City College of San Francisco
Course Outline of Record
Course Status: Active
I. GENERAL DESCRIPTION
A. Approval Date March 2015
B. Effective Semester No Semester Provided
C. Department English
D. Course Number ENGL 30A
E. Course Title American Literature, Beginnings to Civil War
F. Course Outline Originator System Loaded
G. Department Chairperson Jessica Brown
H. Dean Jeffrey Lamb
II. COURSE SPECIFICS
A. Hours
Lecture: 52.5 total
B. Units 3
C. Prerequisite ENGL 96 or ENGL 88 or ENGL 88B or placement in ENGL 1A
    Corequisite None
    Pre/Corequisite None
    Advisory None
    Advisory Pre/Corequisite None
D. Course Justification As a core component of CCSF's English AA-T degree, ENGL 30A (surveying early America's literary beginnings to Civil War), like ENGL 30B (covering Civil War to the present), is intended to transfer to the UC and California State systems as a course satisfying those schools' English major requirements. Because the field of early American literature has expanded in recent years~continuing to study the canon while giving increased attention to rarely, if ever, anthologized works--this outline brings into consideration a diverse range of social contexts and lesser known writers and literary works that were also a part of the enormous richness of America.
E. Field Trips No
F. Method of Grading Letter or Pass/No Pass
G. Repeatability Course is not repeatable
III. CATALOG DESCRIPTION
ENGL 30A surveys American literature from its Native and European beginnings to the Civil War. It is designed to introduce students to a variety of texts comprising, shaping, and critiquing the idea of America and a national literature.
IV. STUDENT LEARNING OUTCOMES
Upon completion of this course, a student will be able to:
  1. Demonstrate familiarity with the major genres, themes, and textual concerns of the period.
  2. Analyze individual texts in relation to the significant historical, cultural, and/or social issues of the era.
  3. Analyze the content and formal structures of the text.
  4. Integrate textual evidence and literary criticism when writing essays on key works of the era.
V. CONTENTS
  1. American beginnings (until 1600), taking into consideration a representative cross-section of the following:
    1. Native American oral traditions
      1. Myths and legends
      2. Tales and creation stories
      3. Songs and lyrics
    2. Early European "invention" of and encounters with America
      1. Christopher Columbus
      2. Cabeza de Vaca
      3. Bartoleme de las Casas
      4. Inquisitional texts
      5. Richard Hakluyt
  2. Colonial Settlement (1600-1740): the literary aspects of histories, journals, sermons, poems, "errands," and narratives, taking into consideration a representative cross-section of the following:
    1. Virginia and New England
      1. New World colonization and the making of history, race, and gender
        1. John Smith
        2. Pocahontas
        3. Chief Powhatan
        4. Gaspar Pérez de Villagrá
      2. New England and the typology of the "'new chosen people"
        1. William Bradford
        2. John Winthrop
      3. Massachusetts alienation
        1. Anne Hutchinson
        2. Thomas Morton
        3. Roger Williams
      4. The rhetoric of American salvation and sin
        1. Cotton Mather
        2. Jonathan Edwards
      5. The start of "American" poetry
        1. Anne Bradstreet
        2. Edward Taylor
        3. Michael Wigglesworth
      6. The Puritan captivity narrative
        1. Mary Rowlandson
        2. John Williams
      7. Travelogue and ethnography
        1. William Byrd
        2. Sarah Kemble Knight
  3. The emerging American self in print (1740-1790), taking into consideration a representative cross-section of the following:
    1. Progressive thought and individuality: autobiographical and journal writing
      1. Benjamin Franklin
      2. Samson Occom
      3. John Woolman
      4. Olaudah Equiano
    2. Revolution and independence: letters, poems, pamphlets, and legislation
      1. Revolutionary poetry
        1. Phillis Wheatley
        2. Philip Freneau
      2. Revolutionary prose
        1. J. Hector St. John De Crevecoeur
        2. Thomas Paine
        3. Abigail Adams
      3. Civil rights
        1. Jupiter Hammon
        2. John Adams
        3. Thomas Jefferson
      4. The literary aspects of important political documents of the period, such as
        1. The Federalist Papers
        2. The Declaration of Independence
        3. The Constitution
  4. Shifts toward a national literature of the US: drama, essay, and fction (1790-1830), taking into consideration a representative cross-section of the following:
    1. Significant "national" writers
      1. Royal Tyler
      2. Judith Sargent Murray
      3. Susannah Rowson
      4. Charles Brockden Brown
      5. Catharine Sedgwick
      6. Hannah Webster Foster
      7. Washington Irving
      8. Mordecai Manuel Noah
      9. James Fenimore Cooper
    2. The rising literary market
      1. The growth of literary magazines, newspapers, and the "Penny Press"
      2. The rise ofAmerican gothic romanticism
      3. The popularity of domestic or sentimental fiction
  5. The American Renaissance re-examined: reform, poetics, transcendentalism, slave narratives, and war (1830-1865), taking into consideration a representative cross-section of the following:
    1. Social reform, intellectual protest, philosophy of nature, and morality vs. law
      1. William Apess
      2. Ralph Waldo Emerson
      3. Margaret Fuller
      4. Henry David Thoreau
      5. Herman Melville
      6. Lydia Maria Child
      7. Edgar Allen Poe
      8. Rebecca Harding Davis
      9. Nathaniel Hawthorne
      10. Harriet Prescott Spofford
      11. E.D.E.N. Southworth
      12. Fanny Fern (Sara Wills Parton)
      13. Walt Whitman
    2. Explorations of new poetic expression
      1. Edgar Allen Poe
      2. Lydia Sigourney
      3. James Russell Lowell
      4. William Cullen Bryant
      5. Henry Wadsworth Longfellow
      6. John Greenleaf Whittier
      7. Emily Dickinson
    3. Slave narratives and abolitionist discourse
      1. Frederick Douglass
      2. Harriet Jacobs
      3. Harriet E. Wilson
      4. William W. Brown
      5. Harriet Beecher Stowe
      6. William Lloyd Garrison
      7. David Walker
      8. Sojourner Truth
    4. Civil War texts and anti-war representation
      1. Abraham Lincoln's speeches and writing
      2. Louisa May Alcott
      3. Horace Greeley
      4. Sarah Morgan Dawson
      5. Hannah Ropes
      6. Poets such as Whitman, Melville, and Whittier
      7. Songs of war
      8. Letters
      9. Photographs
      10. Military memoirs
VI. INSTRUCTIONAL METHODOLOGY
  1. Assignments
    1. In-class assignment: Discussion, interpretation, contextualization, and analysis of assigned texts on topics such as ethnic norm and ethnic other in captivity narratives
    2. In-class assignment: Writing and group tasks to assess comprehension and analysis of the primary literature assigned
    3. In-class assignment: Presentation of oral reports on individual writers or literary movements (optional)
    4. Out-of-class assignment: Reading of primary texts representative of early American literary diversity
    5. Out-of-class assignment: Reading of appropriate critical and contextual research on such topics as women's subjectivity, shifts in literary forms, and representations of race and ethnicity
    6. Out-of-class assignment: At least two formal essays of at least 2500 words total on such topics as the changing voices of women in the early 18th c., using MLA format and conventions and demonstrating consideration of relevant textual and contextual analysis addressed during the course
    7. Out-of-class assignment: Student journals or blogs (optional) 1. Written student reactions to assigned readings 2. Written student reactions to readings selected from the supplementary reading list
    8. Out-of-class assignment: Preparation of oral reports on individual writers or literary movements (optional)
  2. Evaluation
    1. Written work: In-class writing demonstrating knowledge of the assigned texts and the ability to develop a focused critique of those works a. A midterm exam on such topics as constructions of masculine conquest or comparative representations of Native Americans in colonial texts b. A final exam on such topics as the roles ofliteracy in slave narratives c. Analyze a broad selection of assigned readings d. Articulate, focus, and support a critical point about the literature e. Demonstrate understanding of literary characteristics, such as metaphor and symbolism f. Demonstrate understanding of the literature's cultural contexts
    2. Written work: Out-of-class essays demonstrating in-depth critical analysis of significant works, socio-political contexts, and literary movements a. Analyze themes and cultural contexts important to essay topics b. Demonstrate knowledge of literary characteristics of works, genres, or movements discussed (such as Biblical allusion, poetic conventions, or principles of Transcendentalism) c. Secondary sources employed where necessary or useful 1. Contextual and critical sources adequately researched, evaluated, and integrated 2. Sources reported according to Modem Language Association conventions
    3. Performance: Classroom performance, including a. Frequent and useful responses to prompts and dialogue b. Specific, authoritative textual references c. Group interaction, focus, and productivity
    4. Exams/Quizzes/Tests: Quizzes establishing students' grasp of major themes and characters (optional)
    5. Other: Student journals or blogs (optional) a. Written student responses demonstrating significant engagement with assigned readings 1. Awareness of literary qualities, such as characterization and dramatic irony 2. Analysis of reasons for students' reactions to authors and readings 3. Evaluation of secondary source material b. Written student reactions demonstrating significant engagement with readings from the supplemental reading list 1. Distinguishing specific literary qualities, such as effect of diction and plot resolution 2. Interpreting students' emotional reactions to authors and texts
    6. Other: Oral presentations on individual writers or literary movements (optional) a. Awareness of distinctive qualities of writers or movements b. Utility of reports to other class members, as demonstrated in subsequent class discussions
  3. Representative Textbooks and Other Instructional Materials
    1. Cain, William et. AI., eds. 2014. American Literature. Vol. 1. 2nd ed. Boston: Pearson.
    2. Baym, Nina, et. aI., eds. 2008. The Norton Anthology of American Literature. Vol. 1. Shorter 7th ed. New York: W. W. Norton.
    3. Belasco, Susan and Linck Johnson, eds. 2008. The Bedford Anthology of American Literature. Vol. 1.. Boston: Bedford St. Martins P.
    4. McMichael, George, et. aI., eds. 2007. Anthology of American Literature Vol. 1. 10th ed. Upper Saddle River: Longman P.
    5. Lauter, Paul, et. aI, eds. 2010. The Heath Anthology of American Literature: Beginnings to 1800. Vol. A. Boston: Wadsworth P,.
    6. Fetterley, Judith. 1985. Provisions: A Reader from 19th-Century American Women. Bloomington: Indiana UP.
    7. Andrews, William L. and Henry Louis Gates, eds. 2000. Slave Narratives. New York: Penguin.
    8. Kolodny, Annette. 2004. The Land Before Her: Fantasy and Experience of the American Frontiers, 1630-1860. Chapel Hill: U of North Carolina P.
    9. Davidson, Cathy. 2004. Revolution and the Word: The Rise of the Novel in America. Oxford: Oxford UP.
    10. Shuffleton, Frank, ed. 1993. A Mixed Race: Ethnicity in Early America. Oxford.
    11. Nelson, Dana D. 1992. The Word in Black and White: Reading 'Race' in American Literature, 1638-1867. Oxford UP.
    12. Michaels, Walter Benn and Donald Pease, eds. 1989. The American Renaissance Reconsidered. Baltimore: Johns Hopkins UP.
    13. O'Gorman, Edmundo. 1961. The Invention of America: An Inquiry into the Historical Nature of the New World and the Meaning of its History. Bloomington: Indiana UP.
    14. New York: Penguin. 1992. From Puritanism to Postrnodemism. Ruland, Richard, and Malcom Bradshaw.
    15. Miller, Perry. 1956. Errand into the Wilderness. Boston: Harvard UP.
    16. Tompkins, Jan. 1985. Sensational Designs: The Cultural Work of American Fiction, 1790-1860. New York: Oxford UP.
    17. Library of Congress. 2011. The American Memory Project. .
    18. Cabeza de Vaca, Alvar Nunez. 2003. The Narrative of Cabeza de Vaca. Trans. Rolena Adorno and Patrick Charles Paultz, Lincoln: U of Nebraska P.
    19. Hakluyt, Richard. 1985. Voyages and Discoveries. London: Penguin Classics.
    20. Rowlandson, Mary. 2009. Narrative of the Captivity and Restoration of Mary Rowlandson. Ithaca: Cornell UP.
    21. Franklin, Benjamin. 2003. The Autobiography of Benjamin Franklin. New Haven: Yale UP.
    22. Brown, Charles Brockden. 2006. Edgar Huntly; Or, Memoirs of a Sleep-Walker. Indianapolis: Hackett.
    23. Cooper, James Fenimore. 2004. The Last of the Mohicans. New York: Barnes and Noble.
    24. Poe, Edgar Allan. 2006. The Portable Edgar Allan Poe. New York: Penguin Classics.
    25. Hawthorne, Nathanie . 2001. Twice-Told Tales. New York: Modern Library.
    26. Apess, William. 1997. "A Son of the Forest" and Other Writings. Amherst: U of Mass P.
    27. Child, Lydia Maria. 1986. Hobomok and Other Writings on Indians. Piscataway: Rutgers UP.
    28. Jacobs, Harriet. 2001. Incidents in the Life of a Slave Girl. New York: Dover.
    29. Melville, Herman. 2005. "Benito Cereno," Bartelby: The Scrivener," and "The Encantadas.". New York: Dover.
    30. Stowe, Harriet Beecher. 2010. Uncle Tom's Cabin. New York: W. W. Norton.
    31. Edwards, Jonathan. 1999. The Sermons of Jonathan Edwards: A Reader. New Haven: Yale UP.
    32. Douglass, Frederick. 2011. Narrative of the Life of Frederick Douglass. New York: Simon and Brown.
    33. Emerson, Ralph Waldo. 2010. "Nature" and Other Essays. New York: Dover.
    34. Thoreau, Hemy David. 1993. Walden and Civil Disobedience. New York: Penguin Classics.
    35. Davis, Rebecca Harding. 1993. Life in the Iron Mills and Other Stories. New York: The Feminist P at CUNY.
    36. Bradford, William. 1981. Of Plymouth Plantation: 1620-1647. New York: Modern Library.
    37. New York: Modern Library. 1981. Bradford, William. Of Plymouth Plantation: 1620-1647.
    38. Wilson, Harriet. 2009. Our Nig. New York: Penguin.
    39. Whitman, Wal. 2007. Leaves of Grass: The Original 1855 Edition. New York: Dover.
    40. Textbook companion web sites, when available
    41. Library article databases and other library resources
    42. Instructor-generated handouts enhancing contextualization and analysis
VII. TITLE 5 CLASSIFICATION
CREDIT/DEGREE APPLICABLE (meets all standards of Title 5. Section 55002(a))