As a future English teacher and hopefully, one day professor – I would want to teach The History of Mary Prince A West Indian Slave by Mary Prince. Mary Prince deserves to have her voice heard, and I would want to teach about the topic of slavery in British colonies. There are various reasons I would want to teach this literary work. I would want to expand on her writing to either a senior class in high school or to a freshman-level writing course in college. This is because, although they are by the time 17-18 years old, the educational system fails to teach thoroughly how slavery existed outside of the United States. As I read this piece of work, I realized I was never truly taught that slavery existed, and was just as cruel, outside of the U.S. Throughout High school, I was never really taught the raw reality of what mistreatment slaves endured. It was sugar-coated, hiding details that make people uncomfortable. I wish to do the opposite when teaching this work; I want people to feel uncomfortable. It sounds odd, but it’s true. I want the harsh reality of what so many millions of slaves like Mary Prince endured to be brought to their attention. I want it to anger, sadden, and frustrate the readers. It may be uncomfortable, but like Mary, their voices and stories deserved to be heard. The least we, as educators and students can do is feel uncomfortable and educate ourselves. It’s time to stop glossing over such a serious topic. 

Another reason I would choose to teach this literary work is to discuss the complex dynamic between a slave and a slave owner. Although Mary Prince was a slave to Betsey, she admired and cared for her. This is a very controversial topic that is not often talked about. All throughout history classes in high school never was I taught that there was a complexity between slave and slave owners. It was never brought to my attention that there could be a bond between slaves and slave owners. It is a serious and important part of history that should be educated on. Despite the ‘ nice slave owners’, morally it was still incorrect and wrong. It would be an important topic to discuss and bring attention to.

This brings me to my last point as to why I want to teach this written piece, was it truly written by Mary Prince? As in, could the editors and writers have tweaked and changed her story to gain from it politically? These are serious questions to consider and talk about. Although it says it was by Mary Prince herself, could it have added or taken important details out? I would want to discuss this possibility. I hope to one day have the opportunity to teach this piece of literature in a classroom and let Mary Prince’s story be heard. I would like to teach this piece of work for various reasons, and I hope to do so one day. It would bring awareness to an issue that is not talked about enough through the public education system. I hope to change that one day.

If I had the opportunity to teach one literary work from this semester, I would choose to teach a class of freshmen in college the importance of Sir Arthur Conan Doyle’s The Adventure of the Speckled Band. This story really stuck out to me this semester for several reasons that would make it an appropriate poem to discuss with college students. The plot, setting, characters, and themes make this story interesting to read and memorable. 

The mystery of the plotline and the way it is presented to the reader leaves them always wondering what will be happening next since we are not in the mind of Sherlock himself. For young readers, this genre will be intriguing and teach them about one of the most common themes we see in mystery genres. It’s a common tendency of stories in this genre to always have the reader or character jumping to conclusions that are not based on the actual truth but rather misleading information that adds bias to their thoughts. We see that the truth and what is actually misunderstood evidence that can sometimes make it difficult to see what is happening in the story or where it is heading. With that said, reading this story will keep a college student engaged because it’s like they have to be a detective as well while taking in all of the information.

The Victorian Era was a time that allowed Sir Arthur Conan Doyle to create and define his own type of crime fiction with his Holmes character. Young college students have most likely heard about and read about Sherlock Holmes either in other classes or through social media. Parts of history are essential to learn about specific time periods because having background knowledge will be important for all literature classes so learning from literature like this while early in college gives the student an advantage. It’s important that they learn about how at this time Queen Victoria reigned over England and the country experienced great wealth because we also see themes of wealth in other Victorian literature. Students will also read about the jewel of the British colonies, which also plays a part in The Adventure of the Speckled Band and recognize that contextual background plays a large role in understanding novel themes and plots. The relationship between expanding British empire and India shows how the theme played on the Indian region by connecting poison and villainous acts to India. Whether that was due to the environment or animals, Doyle plays on the feelings of society at the time towards other countries and people.

This story magnifies the cultural issues, norms, and real-life historical background in great detail using a mysterious plot line that many would find easy to connect to and follow. This is especially true for young college students who have a lot of material to read and often don’t understand the purpose behind the assignments. By explaining that this story serves a dual purpose of teaching historical background about the British empire, social values of the Victorian Era, and mysterious literature, the reading will become that much more appealing. Doyle uses Holmes to show murder and confusion while teaching history which is why my college students will be reading this story.

“The Waste Land” by T.S. Elliot is one of the works, if taught in-detail, the student is subsequently exposed to a plethora of other literature, historical events, and the creation of literary movements. To elaborate, teaching an entire semester of a college-level course on “The Waste Land”, students will gain a better understanding of modernism (both British and American), historical events that inevitably dominated the 20th century, all while exhibiting the poems connection to different literature works; from the Bible, to The Tempest by William Shakespeare, and to A Glimpse into Chaos by Hermann Hesse. “The Waste Land” is densely pact with references and knowledge that is underrepresented to modern readers; therefore, teaching a class on solely based around this poem, students will advance their knowledge in literature, history, and analytical skills.

The literary movement that is modernism, became solidified and defined by “The Waste Land”; therefore, by reading and understanding this work aesthetically, students will ultimately be able to define literary modernism. Furthermore, reading excerpts of other literary works throughout history that Elliot is referencing in the poem, students will be able to see the juxtaposition between different literary movements compared to that of literary modernism. The juxtaposition of different literary movements to modernism is a hard connection to make if students do not have prior knowledge of other literary movements (e.g. romanticism and realism); therefore, this class would need to be taught as an upper division option and by having prerequisites that would support student success. Students should be able to leave the class with a better understanding of modernism compared to other literary movements, while further developing their own library of books they have read or at least have a deeper understanding about prior to the class.

“The Waste Land” as a class is valuable to gain the history of different literary movements, but it also grants its readers with historical events like the Great War and the lead up to World War II.  Elliot is writing this poem in the aftermath of WWI (in London) and modern readers may struggle with the understanding the significance of these events and how they affected the psyche and sentiments of the time. Thereby teaching “The Waste Land”, students better understand the sentiments and history of the early 20th century towards war and religion. Furthermore, by understanding the history of the time more fully and the sentiments it carried with people, the modernist movement comes to make sense as to why the traditonal way of things was rebuked by society. Students will understand how Western society (and subsequently the world) began to shift from a traditional religious mindset; this cultural shift ultimately helped lead to the sentiments of the present.

Teaching a class on “The Waste Land” can help students advance their knowledge on literature and history, which will only help improve their analytical and critical thinking skills. Making connections between literary movement and comparing them with modernism will increase their high-level thinking abilities. Furthermore, when analyzing history and viewing it from a 21st century perspective, students will be able to compare society’s current woes with that of the past and make logical reasoning for the future (i.e. so history will not repeat itself). Critically thinking about the issues of the past, will help students make better informed judgments for the future. Teaching “The Waste Land” is of great value from not only a literary and historical standpoint, but also from a critical thinking and analytical standpoint.

The social issue of gender equality and whether it changed in our readings is something to consider. The example that comes to mind is Sir Arthur Conan Doyle’s “The Adventure of the Speckled Band”. We should consider Miss Hellen Stoner’s treatment, such as her fear of her stepfather, Dr. Roylott, her isolation, and her financial situation.

The main plot is how Miss Stoner has gone to Holmes for assistance after her sister’s death. The mysterious circumstances boils down to this quote from her, “The very horror of my situation lies in the fact that my fears are so vague, and my suspicions depend so entirely upon small points, which might seem trivial to another, that even he to whom of all others I have a right to look for help and advice looks upon all that I tell him about it as the fancies of a nervous woman.” (page 1212). I’ll break this down a bit more.

This quote reveals that during this time women, especially if they were unmarried were at the mercy of another, specifically a male relative, at the beginning when she says, “my fears are so vague”. In this story we read the horrors that Dr. Roylott committed, from murdering his native butler in Calcutta and being able to get off lightly, considering he took a life. To throwing the blacksmith into the river out and about in a fit of rage, which Miss Stoner had to pay to keep from public exposure. I’m not sure these instances are, “so vague” because of her isolation at his family seat. She continues with her mother’s death after returning from Calcutta and how her mother was financially secure, allowing the family with the ability to live comfortably. The financial security that Miss Stoner and her sister would be able to have a dowry once married. Her mother’s death might be ruled an accident, but as she continues her tale of how shortly before her twin sister’s wedding and how she died mysteriously, which resulted in Dr. Roylott ability to keep her dowry. What’s more intriguing is that Miss Stoner is due to be married in the spring and she fears for her life. As she tells Holmes and Watson in that same quote, where she possibly believes herself crazy, “fancies of a nervous woman.” In her case and based off her story her nerves are warning her that there’s danger, even if she herself can’t prove it.

This story also points out the treatment between men and women. For instance, her isolation. Her stepfather realizes on some level it’s easier to control her by isolating his stepdaughters. The girls were only allowed to see an aunt from their mother’s side, but only for short visits. The idea that if the sisters were to marry than their Dr. Roylott wouldn’t have control of them, especially to the money, which seemed to be spent on him and trying to keep his antics from public exposure (court?).

This story is also an example of women being at the mercy of relatives, which was normal in one period, but I don’t believe it’s still relevant today. Which is to say that women have more freedom. We can look for jobs and have our own money and spend as we see fit. I don’t think it’s really changed so much in the literature that we read. When we read Austen’s Northanger Abbey, she wrote Catherine as a socially awkward woman of marrying age who had this fanciful imagination of The General and his diseased wife. Catherine always jumped to the wrong conclusions. What might something to consider is that Austen may have had to portray Catherine in this light because of the idea of not getting the story published. Was there a story that I might have missed within Later British Literature that challenges this status quo? The authors themselves might have challenged this inequality between genders, but the story they wrote might have perpetuated the inequalities.

If I were to teach any aspect of this class to a classroom in the future, I would choose to focus on William Wordsworth’s Preface to Lyrical Ballads. I would chose an older group for something like this; probably a senior level or AP high school English course. I think this would be a fitting piece to read and analyze before introducing older poetry to the class.

William Wordsworth’s intention behind the Preface to Lyrical Ballads was to analyze current poetry, then present his opinions on what make good poetry stand out from poetry in general. Wordsworth defines poetry as writing that fits a “metrical arrangement a selection of the real language of men in a state of vivid sensation…” Wordsworth wanted to use the “…language really used by men…” to make his readers think about common things, but in an unusual or interesting way. Along with that, Wordsworth wanted to be clear to his readers about what exactly he was talking about, but wanted to bring forward new ideas about those obvious things. With these characteristics in mind, Wordsworth and Samuel Taylor Coleridge combined their own poetic pieces into one book.

This would be a good lesson for students because it explores something more than informational articles to read and respond to. For some, reading poetry, essays, or short stories may be easier to read and comprehend as well. Introducing students to poetry and stories also inspires more of a creative side of literature. This kind of lesson could be paired with introducing poetry writing, as well as reading pieces by well known authors.

If I were given the opportunity to teach about a piece of literature we read in class this semester I would choose Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde and teach it in an AP level literature class for high school juniors or seniors. I would choose this particular text because I think it is an exemplary piece of literature that students of that age range could not only learn from, but it could also spark an interest in classic texts that they might not have been open to beforehand.

I would discuss with the class about how Stevenson wrote this as an anti-realist novella and explain how he was against the popular movement at the time of Victorian domestic realism. I would have them discuss the differences between the two genres and compare them to other works we had read in the class. This would provide a great transition for me to discuss that just like in fashion, literature trends also come and go. It feels like people in the age bracket of 15-17 all seem to think that works of literature from before the twenty-first century are all the same and it would be beneficial for them to learn that this is not the case. I also feel like this opens up the conversation to the fact that literature is open to interpretation. I feel like this is something they can especially learn from The Strange Case of Dr. Jekyll and Mr. Hyde because Stevenson may have written this as an anti-realist story, but that doesn’t mean it’s not detective fiction, science fiction, or gothic. 

Reading this story as a first time reader for this class made me wish that I had the opportunity to read it in at least one of my AP English classes in high school. I was on the edge of my seat and thoroughly invested in the plot as I worked my way through the text and I want high school students to have that same experience when reading classic literature. I want them to realize not only are not all pre-twenty-first century works the same, but they can also be interesting. That is the main reason why I would want to teach this text to students, I want them to see that literature isn’t about books they think only sit on shelves to collect dust, but instead thought provoking wild tales that can keep their interest.

Overall, I would love to teach about Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde to a class of  high school juniors or seniors and open up a discussion with them about the classic tale. Not only would it show them the key concepts of interpreting classic literature, but I think it is also a story they would actually enjoy reading (instead of looking up summaries online the night before the quiz). I also think that this novella would work as a gateway for them to read other works like it and broaden their literary preferences.

Zoe Smith

Professor Traver

English 277

8 May 2020

Teaching Christina Rossetti’s, “Remember” 

Looking back at all of the texts we read this semester, it is difficult to choose just one, because all of the pieces were influential in one way or another. However, since I do have to choose just one, I would choose to teach the poem, “Remember” by Christina Rosetti. As far as what grade-level of students I would like to teach this poem too, I think that ninth graders would be optimal. I found ninth graders to be the ideal age because this poem has a mildly complex form that would be a good point to focus on for a freshman class. Not to mention, the meaning within the poem is something that I could see holding quite a bit of value for fourteen and fifteen-year-old students.

         I think that this poem would fit perfectly within the traditional freshman curriculum when discussing the common poetry form known as the sonnet and the many different layouts that these sonnets can appear in. I would use this poem specifically to teach students about the Petrarchan sonnet, which rhymes with the “abba abba cdd ece” pattern and has a volta, or a turn, at the end of the eighth line of the poem. I would also use this poem to show how poets like Christina Rossetti can modify their poems with literary techniques such as using line breaks and placing punctuations in a deliberate and thoughtful manner.

         Furthermore, I decided to choose, “Remember”, because of its underlying message. This poem reads somewhat like a letter, where the writer is speaking to a particular individual or group. The writer is speaking to its reader, seemingly while the writer is approaching their final hours of life, and informs the reader that he/she wishes that they are remembered after they pass. This is relatable even to a class of fourteen and fifteen years, because I think all human-beings hope that they are remembered long after they pass. Rossetti then follows the traditional rules of the Petrarchan sonnet when she offers a shift in the poem at line eight. At this moment, the speaker within this poem turns from asking to be remembered to letting her loved ones know that if they do forget you every so often, then that is okay. On the final two lines of the poem, the speaker tells the listener that he/she would rather them forget her and be happy then remember her and be sad.

         This poem displays a very painful message being shared between the speaker and the listener in the poem that may even bring back painful memories for today’s readers, but I think it would be valuable to be taught to a class of freshman, because it displays a very realistic aspect of how people go through the stages of grief when dealing with the loss of loved ones. I think that anyone who has lost someone in their lives can relate to the truth that as hard you try to never forget someone who passed away that you cared for, there will come a time down the road where you do temporarily forget and you will begin to move on with your life. Rossetti informs students with this poem that it is okay to forget if it means that it prevents you from being constantly sad, because that is what the person who has passed away would want for you. In other words, teaching “Remember” by Christina Rossetti would be a useful way of informing students that just because you temporarily forgot about people who passed away that you have cared for, it doesn’t mean that you no longer love them, it is just a part of life.

                There are several memorable works that we have read this semester that would be quite interesting to teach.   Some are famous works, some are important responses to political and social movements, and some respond to some of the biggest events in history.  Out of everything we’ve read, the one that stands out to me as something I’d love to teach to high school students is Sir Arthur Conan Doyle’s The Adventure of the Speckled Band.  I think there’s a lot of directions you could go with it and that high school students would be able to have meaningful conversations about the work.

                The first reason I would want to teach The Speckled Band is simply because I like it.  When I was in elementary school, I really liked mystery novels, and though I’m not particularly invested in that genre anymore, I still like the Sherlock Holmes stories.  It is probably due in part to my fondness to the TV show “Sherlock”, but I do enjoy reading the actual stories as well.  The characters are compelling, and the mysteries are quite unusual, which makes them really interesting to read.  However, teaching it because I like it isn’t just for my own enjoyment (though that is a factor).  I have found that students are much more engaged in a lesson if the teacher is genuinely passionate about what they’re teaching.  It’s hard to get students to care about something if you don’t care about it yourself. Along that vein, I think it is something that students would be able to get invested in, more so than some of the other works we’ve read.  It’s fairly understandable and there’s a good chance they would be able to enjoy the story too.  I like the idea of reaching high school students who may not have a love for older literature (as opposed to teaching in in college, where the class is primarily English majors), and showing them that stories from the Victorian Era can be worth the read.  If both the students and the teacher enjoy the story, then in makes it that much easier to have engaging conversations about the work.

                It would be interesting to use this work to talk about style and compare individual works and the movements of the time period.  Earlier in the semester, the question was asked whether or not The Speckled Band was a work of realism, the prevalent style of the Victorian Era.  It led to further discussions about what the definition of realism is and how realistic something has to be in order to be classified as realism.  It could be very enlightening to get the perspective of high school students on that topic while also exploring how strict the requirements of any particular style are.  After all, the events of The Speckled Band, while highly unlikely, occur in a world much like the world of its author.  However, it doesn’t quite fit with all the other elements of realism prevalent in the Victorian Era, such as the focus on internal struggle.  I think a lot of times when describing literary movements of the past, people have the tendency to think that everything was written in the same style, because that’s how the movements are described.  Just like today, even though there may be popular styles and genres, not everything fits into one category.  Because The Speckled Band doesn’t adhere to the primary style of its era, I think teaching it could change perceptions about  literary movements.  It could also highlight how genres and styles can blend together and how they may not have a simple definition.  While I’d likely have to teach some background about realism and the Victorian Era in order to have this discussion, I think it would be a good conversation to have.

                In addition to teaching about literary styles in the Victorian Era, you could also use The Speckled Band to look at the culture of the period and how it is reflected in literature.  The thing we focused on in class was how it related to colonialism.  The Stoner sisters’ parents were British but lived in India for a period of time, as did their stepfather.  It is implied that the stepfather’s time in India increased his aggression.  Similarly, his associations with gypsies and the Indian animals he keeps seem to be intended to paint him as a troublesome man.  This could easily lead into talking about how the British viewed foreign countries and colonies, especially in regard to viewing them negatively or as something to be collected for one’s own pleasure.  It could be debated as to how much of that was intentional and what is really implied in the story.  I’d like to ask, for example, whether people thought it demonstrated a negative attitude toward India, as the Indian snake was the murder weapon, or a negative attitude towards colonialism, because it was a British man who exploited resources from India to do a terrible deed.  I think it could be really stimulating to hear people’s perspectives on the matter and how it affects their reactions to the story.  In addition to colonialism, it also gives a glimpse into the situation of women in Victorian culture.  If the sisters weren’t married, then the money their parents set aside for them belonged to their stepfather, not them.  It is also implied that the stepfather abused the sisters.  The whole conflict of the story is about a man trying to take advantage of women.  I could definitely use that as a jumping off point to discuss some of the ways women are portrayed in Victorian literature and how it reflects their reality at that time.

                While it is important to look at the historical contexts, one of the reasons it would be fun to teach The Speckled Band is because you could examine what happens with literature after it is published.  Most people have seen some interpretation of Sherlock Holmes.  It’s fascinating to me how well this character has withstood the test of time.  I’d love to talk about the idea of why and how people hold on to a piece of literature, and this would be a great way to start that conversation.  There could also be a discussion about the role the readers play in the way a story is told and remembered.  Even after Sir Arthur Conan Doyle killed off the character, the public demanded that he bring the character back, and he did.  More modern tales have so many different interpretations of the characters of the genius detective and his partner.  To some extent, the public has been an active part in creating the image and story of Sherlock Holmes.  I’d  like to hear people’s opinions about how that process works and if they think it happens with other works of literature as well.  There’s a certain timelessness to these stories and exploring the reasons behind that could lead to a very stimulating experience in the classroom.

                Though we’ve read many excellent works of literature this semester, I’d love to teach The Speckled Band the most.  I would really enjoy teaching it and I think students would enjoy reading it, leading to more engaged participation in discussions.  This story could not only be used to teach about the style and culture of the Victorian Era but could also be used to examine how and why a work of literature lasts.  There are numerous ways to teach this story about an iconic character.  Seeing that this would be a good story to teach is, simply put, elementary.

Prompt #1: Gender Roles

There are many ways that gender roles have changed and evolved in the last 50 years, let alone the past 200, yet we still find some conventions of traditional men and women’s roles still lingering in society today. The goal of this post will be to share a few of my ideas and experiences in relation to women’s roles as presented in Jane Austen’s “Northanger Abbey” and note the gender roles that existed back then as opposed to now, and what (if any) still linger today.
The setting of “Northanger Abbey” is in the community of Bath, a relatively rich offshoot of British society, in which both the men and the women indulge themselves in the finer things in life: clothing, jewelry, social gatherings, and the like. The main character, Catherine Morland, finds herself in the care of her family friends the Allens. In one of the first scenes of the book, Catherine finds herself at a social Ball, in which many traditional men and women’s roles are exhibited. For example, Catherine must be introduced to people she has not met before (especially men) by a previous acquaintance of that party. Only the men are permitted to ask the woman to dance, and only then was that allowed if again, they were introduced by a mutual third party. This is a norm that has, for the most part, been completely done away with in American culture (I say American culture because it is what I am most familiar with). When I go out on the weekends, even to more formal events, it is completely common for a girl to introduce themselves to me or one of my male friends, and to start a friendship or eventually romantic involvement resulting from that. Furthermore, a woman can go out to the bar or social event alone without a chaperone, and she would never be looked down upon.
The second way gender roles (and the discrimination of women) become apparent in Northanger Abbey is the gossip and bad reputations of women that are a result of talking to too many men at once. This is the case with Isabella Thorpe, who was deemed an unfit candidate for marriage because of her previous actions. Although this is an issue that I would like to say has completely been done away with, there are definitely lingering prejudices that surround this topic. I believe that women have more liberty today than 200 years ago with who they see and why they see them without being completely shunned out of society, I would also argue that men and women are still held to different standards in the dating/romantic involvement world. The classic argument is that men who see a lot of women are considered studs while women who do the same are shamed by men. I still see this a lot today, and there is still a long way to go for complete equality in gender roles, especially in the dating/ social world.

Morgan Konefal

ENGL 277

Dr. Traver

May 8, 2020

If I had to teach one of the pieces of writing we read in class, I would love to teach “The Adventure of the Speckled Band” by Sir Arthur Conan Doyle. This story has many components that would be fun to explore. First, the story is a push against realism, which had previously categorized British Literature. It presents extraordinary people in strange situations which is a type of story that contemporary people are familiar with. The character of Sherlock Holmes is interesting because he is a very complex character. I would explore his darker side (his drug addiction) compared to how he presents himself. It is also interesting to have a main character that is a drug addict, especially during the time Doyole was writing this. 

The story also focuses on British Imperialism, which is something that an entire class could and should be devoted to. Many racist things are included in the story, which could be used as examples of the deep rooted racial plaguing England. Although talking about race is difficult in a grade school setting, this story could be used to show that social issues permeate stories that are widely known and loved. It would be interesting to teach this story alongside the history of colonization in India from the British. 

I would also love to discuss the relationship between Holmes and Watson. The Doctor acts as a bridge between the audience and Holmes’ hard to follow mind. It was a very interesting move to use Watson figuring out the answers that Sherlock already knows to stand in for the audience. 

I would like to teach this story to high schoolers because I believe they would enjoy the story. This story is too mature and full of content that would not be acceptable to students under the high school level. I feel like many things I read in high school were either too dense or not explained well by my teacher for me to fully appreciate it. This story is easy enough to read and enjoyable. People are already familiar with Sherlock Holmes and Dr. Watson so it would not be as difficult to teach as something no one had ever heard of. I think the racial components of the story would challenge the students expectations of the Sherlock Holmes series while teaching Victorian-themed literature from British Literature.