Literature about war—whether the lived experience of the author or not—has over the centuries taken the form of many genres: epic, tragedy, comedy, narrative poetry, history play, novel, short story, memoir, and lyric poetry. While reading works from Homer’s Iliad to Tim O’Brien’s The Things They Carried, students can benefit from identifying not only the wide variety of genres depicting battle and its consequences but also from recognizing the stark contrasts these genres can represent in tone, style, point of view, and intent. Students may also find it of value to consider the war experience, if any, of the authors in question.
On April 14 we commemorate the death of Abraham Lincoln (1809–1865). The years in which Lincoln served as president, 1861–1865, were among the most momentous in America’s history. A month after his election, South Carolina seceded from the Union, triggering a four-year conflict that would leave nearly a million Americans dead or wounded, four million slaves free, and a nation changed forever.
Is there anything more distinctive in American poetry than hearing a recording of Robert Frost reading one of his own poems? Video clips and recordings from the sixties capture the distinctive voice at public readings, where Frost’s voice and the poem he’s reading aloud become one and the same. The lines, we feel while listening, were written for Frost, not just by him. Frost, much earlier, had discovered what he had to say as a poet—he had discovered his voice. The elderly Frost reading with such ease belies the painstaking efforts a young poet must take to find his or her own voice.
In France and Germany in the latter half of the nineteenth century, newspapers—printed matter in general, in fact—underwent dramatic and dynamic changes. For newspapers, readership had increased greatly, and the feuilleton (pronounced, fuh-ya-tawn)—a section often starting at the bottom of the front page and continuing on the back, offering lively reportage, criticism, or serialized novels—attracted a diversity of readers who came to rely on these “little sheets of paper” as a mirror held up to society that reflected and refashioned its tastes, opinions, and quirks.
Planning to visit the U.S. Capital in person this spring? If so, the official National Park Service app for the National Mall and memorial parks can be used to explore many of the most cherished cultural and historical sites in the United States—from the Lincoln Memorial to the White House. The app includes a total of 70 sites. The National Park Service also offers several maps to help you navigate your way around the monuments and memorials in Washington D.C.
As we prepare to celebrate all things Irish this week on St. Patrick’s Day, enter the poetic dream-vision or “aisling” of Irish poet W. B. Yeats with EDSITEment’s new feature, “The Song of Wandering Aengus.”
Last week’s blog post introduced Chronicling America, a deep repository of historic American newspapers covering the years 1836–1922. Students can use newspapers available through Chronicling America to expose the rich texture of the women’s rights movement and its many milestones, meetings, and debates right from the beginning and in a way that few other resources can. As an added bonus, they will be working with the kind of complex informational texts that the Common Core English Language Standards recommends. In what follows, we'll be suggesting articles written from a variety of points of view that make arguments based on appeals to evidence.
In social studies classrooms and movie theaters alike, the civil rights movement appears to fit neatly into a short timeframe, from “Montgomery to Memphis.” It begins with Brown v. Board of Education in 1954, followed by victories during the Montgomery Bus Boycotts in 1955 and the March on Washington in 1963, and ends decisively with the assassination of Martin Luther King, Jr. in 1968.
February is the 200th anniversary of the birth of Frederick Douglass, an extraordinary American orator and statesman. Born into slavery, he escaped and joined the abolitionist movement, working as a writer, publisher, orator, and Underground Railroad conductor.
Lissette Lopez Szwydky-Davis* and Sean Connors** received an NEH grant for their Summer Institute for K-12 educators, “Remaking Monsters and Heroines: Adapting Classic Literature for Contemporary Audiences.” What follows is a conversation between EDSITEment and Dr. Szwydyky-Davis and Dr. Connors about adapting literature for the classroom.