Course Overview

This class will give students a solid grounding in American literature from the landing of the first settlers to the beginning of the Civil War. Covering 350 years of literature in a single semester requires that we study small portions of many different works. The reading list will give you a sense of the variety of viewpoints and modes of expression that came into conflict over this time period and brought American literature into its present incarnation. To gain a clearer grasp of these conflicts, we will also by necessity discuss historical contexts and related theological issues. Some of the works on this list simply will not make any sense at all without a consideration of their historical circumstances surrounding their production.

We will begin with the writings of the very first European settlers in the New World, who regarded their arrival here as an event devoid of historical precedent. The works of Christopher Columbus and Alvar Nuñez Cabeza de Vaca introduce us to conflicts in American identity that continue through the subsequent works by Puritan settlers, eighteenth-century philosophers, slaves, profiteers, idealists, romantics and popular writers. At the end of the semester, we arrive at our destination in the middle of the nineteenth century in a country poised on the brink of a devastating war. As we shall see, that war is the culmination of a series of conflicts that shaped United States history from the very beginning.

Objectives

Over the semester, I expect students to achieve the following goals:

• To read and understand texts from the peculiar historical and cultural contexts of Early America.

• To discuss these texts in an analytical and engaging manner.

• To write convincing arguments about the meanings of these texts.

• To recall key facts about the works in question including but not limited to the date of publication, the author, the title and general meaning.

• To produce papers about literature that are interesting, well organized and consistent with the standard conventions governing analytical writing.

• To revise drafts of such papers before turning them in as finished products.

• To proofread papers effectively.

• To complete papers according to the MLA format and to the conventions of college academic work.

• To discuss strengths and weaknesses of classmates' drafts as a means of helping them produce better final papers.

To reach these goals, students will need to do the following:

• Write an analysis of a brief passage from the assigned works. 3-5 typed pages. DUE OCTOBER 7TH.

• Write an essay interpreting a longer text. DUE DECEMBER 9TH.

• Complete a mid-term examination including identification, short-answer and longer essay questions. ON SEPTEMBER 30TH.

• Complete a final examination covering the material from the entire semester and following a similar format. For additional information about policies governing final exams, see "http://www.d.umn.edu/vcaa/FinalExams.html". THE EXAM TAKES PLACE ON DECEMBER 19TH FROM NOON TO 1:55PM.

• Bring a typed, completed draft to class on peer-editing days, and provide classmates with carefully considered comments on their own drafts on those days (working drafts are due in class one week before the final draft is due).

• Attend class regularly and contribute to class discussion and group activities.

Grade Breakdown:

NOTES ABOUT THE CLASS:

• Written Work. Your grade will depend primarily on your written work and the understanding of the material that you convey through that work. A command of standard written English and the ability to present an argument will also contribute to the determination of your grade.

• Late Assignments will receive a deduction of 1/3 of a letter grade for each business day that they are late. Students who miss exams may not make them up without a valid excuse for the absence.

• Academic Dishonesty tarnishes the reputation of the University of Minnesota Duluth and discredits the accomplishments of its students. Because the university is committed to providing students every possible opportunity to grow in mind and spirit, it must insist on an environment of trust, honesty, and fairness. Consequently, all members of the academic community must regard any act of academic dishonesty as a serious offense. In keeping with this ideal, this course will adhere to UMD's Student Academic Integrity Policy, which is available online at "http://www.d.umn.edu/conduct/integrity/". This policy sanctions students engaging in academic dishonesty with penalties up to and including expulsion from the university for repeat offenders.

• Disability Accommodations. Individuals who have any disability, either permanent or temporary, which might influence their capacity to perform in this class, should inform me at the start of the semester. The Office of Disability Resources writes that "[i]t is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities.æ If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements—such as time limited exams, inaccessible web content, or the use of non-captioned videos—please notify the instructor as soon as possible." You can contact the Office of Disability Resources to discuss and arrange reasonable accommodations by calling 218-726-6130 or by visiting the Disability Resources website at "http://www.d.umn.edu/access/ ".

• Notetaking. Remember that there are rules against disseminating these notes beyond the classroom community, which you can find at "http://www.duluth.umn.edu/vcaa/ClassNotesAppropriateUseof.html">.

• Attendance. I expect students to show up on time and prepared to discuss the readings assigned for that day. Students have a responsibility to plan their schedules to avoid excessive conflicts with course requirements. Excessive absences will have a negative impact on the grade that you receive in this course. Excusable absences include "subpoenas, jury duty, military duty, religious observances, illness, bereavement for immediate family and NCAA varsity college athletics." Please contact the instructor about anticipated absences in order to minimize their influence on your coursework. For more information on excused absences, see "http://www.d.umn.edu/vcaa/ExcusedAbsence.html".

• Student Conduct. Respect fellow students and refrain from behavior that might impair their learning opportunities. Any behavior that substantially and repeatedly interrupts the instructor's ability to teach or the students' ability to learn will result in appropriate penalties. Disruptive behavior includes inappropriate use of communications technology in the classroom, such as ringing cell phones, text-messaging, watching videos, playing computer games, doing email, or surfing the Internet on one's computer instead of note-taking or other instructor-sanctioned activities. For further clarification of UMD policies in this regard, consult the Board of Regents Policy at "http://www1.umn.edu/regents/policies/academic/Student_Conduct_Code.pdf ".

• Civility. UMD instructors and students have a responsibility to maintain a learning environment that is, as stated in the Teaching and Learning Policy, "respectful of the rights and freedoms of all members, and promotes a civil and open exchange of ideas." The full policy is available at "http://www.d.umn.edu/vcaa/TeachingLearning.html".

Required Texts

Lauter, Paul, et. al. The Heath Anthology of American Literature. Vols. A, B. Sixth Edition. Boston: Houghton Mifflin, 2006.

Stowe, Harriet Beecher. Uncle Tom's Cabin. New York: Random House, 2001.