The seminar “ Literature in the English language classroom” should familiarize students with a range of contemporary short stories and approaches to using them in the context of a teaching unit on “Living in a multicultural society”. In this context the basic fact that stories in general meet a basic human need and a plurality of methodological approaches especially for young people in order to understand the “other” should be achieved was emphasized as the main potential literature in the English language classroom can have. Because of a high scale of creative activities and product- oriented procedures in experiencing new perspectives and new ethnicities the short story has a great potential to fulfil this basic need. In order to reveal the potential of Zora Neale Hurston’s short story for “Living in a multicultural society “with respect to teaching the topic of Black Americans in the USA, the subtopic of the Harlem Renaissance as the period where Black Americans became famous and the learning goals, tasks for the learners as well as the checking of the learning achievements the following parts should provide an insight in my ideas concerning a teaching unit centring on the short story “Sweat”.
Table of Contents
1. Introduction
2. Choosing “Sweat” by Zora Neale Hurston- a personal reading
3. Plan of the teaching unit
4. The “Rahmenlehrplan” and the didactic potential of the story within the unit
5. Bibliography
Objectives & Core Topics
This paper aims to explore the didactic potential of Zora Neale Hurston’s short story "Sweat" within the context of teaching literature in an English language classroom, specifically focusing on the theme of "Living in a multicultural society" and the Harlem Renaissance.
- The role of the Harlem Renaissance as a cultural and historical context.
- Formal narrative analysis of short stories including characterization and symbolism.
- Addressing socio-cultural issues like gender relations, domestic oppression, and racial identity.
- Integrating student-oriented activities to foster critical reflection and language skills.
- Bridging theoretical knowledge with practical lesson planning for the classroom.
Excerpt from the Book
Zora Neale Hurston's "Sweat"
It was eleven o'clock of a Spring night in Florida. It was Sunday. Any other night, Delia Jones would have been in bed for two hours by this time. But she was a wash-woman, and Monday morning meant a great deal to her. So she collected the soiled clothes on Saturday when she returned the clean things. Sunday night after church, she sorted them and put the white things to soak. It saved her almost a half day's start. A great hamper in the bedroom held the clothes that she brought home. It was so much neater than a number of bundles lying around.
She squatted in the kitchen floor beside the great pile of clothes, sorting them into small heaps according to color, and humming a song in a mournful key, but wondering through it all where Sykes, her husband, had gone with her horse and buckboard.
Just then something long, round, limp and black fell upon her shoulders and slithered to the floor beside her. A great terror took hold of her. It softened her knees and dried her mouth so that it was a full minute before she could cry out or move. Then she saw that it was the big bull whip her husband liked to carry when he drove.
Summary of Chapters
1. Introduction: This chapter outlines the seminar's purpose, emphasizing how contemporary short stories facilitate understanding of the "other" and multicultural perspectives in the classroom.
2. Choosing “Sweat” by Zora Neale Hurston- a personal reading: The author justifies the selection of the story due to its rich potential for analyzing gender dynamics, cultural heritage, and narrative structure.
3. Plan of the teaching unit: This section provides a detailed three-lesson plan, including specific goals, reading tasks, and media materials to guide students through the text.
4. The “Rahmenlehrplan” and the didactic potential of the story within the unit: This chapter connects the teaching unit to official curriculum requirements, focusing on cultural knowledge, democratic values, and linguistic competence.
5. Bibliography: This section lists the academic sources and internet resources used to support the research and lesson planning.
Keywords
Harlem Renaissance, Zora Neale Hurston, Sweat, Short Story, Literature Teaching, Multicultural Society, Gender Relations, Racial Identity, Narrative Analysis, Classroom Didactics, African American Literature, Women's Rights, Cultural Heritage.
Frequently Asked Questions
What is the primary focus of this academic paper?
The paper focuses on designing a teaching unit around Zora Neale Hurston's short story "Sweat" for the English language classroom, specifically aimed at discussing cultural and social issues.
What are the central themes discussed in the work?
The core themes include the Harlem Renaissance, gender equality, the struggle of women in a patriarchal society, and the role of Black Americans in the USA.
What is the main objective of the proposed teaching unit?
The goal is to sensitize students to multicultural issues and provide them with the tools for formal narrative analysis while reflecting on their own cultural contexts.
Which educational methods are applied?
The work suggests student-oriented and product-oriented methods, such as creative writing, role-playing, and formal analysis of narrative devices.
What does the main part of the document cover?
The main part includes a justification for choosing the short story, a concrete three-lesson teaching plan, and a curricular analysis based on the German "Rahmenlehrplan."
Which keywords best characterize this research?
Key terms include Harlem Renaissance, Zora Neale Hurston, Gender Relations, Multicultural Society, and Literature Didactics.
How does the author analyze the symbolism in the story "Sweat"?
The author identifies key symbols like the bull whip, the snake, and the iron skillet, interpreting them as representations of male power, destruction, and Delia's creative struggle.
What significance does the "Rahmenlehrplan" have for the suggested teaching unit?
It provides the formal framework that legitimizes the unit by linking the literary analysis to educational goals like intercultural awareness, democratic values, and language proficiency.
- Citation du texte
- Liane Weigel (Auteur), 2003, Teaching Literature - Designing A Short Story Unit, Munich, GRIN Verlag, https://www.grin.com/document/25637
