LIT 332: Global Protest

This course, cross-listed in Literature and Political Science, focused on the

impact of grassroots organizing to combat societal ills around the world. We
read several articles each week, which explained protest/organizing theory,
or discussed specific organizations and protests. Assessment in the class
included two written exams and a group presentation on a specific
organization and its protest repertoire.
While I found most of the content to be interesting, I hoped the course would
fall more in the Literature realm than in the Political Science realm. I
hoped to learn of resources related to the topic of global protest that I could
use in the high school classroom; however, much of the material was too
academic and specific to be useful. However, some content proved helpful.
In the fall, my students studied Henry David Thoreaus Civil Disobedience. I
was able to tie examples of contemporary protests from Global Protest class
into our discussion about Thoreaus protest. Protesters are often members of
marginalized groups, fighting for equality in the social order. Studying the
roots of the Civil Rights movement and Black Lives Matter provided me with
a deeper understanding of the inequalities many of my students face.
ENG 891: Special Readings: Shakespeare in the High School
Curriculum
This course, an independent study with Dr. Allman, focused on creating and
cataloguing resources for teaching Shakespeare to high school students. We
read four of Shakespeares plays and 10 poems, considering partner texts
and films for each. Assessment for the course included submitting resources
and activities weekly for discussion and review, writing a unit plan for
Macbeth, and writing an academic article for possible publication on the use
of technology and movement to teach Shakespeare.
I enjoyed this course immensely. I had, of course, studied Shakespeare
previously, but never through the lens of teach-ability. I was able to
explore different resources and technologies to aid in student understanding.
Most helpfully, I was able to try out many of my tools and plans in the
classroom during my internship. Additionally, writing about the use of
movement as a teaching tool allowed me to explore the cross-over
possibilities between my two subject areas English and dance. It was
wonderful to take a class tailored to teaching; I know I will use the materials I
created and the resources I discovered in my teaching.
LIT 544S: Memory and Documentary Cinema in Latin America

This course, cross-listed in Literature, Cinema, and Latin American Studies,

focused on how societal memory in Latin American countries works and the
way in which documentary filmmakers employ or critique societal memory.
We watched a large number of documentaries from Latin America, ranging in
topic from domestic housework to political revolution. We also read excerpts
from books on memory and philosophy and articles from filmmakers.
Assessment for the course included two reflection papers and a 25-page
paper engaging critically with films and readings from the course. I asked
and was given permission to use a film and a text in a unit plan for the high
school classroom.
Much of what made this course so useful was the professor. He is a fantastic
teacher, and I learned a great deal from him on how to critically engage with
film, something I want to improve on as a teacher. Many of the films and
most of the readings are too challenging for high school students, but I was
able to use one film and one text in partnership with Marjane Satrapis
Persepolis to create a unit plan for high school focusing on the concept of
constructed identity.