the following: MAJOR AUTHORS MULTICULTURALISM: THE AMERICAN KALEIDOSCOPE WOMEN’S EXPERIENCE THE INDIVIDUAL AND SOCIETY THE PEOPLE AND THE LAND SYSTEMS OF BELIEF/ IDEAS OF ORDER PERSONAL NARRATIVES
John Winthrop Henry David Thoreau Anne Bradstreet Edgar Allen Poe Edward Taylor Nathaniel Hawthorne Cotton Mather Herman Melville Jonathan Edwards Henry Wadsworth Longfellow John Woolman John Greenleaf Whittier Benjamin Franklin Oliver Wendell Holmes Thomas Paine Harriet Beecher Stowe
Philip Freneau Frederick Douglass Washington Irving James Russell Lowell James Fenimore Cooper Walt Whitman William Cullen Bryant
Emily Dickinson Elizabeth Bishop Louisa May Alcott Robert Lowell Mark Twain Ralph Ellison Henry James James Baldwin Kate Chopin Edward Albee Edith Wharton Sam Shepard Stephen Crane August Wilson Edwin Arlington Robinson Allen Ginsberg Robert Frost James Merrill Ezra Pound John Ashbery T. S. Eliot Anne Sexton Wallace Stevens Sylvia Plath William Carlos Williams John Barth Eugene O’Neill Toni Morrison F. Scott Fitzgerald John Updike John Dos Passos Philip Roth William Faulkner Thomas Pynchon Ernest Hemingway Vladimir Nabokov Tennessee Williams Saul Bellow Directory: sites sites -> The United States and Post-Castro Cuba sites -> Fighting Fit: Exploring Military Medicine (1850-1950) sites -> 9. 5 Political Powers and Achievements Tom Burns- beacon High School sites -> Indiana Academic Standards Resource Guide World History and Civilization Standards Approved March 2014 sites -> Penn State Harrisburg American Studies/Women Studies 104: Women and the American Experience Spring 2015 Instructor: Kathryn Holmes sites -> Penn State Harrisburg am st/wmnst 104: Women and the American Experience Spring 2015 Instructor: Kathryn Holmes sites -> Abolition and Women’s Rights Chap. 14 Se sites -> In the years between the Seneca Falls Convention and the Civil War, powerful links existed between antislavery and women’s rights advocates. Virtually all women’s rights advocates supported abolition Download 217.5 Kb. Share with your friends:
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