Course title

Pre-requisite

Course description

This course introduces students to the history; literature; and government of the American tradition. Where did this nation come from; and what is distinctive about its nature and ideals? The study of history begins with British Colonialism and includes the eras of the American Founding; Westward Expansion; the Civil War and Reconstruction; Turn of the Century; World War I; World War II; and concludes with the Cold War era. Students read primary texts so that they can engage with the ideas that inspired the people who made history in those various eras. Students read literature that reflects the best of the American tradition. Some of Shakespeare’s work; because of its universal character; is also considered in every year of Seat of Wisdom. The design and function of the government of the United States are discussed in detail. The course combines seminar discussion and lecture; and special attention is given to teaching students how to participate in a Socratic discussion. Students also learn the essential elements of writing analytical essays.
TEXTS: Huckleberry Finn; ISBN-13: 9780142437179
Little Women; ISBN-13: 9781593081089
A Midsummer Night's Dream; ISBN-13: 9780743477543
My Antonia; ISBN-13: 9780395755143
Narrative of the Life of Frederick Douglass; ISBN-13: 9780140390124
White Fang; ISBN-13: 9781416914143
American Short Story Masterpieces; ISBN-13: 9780486499130
Great American Short Stories; ISBN-13: 9780486421193
Lands of Hope and Promise: A History of North America; ISBN-13: 9781935644200
From Sea to Shining Sea: the Story of America; ISBN-13: 9781935644163
The Horse and His Boy - Summer Reading; ISBN-13: 9780064471060
Dictionary/Thesaurus
Reader: 50 Core American Documents; including The Federalist Papers; U.S. Constitution; etc.
CONTENT OUTCOMES
SEAT OF WISDOM 5-6 CONTENT OUTCOMES:
In History/Government students will be able to:
1. Describe from memory the major eras and most significant events and social changes occurring in American history from the founding of the original 13 colonies to the Cold War.
2. Understand the basic divisions and functions of the federal government as laid out in the original constitution of the United States.
3. Understand; on at least a basic level; the founders' justifications for the fundamental divisions and functions of the federal government; and the relationship between it and the states.
4. Understand; on at least a basic level; the most significant further political ideas and aspirations of the American founders; especially as explored in the Federalist Papers and the Declaration of Independence.
5. Explain the major changes that have occurred in the constitution or in governmental practices; their justifications; and their effects.

Course Synopsis Course Synopsis 2 | P a g e
In Literature/Seminar students will be able to:
Identify and discuss the plot and major themes of every work of literature studied in the class.
This course is meant to combine elements of basic civics with American history and the first tentative stages of the philosophic inquiry students will continue throughout their time at St. Mary's. The instructor will help students to deepen their reading of each individual text; moving from a clear understanding of plot and character to an understanding of theme and argument. There are many crucial themes that the class should examine; but the year as a whole is unified by an examination of the human yearning for a better life; whether in the vision of the American founders; the immigrant experience; the slave or subject's struggle for freedom; the movement from barbarity to civilization; or; centrally; the yearning for Christ; in whom the best of all these human desires is made whole.
With regard to the vision of America in the course; it is important that it never become excessively critical: students will encounter plenty of this criticism permeating the culture in college and beyond. At the same time; the imperfections in the American system should not be hidden. In the end; however; it is more important for them to see and honor the good that is desired by the American people in the founding of this democratic experiment and both the prudence and beauty of their dream; while recognizing where the test of time and human imperfection and sin have caused us to fall short.
SKILL OUTCOMES
SEAT OF WISDOM 5-6 SKILL OUTCOMES:
In Literature/Seminar students will be able to:
1. Identify the major themes; tone; plot; and basic structure of a piece of literature.
2. Interact with peers (rather than merely the instructor) in Socratic Seminar formally and with conscious courtesy.
3. Cite a portion of text or quotation in discussion while identifying its location in the text clearly.
4. Regularly make eye contact with interlocutors.
5. Thoughtfully describe the nature of a fictional character and identify the specific details by which he or she is characterized.
6. Thoughtfully describe the tone of a passage from a work of fiction and identify the specific details by which it is created or sustained.
7. Thoughtfully describe an author's apparent intention in a work of fiction and identify the specific details by which he or she attempts to accomplish it.
8. Express insights based upon a work of literature; but broadly applicable beyond it; in conversation with peers and the instructor.
9. Respond thoughtfully to a classmate’s assertions concerning a text multiple times in a single exchange.
10. Support analysis of a text with carefully-chosen passages and closely analyze specific textual details suggested by peers and the instructor to support or to question their conclusions in conversation.

In Writing students will be able to:
1. Use precise and intentionally chosen diction or recognize when they are not doing so.
2. Compose a clear and focused paragraph; quoting and analyzing 2-3 carefully-chosen passages to prove a specific non-obvious statement to be likely to be true about a work of literature.

Course Synopsis Course Synopsis 3 | P a g e
3. Compose a standard 5-paragraph essay with an Introduction; three body paragraphs; and a conclusion.
4. Format an academic essay according to MLA standards.
5. Use either Word or Google Docs efficiently and effectively to compose; access; and store an essay.

In Reading/Listening students will be able to:
1. Take and organize useful notes on a separate paper/notebook while reading a text; listening to a lecture; or participating in a seminar discussion.
2. Annotate a text usefully while reading (neither too much nor too little; using written words as well as underlining/highlighting; and noting important content; personal reactions/ideas; and structure).
3. Look up or deduce by context the meaning of difficult vocabulary.
4. Break down longer or more complex sentence structures to determine specific meaning more readily.
5. Create a reading environment more conducive to the retention of detail and to intellectual and imaginative engagement.

Considerable time should be devoted to learning how to read and retain important details; how to take useful notes; how to draw conclusions from details in a text; and how to engage in seminar regularly and successfully. It is crucial to establish an intentional class culture. Last names should be used at all times. The practices of courtesy and collegial formality should be clearly explained to students and then enforced; with frequent feedback to help students understand how to improve. Similarly; very little should be assumed about students' prior experience with either reading or writing; an effective instructor will repeatedly return to the basics to instruct; assess; and give clear and frequent individual feedback. Constant oversight (in the form of step-by-step sub-assignments) should be provided to assist students in learning and habituating the process of progressively writing and revising an essay over the period of 1-2 weeks.
The first essay assignment of the year should be to write a single focused paragraph using three concrete details (at least one quote) to support a clearly articulated topic sentence. If the paragraph is submitted to standard; it should receive an "A". Students should be required to submit a rewrite at least once a week until they can meet the standard (with their grade reduced by one letter for each time the paper is handed back to them for another rewrite). It is crucial that all instructors at this grade level perform this first essay assignment in the same way; meeting together to make certain their procedures and standards are the same. At least three essay assignments should be given each semester. By the end of the year; students should be comfortable writing roughly 2.5-3.5 page 5-paragraph essays.
Assessments should reflect the course outcomes. Hence; students’ participation in class (assessed through daily notes taken during discussion) and conscientious reading at home (assessed through daily quizzes) will be the major forms of assessment. Literature should not be assessed through tests; but only through essays; while history may be assessed with a test that eschews multiple-choice questions (we want to teach students how to know and how to explain what they know; not how to guess).
SCOPE AND SEQUENCE
SEAT OF WISDOM 5:
About 2 weeks of class time spread out over the semester should be dedicated to writing & writing instruction. Supplementary material should be drawn as needed from 50 Core American Documents to support the goals of the course enumerated above. The Constitution and Declaration of Independence should be read and discussed by every class.
Course Synopsis Course Synopsis 4 | P a g e
A. The Horse and His Boy: 1 week - Discuss summer reading while beginning to learn seminar practices.
B. Short Stories: 2 weeks (see attached list; additions not in the course texts require department chair approval)
C. History: 2 weeks - FStSS ch 5-8 (English Colonies to Revolution)
D. Little Women (Part I): 3 weeks @ c16 pgs/day (233 pgs)
E. History: 2 weeks - FStSS ch 9-14 (The development of the Republic)
F. Huckleberry Finn: 4 weeks @ c12 pg/day (241 pgs)
G. History: 2 week - LoHaP ch 15-17 (Civil War)

SEAT OF WISDOM 6:
About 2 weeks of class time spread out over the semester should be dedicated to writing & writing instruction. Supplementary material should be drawn as needed from 50 Core American Documents to support the goals of the course enumerated above.
A. Narrative of the Life of Frederick Douglas: 1 week @ 16 pg/day with some reading in class (112 pgs)
B. Short Stories: 2 weeks (see attached list; additions not in the course texts require department chair approval)
C. History: 1 week - LoHaP ch 18-19 (Growth of the Nation)
D. A Midsummer Night's Dream: 2 weeks
E. History: 2 weeks - LoHaP ch 20-22 (Reconstruction and the late 19th century)
F. White Fang: 2.5 weeks @ c27 pgs/day (343 pgs) Large Print Book
G. History: 2 weeks - LoHaP ch 23-26 (Early 20th Century and World War I)
H. My Antonia: 2.5 weeks @ c16 pgs/day with some reading in class (236 pgs)
I. History: 1 week - LoHaP ch 27-28 (World War II and the Cold War)

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Approved

Approved competency code

• SSCI
• 1 year of other Social Science

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Online / Virtual