Eric W. Maroney
"Analyzing Images of Culture." AMNH. Accessed July 25, 2015. http://www.amnh.org/explore/curriculum-collections/structures-cultures/analyzing-images-of-culture.
This resource provides a guide for helping students think about images in a cultural context. Photographs of significant moments from the Civil Rights Movement and the Women’s Rights Movement can be used to enrich student thinking about he cultural context from which the novel emerged.
"Dear Common Core English Standards: Can We Talk?" Daniel Katz PhD. September 19, 2014. Accessed April 4, 2015. http://danielskatz.net/2014/09/19/dear-common-core-english-standards-can-we-talk/.
Daniel Katz, PhD. is the director of Secondary Education and Secondary Special Education Teacher Preparation at Seton Hall University. On his blog he describes the limitations of the Common Core State Standards and advocates for a broader approach to the teaching of literacy, which include more than the narrow pedagogical theory described in the CCSS.
Hamilton, Cynthia. "Alice Walker's Politics or The Politics of The Color Purple."
Journal of Black Studies
18, no. 3 (1988): 379-91. Accessed March 31, 2015. http://www.jstor.org/stable/2784513.
This article provides an analysis of the politics present in
The Color Purple
. The article is helpful for providing teachers with a deeper understanding of the ideologies present in the novel.
Petrone, Robert, and Robert Gibney. "The Power to Speak and Listen: Democratic Pedagogies in the American Literature Classroom."
The English Journal
94, no. 5, 35-39. Accessed March 31, 2015. http://www.jstor.org/stable/30047351.
This article outlines an approach to Critical Literacy in the English Classroom. The source provides several concrete examples of Critical Literacy teaching practices and sets those examples among research.
Probst, Robert E. "Three Relationships in Teaching Literature."
The English Journal
71, no. 1, 60-68. Accessed March 30, 2015. http://www.jstor.org/stable/816550.
This article describes the limitations of several approaches to teaching literature and advocates for a blending of several approaches. The author posits that the teacher’s definition and understanding of literature directly impacts the methods employed to teach it. In this sense, the educator’s values are transmitted to the student through the literacy experience.
