1. Humanities 205 Teri Lynn Tosspon, MA, MA, TESL Heald College

2. Agenda Interviews & Introductions Syllabus Poetry/History Through Literature –Maya Angelou “Africa” 995 –Langston Hughes “I, Too” 958-959 Symbolism, Analogy, Metaphor

3. Interviews & Introductions Choose a partner Fill out the questionnaire by speaking to your partner and writing down their answers Introduce your partner to the class, sharing their answers to 2 of the questions

4. Why is college important? How does “Humanities” fit? Ability to complete tasks Ability to work independently/with minimal direction. Ability to critically think. What is Humanities? Using multiple academic disciplines study the of human condition, using methods that are primarily analytical, critical, or speculative Fields Represented in Humanities Classics History Languages Law Literature Performing arts Music Theatre Dance Philosophy Religion Visual artsVisual arts - Drawing, PaintingDrawingPainting

5. Syllabus Humanities 205 Heald College, Roseville Teri Tosspon, M.A.

6. Course Description Examine selected readings of fiction, essays, and novels by important contemporary writers with an emphasis on social and cultural issues. Explore culture and its origins, values, and changing status. Develop the skills to present sensitive and controversial topics to an audience. Write a minimum of 5,000 words in essays, response papers, and a final research project.

7. Student Learning Outcomes 1.Analyze cultural aspects of various types of literature including prose, poetry, music, film, and drama. 2.Identify analogies, metaphors, and symbols within written and visual texts. 3.Write coherent analyses of literature in academic essays. 4.Analyze issues raised in literature for both discussion and academic essays.

8. Instructor Information Teri Tosspon, M.A. (History, English, TESL) ttosspon@gmail.com http://ttosspon.wikispaces.com/HUMN205 (949) 682-8374 (Why-682-Teri) Office hours: Afternoons and by appointment

9. Textbooks Bundle ISBN: 1111120250 Kirszner, L. G. & Mandell, S. R. (2010). Literature: Reading, Reacting, Writing, Compact, 2009 MLA Update Edition (7 th ed.). Belmont, CA: Wadsworth Cengage Learning. ISBN 0495904554 –Kirszner, L. G. (2004). Lit21: Literature in the 21 st Century CD (ver. 1.5). Belmont, CA: Wadsworth Cengage Learning. ISBN 141300668 The Hunger Games, Suzanne Collins (paperback on Amazon for $4.95)

10. Grading Policy Exams15% –Weekly quizzes, final exam Projects and Assignments 75% –Journals, papers Participation10% –2-3 graded activities each meeting

11. Course Schedule See Syllabus Pg 2-3

12. Course Schedule Topics to be covered on that day Homework: due at the next meeting COURSE AT A GLANCE Topic/Chapters for Discussion Assignments Due @ next class meeting & Reading Assignments Wk 1 07/21 Course Introduction Poetry. History through literature: Civil Rights, Racism, Immigration. Buy Hunger Games (HG) Read Chapter 21 : “Understanding Poetry” (pp. 710-720) “Papi Working” pg 995 “We Real Cool.” pg 792 “Nani” pg 877-879

13. Presentations “The Hunger Games” 100 points, beginning wk 3 Weekly Small-Group Presentations 3 Chpts of “The Hunger Games” - Summary (tell what happens) - Analysis (do analysis symbolisms, themes, etc) - Activity (choose from the list of 91 activities) - Assessment/Quiz (written or oral assessment) Submitted to ttosspon@gmail.com or on campus/in person @ 5pm day of

14. Hunger Games Chpts 1-3Wk 3Chpts 14-18Wk 8 Chpts 19-21Wk 9 Chpts 4-6Wk 4 Chpts 7-9Wk 5Chpts 22-24Wk 10 Chpts 10-12Wk 6Chpts 25-27Wk 11 Chpts 13-15Wk 7 Revised Hunger Games schedule. Your group will need to choose ONE of these dates and present these chapters on that date.

15. About Teri Tosspon Raised on a farm in the middle of Nebraska Education University of Nebraska- Lincoln - Masters Oxford University, England University of California Irvine – Masters/PhD Hobbies: writing, reading, painting, baking/cooking, rock climbing, playing video games, international and state-side travel

16. My Teaching Style

17. Do Not Confuse “Easy” and “Fun” We will play a lot of games, you will work independently, with partners, and in groups. BUT I expect Weekly writings (journal, some papers) Weekly reading and analysis Thinking. That means taking TIME. The first answer is not always the only one

18. Attendance If you miss 14 days in a row, you will be dropped. Studies have shown that 85% attendance is minimum for success (A or B). There are graded activities during class period If you need to miss class or if you will be tardy or leaving early, call or text TERI TOSSPON ***(949) 682-8374*** ttosspon@gmail.com. as soon as possible (BEFORE CLASS!!!)

19. Makeup Policy Each student has the opportunity to make up one missed major in- class graded event. You MAY make up one (1) quiz or exam.

21. Blue or White Scrubs for MEDICAL Layer appropriately- White Only NO Canvas/Fabric Shoes- It’s a hazard! Shoes must be covered- no holes or open toed No Piercings and/or excessive jewelry WHITE shoes- Leather only, must have a defined heel No Piping on Scrubs No Externship Scrubs WHITE Outerwear only!!!! NO HOODS

22. Professional Attire Example NO HOODS

23. Professional Attire Example NO HOODS

24. NO HATS OF ANY KIND NO HOODIES OR SWEATSHIRTS NO SUNGLASSES IN THE CLASSROOM MALES & FEMALES: PROFESSIONAL OUTERWEAR ONLY IN THE CLASSROOMS!!!

28. Tosspon’s Policies The GOLDEN RULE(s) treat others as you would like to be treated. Respect.

29. Respect Be courteous and respectful of everyone and everything Be prepared for class and actively participate (This includes completing assignments and having required materials) Raise hand to speak when others are speaking. Electronic devices are not allowed in class unless they are specially needed and approved by the instructor. Food or drinks other than water in a re-sealable water bottle are not allowed. If you need to use the restroom, exit quietly *unless students are presenting* and return quietly.

30. Late Work -10% for each day late. F or example if an assignment is due Thursday at 6pm, and it is not submitted until Friday at 6pm, the maximum grade received will be a 90%. –If you phone/text/email, you will get a 24hr grace period! Late work should be submitted via email

31. Late Work Work conducted during class that is missed cannot be made up under any circumstances. No points will be given for a draft that is not ready before class on draft-revision days. Thus, if we are “revising a draft” and you do not have a completed draft, you will be awarded no points. No late assignments will be accepted after week 10, no assignments will be accepted after the last scheduled class date (even if it is 1 HOUR LATE).

32. If you are going to be Absent Text (949) 682-8374 or e-mail (ttosspon@gmail.com) in ADVANCE or before the end of class. Complete and turn in all homework PRIOR to the class meeting Look up the assignments for the following week online contact at least one of the students contacts to confirm assignment the day missed

33. Resubmission of Work On-time work only (no late work is eligible) 1.Contact the instructor via phone, text message, email, or web post about the assignment 2.Make corrections to the assignment as suggested, instructed, or researched 3.Turn in the resubmitted work within 1 week.

34. Academic Integrity –copying work/ ideas/ projects from any other person/media –allowing another person to copy or borrow original work in any form –allowing another person to copy answers on a quiz or test or to communicate with another person during a quiz or test –representing the work of another team member as one’s own –stopping or delaying another student in the completion of any work –plagiarism in any form, including failing to give credit to the source of thoughts, words, ideas, or work from any other person, printed material, or web site TurnItIn.com – your work WILL be checked. All major papers to be emailed to ttosspon@gmail.com BEFORE class on the due date. If you are caught plagiarizing, you will fail the assignment. You will not be able to make up the credit for the assignment.

35. Grammatical Corrections

36. MLA Format (headings) Syllabus (pg 9)

37. Final Benchmark Options Project 1: An essay analysis of 1,000 words minimum, using MLA format Project 2: A dramatic scene and analysis of 1,000 words minimum, using MLA format Project 3: Original poem or song and analysis of 750 words, using MLA format

38. Final Benchmark Presentations You will create a presentation of your Final Benchmark Project. Presentation due in class 09/23 (Week 10)

39. Computer/cell phone Usage During lectures, presentations, and discussion monitors should be turned off (if in a computer classroom) unless otherwise approved. If you need to take a call, immediately leave the room. Do not have an outside conversation (voice or text) in the classroom.

40. Helpful Links Heald Portal (check grades here) http://myportal.heald.edu (go to Assignments, not Grades) Heald CARES assistance program http://healdcares.com Class website: http://ttosspon.wikispaces.com/HUMN205

41. Poetry, History, and Literature Meeting 1 Dinner break until 8:10, then meet in rm 212

42. Poetry is all around us Everything can have meaning (and can just be enjoyed for what it is!) Bob Marley’s “Three Little Birds” »Watch the video, then read the lyrics (handout)

43. “Africa” Maya Angelou pg 995-996 Watch this video Then (silently) read the poem on pg 995-996

44. “I, Too” Langston Hughes – pg 958-959 Watch and listen, then Silently read the poem on pg 958-959

45. Research/Discuss & Report to Class 6 groups Research 1 Author: Bob Marley, Maya Angelou, or Langston Hughes –Summarize their life –Race/Gender –Time/historical period What was going on in the country, the world? Research/Discuss 1 Poem Summary – what is happening Themes – use the handout! –What is it, what themes are present in this poem? Symbolism- – Use the handout! –What is tone, what tone(s) is/are present in this poem? Tone – Use the handout! –What is tone, what tone(s) is/are present in this poem? 30 points. Deliverable: Oral presentation (no more than 10 min per group), each person will graded individually. Each individual’s notes on their specific research/discussion area.

46. Presentation: Bob Marley Life, then Poem Bob Marley’s “Three Little Birds” Life, history, time period Summary – what is happening Themes – use the handout! What is it, what themes are present in this poem? Symbolism- – Use the handout! What is tone, what tone(s) is/are present in this poem? Tone – Use the handout! What is tone, what tone(s) is/are present in this poem?

47. “Africa” Maya Angelou pg 995-996 Presentation: Life then Poem Life, history, time period Summary – what is happening Themes – use the handout! What is it, what themes are present in this poem? Symbolism- – Use the handout! What is tone, what tone(s) is/are present in this poem? Tone – Use the handout! What is tone, what tone(s) is/are present in this poem?

48. “I, Too” Langston Hughes – pg 958-959 Presentation: Life, then poem Life, history, time period Summary – what is happening Themes – use the handout! What is it, what themes are present in this poem? Symbolism- – Use the handout! What is tone, what tone(s) is/are present in this poem? Tone – Use the handout! What is tone, what tone(s) is/are present in this poem?

49. Group Discussions: Author Gather together by Author. (ie, everyone who researched Bob Marley and/or his poem, gather together). How could life have influenced the writing? What could s/he have meant by this poem? Deliverable: Oral Presentation, 1 pg per group answering these questions.

50. Group Discussions: Topics Gather together by Topic Studied. (ie, everyone who researched lives/histories of the Author gather together, everyone who researched/discussed poetry gather together). Deliverable: Oral Presentation, 1 pg per group answering these questions. 10 pts, each member graded on own participation. Authors Group What did their lives have in common? What were they influenced by? Were their meanings related? Were their messages related? Authors Group What did their lives have in common? What were they influenced by? Were their meanings related? Were their messages related? Poetry Group What did their poems have in common? Did they have similar tones? Similar themes? How the poems relate to each other? Poetry Group What did their poems have in common? Did they have similar tones? Similar themes? How the poems relate to each other?

51. Poetry Analysis Worksheet Possible responses Bob Marley’s “Three Little Birds” What does the title mean? What does the poem mean, in your own words? What is the author talking about? Why do you think the author wrote the poem? When is the poem happening? Where is the poem happening? What is the poet’s attitude? Literary Devices: Tone? Calm Encouraging Jubilant Soothing Point of View? 1 st person, “I” “Me” Personification? No Imagery? 3 birds, doorstep, rising sun Repetition? Don’t worry ‘bout a thing. Every little thing gonna be alright Symbolism 3 little birds – Holy Trinity (Triumvate) (Father, Son, Holy Ghost); they are protectors, salvation, hope. Not one (loneliness, dispair) not two (duality, two-faced) Birds – symbols of the soul, can symbolize war/death/pain or peace Doorstep – the home, the hearth, the place to be protected, the most vulnerable. Theme: What is the main message? Power of words Power of Positive Thinking Attitude is everything Title: Does it mean something new now? The three little birds will always be there, brightening your day, giving you hope. Trust the 3 little birds, they have messages for you. Historical Context? Experiences that Influenced Bob Marley: Growing up in Jamaica, seeing inequality, Conditions in Jamaica, in the US in the 1960’s-70’s? His Life? Poverty, Political Unrest, Women’s Rights, Racism

52. Poetry Analysis Worksheet: Africa, Maya Angelou 1.What does the title mean? 2.Summarize in your own words. 3.What does the poem mean? –Who/what is the subject of the poem? –What is the author talking about? –Why do you think the author wrote the poem? –When is the poem happening? –Where is the poem happening? –What is the poet’s attitude? –How does the poem shift from person to person or between different times or places?

53. Poetry Analysis Worksheet: Africa, Maya Angelou 4. Poetic devices  Simile – Comparing using like/as  Metaphor- a direct comparison “Mountains her breasts”  Personification – Africa seems like a woman. She has breasts, tears; she screams.  Tone – strong, could be mournful/longing

54. Poetry Analysis Worksheet: Africa, Maya Angelou  Point of View Unclear! Could be a woman, Omniscient/all knowing. Not knowing about the speaker means something as well! Unobtrusive.  Imagery Deserts her hair Sugar cane sweet, white seas  Other devices used: Repetition  Remember, remember. Verbs: took, sold, churched, bled  Allusion  Alludes to “white seas” – the whites took Africans overseas and perpetrated…

55. Poetry Analysis Worksheet: Africa, Maya Angelou 5. Theme  - slavery, woman, the natural woman, motherhood, loss 6. Title: What does it mean now?  Africa: A person? A woman? A culture? A group of people? A larger-than-life entity, mythical. A strong, resilient people, ravaged and separated, but surviving. Strong. 7. Context  Historical – author’s life experience  Cultural Context – author’s life, country  poverty, political unrest, war, lack of opportunities, social constraints especially for women and minorities

56. “I, Too” Langston Hughes – pg 958-959 Watch this video Then (silently) read the poem on pg 958-959 4 groups, each analyze ONE” Title, Theme, Summary, Context

57. Poetry Analysis Worksheet: Langston Hughes, “I, Too” 1.What does the title mean? 2.Summarize in your own words. 3.What does the poem mean? –Who/what is the subject of the poem? –What is the author talking about? –Why do you think the author wrote the poem? –When is the poem happening? –Where is the poem happening? –What is the poet’s attitude? –How does the poem shift from person to person or between different times or places?

58. Poetry Analysis Worksheet: Langston Hughes, “I, Too” 4. Poetic devices  Simile – Comparing using like/as  Metaphor- a direct comparison “Mountains her breasts”  Personification – Africa seems like a woman. She has breasts, tears; she screams.  Tone – strong, could be mournful/longing

59. Poetry Analysis Worksheet: Langston Hughes, “I, Too”  Point of View  Imagery  Other devices used

60. Poetry Analysis Worksheet: Langston Hughes, “I, Too” 5. Theme 6. Title: What does it mean now?  “I, Too” 7. Context  Historical – author’s life experience  Cultural Context – author’s life, country  poverty, political unrest, war, lack of opportunities, social constraints especially for women and minorities

61. Literary Devices What are literary devices Which devices appear in each poem?

62. Literary Devices See handout for reference Alliteration The repetition of the same or similar sounds at the beginning of words. Some famous examples of alliteration are tongue twisters such as Betty Botta bought some butter and Peter Piper picked a peck of pickled peppers.

63. Analogy DEFINITION: Analogies express a relationship between two pairs of words. “Her printed voile dresses and flowered hats were as right for her as denim overalls for a farmer” –Maya Angelou, I Know Why the Caged Bird Sings Example: Her poetry was as mysterious as the stars in the night sky

64. Simile DEFINITION: A figure of speech in which two unlike things are compared. “So are you to my thoughts as food to life” –Shakespeare, Sonnet 75 Example: Her eyes were like diamonds on a queen.

65. Metaphor DEFINITION: A statement in which one thing is compared to another to suggest a similarity. “Then I met, or rather got to know, the lady who threw me my first lifeline” –Maya Angelou, I Know Why the Caged Bird Sings Example: Joshua Monzon is a helpful, crazy, bass- playing, monkey.

66. Idiom DEFINITION: A traditional way of saying something in a language that often doesn’t make sense if taken literally.

67. At Death’s Door To be dying in agony; about to die

68. Homework Choose your group/week for Novel Presentation. 1 st come/1 st serve sign up @ next week’s class. Buy Hunger Games (HG) –decide on groups of 3-4/dates. Read –Chapter 21 : “Understanding Poetry” (pp. 710-720) –“Papi Working” pg 995 –“We Real Cool.” pg 792 –“Nani” pg 877-879 –“On Being Brought from Africa to America” pg 1066- 1067