Course+Information

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=**Units of Study**=
 * Semester I:**
 * Unit 1**//: Introduction: Examining Perspectives of Culture and Worldview in World Literature//
 * //Cry The Beloved Country by Alan Paton//
 * //Wide Sargasso Sea// by Jean Rhys [Honors Only]
 * //Jane Eyre// by Charlotte Bronte
 * Unit 2**: //The Ancient East I: A Study of Literature from Persia, India, and the Near East//
 * //Collection of Literature from Persian and Indian literature//
 * //The book of Esther from the Bible//
 * Unit 3**: //The Ancient East II: A Study of Literature from the Far East//
 * //Collection of Chinese and Japanese Literature//
 * Unit 4**: //The Middle Ages: An Examination of Human Drama displayed through a Visionary Journey through Hell//
 * //The Inferno by Dante Alighieri//


 * We will complete the 12th grade literary analysis research paper the first semester. This assignment will begin in October and will be completed in November.**

Semester II:
 * Unit 5: //T//**h//e Renaissance: A Study of Choices, Character and Purpose through Shakespearean Tragedy//
 * //Hamlet by William Shakespeare//
 * Unit 6**: //Neoclassicism: The Origin of Satire in the Age of Enlightenment, a time of appalling extremes//
 * //Tartuffe by Moliere//
 * Unit 7:** //Romanticism and Realism: Understanding Shifts of Beliefs and Thinking in Literature//
 * //A Collection of Short Stories by Nicolai Gogol, Leo Tolstoy, and Guy de Maupassant//
 * Unit 8**: //Modern to Contemporary Literature: An Examination of Themes in World Literature//
 * //Night by Elie Wiesel//
 * //The Great Divorce// by C.S. Lewis

**Classroom Technology**
Wiki Interaction Prezi and Powerpoint Etext links posted on this wiki Edublog and other blog sites Various Relevant Websites for classroom purposes

Biblical Integration
The structure and content of this course provides valuable opportunities for students to learn and exercise the skill of biblical thinking. Some of the themes through out this course of study that will be biblically explored and applied deal with a study of God, the Creator, the depravity of man and redemption, the origin of law, hypocrisy, eternal life, human dilemma, leadership, human nature, and the consequences of wrong choices (order vs. disorder). The goal for each student is presented in 2 Timothy 2:15, //“do your best to present yourself to God as one approved, a workman who does not need to be ashamed and who correctly handles the word of truth.”// (NIV) This goal is prayerfully considered so that each student may grow in their understanding of God and what He says about this life that He created. Therefore, the Bible, the foundation of truth, will consistently be the cornerstone for each unit of study as ideas about life and humanity are presented and questions are raised. Each unit of study will not only challenge students to apply the truths given in God’s Word to the literary experiences they are reading through, but will also challenge students to relate those truths to authentic life experiences, popular culture, society as a whole, and individual growth.

Practically speaking, this goal is achieved through a three-pronged fashion. First, there is a deliberate interweaving of scripture throughout the unit of study that show up at relevant and opportune times within minilessons and full lessons during the unit. The point of this is not only to demonstrate the relevancy of God's truth to all facets of the human experience, but also to critically apply God's truth to concepts so that students may transfer and relate these ideas to their own lives. The teaching methodology may take the shape of an interactive discussion, powerpoint, journal entry, exploratory and explanatory essay writing, etc. Second, there is an ebb and flow of discussion that is facilitated at the very start of the study. Students are first asked to biblically explore the topic that is directly related to thematic content as an introduction. This allows for students to put a voice to what they know; students are allowed to exchange ideas freely. Misinformation is corrected, but the main focus of this facilitation is for students to begin the discussion themselves with biblical ideas they know and own. Once this base is established the ebb and flow of teaching can begin. Teacher guided discussion and student guided discussion build on ideas that unravel throughout the reading or writing process and concrete scriptural ideas are cemented in place within this connection between the teacher, student, and whole group. The idea is for students to increase their confidence in their own knowledge and scriptural interpretation and walk with God as well as allowing for key 'teachable moments' that, in my experience, God works into every unit where the student can gain scriptural truth through the mentoring of the teacher-student interaction. The final prong is an individual reflection component that shows up through various writing opportunities where the student can interact with God's Word as it applies to what is being discussed in the classroom. This is personal and therefore approachable and safe for students to meet their God where they are.

Resources used in this course
Anderson, Sir Norman, ed. //The World’s Religions//. Michigan: William B. Eerdman’s Publishing Company, 1991. Print. Bennis, Warren. //On Becoming a Leader//. New York: Basic Books, 2003. Print. Kennedy, X.J. //Literature: An Introduction to Fiction, Poetry, and Drama//. Boston: Little, Brown and Company, 1979. Print. Mack, Maynard, et al, eds. //The Norton Anthology of World Masterpieces//. New York: W.W. Norton & Company, 1997. Print. Milner, Joseph and Lucy Floyd Morcock Milner. //Bridging English//. New Jersey: Pearson Education, 2003. Print. //Norton Literature Online//. W.W. Norton & Company, 2004. Web. 28 June 2011. Ridenour, Fritz. //So What’s the Difference?// California: Regal Books, 1984. Print. Wood, Kerry M., et al, eds//. Classics in World Literature//. Illinois: Scott, Foresman and Company, 1991. Print. //Writer's Choice//. New York: Glencoe, 1996. Print.