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講義概要/Course description
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One of the images that people have of Canada is that of a northern country, one of cold, great distances, loneliness, and unspoiled nature. This course will examine other aspects of Canada: a country with two official languages, a rich aboriginal tradition, growing cultural diversity, and industrial and economic development that often threatens a fragile eco-system. In this seminar, we will explore Canadian culture through the fiction of writers Roch Carrier, William Kinsella, Joy Kogawa, Lucy Maud Montgomery, Farley Mowat, Michael Ondaatje, Mordechai Richler, and Guy Vanderhaege, and the poetry of Margaret Atwood, Leonard Cohen, Alden Nowlen, and Robert Service. We will look at the art of the Group of Seven, and Emily Carr, and musicians Justin Bieber, Celine Dion, Avril Lavigne, Gordon Lightfoot, Alanis Morissette, Shania Twain, some of whom are also well known popstars in Japan.
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達成目標/Course objectives
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1. To learn about Canadian culture, including film, literature, poetry, and songs.
2. To explore several key Canadian themes: First Peoples, Early Settlers, Nature, Social issues,
Gender, Biculturalism, Multiculturalism.
3. To learn about Canadian history and issues in contemporary Canada.
4. To develop student reading, speaking, and discussion ability.
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履修条件（事前に履修しておくことが望ましい科目など）/Prerequisite
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IE Core 3, Writing 3, IE Active Listening 3 are the pre-requisites for any IE Seminar course.
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授業計画/Lecture plan
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1
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| 授業計画/Class |
Read the course description.
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| 事前学習/Preparation |
Introduction to Canada's history, geography, and main themes of the course. Explanation of literary terms and the format to be used in discussions. Exploration of the term "First Peoples" and creation myths. The story of the Titanic and the song, "The Heart Goes On." Assignment: reading the Assinoboine people's story, "The Torch Woman." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work.
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2
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| 授業計画/Class |
Review the assigned reading.
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| 事前学習/Preparation |
Group discussion of the Assinoboine people's story, "The Torch Woman." Exploration of the culture of West Coast tribes. Pop song. Assignment: reading the Haida myth of "The Bear Mother and Her Husband."
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| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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3
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Group discussion of the Haida myth, "The Bear Mother and Her Husband." Exploration of contemporary issues in Canada about the First Peoples. Pop song. Assignment: reading "Dance Me Outside." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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4
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Group discussion of "Dance Me Outside." Role play a judgement on the case. Introduction to rhyme, alliteration, simile, metaphor, and other poetics. Song lyrics as poetry. Assignment: reading the narrative poem, "The Cremation of Sam McGee." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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5
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Explore the background of the Klondike Gold Rush of 1898. Group Discussion of "The Cremation of Sam McGee." Song lyrics as poetry. Assignment: reading "My Financial Career." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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6
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Group Discussion of "The Cremation of Sam McGee." Canadian pop song. Topics for projects on Canada introduced. Assignment: reading chapter from Anne of Green Gables. |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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7
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Exploration of the work and life of Lucy Maud Montgomery. Group Discussion of Anne of Green Gables. Canadian pop song. Project work on Canada. Assignment: reading "How I Met My Husband." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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8
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Love songs. Group Discussion of "How I Met My Husband." Project work on Canada. Assignment: reading "The Art of Kissing." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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9
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Love songs. Group Discussion of "The Art of Kissing." Project work on Canada. Assignment: reading "The Bull Moose & The Execution." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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10
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
The issue of capital punishment. Group Discussion of "The Bull Moose & The Execution." The issue of nature and conservation in Canada. Song: "The Wreck of the Edmund Fitzgerald." Project work on Canada. Assignment: reading "Mutt Makes His Mark & The World We Lost."
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| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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11
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Group Discussion of "Mutt Makes His Mark & The World We Lost." The issue of nature and conservation in Canada. Pop songs. Project work on Canada. Assignment: reading chapter of Obasan. |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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12
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Explore the history of the Japanese community in Canada. Group Discussion of chapter of Obasan. Pop songs. Project work on Canada. Assignment: reading "Cages." |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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13
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Group Discussion of "Cages." Role play the characters. Pop songs. Project work on Canada. Assignment: reading "The Hockey Sweater" and related issues. |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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14
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Explore the issues associated with bilingualism and Quebec separatism. Group Discussion of "The Hockey Sweater" and other reading. Pop songs. Project work on Canada. Assignment: reading "The Other Family" and issues related to refugees. |
| 事後学習/Reviewing |
Read the next part of the True North Anthology. Update vocabulary notebooks. If group discussion leader, prepare written work. |
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15
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| 授業計画/Class |
Review the assigned reading. |
| 事前学習/Preparation |
Group Discussion of "The Other Family" and issues related to refugees. Pop songs. Project work on Canada presented.
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| 事後学習/Reviewing |
Review course materials.
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授業方法/Method of instruction
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| Class activities will include pair work,vocabulary quizzes and comprehension questions, short story discussions, role plays, listening to music, and watching videos. Your marks will be based on your participation in class discussions, on the quality of your written assignments, in-class discussion, mid-term and final tests, and your group presentation. |
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成績評価方法/Evaluation
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100%
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(a) Reading the True North anthology
(b) Leading 3 story discussions
(c) Writing 3 story analyses
(d) Vocabulary work
(e) Weekly story and poetry quizzes
(f) Group presentation
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教科書/Textbooks
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| | コメント
Comments |
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The teacher will provide handouts.
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メッセージ/Message
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This is an interesting, but demanding course that will require weekly effort and preparation.
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キーワード/Keywords
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aboriginal, bicultural, bilingual, Canada, Canadian literature, First people, multiculturalism, True North
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