Upper School American Literature
Students will read a selection of classic American novels, short stories, poetry, and essays throughout the year, writing a number of response papers and essays each quarter. In addition, as a final project, each student will create and present to the class an overview of American literature, highlighting how American writing has developed over the past two-plus centuries and how it has reflected the changing view of our culture.
Organized chronologically, the reading selections each quarter will follow the development and growth of the United States as a country and as a source of literature. Our discussions as a class will incorporate the Common Topics of Invention to explore each work of literature on its own as well as its place in the growth of the American literary voice.
Although we will be examining these works in light of American historical development, as with any reading, we will also simply be listening to the authors, asking questions of them and their works, and seeking truth, goodness, and beauty where they can be found.
As a nation, the United States is fairly young and, therefore, does not have a lengthy literary history. Even so, selecting – and, by default, excluding – works from our reading list will mean we do not cover a great deal of beautiful, praiseworthy writing. My hope, as an instructor, is that the works we do read will cause you to think, to wonder, and to wrestle with your understanding of what it means to live and walk beside your neighbor in this world God has created. And maybe, if we do this well, you will end the course with a hunger to drink more broadly and deeply and the vast well of American literature (and beyond).
While this course primarily features literary study, it also incorporates some study from American history, helping students to see and enjoy the integration of both history and literature. This class is paired with our upper-school American Government course, which is scheduled back-to-back with that course in a “block.” Students who take both courses receive a discount. This course may also be taken as a standalone literature study.
Placement: Please read about our new process above.
The target grades for this course are 9th–10th grade. Students must have successfully completed an 8th-grade-level writing course; they will be expected to have competency in vocabulary, annotation, essay-writing (various forms of written discourse) and know how to write a summary and reflect on a text (though the instructor will work to develop these skills throughout the course). Students are expected to have strong reading and writing skills as well as the interest and capacity for engaging in discussion about literature and history. Students suited for this course will continue refining the following scholarship skills as they approach mastery:
- Actively and independently engage in note-taking
- Apply teacher critiques
- Adhere to deadlines
- Be responsible for class and project preparedness
- Take initiative to ask questions for understanding and comprehension
High School Credit: This course is the equivalent of one high school credit in English or literature.
How much time will students spend on homework?
This varies by student according to his or her pace. However, the average reader can expect to spend approximately 1.5–2 hours per week reading course materials, and approximately half an hour to an hour working on the questions. Students will submit regular weekly assignments. Midterm and final exams will be given.
How is faith integrated with these courses?
These seminar-style discussions unfold organically. One could approach the texts with a focus on defensive critiques of classical authors. By contrast, we seek to read charitably. We treat classic authors as if they were friends, gleaning every available truth while also examining them from a robustly Christian perspective.
At Scholé Academy, we have carefully considered how we should engage our contemporary culture as those who believe that Christ is the Truth (John 14:6), and that all truth has its source in him. We think it is important to provide our upper school students (in grades 7-12) with tools and opportunities for critically examining various cultural trends, issues and mores through the lens of orthodox, Christian beliefs. Being confident in the truth revealed to us in creation, the Scriptures, and the tradition of the church, we are not afraid to follow the truth and its implications nor to address error and falsehood. … Read more about our Faith & Culture.
For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.
- With Parent Support: Skills that most lower school students will need help with.
- Developing: Skills that the instructor will help develop and emphasize throughout the year.
- Mastered: Prerequisite skills that the instructor is expecting students to possess.
- Be able to manage Canvas assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Canvas notifications for the class, view class notifications when posted, etc.).
- Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
- Be able to respectfully and wisely engage with other students and the instructor on Canvas discussion boards.
- Be able to respectfully, wisely and formally engage with instructor through private Canvas messaging.
- Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
- Be able to hand-write answers in complete sentences.
- Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
- Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
- Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
- Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
- Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
- Be able to build and use alphanumeric outlines as part of the writing process.
- Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
- Be able to self-edit written submissions for grammar and spelling mistakes.
- Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).
- Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
- Be able to identify key terms in a passage, and follow the author’s argument.
- Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
- Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
- Be able to type short answers in complete sentences.
- Be able to type paragraph essays (short essays, and 5 or more page essays).
- Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
- Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
- Follow along with instructor-led note-taking and record notes during class.
- Follow along with instructor-led workbook completion and record answers during class.
- Be prepared to thoughtfully answer questions when called on in a group setting, during class.
- Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
- Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
- Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
- Be responsible to study at home for quizzes, tests and other assessments.
- Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
- Be able to schedule and manage multiple projects from multiple instructors and courses.
- Be able to schedule time outside of class to complete independent review of materials.
- Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
- After the instructor has provided instructions – the student should be able to use Wacom tablet (or other like iPad) to actively solve math problems during class, viewable to the instructor on Ziteboard.
- Understand that arriving at the correct answer is not the goal of mathematics review and practice, but rather understand that consistent application of the correct processes are the goals of review and practice.
- Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.
Required Reading List:**
- King James Bible
- The Scarlett Letter, Nathaniel Hawthorne
- The Dover Anthology of American Literature, Vols I-II (Please purchase the 2014 editions, available through Amazon or Dover Books)
- Narrative of the Life of Frederick Douglass (pdf provided)
- Bartelby the Scrivener, Herman Melville (pdf provided)
- Huckleberry Finn, Mark Twain
- The Great Gatsby, F. Scott Fitzgerald
- The House of Mirth, Edith Wharton
- To Kill a Mockingbird, Harper Lee
- Fahrenheit 451, Ray Bradbury
**Any edition of the novels above is acceptable. Please purchase the 2014 editions of the Dover Anthologies, available through Amazon or Dover Books.
*Required texts are not included in the purchase of the course.
Optional Course Texts:
- Writing assignments will be submitted using basic MLA formatting guides. Guidelines for formatting papers and citing sources can be found in the MLA Handbook for Writers of Research Papers or on the MLA website.
- Students may also find The Elements of Style, by Strunk and White, to be a helpful resource
Chris Marchand (pronounced mar-shan) is a music pastor and priest within the Anglican Church in North America (ACNA), serving in Peoria, Illinois. He holds a Master of Theological Studies and a Master of Arts in Music Ministry from Garrett Evangelical Theological Seminary, and was trained as a hospital chaplain in a residency program at Saint Francis Hospital. A former headmaster and teacher at Aletheia Classical Christian School, he has taught humanities, history, science, and government courses. He is married to Elisa and they have four children. The author of Celebrating the 12 Days of Christmas: a guide for churches and families, he also produces podcasts, composes music, and loves to discuss anything related the arts and his favorite sport email@example.com
Computer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.
High-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.
Headset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm
Zoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. To download Zoom:
- Visit zoom.us/download.
- Click to download the first option listed, Zoom Client for Meetings.
- Open and run the installer on your computer.
- In August, students will be provided with instructions and a link for joining their particular class.
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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.
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This registration will be finalized when the student's placement assessment has been returned by the course instructor with placement confirmation.