Exploring the American Dream: Romanticism
Exploring the American Dream: Romanticism
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Learning Intention
Learning Intention
Learning Intention
Learning Intention
Learning Intention
Learning Intention
Learning Intention
Learning Intention
Learning Intention
Learning Intention
Romanticism: Historical Background & setting the scene: Read pages 242-253 in your textbook.
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? Why was the US “faced with trouble as well as bright promise”?
8. What is America’s primary theme in literature after 1800?
9. Read the American Experience Highlight on Edgar Allan Poe on page 249. Fill in the two “note cards” below, by extracting the two main ideas.
10. Why is the term “Romanticism” sometimes misleading?
11. Who are the best known Transcendentalists?
12. Why did Emily Dickinson write poems?
13. Of all the poets between 1800 and 1070, who had the most lasting effect on American literature?
14. What ended the Romantic period?
Extra Credit:
15. Think back to the Puritanism we studied in the first semester. Think about how strict and unyielding the Puritans were. In what way is Transcendentalism (optimistic & tolerant philosophy) a response to Puritanism?
***SEE APPENDIX FOR “DEVIL AND TOP WALKER” READING AND ANNOTATION***
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.
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: |
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.
The Devil and Tom Walker vs. “The Devil went Down to Georgia”
|The Devil and Tom Walker |Similarities |“The Devil went Down to Georgia |
|Characters |
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|Conflict |
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|Plot |
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|Resolution |
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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 Construction|The product shows considerable |The product shows attention to |The product shows some attention |The product was put together |
| |attention to construction. The |construction. The items are neatly|to construction. Most items are |sloppily. Items appear to be |
| |items are neatly trimmed. All |trimmed. All items are carefully |neatly trimmed. All items are |just "slapped on". Pieces may be|
| |items are carefully and securely |and securely attached to the |securely attached to the backing. |loose or hanging over the edges.|
| |attached to the backing. There are|backing. A few barely noticeable |A few barely noticeable stray |Smudges, stains, rips, uneven |
| |no stray marks, smudges or glue |stray marks, smudges or glue |marks, smudges or glue stains are |edges, and/or stray marks are |
| |stains. Nothing is hanging over |stains are present. Nothing is |present. Nothing is hanging over |evident. |
| |the edges. |hanging over the edges. |the edges. | |
|OR |
|Organization |The story is very well organized. |The story is pretty well |The story is a little hard to |Ideas and scenes seem to be |
| |One idea or scene follows another |organized. One idea or scene may |follow. The transitions are |randomly arranged. |
| |in a logical sequence with clear |seem out of place. Clear |sometimes not clear. | |
| |transitions. |transitions are used. | | |
|Creativity |Several of the graphics or objects|One or two of the graphics or |One or two graphics or objects |The student did not make or |
| |used in the product reflect an |objects used in the product |were made or customized by the |customize any of the items on |
| |exceptional degree of student |reflect student creativity in |student, but the ideas were |the product. |
| |creativity in their creation |their creation and/or display. |typical rather than creative | |
| |and/or display | |(.e.g, apply the 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 |reasonable explanation of how most|weak and illustrate difficulty |
| |the product is related to the |the product are related to the |items in the product are related |understanding how to relate |
| |assigned theme. For most items, |assigned theme. For many of the |to the assigned theme. |items to the assigned theme. |
| |the relationship is clear without |items, the relationship is clear | | |
| |explanation. |without explanation. | | |
|Time and Effort |. Much time and effort went into |Student could have put in more |It appears as though the |It appears as though little time|
| |the planning and design of the |time and effort at home. |assignment was completed the night|was put into the project and it |
| |product. It is clear the student | |before. |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
Sample Generic Resume Cover Letter:
Your Name
Your Address
Your City, State, Zip Code
Date
Employer Name
Title
Company
Address
City, State, Zip Code
Dear Mr./Ms. Last Name:
Body of Cover Letter
The body of your cover letter lets the employer know what position you are applying for, why the employer should select you for an interview, and how you will follow-up.
First Paragraph:
The first paragraph of your letter should include information on why you are writing. Mention the position you are applying for. Include the name of a mutual contact, if you have one. Be clear and concise regarding your request.
Middle Paragraphs:
The next section of your cover letter should describe what you have to offer the employer. Convince the reader that they should grant the interview or appointment you requested in the first paragraph. Make strong connections between your abilities and their needs. Mention specifically how your skills and experience match the job you are applying for. Remember, you are interpreting your resume, not repeating it. Try to support each statement you make with a piece of evidence. Use several shorter paragraphs or bullets rather than one large block of text.
Final Paragraph:
Conclude your cover letter by thanking the employer for considering you for the position. Include information on how you will follow-up. State that you will do so and indicate when (one week's time is typical). You may want to reduce the time between sending out your resume and follow up if you fax or e-mail it.
Complimentary Close:
Respectfully yours,
Signature
Typed Signature
Sample Student Resume:
Bobby Jo Harris
101 Amazing Grace Lane Clemmons, NC 27012 (336) 555-1765 Bobby_Jo_2010@
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|Objective |Hard working student recommending |
|Work Experience |Rolling Hills Day Care |
| |145 Whispering Creek Lane |
| |Winston Salem, NC 27103 |
| |Day Care Assistant Teacher |
| |Taught fifteen three year olds for 3-4 hours a day |
| |Managed classroom behavior |
| |Develop and execute lesson plans with the assistance of my lead teacher |
|Accomplishments |Honor Roll (6 semesters), Student of the Month, |
|Activities |SADD member, Volunteer-Big Brother/Big Sister, FTA Secretary |
|Interests |Horseback riding, traveling, working out |
|Education |West Forsyth High School |
| |1735 Lewisville Clemmons Road |
| |Clemmons, NC 27012 |
| |Dates attended: From 2006 – Present |
| | |
| |Meadowlark Middle School |
| |301 Meadowlark Dr. |
| |Winston-Salem, NC 27106 |
| |Dates attended: From 2003 – 2006 |
| | |
| |Meadowlark Elementary |
| |401 Meadowlark Dr. |
| |Winston-Salem, NC 27106 |
| |Dates attended: From 1997 – 2003 |
|References |Ashley Carmichael |
| |1735 Lewisville Clemmons Road |
| |Clemmons, NC 27012 |
| |336-712-4400 |
| | |
| |Awesome Math Teacher |
| |301 Meadowlark Dr. |
| |Winston-Salem, NC 27106 |
| |336-922-1730 |
Name: Period: Date:
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“The Bells” Edgar Allan Poe
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” |
What culture does Whitman address?:
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.
What do these reactions/allusions to Whitman suggest about the poet’s place in the 21st century?
Are these poems complimentary, disapproving, or both?
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
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
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?
-----------------------
Key Learning:
Unit EQ:
Poe As Immature Genius 1
__________________ 249
Your Name
Poe as Mature Craftsman 1
__________________ 249
Your Name
Part 1: 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 note packet | |10 points |
|Second Source note packet | |10 points |
|Third Source note packet (EC) | |10 points |
|Resume | |20 points |
| | |40 Total Points + 10 |
| | |EC points |
List of authors to choose from:
(3 people per author)
Edgar Allan Poe
Washington Irving
Emily Dickinson
Henry David Thoreau
Ralph Waldo Emerson
Walt Whitman
Part 2: Personal Resume/ Due: _______________ 50 points
At home, you will be preparing your own personal resume and cover letter. I have provided samples for you. Make sure that you provide accurate information and are very specific and clear. Remember, you want to set yourself apart from the crowd with this resume, but at the same time you want to remain professional. Use the samples as guides but make sure that you are not copying the samples (this is plagiarism).
Item from nature:
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