Exploring the American Dream: Romanticism



Exploring the American Dream: Romanticism

Romanticism: Historical Background & setting the scene: Read pages 242-253 in your textbook (22 points)

1. What is a “nature writer”?

2. Who is Henry David Thoreau?

3. Why did Thoreau spend time at Walden Pond? (There are two reasons. Name them both.)

4. What ‘essential lesson’ do we learn from Thoreau’s writing?

5. What aged the nation’s spirit by 1870?

6. What doubled the nation’s size in 1803?

7. What did the new prosperity lead to?

8. Why was the US “faced with trouble as well as bright promise”?

9. What is America’s primary theme in literature after 1800?

10. Read the American Experience Highlight on Edgar Allan Poe on page 249. Fill in the two “research notes rows” below, by extracting the two main ideas.

|Research Subtopic |Notes—write down information from the text using paraphrasing, summarizing, or |Why the information is important—this comes from your |

|(done for you) |“direct quotes”; every time you switch ideas, switch rows |own head; why did you write this down? What can you |

| | |say about the information? |

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|Poe—an “immature | | |

|genius” | | |

| |(par. ____) or (page ___) | |

|Poe as Mature | | |

|Craftsman | | |

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| |(par. ____) or (page ___) | |

11. Why is the term “Romanticism” sometimes misleading?

12. Who are the best known Transcendentalists?

13. Why did Emily Dickinson write poems?

14. Of all the poets between 1800 and 1070, who had the most lasting effect on American literature?

15. What ended the Romantic period?

Extra Credit:

16. Think back to the Puritanism we studied earlier. Think about how strict and unyielding the Puritans were. In what way is Transcendentalism (optimistic & tolerant philosophy) a response to Puritanism?

The Myth of Robert Johnson ()

At the age of 17, Robert Johnson would shyly stand just offstage while musicians entertained the masses with verses and riffs of the Mississippi Delta blues. And in the wee hours of the morning, when the couples had worn themselves out on the dance floor and the men on stage were picking at what was left of their callused hands, Robert Johnson would quietly ask if he could play a few songs on the battered strings of his guitar. In their exhaustion—and orneriness—the men would nod their approval, and Robert Johnson would take the stage.

Before the end of the first song, the groggy stragglers in the audience would holler up taunts and jeers at the young boy on stage. And when he refused to quit and continued to play, patrons would begin throwing whatever was within their reach—glasses, whiskey bottles, chairs—in hopes of convincing this pathetic wretch to return to the cotton fields where he belonged. But Robert Johnson kept playing. He did his best to sing and strum with a passion that boiled up from the depths of his soul while he ignored the ridicule. It did, however, take its toll.

Eventually, when the bar patrons left for home with the first rays of the rising sun, Robert Johnson, frustrated and embarrassed, would make his way home with his guitar case dragging along like a tail between his legs. And the very next week, the entire scene would play itself out again in a different "jukehouse" with the same disconcerting result. Until one day, when he no longer desired to face the derision, Robert Johnson simply picked up his guitar and vanished into thin air.

Months later, a road-wearied Robert Johnson returned to the Delta taverns and bars, looking unmerciful and indifferent, to wait his turn for a little time on stage. He offered no explanation for his disappearance or his whereabouts. He simply stood quietly against the wall, sipping a bottle of whiskey with his guitar in hand, waiting for his chance at redemption. And as the evening came grinding to a halt and the musicians began packing up, Robert Johnson once again climbed on stage to the jeers of the audience that remained.

Despite his long absence, the sense of torment still had not left his soul. Every time he tuned his guitar, he remembered the embarrassment, frustration, and humiliation of his previous performances. Nevertheless, he continued.

When Robert Johnson fell into the verse of the first song of his mysterious return, the people's attitude and demeanor changed almost instantly. As his mournful voice, full of a brooding sense of despair, filled the small confines of the predawn light, the myth and the reality of Robert Johnson began to take shape. He continued through his set, rarely pausing in his sweeping visions of a darkened wasteland mirrored against the ominous moan of his tenor voice.

As the morning light started to filter through the cracks in the shuttered windows, Robert Johnson continued to entrance the minds of his audience. When he reached a technical guitar phrase, he would turn his back to the audience to conceal his fingers upon the instrument's neck, and the cataract in one of his eyes would make his gaze appear to drift evilly over the dance floor. By the end of his final haunting note, the audience stood mesmerized by what they had seen, heard, felt, and lived. The legend of Robert Johnson had begun. To this day, experts are mystified by some sounds Robert Johnson was able to produce with his guitar, for there appears to be no manner in which one human being could play such music by himself.

As the legend grew, people became more and more curious about the origin of Johnson's phenomenal skill and expertise. It seemed impossible to comprehend the vision of the man on stage and the boy they had laughed at only a short time before. His long absence had certainly been curious enough, and there were several claims that Johnson had been seen during that time alone in the town cemetery, strumming away on his guitar while seated on a tombstone in the black of night. Despite the questions of how he acquired his amazing skill, Johnson refused to offer an explanation. The only semblance of an answer resided in his lyrics. According to the myth, the greatest of all Mississippi Delta bluesmen, Robert Johnson, traveled to a country crossroads and, at the stroke of midnight, sold his soul to the devil in exchange for masterful musical abilities on the guitar.

His assault on the world of the blues lasted only a few short years; in the middle of a 1938 performance in Three Forks, Mississippi, he crawled upon his hands and knees out into the street and collapsed in the gutter. Eyewitnesses said that Robert Johnson spent his final hours "barking at the moon"—a reference to the guttural sounds of severe vomiting associated with strychnine, the poison a jealous husband had placed that night in Johnson's whiskey bottle. However, according to the mythology of Southern culture in the United States, a person barked at the moon when the devil appeared to claim his or her soul. Even Johnson's infamous last words, "I pray that my redeemer will come and take me from my grave," seemed to point to a mysterious connection with the afterlife.

• The above is a Faust legend. Based on what you have read, define Faust legend below. (1 point)

“The Devil and Tom Walker” Active Reading Worksheet

Before You Read (4 points):

1. Pretend that you have just made a deal with the devil.

A.) What are some things you desire that could cause you to strike such a deal?

B.) What are your limits to the bargain? In other words, what are you willing and not willing to do to seal the deal?

As You Read (8 points):

4. When Tom is taking a shortcut through the forest and stops at the old Indian fort, he sits on an old stump and picks up a skull. This is when he meets “Old Scratch.” Describe the devil’s appearance and personality.

5. Of all the “assignments” the devil wants Tom to do, he refuses to become a slave trader.

A.) Based on what you know about Tom, does this surprise you?

B.) Why do you think he considers this to be so awful? Think about the time and place (setting) of the story.

6. Toward the end of his life, Tom regrets making the deal with the devil. What does he do in response?

7. What is something you regret?

8. Explain what happens to Tom’s valuables in the end (horses, gold/silver, house, etc.).

After You Read (6 points):

9. In your opinion, could Tom have escaped the consequences of his bargain with Old Scratch? Explain.

10. How is the devil in this story similar and/or different from your thoughts of the devil?

11. Discuss what you think is the theme of the story. Use at least 1 piece of evidence to support your response.

Crossroad Blues (Robert Johnson)

I went to the crossroad, fell down on my knees

I went to the crossroad, fell down on my knees

Asked the Lord above "Have mercy, now save poor Bob, if you please"

Yeoo, standin' at the crossroad, tried to flag a ride

Ooo eeee, I tried to flag a ride

Didn't nobody seem to know me, babe, everybody pass me by

Standin' at the crossroad, baby, risin' sun goin' down

Standin' at the crossroad, baby, eee, eee, risin' sun goin' down

I believe to my soul, now, poor Bob is sinkin' down

You can run, you can run, tell my friend Willie Brown

You can run, you can run, tell my friend Willie Brown

That I got the crossroad blues this mornin', Lord, babe, I'm sinkin' down

And I went to the crossroad, mama, I looked east and west

I went to the crossroad, baby, I looked east and west

Lord, I didn't have no sweet woman, ooh well, babe, in my distress

The Road Not Taken (Robert Frost)

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim

Because it was grassy and wanted wear,

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I marked the first for another day!

Yet knowing how way leads on to way

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I,

I took the one less traveled by,

And that has made all the difference.

|Analysis Questions (10 points) |

What do the speakers in each of the pieces have in common?

Summarize the main idea of each work in one line (cite key words from the text of each to support).

If you were to interview both Robert Johnson and Robert Frost, what would you ask them about their respective dilemmas?

What conclusions can you draw about the different “paths” that each ends up taking?

What choice would you have made given the same experience with “crossroads” decisions? Describe a decision you’ve had to make that was like standing at a crossroads.

Bedazzled A persuasive argument in Faust Legend (10 points)

1. What arguments does the Devil use to convince Eliot to sign the contract?

2. What counterargument does Eliot use?

3. Which is the most convincing to Eliot—use evidence to back up your response.

4. What do Eliot, Tom, Johnny and Robert, all our protagonists in the Faust Legends we have looked at, have in common (think personality as well as wants and look BEYOND the surface—yes, they are all men; yes, they all make deals with the devil—go further, deeper!)?

5. In your opinion, what makes the Faust Legend plot so appealing?

The Devil and Tom Walker vs. “The Devil went Down to Georgia” (12 pts)

|The Devil and Tom Walker |Similarities |“The Devil went Down to Georgia |

|Characters |

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The devil went down to Georgia (Charlie Daniels Band)

The devil went down to Georgia

He was lookin' for a soul to steal

He was in a bind

'Cause he was way behind

And he was willin' to make a deal

When he came upon this young man

Sawin' on a fiddle and playin' it hot

And the devil jumped

Up on a hickory stump

And said boy let me tell you what

I guess you didn't know it

but I'm a fiddle player too

And if you care to take a dare I'll make a bet with you

Now you play a pretty good fiddle, boy

But give the devil his due

I'll bet a fiddle of gold

Against your soul

'Cause I think I'm better than you

The boy said my name's Johnny

And it might be a sin

But I'll take your bet

And you're gonna regret

'Cause I'm the best there's ever been

Johnny rosin up your bow and play your fiddle hard

Cause hell's broke loose in Georgia and the devil deals the cards

And if you win you get this shiny fiddle made of gold

But if you lose the devil gets your soul.

The devil opened up his case

And he said I'll start this show

And fire flew from his fingertips

As he rosined up his bow

Then he pulled the bow across the strings

And it made a [sic] evil hiss

And a band of demons joined in

And it sounded something like this

[Instrumental]

When the devil finished

Johnny said well you're pretty good old son

Just sit right in that chair right there

And let me show you how it's done

He played Fire on the Mountain

Run boys, run

The devil's in the House of the Rising Sun

Chicken in a bread pan picken' out dough

Granny does your dog bite

No child, no

The devil bowed his head

Because he knew that he'd been beat

And he laid that golden fiddle

On the ground at Johnny's feet

Johnny said, Devil just come on back

If you ever wanna try again

I done told you once you son of a bitch

I'm the best there's ever been

|Faust Legend: Due date___ ____ |

In our society, it is not uncommon to see political candidates caught doing illegal or morally/ethically questionable acts to win elections; business executives who make money in a dishonest way; athletes who bend the rules to advance their sport; or students who cheat to enhance their grades. While these individuals may not face the devil and make a verbal pact, they are selling out morally to obtain a desired result. After reading “The Devil and Tom Walker,” you can understand the Faust legend and create your own!

Assessment: Create your own example of the Faust legend. You may:

o Art work that demonstrates this idea

o Collect news articles that illustrate this idea in current events and present as a poster or in another format (PowerPoint etc). **this option is great given the current political atmosphere***

o Create a poem or song lyrics (no specified length, but must include background, characters, pact with the devil and resolution like “The Devil Went Down to Georgia”)

o Contemporary short story: update the story as set in today’s world with new plot events and character details. You may complete this in outline form, but will need to include written details as follows: (1) lay out the opening paragraph with an introduction to setting and characters and the conflict; (2) give a description of the appearance of your devil including a name; (3) present a passage of brief dialogue when your character makes a pact with the devil (include up-dated vocabulary to reflect cultural changes as well as pact specifics); (4) write a conclusion with the resolution.

**This mini-project is worth 50 points. You will be presenting these legends on ________________. The presentation grade will be 30 points.

For your presentation you will need to…

1. Introduce yourself 2. Introduce your product (say which one you chose)

3. Explain your product in detail (share the storyline; read the poem/song; discuss the poster; discuss the art)

4. Ask if anyone has questions 5. Answer questions 6. Thank your audience

Template for Presentation outline:

I. Introduce yourself (be unique; grab attention; don’t bore us to death)

II. Introduce your project

a. Project you chose

b. Why you chose that one (and because it took less time is not a good thing to say)

c. What your inspiration was

III. Explain your project in detail (put details in logical order

a.

b.

c.

d.

e.

IV. Ask if anyone has questions (Wait and then answer)

V. Thank your audience (be unique)

Rubric for Faust Legend Project

|CATEGORY |5 |4 |3 |2 |

|Quality of |The product shows considerable |The product shows attention to |The product shows some attention to|The product was put together |

|Construction |attention to construction. The |construction. The items are neatly |construction. Most items are neatly|sloppily. Items appear to be |

| |items are neatly trimmed. All items|trimmed. All items are carefully and|trimmed. All items are securely |just "slapped on". Pieces may be|

| |are carefully and securely attached|securely attached to the backing. A |attached to the backing. A few |loose or hanging over the edges.|

| |to the backing. There are no stray |few barely noticeable stray marks, |barely noticeable stray marks, |Smudges, stains, rips, uneven |

| |marks, smudges or glue stains. |smudges or glue stains are present. |smudges or glue stains are present.|edges, and/or stray marks are |

| |Nothing is hanging over the edges. |Nothing is hanging over the edges. |Nothing is hanging over the edges. |evident. |

|OR |

|Organization |The story is very well organized. |The story is pretty well organized. |The story is a little hard to |Ideas and scenes seem to be |

| |One idea or scene follows another |One idea or scene may seem out of |follow. The transitions are |randomly arranged. |

| |in a logical sequence with clear |place. Clear transitions are used. |sometimes not clear. | |

| |transitions. | | | |

|Creativity |Several of the graphics or objects |One or two of the graphics or |One or two graphics or objects were|The student did not make or |

| |used in the product reflect an |objects used in the product reflect |made or customized by the student, |customize any of the items on |

| |exceptional degree of student |student creativity in their creation|but the ideas were typical rather |the product. |

| |creativity in their creation and/or|and/or display. |than creative (.e.g, apply the | |

| |display | |emboss filter to a drawing in | |

| | | |Photoshop). | |

|Attention to Theme |The student gives a reasonable |The student gives a reasonable |The student gives a fairly |The student's explanations are |

| |explanation of how every item in |explanation of how most items in the|reasonable explanation of how most |weak and illustrate difficulty |

| |the product is related to the |product are related to the assigned |items in the product are related to|understanding how to relate |

| |assigned theme. For most items, the|theme. For many of the items, the |the assigned theme. |items to the assigned theme. |

| |relationship is clear without |relationship is clear without | | |

| |explanation. |explanation. | | |

|Time and Effort |. Much time and effort went into |Student could have put in more time |It appears as though the assignment|It appears as though little time|

| |the planning and design of the |and effort at home. |was completed the night before. |was put into the project and it |

| |product. It is clear the student | | |was simply “slapped together” at|

| |worked at home more than one day. | | |the very last minute |

Resume Project:

This project is split into 2 parts. Part 1 will be done in class and will be graded as class work. Part 2 will be done at home and will count as a project grade. Follow each set of directions carefully in order to complete both parts successfully.

Resume skills are important for every profession outside of high school. The sooner you learn these resume skills the more practice you will have and therefore will be more professional as you enter the work force.

Sample Author Resume: (use this as the rubric!)

Samuel Clemens

PO Box 1800 Hannibal, MO 12345 (000) 555-5795 Huck_Finn_01@

__________________________________________________________________________________________

Objective:

• American Literary author seeking to satirize the world and make a difference one laugh at a time.

Education:

Bachelor of Arts-English , Yale University, May 1880s

GPA: 3.98

WORK EXPERIENCE: You need at least 2 work experiences with 2-3 bullets each OR 1 work experiences with 5-6 bullets

Steamboat Captain, Mississippi River Transportation, Mississippi, 1859-60

• Direct a crew of 20+.

• Navigate the Mississippi River in various weather types

• Manage the cleaning and upkeep of the riverboat

Second Lieutenant Confederate Army

• Command a small band of soldiers

• Execute orders by superiors

• Inspire soldiers

Published Author, New York Saturday Press, Charles L. Webster & Co. Publishing Company, 1865-Present

• Write and develop plot lines that are both appealing and part of my own style.

• Create vivid and lasting characters

• Develop satirical elements that teach moral lessons and inspire change

HONORS:

Honorary M.A., Yale University, 1888; Litt.D., Yale University, 1901; LL.D., University of Missouri, 1902; named to American Academy of Arts and Letters, 1904; D.Litt., Oxford University, 1907.

REFERENCES: You need at least 2 references. They can be friends or someone mentioned in the biographies, or you can get creative and list a reference that could have known the person because they lived in the same time period etc.

Harriet Beecher Stowe, Writer, Hartford, CT

Phone: 000-555-5678

Horace Bixby, Steamboat Captain, Mississippi Riverboat Co., Jackson, MI

Phone: 000-555-7878

Bibliographic Information (20 points)

|MLA Citation formatted from OR OR at the end of a gale database article. |

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“The Bells” Edgar Allan Poe—Analysis 15 points

I

Hear the sledges with the bells -

Silver bells!

What a world of merriment their melody foretells!

How they tinkle, tinkle, tinkle,

In the icy air of night!

While the stars that oversprinkle

All the heavens, seem to twinkle

With a crystalline delight;

Keeping time, time, time,

In a sort of Runic rhyme,

To the tintinnabulation that so musically wells

From the bells, bells, bells, bells,

Bells, bells, bells -

From the jingling and the tinkling of the bells.

II

Hear the mellow wedding bells -

Golden bells!

What a world of happiness their harmony foretells!

Through the balmy air of night

How they ring out their delight! -

From the molten - golden notes,

And all in tune,

What a liquid ditty floats

To the turtle - dove that listens, while she gloats

On the moon!

Oh, from out the sounding cells,

What a gush of euphony voluminously wells!

How it swells!

How it dwells

On the Future! - how it tells

Of the rapture that impels

To the swinging and the ringing

Of the bells, bells, bells -

Of the bells, bells, bells, bells,

Bells, bells, bells -

To the rhyming and the chiming of the bells!

III

Hear the loud alarum bells -

Brazen bells!

What a tale of terror, now, their turbulency tells!

In the startled ear of night

How they scream out their affright!

Too much horrified to speak,

They can only shriek, shriek,

Out of tune,

In a clamorous appealing to the mercy of the fire,

In a mad expostulation with the deaf and frantic fire,

Leaping higher, higher, higher,

With a desperate desire,

And a resolute endeavor

Now - now to sit, or never,

By the side of the pale - faced moon.

Oh, the bells, bells, bells!

What a tale their terror tells

Of Despair!

How they clang, and clash and roar!

What a horror they outpour

On the bosom of the palpitating air!

Yet the ear, it fully knows,

By the twanging,

And the clanging,

How the danger ebbs and flows;

Yet the ear distinctly tells,

In the jangling,

And the wrangling,

How the danger sinks and swells,

By the sinking or the swelling in the anger of the bells -

Of the bells -

Of the bells, bells, bells, bells,

Bells, bells, bells -

In the clamor and the clanging of the bells!

IV

Hear the tolling of the bells -

Iron bells!

What a world of solemn thought their monody compels!

In the silence of the night,

How we shiver with affright

At the melancholy menace of their tone!

For every sound that floats

From the rust within their throats

Is a groan.

And the people - ah, the people -

They that dwell up in the steeple,

All alone,

And who, tolling, tolling, tolling,

In that muffled monotone,

Feel a glory in so rolling

On the human heart a stone -

They are neither man nor woman -

They are neither brute nor human -

They are Ghouls: -

And their king it is who tolls: -

And he rolls, rolls, rolls,

Rolls

A paean from the bells!

And his merry bosom swells

With the paean of the bells!

And he dances, and he yells;

Keeping time, time, time,

In a sort of Runic rhyme,

To the paean of the bells: -

Of the bells:

Keeping time, time, time

In a sort of Runic rhyme,

To the throbbing of the bells -

Of the bells, bells, bells: -

To the sobbing of the bells: -

Keeping time, time, time,

As he knells, knells, knells,

In a happy Runic rhyme,

To the rolling of the bells -

Of the bells, bells, bells -

To the tolling of the bells -

Of the bells, bells, bells, bells,

Bells, bells, bells, -

To the moaning and the groaning of the bells.

|Whitman: “I Hear America Singing” |

Reaction # 1 To Walt Whitman (Angela de Hoyos)

hey man, my brother

world-poet

prophet democratic

here’s a guitar

for you

-a chicana guitar-

so you can spill out a song for the open road

Big enough for my people

-my Native American race

that I can’t seem to find

in your poems

Reaction # 2 I, Too (Langston Hughes)

I, too, sing America.

I am the darker brother.

They send me to eat in the kitchen

When company comes,

But I laugh,

And eat well,

And grow strong.

Tomorrow I’ll be at the table

When company comes.

Nobody’ll dare

say to me,

“Eat in the kitchen”

Then.

Besides,

They’ll see how beautiful I am

And be ashamed—

I, too, am America

(2 points) What do these reactions/allusions to Whitman suggest about the poet’s place in the 21st century?

(2 points)Are these poems complimentary, disapproving, or both?

(2 points) What are your own reactions to Whitman’s poems? To these poems?

In the poem “I Hear America Singing” (p. 448), Whitman celebrates the diversity of American life. This poem is a catalogue poem—Whitman lists or catalogues the people he hears “singing.” Using the framework below, write your own version of this poem using West Forsyth, Clemmons, or some other subject as your inspiration. Update the poem to show how America has changed since Whitman’s day. What new jobs or roles do people have in today’s society?

I hear _______________ singing, the varied carols I hear,

Those of _______________ ,each one singing _______________ as it should be _______________ and _______________,

The _______________ singing _______________ as he _______________ his _______________ or _______________,

The _______________ singing his as he makes ready for _______________, or leaves off _______________,

The _______________ singing what belongs to him in his _______________ the _______________ singing on the _______________,

The _______________ singing as he sits on his _______________ the _______________ singing as he _______________,

The _______________’s song, the _______________’s on his way in the _______________ or at _______________ or at _______________,

The _______________ singing of the _______________ ,or of the young _______________ at _______________ ,or of the _______________ _______________ or _______________,

Each singing what belongs to him or her and to none else,

The day what belongs to the day —at night the _______________ of _______________, _______________,

Singing with open mouths their strong melodious songs.

Nature by Ralph Waldo Emerson (9 points)

Quotes:

1. What is Emerson trying to say by claiming that “In the woods is perpetual youth” (390)?

2. Emerson said, “It is necessary to use these pleasures with great temperance” (392). What “pleasures” is he referring to? What does it mean to use them with “temperance” (think about Ben Franklin’s autobiography when we defined temperance)?

3. In the first sentence Emerson claims that “Nature is a setting that fits equally well a comic or a mourning piece” (390). Do you agree with this idea?

4. Given our fast-paced, technological society, it is sometimes difficult to understand the basis of Transcendentalism: focusing on the individual and becoming one with nature. Nature, in certain ways, reflects a deeper sense of self actualization than people give it credit for. For example, a seed is not just a seed, it can also be seen as a symbol of new life (plant a tree, save the environment), or a sustainer of current life (squirrels eat seeds). Identify with an item that comes from nature (like the seed). How could you take this piece of nature and see an important value of life? Describe this in the box below. (ex. Pinecone, flower, lake etc.)

Civil Disobedience by Henry David Thoreau (6 points)

Quotes:

1. “That government is best which governs least” is the motto that Thoreau expresses throughout this essay (416). What does he mean? What change is he calling for?

2. Thoreau cites the Mexican war by saying “Witness the present Mexican war, the work of comparatively a few individuals using the standing government as their tool; for in the outset, the people would not have consented to this measure” (416). What idea does this evidence support (what is his goal for using this example)?

3. Does Thoreau support the war? Explain.

4. How does this political idea reflect ideas of Transcendentalism?

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Class work

In class you will research an author’s biography (chosen from the list provided). You will learn all about this person’s life and will take notes on note cards to help you practice the research process. You will need at least 2 sources.

Once you have a feel for the author’s life/personality, you will draft a resume for that person. This will require you to be creative and use your critical thinking skills. You will apply the knowledge you have gained about the person to the resume and also will have to use your creativity to enhance the resume’s appeal given the personality involved. See the sample for Mark Twain AKA Samuel Clemens provided. Use your newfound knowledge abut crafting a resume to assist the format and appeal of the resume. You may use the template provided on Ms. Carmichael’s Webpage

|What is due |Due Date |Point Value |

|Author Choice | |N/A |

|First Source notes | |10 points |

|Second Source notes | |10 points |

|Third Source note packet (EC) | |10 points |

|Resume | |20 points |

| | |40 Total Points + 10 EC points |

Item from nature:

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