SMC Core Curriculum Course Proposal Form
1. Name of Proposer: Jeannine King
2. Email Address: jmking@stmarys-ca.edu
3. Department of Proposer: English
4. Name of Department housing the course: English
5. Name of Department Chair: Carol Beran
6. Course Acronym, Number and Title: English 154, African American Literature
7. Semester(s) in which course will be offered: Varies
8. How often is course taught: yearly
9. Course prerequisites: none
10. Unit value of course: 1
11. Proper Audience of the Course: Sophomores, Juniors and Seniors
12. Learning Goals: Artistic Understanding—Artistic Analysis Only
TEACHING
1a. Look at or read works of art.
The course introduces students to the canon of 19th and 20th century African American
literature. The contribution of the African American to literature is considered from a
historical standpoint. Students read slave narratives and novels of the Reconstruction
period, Harlem Renaissance, and Black Arts Movement, among others. The course
engages themes of migration, memory, sexism, violence, nihilism and love. The literature
is supplemented with additional modes of artistic expression, including music, visual art,
and film.
1b. Analyze/interpret form and meaning.
Students are introduced to a variety of forms of literature, including poetry, drama, novel
and the short story. They become familiar with the tenets of each genre and are asked to
consider the relationship between form and meaning. For example, when reading Toni
Morrison’s novel, Beloved, students will learn why the novel begins in media res and be
able to interpret its major symbols such as Schoolteacher’s hat and the red ribbon. They
will also think about the ways form and content reflect historical context. For example,
students might be asked to consider the differences between a slave narrative and a neoslave narrative.
1c. Apply discipline-based vocabulary.
Students become familiar with the terminology of literary analysis, using texts, handouts
and classroom discussion to reinforce their understanding and facility with these terms.
Some of the fundamental terms they will learn are symbolism, metaphor, point of view,
character, setting, irony, plot, and tone. Students also learn terminology consistent with
African American literary criticism such as master narrative, dissemblance, social death,
womanism and double consciousness.
1d. Explore the artistic piece’s significance within appropriate contexts.
In addition to the literature, the course focuses on historical context, biographical
information and literary theory. To that end, we read theories of race and gender by
Cornel West, Henry Louis Gates, Jr., Hazel Carby, Angela Davis, Orlando Patterson and
Hortense Spillers. The course is divided into units that place it within specific historical
and cultural contexts. These units include slavery, migration, Harlem Renaissance, and
the Civil Rights Movement. Students must be able to connect the literary forms with
content to arrive at an informed, complex understanding of the subject.
2a, b, c, d. Participation in the creative process:
Not relevant for this course
LEARNING
1a. Look at or read works of art.
Students learn how to discuss and write about literature. They also learn how to read
closely. Their analytical skills are assessed in discussion, short written responses, weekly
informal papers and formal essays. The formal essays should exhibit the following skills:
effective written and verbal communication, critical thinking, intellectual inquiry and
sound argument. Moreover, students will develop a set of essential questions that can be
applied in different contexts.
1b. Analyze/interpret form and meaning.
Students analyze and interpret form and meaning in several ways. For example, they
submit short, informal written responses to the text and write weekly “talking” papers
that investigate the relationship of form and meaning. The writing should reflect students’
understanding of basic concepts. Students will be expected to define various theories and
concepts and apply them appropriately and effectively. Class discussion should exhibit an
understanding of textual content, form and genre, major issues/questions and historical
context.
1c. Apply discipline-based vocabulary.
Students will be able to define, apply and integrate the terminology of literary analysis
and of critical race theory. In essays and informal written work, students will illustrate the
integration of literary devices and theories of race and gender. For example, students
might explore subjects such as masculine symbolism and double consciousness in
Richard Wright’s Native Son or nature imagery and gender roles in Zora Neale Hurston’s
Their Eyes Were Watching God. The verbal and written analysis should reflect careful
consideration of the text and provide appropriate textual evidence and well-developed
analysis.
1d. Explore the artistic piece’s significance within appropriate contexts.
Students must submit a final research paper. This paper will reflect an understanding of
the significance of historical and cultural context. In addition, students will be asked to
express their original analysis while integrating literary theories, strategies and/or
concepts. Students must use secondary sources to find relevant, contextual information.
2a, b, c, d. Participation in the creative process:
Not relevant for this course