ENGL 4800: Teaching Literature in Secondary Schools
Literature and Antisemitic Education
Instructors: Brendan King, Rudy Verbos, Grace Wolfe-Wagner
Class Meetings: M/W ~ March 9th-March 18th ~ 12:00-1:40 p.m.
Class Meetings: M/W ~ March 9th-March 18th ~ 12:00-1:40 p.m.
Course Materials:
Merchant of Venice by William Shakespeare (available online; https://www.folger.edu/merchant-of-venice)
Friedrich by Hans Peter Richter
Journal/Computer Access
Merchant of Venice by William Shakespeare (available online; https://www.folger.edu/merchant-of-venice)
Friedrich by Hans Peter Richter
Journal/Computer Access
Class Description:
This course will help future educators learn about antisemitism and find creative ways to implement these studies in their own future classrooms and schools. Teachers will read classic literature that centers around or references anti-Semitic characters or events, and develop understandings of the ramifications of antisemitism for Jewish culture and beyond. The class will also work towards teaching against antisemitism, developing respectful and understanding learning and social environments.
This course will help future educators learn about antisemitism and find creative ways to implement these studies in their own future classrooms and schools. Teachers will read classic literature that centers around or references anti-Semitic characters or events, and develop understandings of the ramifications of antisemitism for Jewish culture and beyond. The class will also work towards teaching against antisemitism, developing respectful and understanding learning and social environments.
Objectives:
Future teachers will:
Future teachers will:
- Learn about antisemitism, including it’s roots, and it’s role in literature.
- Understand how Jewish people have been depicted in historical literature through the lens of the Merchant of Venice and other classic texts.
- Use literature and other creative mediums to find and develop ways to combat antisemitism in the classroom and beyond.
Participation:
Active participation will be key in obtaining the objectives for this course! You will be asked to complete various writing and discussion-based activities, so completing each project is important!
Active participation will be key in obtaining the objectives for this course! You will be asked to complete various writing and discussion-based activities, so completing each project is important!
Classroom Rules:
- Timeliness is important, as we will beginning promptly at the start of each hour/session.
- Both students and guest speakers will need to speak and relate to one another; a respectful classroom environment will be expected and upheld.
- Phones and other electronic devices will be permitted, so long as the student displays engagement in the classroom through discussion and assessment.
Classwork and Projects (by day)
Day 1:
Group Discussion: The Merchant of Venice, English Journal, ADL Teaching Guide Homework: Merchant of Venice – William Shakespeare: Rewrite the courtroom scene to reflect more accurately the historical conditions and/or how we might like to see it go down in a modern setting (due Monday). Day 2: If the speaker does contact us, plans will change accordingly. Exposure Groups Homework: Read Friedrich--- Hans Peter Richter Day 3: Play re-write presentations Group Discussion: Fredrich Homework: Friedrich reflection Day 4: Lesson Planning and Presentation Class Reflection |
Academic Honesty and Plagiarism:
Students are responsible for making themselves aware of and understanding the University policies and procedures that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. The academic policies addressing Student Rights and Responsibilities can be found in the Undergraduate Catalog at http://catalog.wmich.edu/index.php?catoid=32 and the Graduate Catalog at http://catalog.wmich.edu/index.php?catoid=33 If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s) and if you believe you are not responsible, you will have the opportunity for a hearing. You should consult with your instructor if you are uncertain about an issue of academic honesty.
Students are responsible for making themselves aware of and understanding the University policies and procedures that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. The academic policies addressing Student Rights and Responsibilities can be found in the Undergraduate Catalog at http://catalog.wmich.edu/index.php?catoid=32 and the Graduate Catalog at http://catalog.wmich.edu/index.php?catoid=33 If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s) and if you believe you are not responsible, you will have the opportunity for a hearing. You should consult with your instructor if you are uncertain about an issue of academic honesty.
Grading Scale
- 30 points: Participation (5 per day + 10 pt final reflection)
- 30 points: Play rewrite and presentation
- 30 points: Friedrich reflection
- 30 points: Lesson plan and presentation
Tentative Course Plan:
Day 1: Antisemitism in Historical Western Literature
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15 minutes: provide historical background - Rudolph with companion reader
15 minutes: to discuss play in small groups - 3 prep questions for each (Each teacher will discuss with a different group) 30 minutes: to discuss the play as a class, based off of prep questions (Teachers will participate in the discussion) 20 minutes: comparison to English article and ADL piece (Teachers will participate in the discussion) For the remainder of the class, have students choose their groups and begin to rewrite the text. Teachers will go around groups and check on each group, providing ideas etc. |
Day 2: Cultural Awareness in 2020
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If the speaker does contact us, plans will change accordingly.
5 minutes: Entry ticket (Name 3 Jewish artists of any medium of your choosing.) 15 minutes: Group discussion of entry ticket answers (Teachers will be a part of the discussion) 60 minutes (20 per station): Cultural Exposure Stations (1 teacher will be at each station explaining/providing context).
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45 minutes (15 minutes per group): play presentations (Teachers will be watching, grading play presentations/commenting on presentation)
5 -10 minutes: debrief on the speaker (Teachers will be involved in conversation) 30 minutes: Group discussion of Friedrich focusing on what we have learned about antisemitism 10 minutes: Videos and group discussion Remaining time: Write an individual reflection on Fredrich (Teachers will write their own reflection) |
Day 4: Reflection Opportunity: Teach
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15 minutes: Discuss individual reflections on Fredrich.
50 minutes: Students will take something that they researched in anticipation for day 2 and research more on it. (Teachers will be checking in on student progress, reminding them of the ideas and strategies that were covered in this unit) 30 minutes: They will prepare a presentation on how they would teach about that issue in their classrooms. (Teachers will watch the presentations giving grades) Remaining time: Reflections on the class as a whole will be given after the presentations |