Gone with the Wind: Stereotypes of Race and Gender in America, 1852-1939
times, Classroom & Office hours
The popular novel and its translation to stage and film are examined as
a means of understanding attitudes towards race and gender in American
culture from the 1850s to the present. Readings and films include:
Beecher Stowe- Uncle Tom's Cabin as a novel
(1852), a play (on tour in various forms from the 1850s through the
1930s), early films (1903 & 1914), a excerpts from a 1987
film, and exploration of web sites devoted to her works (http://www.wsu.edu/~campbelld/amlit/stowe.htm;
(last accessed on 1/21/2006).
document packet relating to the imprisonment of Samuel Green for possessing
and reading a copy of Uncle Tom's Cabin, MSA SC 2208 (user name:
aaco password: aaco#)
Dixon- The Clansman (1905) and the film version, Birth of
a Nation (1915)
Mitchell- the novel (1936), and the film, (1939), of Gone With the Wind
A Critic At Large: A Study in Scarlett by
Claudia Roth Pierpont from The New Yorker, August 31, 1992, pp.
This is a course designed for reading, discussion, and writing. Seminar
participants are to write a weekly journal to be submitted by email no
later than 6 p.m. of the evening before class. The journal
should consist of a minimum of 500 words, encompassing reflections on the
week's assigned reading and viewing, and including questions and comments
for discussion in class. The final will consist of a choice of one of three
essay topics due the last night of class (held at the instructor's home).
The choices are:
1) compare and contrast the racial and gender stereotypes in the novel
and film versions of Harriet Beecher Stowe's Uncle Tom's Cabin, incorporating
class discussions, and your views on the impact of Harriet Beecher Stowe's
work on racism in the United States
2) compare and contrast the racial and gender stereotypes in the novels
of Reverend Thomas Dixon and the film version (Birth of A Nation),
incorporating class discussion, and your views on the impact of Dixon and
Griffith's work on racism in the United States
3)a reflective essay on your reaction to the thesis and implications
of the final reading assignment: `A Study In Scarlett,'
by Claudia Roth Pierpont, incorporating your reading, viewing, and
the class discussion of Gone With The Wind, along with your views
on the impact of Mitchell's work on racism in the United States
Final essays should be approximately 3-4,000 words, including documentation.
Plagiarism Policy and Style Requirements for papers.
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