An Introduction to Literature.
Respond to the topic below in a well-organized 6-8-page paper with a clear intro, body, and conclusion:
-Make sure that the specific point that you are making is highlighted in a thesis (the last sentence of the intro).
-Make sure that the point in each body paragraph is clearly stated in a topic sentence.
-Whether paraphrasing, summarizing, or quoting, properly cite the play within the text by clarifying either via a speech tag or use of a parenthetical reference the playwright, the play's title, and the act # (remember to use proper quotation marks for direct quotes).
-Make sure the trains of thought in each body paragraph emphasize analyzing a point being made about a particular element of the play.
-Make sure to interact and properly reference a minimum of 5 secondary sources (interacting with each at least once).
-Include a “Works Cited” page as the last page, which includes both the primary source (the play) and the secondary sources.
Historical Scholarship examines works of literature as reflections of the time period in which they were created (Barnet, et al. 1430-31). This type of criticism allows the reader/critic to “understand how people in the past thought and felt” through the artist’s depiction of the particular circumstances of fictional characters. In the case of A Doll’s House, which was written in 1879, Henrik Ibsen was focused on writing “realistic ‘problem plays’” (Barnet, et al. 1280). How is A Doll’s House a realistic problem play? What “problem” is it addressing and how “realistic” is it? How does it reflect the gender roles of the time period in which it was written?
Conduct your research focusing on sources that deal with how gender roles were defined in the 19th century, particularly in Scandinavia (Ibsen was a Norwegian playwright) but also in the U.S. (which also could have influenced Ibsen’s perspective). Try to uncover certain sociocultural and political trends/movements during the 19th century that defined or influenced gender roles at the time.
Barnet, Sylvan, et al. An Introduction to Literature. E
advertisements were deliberately sending to identify possible ways in which they could be fuelling discriminatory/offensive behaviours. In order to ensure that learners were not locked out from accessing the powerful knowledge, examples were used of advertisement/businesses that were relatable to the learners in the classroom (Wheelahans, 2007).
The next activity planned for the lesson was for students to watch the infamous Iceland advert which was banned from being televised regarding the politically driven palm oil claims. The basic concerns regarding the advertisement where given to the students as well as eliciting from them the obvious positives – however, students were then to construct a debate arguing whether or not the ad was appropriate or not. This provided the students to consider both sides of the argument and develop their critical thinking skills to matters beyond those which they would have personally experienced. Through the debate it was intended for students to be able to articulate their opinions and logically analyse the appropriateness of the advert and unethical marketing – with what ‘unethical’ is being a matter of contention. As they were preparing their thoughts, I was then able to support particular students in their thinking, who due to personal experiences or different contextual reasons, may have been unable to access the knowledge.
In order to gain an insight as to whether or not students have received this powerful knowledge it is important to effectively use assessment. For this lesson the powerful knowledge was assessed through students having to apply the concept of business marketing and ethical considerations of society to different adverts. From receiving feedback and listening to student responses it becomes clear whether they have grasped the concept and able to look beyond the campaigns to consider any ethical issues which they may infringe upon. For example, students were able to identify from seemingly harmless campaigns how they could be misinterpreted and have an inflammatory response from particular groups from within society e.g United Colours of Benetton ‘World leaders’ campaign, Co-Op’s ‘Easter Egg for daughters’ campaign and Pepsi’s Kendall Jenner advertising faux pas. These aren’t necessarily ethical issues encountered by students explicitly and therefore sought to take them beyond their everyday experiences. They gained a knowledge not just in general social issues but how these issues can be found in business practice. Conclusions were drawn that business’ have a role in dealing with societies woes, however understanding that these conclusions are open to challenge