No sharp distinction existed between literature for children and for adolescents for most of the nineteenth century. Society loosely classed anyone up to about fifteen as a child. Jo March, who is fifteen at the beginning of Little Women (1868–1869) refers to herself as a child, though she is (reluctantly) on the verge of adulthood.
This course focuses on evaluating, selecting, integrating, and understanding adolescent literature in 6th-12th grade classrooms. Participants investigate gender, language, and individual preferences in adolescent literature.
There must be an American literature for American children. What publishers provided—quite promptly—fell into roughly three categories: schoolbooks, Sunday school books, and nonschool fiction. Differences among them were superficial until at least 1850.
Compare contemporary forms of young adult literature. Evaluate the importance of students having access to contemporary forms of literature, especially in relationship to canonical texts. Compare the elements of postmodern texts and various strategies for exploring young adult literature.
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By 1850 that balance had been reversed, largely because of the huge production of schoolbooks by American authors . He gives no figures for children's fiction, but the pattern seems to have been much the same. Goodrich's memoirs of his thirty years in the juvenile book field tell the story.
American children's literature was born of this fervent nationalism. While books for children existed in the earliest settlements in America, most were instructional—primers, catechisms, spelling books, geographies, and the like. Storybooks were few and almost always imported, principally from England. By 1820, however, these arrangements seemed ...
At war with Napoleon, Britain intervened in U.S. sea trade and impressed American sailors ( calling them deserters from Britain's navy) into service on British ships. The United States declared war on Britain in 1812.
At the end of a long, hard-fought war, Britain's American colonies became an independent, self-governed nation, the United States of America. British recognition of this new reality, however, was equivocal. At war with Napoleon, Britain intervened in U.S. sea trade and impressed American sailors (calling them deserters from Britain's navy) ...
The market for children's books proved good, as it was for most print. Literacy rates were high in the nineteenth century thanks to the common schools, and reading was by far the most available form of both education and entertainment for Americans.
Since most mainstream children's fare carefully avoided the slavery issue, abolitionists established two outspokenly antislavery journals for children, the Slave's Friend and the Youth's Emancipator, in the 1830s. The first lasted two years, the second less than one.
One of the early successes was the Juvenile Miscellany, published from 1826 to 1834 and edited by Lydia Maria Child (1802–1880).
While many educators, students, community members, and professional academics support the inclusion of Y.A. lit. in school curricula, there are many individuals who believe the genre shouldn't be included due to a set of misunderstandings surrounding the genre. First and foremost, many believe that adolescent literature is not, in fact, literature.
One problem which continues to plague the genre in terms of critical use and study is the general fuzziness of its exact definition. It is genuinely difficult to study a genre which has no set terms of what fits within that genre. M. Aronson, author of Coming of Age, makes this problem quite clear: Y.A. lit.
Learn how to read William Shakespeare's plays through his biography, Elizabethan and Jacobean history, and modern performance.
An exploration of the dynamics of contemporary China using the tools of close reading, discussion, and analysis.
Discover exciting ways to make use of film adaptations of novels by exploring and embracing what happens when a story “crosses”...