2009 Fall Semester: CHL (Children's Literature) 208:

Introduction to Multicultural Children's Literature

 

Professor: Dr. Annette Wannamaker homepage Office: Pray-Harrold 603L   email: awannamak AT emich DOT edu
	CHL 208 Class meets: Mondays and Wednesdays 2 – 3:15 p.m.   Dr. Wannamaker's Fall 2009 Office hours: Mon 5 - 6:30 p.m. Wed 10:30 – 12:30 a.m. and 3:15 – 4:45 p.m. Other times by appointment.

• Examine the complexity of their own cultural identities and how these relate to the cultural identities of others in the U.S.
• Explore the causes and consequences of social intolerance in the U.S.
• Examine the differences between social intolerance and institutionalized racism, ethnocentrism, and exclusion in the U.S.
• Explore how diversity has affected and continues to affect income distribution, economic mobility, political access, and the democratic process in the U.S.
• Develop an awareness of alternative values, views, and communication styles in the U.S.

Introduction to literature for children and young adults by and about African Americans, Asian Americans, Latinos, and Native Americans, including history of multicultural writing for the young; major issues of multiculturalism; historical and cultural background of each group; and critical apparatus for the selection, interpretation, and evaluation of such literature.

Required Texts and Materials:

These required books have been ordered from Mike's Bookstore: http://www.mikesbookstoreemu.com/
	Novels: Alexie, Sherman. The Absolutely True Diary of a Part-Time Indian. Jiang, Ji-Li. Red Scarf Girl: A Memoir of the Cultural Revolution. Jimenez, Francisco. The Circuit: Stories from the Life of a Migrant Child. Lowry, Lois. Number the Stars. Ryan, Pam Munoz. Esperanza Rising. Satrapi, Marjane. Persepolis. (just book 1, not the sequel) Taylor, Mildred. Roll of Thunder, Hear My Cry. Yang, Gene. American Born Chinese.
Picture Books: Keats, Ezra Jack. The Snowy Day. Louie, Ai-Ling. Yeh-Shen: A Cinderella Story from China. Steptoe, John. Mufaro’s Beautiful Daughtes: An African Tale. Wiles, Deborah. Freedom Summer.

Schedule for Reading and Assignments:

Wednesday, September 9: Introduction to course

Monday, September 14
And
Wednesday, September 16: How do we define “multicultural children’s literature”? What are the major issues to consider when discussing multicultural literature written for and shared with child readers?

Powerpoints: Introduction Definitions Genre Monday, September 21: Read Chapters 1-2 in Roll of Thunder, Hear My Cry. Wednesday, September 23:Read Chapters 3-5 in Roll of Thunder, Hear My Cry. Monday, September 28: Finish reading Roll of Thunder, Hear My Cry.

Powerpoint: NumberStars Wednesday, September 30: Read chapters 1-10 in Number the Stars Monday, October 5: Finish reading Number the Stars. Wednesday, October 7: Test No. 1

Monday, October 12: Read pages 1-80 in Esperanza Rising. Wednesday, October 14: Finish reading Esperanza Rising. Esperanza powerpoint Immigration powerpoint Monday, October 19: Read The Circuit: Stories from the Life of a Migrant Child. Wednesday, October 21: Read pages 1-117 in Red Scarf Girl: A Memoir of the Cultural Revolution. Monday, October 26: Finish reading Red Scarf Girl: A Memoir of the Cultural Revolution. Wednesday, October 28: In-class Writing Workshop for Essay No. 1: Position Paper. Draft of paper due.

Monday, November 2: Turn in Essay No. 1: Position Paper (final revision with drafts attached) Read pages 1-79 in Persepolis. Wednesday, November 4: Finish reading Persepolis. Monday, November 9: Test No. 2 Wednesday, November 11: Read: American Born Chinese Monday, November 16: Read pages 1-75 in The Absolutely True Diary of a Part-Time Indian. Wednesday, November 18: Read pages 76-151 in The Absolutely True Diary of a Part-Time Indian. Monday, November 23: Finish reading The Absolutely True Diary of a Part-Time Indian. Wednesday, November 25: No Class meeting. Thanksgiving Break.

Monday, November 30: Introduction to Picture Books. Read The Snowy Day. Wednesday, December 2: Read Freedom Summer. Monday, December 7: Discussion of representation of culture in picture books.Turn in Essay No. 2: Definition Paper. Wednesday, December 9: Discussion of “fakelore” and folklore adaptations. Read Mufaro’s Beautiful Daughters and Yeh-Shen. Monday, December 14: Test No. 3 - Final Exam time: 1:30 - 3 p.m.

Assignments and Grading Scale:

Points out of 1,000 and Assignments:

300: 18 Reading quizzes @ 20 points each (possible total of 360 points!)
300: Three tests: 100 points each
200: Essay No. 1: Position paper
200: Essay No. 2: Definition paper

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1000 total points (with possible total of 1060 points with extra credit for perfect quiz score)

Grading Scale: 1000-940=A; 939-900=A-; 899-870=B+; 869-840=B; 839-800=B-; 799-770=C+; 769-740=C; 739-700=C-; 699-670=D+; 669-640=D; 639-600=D-; <600=Failing grade.

Tests: There will be three tests in this course (see syllabus for dates). I will do a brief review before each exam, but students are responsible for creating their own “study guides” based on material covered for the course. For each exam, students will answer short essay questions, which will be graded on the level of detail included, the ability to demonstrate a sophisticated understanding of the material discussed, and the ability to apply knowledge by drawing comparisons among texts and by using concepts learned during the course to discuss specific works of literature. Students will be required to demonstrate a comprehension of materials covered in all assigned reading (whether or not the reading is discussed in the class lecture) as well as all materials covered in class lectures and discussions like literary terms, definitions, key debates in the field, the historical/cultural contexts for works of fiction, and literary analysis.

Reading Quizzes: During the course of the term, students will take 18 quizzes based on the reading due for that day’s class. It is very important to me that students taking a literature course read all or most of the literary works assigned. Therefore, completing the assigned reading will count for a significant portion (30 percent) of the course grade. Furthermore, students who regularly attend class are more likely to succeed. Therefore, the quiz grading system is also designed to encourage regular and punctual attendance. If you attend every class and complete all the assigned reading, the quizzes are an opportunity to earn extra credit points in the class! Students who earn 60 extra credit points can, potentially, raise their grade for the course by almost an entire letter grade!

* If you are absent, you earn a zero on that day’s quiz. Quizzes cannot be made up after class and cannot be taken early before class begins. The reason quizzes cannot be made up is because they count as extra credit and because they serve as the attendance and participation grade for the class.

* If you come to class too late to take the quiz, you will earn a zero on that day’s quiz. Students should come to all classes on time.

* It is not acceptable to take the quiz, and then leave class. This is rude. (If you don’t want to attend classes, then please drop the course).

* Extra Credit! Attend every day and do all the reading, and you can earn 60 extra points for your final grade!

* Full credit: If, for example, you miss two days of class and then have a few other days when you don’t complete all the reading and only earn some of the points on a few quizzes, it is still possible to get full credit, or an A+, (300 points) for the quiz grade! In other words, I assume most students will need to miss a class or two because of illness or family matters and I also assume that most students will not always be able to complete every bit of the reading.

* In this way, the quizzes work as your attendance grade, and a few “excused” absences are built into the grading system. Every student gets three “excused” absences. Absences above and beyond these three—for any reason—will lower your grade. Please plan accordingly and use your “excused” absences wisely. If, for example, you are taking a trip later in the term and know you will miss two days of class, then plan for these days to count as your “excused absences.” What you don’t want to do is miss some classes early in the term because you slept in or had the sniffles, and then have to miss more later on for a genuine emergency.

* The official English Department policy is that students who miss two weeks worth of a class (four class periods in a course that meets twice weekly) should expect to fail that course and should withdraw from the course. If you are not here to take the quiz, you are also missing important material covered in lecture and class discussion. Students who regularly attend class usually do well and students who miss a lot of classes (more than 2 or 3) usually do poorly.

Essay No. 1: Position Paper (200 points): Students will write a typed double-spaced 4-5 page (12 point type) position paper that develops an interpretation of one or more novels. Students can write about a specific theme, symbol, or issue of their choosing. The essay should develop a specific thesis, which asserts an interpretation using evidence from the novel(s). The paper must be typed, error-free, and written in MLA style. It will be graded on the quality of the writing and the ability to apply the concepts we’ve discussed during the term to an interpretation of literature/culture. Essays also will be evaluated based on audience awareness, organization, correctness, adherence to MLA citation guidelines, and on the effective use of evidence to build a convincing argument or interpretation. Material must be original or properly cited: plagiarism will result in a failing grade (see policy below).

Essay No. 2: Definition Paper (200 points): Students will write a typed double-spaced 4-5 page paper that uses the texts we have read for class, within the context of discussions we’ve had during the course of the term, in order to develop a definition of multicultural children’s literature that explores some of the following questions: How is Multicultural Children’s Literature defined? What is at stake in defining it? What are some of the problems, issues, and controversies currently being debated by people who study multicultural children’s literature? What is the history of Multicultural Children’s Literature? Should the race, gender, or ethnicity of an author matter when discussing a text? What literary concepts like point of view or the implied reader do we need to consider when discussing multicultural children’s literature? What characteristics are shared by multicultural texts? What characteristics, issues, and topics should be considered when sharing multicultural literature with child readers? Material must be original or properly cited: plagiarism will result in a failing grade (see policy below).

For both essays, we will do several in-class pre-writing activities. We will have an in-class writing workshop for the first essay so that students can have the opportunity to carefully revise and edit their papers before turning them in. Students who do not attend the writing workshop, will lose 10 points from the paper grade. I will accept late papers. Papers turned in after the due date will lose 10 points per late class day.

Plagiarism Policy: Plagiarism is a complicated thing: sometimes students plagiarize material because they simply do not know they are doing so (forgetting to cite paraphrased ideas, for example). Other times, students consciously plagiarize by downloading an entire paper from the Internet, “borrowing” a paper from a friend, or by copying from a book or cutting and pasting text from the Internet into an essay. Plagiarism will be handled on a case-by-case basis. I can usually tell if it is accidental or purposeful. If it is an accident, the student will be allowed to rewrite the paper. If it is done on purpose, the student will receive a 0 on the plagiarized assignment and may fail the entire course. We will go over this issue in detail in class when we are working on various essays.

Politeness Policies:

Part of my job as a professor is to create a learning environment where students feel safe, respected, and able to get the most out of their learning experiences. I promise to treat all students with respect, but also must work to maintain a structured learning environment. Here are some general classroom rules designed to create an environment where all students can focus on class materials and work to the best of their abilities. Because I believe that all students need a positive classroom environment, students who are disruptive will be asked to leave the classroom.

Be on time. When you come to class late, it is disruptive to everyone around you. If you cannot make it to my class on time (8 a.m., not 8:02 or even 8:01) please drop the course.

Turn off your cell phone and put it away. It is not okay to text message during class. If you are expecting a very important call (your wife is about to have a baby, for instance) you can talk to me before class to let me know that your cell phone will be on and may go off. Otherwise, turn it off, and put it away.

No laptops! I used to allow students to take notes on laptops, but too many students abused this by poking friends of Facebook and playing World of Warcraft during class. Along these same lines, it is impolite to do your math homework or read the newspaper during a lecture.

Come to class prepared. We cannot have a discussion about a text if students have not done the assigned reading. Since my classes are based on the assumption that students have read all the assigned material, most often, you will not get a lot out of our discussions if you didn’t do the reading.
Pack up only after class is over. Putting your books into your backpack five minutes before class is over is very disruptive to students around you trying to listen and take notes.

Stay in the classroom. Walking in and out of the classroom during class (unless, of course, there is an emergency) is very disruptive. Please take bathroom breaks between classes.

You must complete all the reading. At the university level there are no substitute texts for books that might offend students or contradict a student’s personal beliefs. Indeed, part of being a college student is having your beliefs challenged, expanded, tested, and, hopefully, broadened. So, it is okay to dislike a text we are reading or to openly disagree with an interpretation of a text taught in class (in discussion or in writing), however, you must complete all of the required reading.

Ask questions! You can always raise your hand to interrupt me (even in mid lecture) to ask a question or ask for clarification. Don’t be afraid to ask questions – chances are, if you don’t know something, many other students don’t know the answer either. Email me, stop by during office hours, ask questions after class—I am here to help you to succeed.

Debate, Discuss, Engage! As you will soon learn, children’s literature is a controversial field of study (people have a lot invested in their children, in what they think children should or shouldn’t read, etc.). It is always okay to disagree with me or with your fellow students, but you must engage in intellectual debates in ways that are polite and you must keep your mind open to a variety of viewpoints.

Finally, and most importantly, respect one another. Raise your hand. Do not interrupt other students when they are speaking or tell a fellow student to “shut up” or tell a fellow student that his/her beliefs are stupid, immoral, wrong, or silly. Support one another: Make a friend in class, exchange email addresses so you can share notes if someone is absent, and get together for a group study session before each test—it’s much more fun than trying to study on your own, and more effective.

But, don’t just take my word for it. Here are some “college survival tips” from students who successfully completed their degrees at Ohio University (there are more on their web site, if you’re interested):

COLLEGE SURVIVAL TIPS FROM SUCCESSFUL STUDENTS
(Adapted from Ohio U web site):

CLASSES
• Go to classes. It helps. Go even if somebody says it's a “blow off” class.
• Don't be intimidated by the class. Don't be afraid to ask questions in fear of looking stupid. Other students are probably in the same boat.
• Don't be intimidated by professors. It may be scary the first time you call your professor in their office or at home, but most will take the time to help.
• Don't drop a course at the first sign of trouble. Ask the professor to help or to recommend a tutor.
• Learn to write well. Even if you don't have all the information, you may get some credit on an exam if you make yourself clear.
• Keep your class syllabus and use it as a reference. Most professors assume you are using your syllabus to follow along with the reading and assignment schedule, and they may not even announce things like an upcoming test in class. Also, just because you are absent the day before a paper is due, does not mean you will be excused from turning in the paper – you are responsible for all due dates and assignments listed, even if you are not present. Think of the syllabus as a contract. While some professors will change the course schedule as the term progresses, many will follow it quite closely, which means you can use it as a time management tool: if you know in early September that you will have three papers due in three different classes the week of October 20th, then plan ahead so that you can do some of the writing in advance.

STUDYING AND GRADES
• Find a good place to study. Your dorm room probably will have too many distractions.
• Study every day; don't wait until test time and try to cram.
• Study partners may, indeed, improve your test scores. Make friends in class. Get email addresses and phone numbers so that you can develop a network of study buddies. Get together before a test and ask each other questions and talk about the material. Of course, you have to study before that, or it doesn't do any good.
• Avoid all-nighters. You may find yourself falling asleep during the test. All you're going to think about is going back to bed.
• Make sure you control your own time. Don't let your friends set your schedule. Surround yourself with people interested in doing well in school, instead of those who want to do everything else but that.
• Don't panic if your first grades are lower than they were in high school; adjusting takes time. The first quarter is an adjustment quarter. Eventually you learn to know what to expect from individual professors.
• A good rule is to plan to study, read, and write two hours for each hour you spend in the classroom. If you are taking a 3-credit course, then you should spend six hours a week doing homework for that course. This is why 15 credits is considered a full-time load: 15 hours in class + 30 hours homework = 45 hour week.

SCHEDULING
• Don't overload yourself with a heavy class schedule the first year.
• Make time in your schedule for activities like going to the library to do research or meeting with professors during office hours.
• Balance tough courses with those you are interested in or those you can master.
• Don't put off taking required General Education courses, particularly those with labs, which take more time. You want to get them out of the way. You may need blocks of time for (work) internships in your junior year.
• Don't wait for someone to get in touch with you. Find your adviser and make plans for the next year. Be persistent.

ILLNESS
• When you are sick, take care of yourself. Go to the health center if you aren't better in a day. Call your professors to let them know you are sick. Make arrangements to get notes from a classmate before you get sick. Get phone numbers and email addresses of fellow students in advance.
• When you are sick is when you will miss home the most. You just have to realize you'll get through it.
• Unlike in high school, you will often not be able to make up work you miss (professors will let you take a midterm, of course, but you will not be able to get the benefit of a missed lecture). As an adult, you need to decide if having a head cold warrants missing a day of classes.

SOCIAL LIFE
• Safety in numbers is the rule, whether going on dates, hanging out with friends or walking across campus. It's also less expensive because you can share gas money or cab fare.
• Don't rush into rushing. Get acquainted with campus life before deciding whether to join a fraternity or sorority.
• It may be more difficult for commuter students to have a campus social life. Get involved in clubs and organizations within your major. You will meet people with similar interests. The more involved students are with their campus community, the less likely they are to drop out.

JOBS
• Part-time jobs are better, especially if you are working for spending money instead of tuition. Look for on-campus jobs, baby-sitting, lawn work or light housekeeping in the university area. Find a job that's flexible. Ask if you will be permitted to rearrange your working schedule at finals time or when there are class field trips. School comes first.