Beginning in January, I will be teaching my institution's Early British survey, which begins, you know, somewhere around Caedmon or Beowulf or Genesis B or whatever, and goes up to (but not including) the Romantics. It is the first time I will have taught this class: usually, I teach more advanced undergrad courses and grad classes, but my chair has smartly realized that, with a move toward full professor out there on the horizon, it would behoove me to look like I'm a pitcher-inner as a teacher, engaging in the less sexy service-type courses as well as the ethereal ones.
I taught a survey at my PhD institution, but it was conceived peculiarly: Chaucer, Spenser, Milton. Period. Ambitious folks occasionally threw in a day of Donne, but it was not recommended.
And I was a biology undergrad, so never took such a class.
The point is, I'm now trying to put together a syllabus for this far-reaching, turbo-trawl through the auldies. It feels....at the very least unsatisfying and at the most criminal....to blast through 1000 years of literature, allocating at most two days for any number of major authors. But what's more, I'm having a hard time locating the pedagogical value in it: they don't have time absorb anything beyond the basics, the indefatigable progress of history seems to be the only organizing principle, the only engine to push us forward to a final that could conceivably just skirt regurgitation.
Unless.
Has anyone out there organized a syllabus according to themes rather than just moving doggedly forward from page 1 to page 2072 of the Norton British Vol. 1? Have you had success finding an alternative structure for a class like this, a reading schedule that allows for one or more strands of thematic development? Have you found a way to let this class tell a STORY? Play out a THESIS?