1. World Literature Opening the global window David Nurenberg Concord-Carlisle High School 2007

2. WHAT IS A PORTFOLIO?

3. WHAT IS A PORTFOLIO? A portfolio is a collection of lesson plans, assignments, readings, sample student work, etc. that constitute a teacher's practice in a certain course, unit, or department. It is a living document, continually referred to and modified throughout a teacher's career.

4. WHAT IS THE PURPOSE OF A PORTFOLIO ?

5. -Helps a teacher stay organized and reflective

6. WHAT IS THE PURPOSE OF A PORTFOLIO ? -Helps a teacher stay organized and reflective -Can be shared with colleagues who are looking for ideas, can create consistency across a course taught by different teachers

7. WHAT IS THE PURPOSE OF A PORTFOLIO ? -Helps a teacher stay organized and reflective -Can be shared with colleagues who are looking for ideas, can create consistency across a course taught by different teachers -Provides evidence for certification, professional development, state standards, etc

8. Sample Portfolio: World Literature at Concord Carlisle High School

10. - “Successful” school: > 90% college attendance, top echelon of MCAS (state testing scores), robust course offerings

11. Concord Carlisle High School - “Successful” school: > 90% college attendance, top echelon of MCAS (state testing scores), robust course offerings BUT… little to no Non-Western curricular focus!

12. Creation of World Literature – exploring “other cultures” through stories.

13. Literature is a window into the human experience, and by reading the literature of other world cultures, we can not only understand their experiences and worldviews better, but perhaps understand ourselves better as well.

14. FIVE YEAR PROCESS

15. FIVE YEAR PROCESS TAUGHT SINCE 2005

16. FEATURES OF WORLD LITERATURE

17. Semester-long 11 th /12 th grade elective

18. FEATURES OF WORLD LITERATURE Semester-long 11 th /12 th grade elective Heterogeneous class (non-tracked)

19. FEATURES OF WORLD LITERATURE Semester-long 11 th /12 th grade elective Heterogeneous class (non-tracked) Course divided into five “units”:

20. FEATURES OF WORLD LITERATURE Semester-long 11 th /12 th grade elective Heterogeneous class (non-tracked) Course divided into five “units”: Africa

21. FEATURES OF WORLD LITERATURE Semester-long 11 th /12 th grade elective Heterogeneous class (non-tracked) Course divided into five “units”: Africa Middle East/West Asia

22. FEATURES OF WORLD LITERATURE Semester-long 11 th /12 th grade elective Heterogeneous class (non-tracked) Course divided into five “units”: Africa Middle East/West Asia China

23. FEATURES OF WORLD LITERATURE Semester-long 11 th /12 th grade elective Heterogeneous class (non-tracked) Course divided into five “units”: Africa Middle East/West Asia China

24.  Students will gain familiarity with major authors, texts, themes and literary traditions, both modern and classical, and relevant historical background of several non-Western cultures. COURSE GOALS AND OBJECTIVES

25.  Students will gain familiarity with major authors, texts, themes and literary traditions, both modern and classical, and relevant historical background of several non-Western cultures.  Students will be able to draw stylistic and thematic parallels, and note differences, between literary works of the West (both canonical and non-canonical) and literary works of various nonwestern cultures. COURSE GOALS AND OBJECTIVES

26.  Students will gain familiarity with major authors, texts, themes and literary traditions, both modern and classical, and relevant historical background of several non-Western cultures.  Students will be able to draw stylistic and thematic parallels, and note differences, between literary works of the West (both canonical and non-canonical) and literary works of various nonwestern cultures.  Students will be able to understand concepts that arise in the literature we read, both as concepts themselves and in the context of each culture. COURSE GOALS AND OBJECTIVES

27. EXPLORE:THEMES WE

28. EXPLORE:THEMES WE multicultural (versus ethnocentric) mindset colonialism and literary responses narrative theory non-linear (including cyclic) narratives the hero’s journey

29. Some of our texts include: Things Fall Apart (Chinua Achebe) Master Harold and the Boys (Athol Fugard) Nervous Conditions (Tsitsi Dangaremba) Persepolis (Marjane Satrapi) Kitchen (Banana Yoshimoto) Balzac and the Little Chinese Seamstress (Dai Sijie) Various poems and short stories by Israelis and Palestinians We watch several films including: Amandla (South Africa) Promises (Israel/Palestine) A Veiled Revolution (Egypt) To Live (China) Princess Mononoke (Japan).

30. The World Literature portfolio consists of readings and assignments. At the beginning of each unit or new book I deliver a lecture and PowerPoint outlining some key historical and social issues…

31. The World Literature portfolio consists of readings and assignments. At the beginning of each unit or new book I deliver a lecture and PowerPoint outlining some key historical and social issues… …and then as the students read and do the nightly assignments, we engage in discussions in class, either teacher-guided discussions or small-group Socratic circles where the students discuss on their own.

32. SAMPLE PORTFOLIO ITEM #1: The Nacirema Students read fake “anthropological” article, discover it’s about America. They then construct a “Nacirema” piece about their own lives.  Idea of ethnocentrism vs. multiculturalism

33. SAMPLE PORTFOLIO ITEM #2: Narrative Theory Students compare different tellings of the same “historical” events, realize how history & identity is dependent on framing. They then write two divergent histories of their own lives.

34. SAMPLE PORTFOLIO ITEM #3: Independent Project Students pick a region or culture not included in our main curriculum from which to read a book, watch a film, listen to music, eat a traditional meal, and do some additional research tasks.

39. Assessments take the form of reading quizzes, end-of-unit essays, and a project fair where they present their independent project and the journals they kept while doing it.

40. We are always looking for new ideas as to how to help our kids broaden their horizons in a more global mindset… I am eager to hear what strategies and lessons others use! David Nurenberg dnurenberg@colonial.net 978-318-1400 x7259