Timeline!

The Big picture – timeline of English literature and historical contexts
In this assignment we will explore the growth of literature in the English speaking world against the background of social and historical events that it interacted with. You will work in groups, each group being given a specific period. Some periods are considerably longer than others, and this reflects the fact that the shorter periods were times when new literary ideas were especially prolific.
You should spend some time researching your given period. Find out its most important aspects – what sort of literature dominated, who were the most important authors and which works of literature were significant. You might find that certain historical events were significant and that they influence the literature that was dominant at the time. You will present your period for the rest of the class. How this will be done will be decided later.

Each group will also be given a “core text” – something that well represents your period, which you can use as a background source. You should also research the period and select example texts of your own.

This activity will be assessed through a presentation and a piece of written work

Goals for each group

 

  • Be able to give a general description of the period
  • Discuss difficulties in delineating the period
  • Describe the dominant literature and major literary developments of the period
  • Give examples of important authors of the period and relevant biographical details
  • Give examples of significant literary works of the period, for examples poems, novels or plays. Non-fiction works are also acceptable if they are especially important
  • Give examples of historical events that could be connected to the literature of the period
  • Give examples of social change that could connect to social studies
  • Give examples of scientific discoveries or developments that may be significant and could possibly connect to the literature of the period
  • Optional: dress up in the style of the period. Research food from the period and provide your audience with snacks, hopefully without putting anyone in hospital

Tips:

  • Talk to the groups that are working with the periods immediately before and after your own. You may find it useful to know a little about their period to help you make sense of your own. You might also that way avoid covering the some of the same material since these periods often overlap.
  • Remember that the divisions of the periods that we have given you are only approximate, and in some cases not that easy to define. As above, there is often a lot of overlap and some authors or styles could easily be placed in two periods. For example the poet John Donne could just as easily be used by both the renaissance and 17th century groups

1.  The medieval period   ? – 1485 text: Gawain and the Green Knight

http://www.yorku.ca/inpar/sggk_neilson.pdf

 

students:

 

2.    The renaissance 1485 – 1603    text: Shakespeare’s sonnets

http://www.shakespeares-sonnets.com/all.php

 

students:

 

3.    The 17th century 1603 – 1700    text: Metaphysical poets (e.g John Donne)

http://www.luminarium.org/sevenlit/metaintro.htm

 

students:

 

4.    The 18th century 1700 – 1789    text: A Modest Proposal

https://andromeda.rutgers.edu/~jlynch/Texts/modest.html

 

students:

 

5.    The Romantic period 1789 – 1837/1850:      text: Lyrical Ballads

http://www.gutenberg.org/files/9622/9622-h/9622-h.htm

 

students:

 

6.    The Victorian period 1837 – 1901: The Yellow wallpaper

https://www.gutenberg.org/files/1952/1952-h/1952-h.htm

 

students:

 

7.    The early 20th century and modernism 1901 – 1950: The Mark on the Wall

http://www.bartleby.com/85/8.html

 

students:

 

8.    The late 20th century and the 21st century 1950 –  now: text: Persepolis

(Pdf on Fronter)

 

Students:

Assessment

From course plan for English 6, core content:

Teaching in the course should cover the following core content:

 

  • Themes, ideas, form and content in film and literature; authors and literary periods.
  • Living conditions, attitudes, values, traditions, social issues as well as cultural, historical, political and cultural conditions in different contexts and parts of the world where English is used.

 

Speaking

In oral communications of various genres, students can express themselves in a way that is relatively varied, clear, and relatively structured. In oral communications of various genres, students can express themselves in ways that are varied, clear and structured. In oral communications of various genres, students can express themselves in ways that are varied, balanced, clear and structured.
In oral interaction in various, and more formal and complex contexts, students can express themselves clearly with fluency, and with some adaptation to purpose, recipient and situation. In oral interaction in various, and more formal and complex contexts, students can express themselves clearly, relative freely and with fluency, and with adaptation to purpose, recipient and situation. In oral interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with adaptation to purpose, recipient and situation.
  Students can also express themselves with fluency and some adaptation to purpose, recipient and situation. Students can also express themselves with fluency and adaptation to purpose, recipient and situation.

 

Writing

In written communications of various genres, students can express themselves in a way that is relatively varied, clear, and relatively structured. In written communications of various genres, students can express themselves in ways that are varied, clear and structured. In written communications of various genres, students can express themselves in ways that are varied, balanced, clear and structured.
In written interaction in various, and more formal and complex contexts, students can express themselves clearly with fluency, and with some adaptation to purpose, recipient and situation. In written interaction in various, and more formal and complex contexts, students can express themselves clearly, relative freely and with fluency, and with adaptation to purpose, recipient and situation. In written interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with adaptation to purpose, recipient and situation.

 

Knowledge and understanding

Students can understand the main content and basic details of written English in various genres, and in more formal contexts. Students can understand the main content and essential details of written English in various genres, and in more formal contexts. Students can understand both the whole and details of written English in various genres, and in more formal contexts.
Students show their understanding by in basic terms giving an account of, discussing, commenting, and drawing conclusions on content and details, and with acceptable results act on the basis of the message and instructions in the content. Students show their understanding by in a well grounded way giving an account of, discussing, commenting and drawing conclusions on content and details, and also with satisfactory results act on the basis of the message and instructions in the content. Students show their understanding by in a well grounded and balanced way giving an account of, discussing, commenting and drawing conclusions on content and details, and with good results act on the basis of the message and instructions in the content.
Students discuss in basic terms some features in different contexts and parts of the world where English is used, and can also make simple comparisons with their own experiences and knowledge. Students discuss in detail some features in different contexts and parts of the world where English is used, and can also make well developed comparisons with their own experiences and knowledge. Students discuss in detail and in a balanced way some features in different contexts and parts of the world where English is used, and can also make well developed and balanced comparisons with their own experiences and knowledge.

Production and development

  Students can choose and with some certainty use strategies to search for relevant information and assess the reliability of different sources. Students can choose and with certainty use strategies to search for relevant information and assess the reliability of different sources.
Students choose texts and spoken language from different media and in a relevant way use the material selected in their own production and interaction. Students choose texts and spoken language from different media and in a relevant and effective way use the selected material in their own production and interaction. Students choose texts and spoken language from different media and in a relevant, effective and critical way use the selected material in their own production and interaction.
Students work on and make simple improvements to their own communications. Students work on and make well grounded improvements to their own communications. Students work on and make well grounded and balanced improvements to their own communications.
In addition, students can choose and use essentially functional strategies which to some extent solve problems and improve their interaction. In addition, students can choose and use functional strategies to solve problems and improve their interaction. In addition, students can choose and use well functioning strategies to solve problems and improve their interaction, and take it forward in a constructive way.
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