• Reading Tips
• E.B. White, Charlotte's Web
• Perry Nodelman and Mevis Reimer, How to Read Children's Literature. In: The Pleasures of Children's Literature, 14-29
• Re: Formerly Death...,now didacticism or something else. In: Child_lit list serve archive, July 2007. Read posting by Jane Yolen (author), Michael Joseph (owner of child-lit, Librarian), Perry Nodelman (professor, critic), and Philip Pullman (author). To access postings carefully read information about and subscribe to child_lit list serve. You will need to suscribe with your full official e-mail address including extensions, in my case djb4d@cms.mail.virginia.edu. Under Subscription Options, you can choose whether you'd like to receive e-mails or not. Since it's a very active list I would opt out and simply use the archive. Read guidelines.for using the list.

• Monday, 8:00 p.m.: e-mail me your Response Paper (required for all).

• E.B. White, Charlotte's Web (cont.)
• Author as Arbiter. In: Child_lit list serve archive, August 2007. Read postings by Julius Lester (author), Kerry Mockler (graduate student), Philip Pullman (author) and June Cummins (professor, critic). To access postings carefully read information about and subscribe to child_lit list serve.

Other Resources:

• Perry Nodelman, Text as Teacher: The Beginning of Charlotte's Web

• Reading questions.
• Philippe Ariès, Centuries of Childhood.31-32, 392-399
• Joan Accocella, Little People. When Did We Start Treating Children Like Children? New Yorker, 2003. 138 -142
• Loftur Guttormsson, Parent-Child Relations. In: The History of the European Family, 251-273

Other Resources:

• Habermas, The Structural Transformation of the Private Sphere. 43-51. Habermas im deutschen Original.

• Concept Maps /samples
• Those writing response papers must post them by Monday, 8:00 p.m.
• Everyone must read these responses before class

• Little Red Riding Hood. In: The Classic Fairy Tales. 3-24
  • German originals of Grimm's version
• Zohar Shavit, The Concept of Childhood and Children's Folktales: Test Case - Little Red Riding Hood.In: The Classic Fairy Tales. 317-332

Other Resources:

• Bruno Bettelheim, The Uses of Enchantment.The Meaning and Imortance of Fairy Tales. In: The Classic Fairy Tales. 269-28

• Please take notes while you read "Little Red Riding Hood" and Zohar Shavit's critical essay. What puzzles, moves, and/or upsets you? Why? How does "Little Red Riding Hood" challenge your assumption about fairy tales and children's literature? Prepare in writing a couple of observation and/or discussion questions. Bring the texts, your notes and your questions to classs.

• Snow White. In: The Classic Fairy Tales. 74-96
  • German originals of Grimm's version
• Sandra M. Gilbert and Susan Gubar, Snow White and her Wicked Stepmother. In: The Classic Fairy Tales. 291-297

Other Resources:

• Jack Zipes, Breaking the Disney Spell. In: The Classic Fairy Tales. 332-353

• Those writing response papers must post them by Monday, 8:00 p.m.
• Everyone must read these responses before class

• Fairy Tale Adaptations in verse: Roald Dahl, Anne Sexton, In: The Classic Fairy Tales
• Selected Poems

Other Resources:

• TEAMS: Make an appointment with me to discuss your team project (see checklist!)
• Think about your 1st paper. I encourage you to work in short daily thinking/writing sessions. Many successful writers use a technique called Free Writing. Try it our. Have fun!

• Heinrich Hoffmann, Struwwelpeter. German original at 19th Century German Stories web-edition
• Struwwelpeter Galery
• Locke, Some Thoughts Concerning Education

Other Resources:

• Those writing responses must post them by Monday, 8:00 p.m.
• Everyone must read these responses before class
• Carefully read: Writing a Good Paper and First Paper Assignment
• Bring your ideas/ draft of thesis statement to class.

• Mordicai Gerstein, The Wild Boy
• Rousseau, Emile, or, On Education 182-223 (part 1, part 2)

Other Resources:

• Montessori, The Secret of Childhood. 3-4, 229- 235
• Angeline Stoll Lillard, Montessori: The Science Behind the Genius. Introduction. 3-37
  
• John Taylor Gatto, "Against School: How Public Education Cripples Our Kids and Why." Harper's Magazine, September 2003. 33-38
• Nancy Yusef, Savage or Solitary?
• Web resources on Wild Boy of Aveyron
• Francois Truffault, The Wild Boy (movie, available at Clemons library)
• Werner Herzog, Kaspar Hauser (movie, available at Clemons library)

• Consult Writing a Good Paper as you compose a draft of your analytic paper OR the rubric for evaluating creative writing projects if you choose the creative writing option.
• Bring your draft to class.

• Helen Bannerman, Little Black Sambo
• Adaptation (Clemons Reserve)
• Sanjay Sirca, Little Brown Sanjay and Little Black Sambo: Childhood Reading and Adult Re-Reading; Colonial Text and Post-Colonial Reception. In: The Lion and the Unicorn 28 (2004), 131-156

Other Resources:

• Rook Reviews:
  • Sambo, Babaji, and Sam
  • Sam and the Tigers
• Jan Susina, Reviving or Revising Helen Bannerman's The Story of Little Black Sambo: Postcolonial Hero or Signifying Monkey.

• Assignment for Helen Bannerman's Little Black Sambo

• .M. Barrie, Peter Pan and Wendy
• Reading Questions
• Jerry Griswold, Lightness. In: Feeling Like a Kid. 75-102

• Paper due

• J.M. Barrie, Peter Pan and Wendy
• Reading Questions
• Jacqueline Rose,Rousseau and Alan Garner. Innocence of the Child and of the World. In: The Case of Peter Pan or The Impossibility of Children's Fiction, 42-65

Other Resources:

• Those writing responses must post them by Wednesday, 8:00 p.m.
• Everyone must read these responses before class
• Read feedback on you team's proposal and bring your questions to class

• Reading question
• The Firebird and the Factory: Modern Russian Children's Books, Exhibition Catalogue (you received a free copy)
• Bilibin, Fairy Tales: The Fairy Tale About Ivan-Tsarevich, the Firebird, and the Grey Wolf (Skazki: Skazka ob Ivane-tsareviche, Zhar-ptitse i o serom volke) Original Images / Translation [Example of late Imperial era literature for children.]
• Benois, Alphabet in Pictures (Azbuka v kartinakh) [NOTE: this includes audio (!) and the images cycle through on their own] [Watch/listen to at least a few pages to get the sense of it.]
• Lebedev, Alphabet (Azbuka) [NOTE: this includes audio(!) and the images cycle through on their own] [Watch/listen to at least a few pages to get the sense of it. Compare/Contrast it to Benois’ Alphabet book]
• Troshin/Deineko, How the Beet Became Sugar (Kak svekla sakharom stala) [Example of Soviet era literature for children.]

Optional:

• Chukovskii/Re-mi (Remizov), Crocodile (Krokodil)
• Lissitzky, Suprematist Tale About Two Squares (Suprematicheskii skaz pro dva kvadrata)
• Maiakovskii/Denisovskii, What is Good and What is Bad (Chto takoe khorosho i chto takoe plokho?)
  

• Reading question
• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class

• Sydney Taylor, All of a Kind Family

Other Resources:

• June Cummins, Becoming an "All-of-a-kind"American: Sydney Taylor and Strategies of Assimilation. In: The Lion and the Unicorn 27 (2003), 324-343

• Those writing responses must post them by Thursday, 12:00 a.m.
• Everyone must read these responses before class
• Teams submit via e-mail reading assignments for posting on course page. Please include a list of media needed for your presentation (DVD player, laptob, projector, etc.)

• Carolivia Harron, Nappy Hair
• Lynette Holloway, Teacher Threatened over Book.
• Jill Nelson, Stumbling Upon a Race Secret

Other Resources:

• Violet J. Harris, African American Children's Literature: The First One Hundred Years. Journal of Negro Education 504-555
• Bell Hooks, Happy to Be Nappy (Clemons Reserve)
  

• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class

• Latin American children's work's (powerpoint presentation)

• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class

• Ten Tips for Writing Picture Books

• Those writing responses must post them by Thursday, 12:00 a.m.
• Everyone must read these responses before class

• Philip Pullman, The Golden Compass

• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class

• Philip Pullman, The Golden Compass
• Laura Miller , Far From Narnia: Philip Pullman’s secular fantasy for children. New Yorker, December 26, 2005

  Other Resources:

• Walter Benjamin, Über den Begriff der Geschichte (Angelus Novus.)
  

• Those writing responses must post them by Thursday, 12:00 a.m.
• Everyone must read these responses before class

• Philip Pullman, The Golden Compass
• Heinrich von Kleist, Das Marionetten Theater (English Version)
  

  Other Resources:

  • Philip Pullman, Introduction to Milton's Paradise Lost

• by Monday, 8:00 p.m. Team Project due
• by Monday, 8:00 p.m. e-mail your peer feedback on team projects
• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class

• Philip Pullman, The Subtle Knife (particularly chapters 1 - 4, 12)
  Interview with Philip Pullman and Archbishop of Canterbury, Dr Rowan Williams,
• Mary and John Gribbin, The Science of Pullmann's His Dark Materials. Part 1    Part 2

• Carefully read through the two options for your second paper assignment. If you choose the analytic paper option, post a potential questions/topics by Thursday, 12:00 a.m.
• Those writing responses must post them by Thursday 12:00 a.m.
• Everyone must read these responses before class

• Philip Pullman, The Subtle Knife
  
• David Gooderham, Fantasizing It As It Is: Religious Language in Philip Pullman's His Dark Material

• Other Resources:

  • Dorothe Bach and Van Griffith, Historic Artifacts in a Fantastic Landscape (conference paper)

• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class

• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class

• Harry Potter, The Sorcerer's Stone

• Jack Zipes, The Phenomenon of Harry Potter, or Why All the Talk? In: Jack Zipes, Sticks and Stones, The Troublesome Success of Children's Literature from Slovenly Peter to Harry Potter. 170-190

• Other Resources:

  • Deborah L. Thomson, Deconstructing Harry. In: Susan Lehr (Ed.) Beauty, Brains and Brawn : The Construction of Gender in Children's Literature. 42-51

• Those writing responses must post them by Thursday, 12:00 a.m.
• Everyone must read these responses before class

• U. C. Knoepfelmacher, Ventures into Childhood. Prologue. 1-4
• C. Lambert, The Horror and the Beauty: Maria Tatar explores the dazzle and the "dark side" in fairy tales and why we read them. Harvard Magazine. November, December 2007, 37-41

• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class
• IMPORTANT! Please do NOT complete the on-line evaluation for this course until after our final meeting on December 12!

• 2nd paper due this is the final deadline, you can hand in your paper earlier! :)
• Those writing responses must post them by Tuesday, 12:00 a.m.
• Everyone must read these responses before class
• IMPORTANT! Please do NOT complete the on-line evaluation for this course until after our final meeting on December 12!