Birth of the American Dream:
UNIT I
Point of View Part I: Birth of the American Dream: Early America
A. Native American Origins and Oral Tradition: Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the questions that follow.
Scientists continue to study the fascinating question of the origin of the first peoples in the Americas. The long-accepted explanation is that the first Americans traveled afar. They trekked a great distance over a bridge of land from Siberia to Alaska about 12,000 years ago. These people uprooted themselves from their Asian communities, leaving behind their homeland. In a bid to improve their welfare, they were probably searching for food, safety, and warmer weather.
These people, now called the Clovis people, were almost certainly searching for a more hospitable place in which to dwell. They wanted to live in an environment in which the daily struggle to stay alive was not quite so fierce. Nevertheless, they still had to protect themselves from a variety of offensive creatures, wild and destructive beasts, such as mammoths.
Scientists have recently discovered artifacts that reveal the presence of human life in South America even before the arrival of the Clovis people. For example, archaeologists have examined the ruins of an enclosure and pieces of tools. Some scientists no favor a theory of coastal migration rather than the idea of the land bridge. In other words, ancient peoples may have traveled by boat down the coast of North and South America. After all, travel by sea may have been faster and easier than travel by land. The people may have been on fishing expeditions to increase their food supply.
Scientists want to study the places where these ancient peoples may have landed. Unfortunately, many of the landing sites that once protruded into the water, jutting out into the ocean, are now completely submerged.
Complete the following exercise. You may use a dictionary and a thesaurus.
1. Circle the words that suggest the meaning of afar. List an antonym (a word that means the opposite) for afar.
2. Underline the words that hint at the meaning of uprooted. Define uprooted in your own words.
3. Circle the words that explain the meaning of welfare. Name three things that are basic to the welfare of human beings and explain why.
4. Underline the word that means the same as dwell. Where would you most like to dwell and why?
5. Underline the words that explain the meaning of offensive. Name a synonym (a word that could be substituted) for offensive.
6. Underline the words that tell what the artifacts reveal. Use reveal in a sentence of your own.
7. What word that is related to enclosure helps to explain its meaning? Describe one kind of enclosure.
8. Circle the words that tell what protruded means. Use protruded in a sentence about a tree.
B. The Oral Tradition & Native American Literature Intro Reading Pages 2-7 (stop at “Pilgrims and Puritans” section) and page 9 (“Native American Tradition” section only)
Directions: Answer the following questions with as much detail as possible ON A SEPARATE SHEET OF PAPER! (Note that when I ask you to write something on a separate sheet, often it will be taken up)
1. Susan Power explains that her grandmother told her stories about her grandfather and his role in their community. What was so special about these stories?
2. Tell one BREIF (2-3 sentences) story about one of your family members.
3. In her introduction, Susan Power says, “I was taught that our lives are stories…”. Do you agree with the statement? Explain.
4. As a whole, how would you describe the Native American dream? Is it similar to yours? Explain. (Use examples from the reading to support your opinion.
5. What does it mean to be interconnected (pg 9)? How do you think tales of nature and the natural world show interconnectedness?
|C. Animal Symbolism Totem Shield Mini Project TPP: 30pts |
ANIMAL TOTEM SHIELDS: Totem animals are believed by various Native American cultures, to be spirit helpers sent to support, protect & inspire the individual with its particular wisdom, aiding them in achieving their life's purpose. Animal totem shields are used like amulets for protection or talismans for attracting the positive qualities of the animal. To the Native American, medicine or totem shields reach all facets of a person’s life.
They are used as protection from evil doing, success with family, protection in combat/conflict, and/or success in vision and dream.
|These are all reflected in the symbols found on the shield. |
A shield protects confidence on the part of the bearer. It is circular. This is a significant symbol in itself. The circle represents the great circular way of creation. All things are an unending, like a circle. We will all leave this planet some day, but the circle is the ultimate symbol that our spirit life is unending.
|Create a totem shield |
Each totem shield should include the following:
1. An appropriate animal chosen from the list in the NA Symbols & a picture of the animal in the center of the CIRCULAR shield.
2. At least 4 other symbols (a logo, a club, an item from nature, something in your room at home, a song title, a second animal etc)
3. ON THE BACK, you must write a paragraph that details why the shield represents your personality or history. This must be a well-developed paragraph with
a. a topic sentence
b. the name of the animal and explanation why it symbolizes you
c. The other symbols you chose and why each one is a representation of who you are.
***Remember that everything you do in this class should be “school appropriate” and you all know what I mean by that. There should be NOTHING rude, crude or completely unacceptable or I will not give you a passing grade and you will have to repeat the assignment in an after school session***
| Shield Grading |
|Central animal symbol (5): Nicely presented, creative, evidence of time and thought |
|Symbol 2 (2) |
|Symbol 3 (2) |
|Symbol 4 (2) |
|Symbol 5 (2) |
|Overall Creativity (2) |
|Paragraph |
|Topic Sentence (1) : introduces the topic in a clear and logical fashion |
|Animal and explanation (5): Includes the animal and at least 2 sentences of explanation. |
|Other symbols and explanation (5): Includes each symbol and at least 2 sentences of explanation |
|Concluding Sentence (1): Concluding idea that sums up the main topic |
|Grammar/spelling (3) |
|Total________/30 |
|D. As you are reading the myth “When Grizzlies Walked Upright” on page 21 answer the following questions |
1. What natural phenomenon is explained in the first paragraph?
2. What is the difference between the bears of the “beginning of the world” and bears of today?
3. What does the sky spirit warn his daughter about?
4. Where does the daughter disappear to?
5. Why does the sky spirit curse the grizzlies?
6. Who were the first Indians?
7. What Point of View is this origin myth told in?
|E. Selection |Phenomenon |Explanation |
|“The Earth on Turtle’s Back” |The world | |
| |Trees and Seeds | |
| |Scratches on the Turtle’s Back | |
|“When Grizzlies Walked Upright” |Mount Shasta | |
| |Beaver | |
| |Otter | |
| |Fish | |
| |Birds | |
| |Grizzlies | |
|Navajo Origin Myth |4 Mountains (Colors) | |
| |4th world (current world) | |
| |Sun/Moon/Stars | |
|F. Satire and Social Protest |
As you watch the video make sure you identify the following terms:
1. Satire Purpose
2. Irony
3. Sarcasm
4. Ridicule
5. Exaggeration
6. Parody
G. Spanish speaking "Dora the Conquistador Dolls" slaughtering the competition
[pic]Written by King David Thank you for your rating,
Your vote has been counted and is reflected above.
You have already rated this item,
Thank you for your support.
[pic]20 February 2007
Spurred by a growing immigrant population in the United States and a push to teach children foreign languages at an earlier age, toymakers and consumers are going bilingual, especially Spanish. Spanish speaking "Dora the Conquistador" Dolls are beginning to rival and slaughter other dolls on the market that speak in Greek, French, German, Mandarin Chinese, Japanese and other tongues.
Modeled after 15th and 17th Century conquistadors, or Spanish "conquerors," "Dora the Conquistador" Dolls are equally violent. Accessories include: battle axes, spears, guillotines, diabolical strategies, gold trunks and muzzle-loaders. You can also purchase "Dora's Torture Dungeon and Execution Set," "Dora's Charging Mustang," or "Dora's Plague Enhancer Set." […]
The dolls are reported to be selling at record numbers in the United States. Wal-Mart and Toys "R" Us are reporting record sales.
"There's been a shift in culture, where fascism has become popular again," said Reyne Rice, a trend specialist with the Toy Industry Association. "Toys just mirror what popular culture dictates."
Fissure-Dice toys said that Dora the Conquistador's Talking Dungeon was the best selling dollhouse in company history and look forward to further profits in the companies next quarter of sales.
H. From Mud Woman, Poems from the Clay , University of Arizona Press © 1992 Nora Naranjo-Morse
Towa by Nora Naranjo-Morse
Before communities of strangers settled,
marking Pueblo boundaries
and changing the arid
open landscape forever,
there were the people of Black Mesa,
who called themselves Towa.
People whose clear, brown eyes witnessed
star explosions high above them,
against a celestial canvas of darkness.
the Towa were filled with mystery,
wonder
and reverence
for the universe encircling them.
Reverence gave birth to ritual,
celebration wove ceremony
into songs that blanketed the village
with life-giving spirit.
Planting nourishment for the children of Puye,
with steady handwork,
bedding seeds of corn,
squash
and beans.
Drum beats pounded upward,
introducing a new season's fertile ground.
Nimble fingers pressing seedlings into earth beds,
Digging,
planting,
covering and smoothing
in perpetual motion,
connecting each Towa
to the cycle of plant life.
From the heavens, to the rain-drenched earth beds,
to the seedlings ripened into colored corn.
From the harvest to the Corn Dance.
Clay-skinned people,
danced with willowlike movements,
then melted quietly into waiting earth beds.
Seedlings creating another
and yet another of these Towa.
The plant and human life cycle,
equal in symmetry.
This was before change disrupted night's mystery
[pic]and other world views crowded into Pueblo boundaries
Now Towa rush to their jobs outside of village walls,
adapting to standards unlike their own.
Dressing our clay-skinned bodies
in image conscious fashion,
we stroke this new life of comfort.
Yet, somewhere in us,
persistent sounds surge upward
reminding us of our life cycles,
and the innocent wonder
that is our birthright,
as children of the Towa.
I. Unit Introduction pg. 2-13 in textbook: Answer the following questions in complete sentences. One word answers are not acceptable. Use a separate sheet of paper, and yes, you may be re-reading some pages from the start of the unit.
1. What role did religion play in the settlement of North America by Europeans? Hint: What caused the Pilgrims to leave Europe?
2. How were the settlers in Plymouth Colony different from those in the Massachusetts Bay colony?
3. How was the influence of religion reflected in the literature of the period? Hint: What was the subject of many books written during this time period?
4. What were the similarities and differences between Northern and Southern colonies? Hint: What were some of the characteristics of Northern colonies? Of Southern colonies?
5. What evidence of Puritan attitudes still exists today? Hint: Think about Puritan ethic and the Puritan stance on education.
J. Reading Questions: Understanding “A Journey through Texas”
1. Opinion: Why does Cabeza de Vaca include such detail about the conversation with the Indians in his narrative?
2. Why do the Indians fear going to the village Cabeza de Vaca and his comrades wanted to visit?
3. What prevents some of the expedition group from completing the planned trip?
4. What are some specific details about the region that the writer provides on page 45?
K. Reading Strategy: Recognize Signal Words in “A Journey through Texas”
One way to make sense of a writer’s work is to look for signal words that point out relationships among the ideas and events presented. Signal words may place events in time, indicate reasons or cause-and-effect relationships, or set up a contrast between ideas. Directions: After reading each numbered passage in the first column, write the signal word or words it contains and the purpose of each word. The first few are done for you. 7 is blank. See if you can find other examples in the text as you read.
|Passage |Signal Words |Purpose |
|1. On that same day many fell sick, and on the next day eight of them |On that same day; On the next day |Indicates a time shift |
|died. | | |
|2. We called them “of the cows,” because most of the cows die near |Because |Indicates a reason for something happening|
|there. | | |
|3. What from the top seemed easy was, on the contrary, rough and |On the contrary |Indicates a contrast—compares 2 or more |
|difficult. | |things. |
|4. They entreated us not to be angry any longer, because, even if it | | |
|was their death, they would take us where we chose. | | |
|5. The next morning all those who were strong enough came along, and | | |
|at the end of three journeys we halted. | | |
|6. The people who heard of our approach did not come out to meet us, | | |
|but we found them at their homes. | | |
L. Author’s Purpose
Why write this Journal of the first Voyage to America?
Tone: What details convey Columbus’s attitude toward the tropical island?
Lofty, flourishing trees, wonderfully delicious odor, exquisite…melody of the birds: what is his attitude?
|Descriptions |Purpose |
|“I went ashore, and found no habitation save a single house, and that without | |
|an occupant: we had no doubt that the people had fled in terror at our | |
|approach” (60). | |
|“A thousand different sorts of trees, with their fruit were to be met with, | |
|and wonderfully delicious odor” (61). | |
|“I discovered also the aloe tree, and am determined to take on board the ship | |
|tomorrow, ten quintals of it, as I am told it is valuable” (61). | |
Diction & verb usage
|N. Major Tenets (Beliefs) of Puritanism |
1. Puritans came to the New World to carry out “God’s work.”
2. The Puritans valued plainness of dress, diet, behavior, and even writing. The “Puritan Plain Style” consists of short words, direct statements, and ordinary or everyday references.
3. The Puritan religion focuses on the experience of grace as a purging of sinfulness or cleansing of the individual. Grace requires self-examination and radical life-change.
4. One of the earliest Puritan leaders in Massachusetts (John Winthrop) longed for America to be a “city upon a hill” and a “beacon to the world.”
⇨ What do Winthrop’s words reveal about Puritan ideology?
5. Part of the Puritan legacy in America is the phrase “Puritan work ethic.”
⇨ What does this tell us about Puritanism?
O. PURITAN PLAIN STYLE
P. Sinners in the Hands of an Angry God: Jonathan Edwards pg 100 reading check
1. What were Jonathan Edwards sermons filled with?
2. What does “fire and brimstone” mean?
3. What languages did Jonathan Edwards speak by the time he was 12?
4. Who is Solomon Stoddard?
5. What is the Great Awakening?
6. What college did Edwards become the president of?
7. “Sinners in the Hand of an Angry God” was delivered to whom?
8. What happened to the congregation Edwards delivered this sermon to?
Q. Boxes for Imagery Note Taking: Sinners in the Hands of an Angry God
Box 1: Image one (Remember to write the quote underneath w/ the pg #).
Box 2: 2nd paragraph:
▪ What do the people mistakenly believe is keeping them out of hell?
▪ What does Edwards say keeps them out of hell?
Split the box in two. On one side draw what people think will keep them out of hell, on the other draw what Edwards says keeps them out
Box 3: Image two: (Remember to write the quote underneath w/ the pg #).
Box 4: Image three: (Remember to write the quote underneath w/ the pg #).
Box 5: Image four: (Remember to write the quote underneath w/ the pg #).
Box 6: Image five: (Remember to write the quote underneath w/ the pg #).
Box 7: Draw another appropriate image that Edwards could have used from the theme above. Underneath write the image as he may have written it.
Box 8: Image six: (Remember to write the quote underneath w/ the pg #).
Box 9: Modernize: a bow may not be used in modern times. If Edwards were speaking to people in the year 2010, what image might he use? Draw this in box 10. Underneath write the image as he may have written it.
Box 10: Image 8: (Remember to write the quote underneath w/ the pg #).
Box 11: Image 9: (Remember to write the quote underneath w/ the pg #).
Box 12: Edwards uses a really unfavorable image to compare people to. What other creature could he have used? Draw this in box 13. Underneath write the comparison as he may have written it.
Box 13: Image 10: (Remember to write the quote underneath w/ the pg #).
Box 14: Image 11: (Remember to write the quote underneath w/ the pg #).
Box 15: Image 12: (Remember to write the quote underneath w/ the pg #).
Box 16: How does Edwards describe the two sides of God? Split this box in 2 and draw the two faces of God. Underneath, write when God shows each face.
*Please remember 3 things: (1) you are choosing the images YOU see in each of the paragraphs you read of the sermon; (2) there may be multiple images per paragraph! Choose as many as you can to fit in the appropriate boxes; and (3) no two imagery notes sheets will look exactly alike. These are YOUR notes so they will be unique to YOU.
R. USING QUOTES TO SUPPORT STATEMENTS:
Based upon your reading of "Sinner in the Hands of an Angry God," by Jonathon Edwards, consider whether the following statements are true or false about Puritan theology. Then, write down a passage from the sermon upon which your opinion is based. (use the back if necessary)
1. Good works will get you salvation. True / False
Supporting passage:
2. God is a loving God. True / False
Supporting passage:
News Release: National American Indian Housing Council
February 16, 2005 11:30am EST
Native Veterans Returning from Iraq Ask: Who Will Help Us Rebuild Indian Country?
Indian housing leader calls for Native American ‘G.I. bill’
As a U.S. serviceman, Julius Tulley risked his life to clear mine fields and build infrastructure in Iraq. Now that’s he’s back home in his Navajo reservation community, he finds his days less tense but the housing crisis every bit as loud, crying out in the quiet of the vast southwest.
In his realm, there are only 2,000 miles of roads in 25,000 square miles of space. Housing is in short supply; in some cases, 10 people live in a one-bedroom home. Some live in buses. Some 85 percent lack utilities. About the same percentage still cook on wood fire stoves with cedar, leading to a high rate of asthma and other respiratory problems. They could use ventilators but that is problematic because there is no electricity.
To go grocery shopping, they have to travel 40 miles. They haul water in 50-gallon drums that end up costing them $55 per drum, when you figure in transportation and gas, according to the Navajo Director of Communications.
| Living Conditions of Native Veterans |
Tulley helped the people of Iraq rise above such squalor. Now he’s telling his story on Capitol Hill, asking why the United States can’t give at least the same attention and support to people who’ve been historically mistreated within its own borders as it does to people on the other side of the world.
“We no longer want to accept these conditions in silence, especially since we see a great deal of money being spent to rebuild Iraq,” Tulley said at a news conference in the Senate Indian Affairs Committee hearing room today. “The U.S. has been restoring electricity to Baghdad and other Iraqi towns, yet in Blue Gap, where my mother and aunties live now, only 15 percent of the people have utilities—I mean water and electricity.”
|Native Veterans and Housing Unfairness |
His story is far from unique. Family members have been fighting the nation’s wars since World War II. And Native Americans have the highest per-capita military service of any ethnic group in the U.S., yet most of them come home to similarly squalid conditions. It’s not the kind of payback Gerald Dupris had in mind when he signed up for active duty in the Army and served in Iraq.
“I wanted to get a better life,” said Dupris, who is a member of the Cheyenne River Sioux Tribe in South Dakota. “My grandfather told me: The better we do, the more the government will help—but Native Americans have not gotten such help.” Dupris also spoke at the Capitol Hill news conference about the unfairness of living conditions for his people.
Poverty in Indian Country continues to hover around 26 percent, more than double that of the general U.S. population. Nearly 15 percent live in overcrowded housing conditions on
reservations as opposed to less than 6 percent nationwide. And economic opportunities are largely non-existent on remote Indian lands. On Dupris’s Cheyenne River Reservation, for example, unemployment is running at 78 percent.
|Indian Housing Funding Should Go Up |Not Down |
Yet funding for Indian housing has been taking a hit in recent years, along with domestic programs in general, losing out to foreign campaigns such as Iraq. The Native American Housing Block Grant, the main source of housing funding for Indian tribes, was flatlined starting in FY 2002 at around $650 million (figuring for a net loss when factoring in inflation), was cut to $622 for FY 2005, and the President’s recent budget request for FY 2006 has it at $583 million, which will be considered by Congress in the coming months.
The National American Indian Housing Council maintains that the NAHBG should be increased to at least $1.1 billion per year in order to adequately attack housing ills in Indian Country and provide seed money for leveraging economic growth. An increase to $723 million would at least keep pace with inflation, NAIHC says.
[…]
It would be a welcome development for veterans such as Tulley. Now working as a Navajo Culture Specialist, Tulley wonders how he’ll manage the costs of education for his five children: one of them in law school, another in a trade school, and the remaining three approaching secondary or post-secondary levels.
Most of all, he’s wondering about the country he fought for.
1. Why would people of Native American descent fight in the army?
2. What are the conditions of reservation life? Have they changed since the 1970s? Explain
3. What is the main idea of this article? Explain
4. Do you agree with the author’s call to “look at our own conditions” in America before fighting a war in other countries? Explain.
UNIT 2: Literary Analysis and American Documents:
Establishing the American Dream: Nationalism & Rhetoric
A. Unit Introduction: Read pages 126-137 in your text book and complete the following activities… ON A SEPARATE SHEET OF PAPER
1. Record information in the reading about the names and terms to know on page 127
• The American Revolution
• Constitution
• Bill of Rights
• Declaration of Independence
• Thomas Jefferson
• Thomas Paine
• The Federalist
2. Answer the focus questions on page 127 in COMPLETE SENTENCES
B. Directions: reflect on the Ben Franklin quote by…
1. Listing all the faults that you have.
2. Listing all the good qualities you have.
3. Describing why it would be beneficial to live without faults?
C. During reading notes: Directions: Fill in the blank with the appropriate word based on the reading on page 142-147. Read carefully. From The Autobiography By: Benjamin Franklin
This selection is all about Benjamin Franklin’s desire to reach moral ____________, meaning to not commit _____________ at any time. This task was not easy, but rather quite ______________ to accomplish. According to Franklin, the ____________ habits must be broken and good ones _______________ before a person can have any notion of moral perfection. Franklin created a method that focused on 13 main _______________ that would help him to reach his goal. These 13 virtues are:
1._________________ 2. _________________ 3. _________________
4._________________ 5. _________________ 6. _________________
7._________________ 8. _________________ 9. _________________
10._________________ 11. _________________ 12. _________________
13._________________
Franklin did not try to fix these virtues _____ _____ ______ ________, but rather one at a time. He chose to work on __________________ first because it would give him __________________ and __________________ for the rest of the task. He then decided that __________________ would be easy and gave it second place. __________________ would allow him more time for his projects and studies. __________________ would keep him firm. __________________ and __________________ would free him from __________________ and produce affluence and independence so __________________ and __________________ would be easier. Franklin compared his task to a __________________ , an analogy that is appropriate and applicable to “weeding out” the bad qualities we all obtain. The schedule Franklin made out was to help with the virtue of __________________. He was surprised that he was full of __________________. __________________ gave him the most trouble. Franklin never arrived at __________________, but decided he was a __________________ and __________________ man for having tried.
D. Each of the 13 virtues was chosen carefully by Benjamin Franklin for the particular connotations (the ideas associated with a word), which can be positive, negative, or neutral. For example:
Frugality: represents a quality of thriftiness or economy, meaning that one watches their money carefully and only spends out of necessity. This is generally perceived as a positive quality.
Stinginess: represents relatively the same thing a frugality, but if one is described as stingy it is usually perceived as a negative quality.
The same is true for the vices and virtues. Some character traits and words mean almost the same thing, but can be perceived as either positive, making it a virtue, or negative, making it a vice. Carefully consider each of the words below and decide if it has a positive, negative or neutral connotation, then explain why in one or two sentences.
|Words |+ |- |0 |Why? |
|Sincerity: don’t use harmful deceit when giving | | | |Sincerity is usually considered a positive quality. When a person is sincere they do not |
|your opinion | | | |have ulterior motives for being nice and they do not lie just so you will not be mad or |
| | | | |upset with them. Virtue. |
|Honesty: truthfulness & sincerity | | | | |
|Workaholic: constant and earnest effort to | | | | |
|accomplish what is undertaken at expense of other | | | | |
|things | | | | |
|Blunt: abrupt manner | | | | |
|Hygiene habitually keeping things clean | | | | |
|Diligence: constant and earnest effort to | | | | |
|accomplish what is undertaken | | | | |
|Immaculateness: keeping things spotlessly clean | | | | |
E. The Ben Franklin Challenge:
Order: What different parts of our lives need order? List them below.
Industry: What can you cut out of your life to be more industrious and improve your output?
Frugality: Make no expense but to do good to others or yourself; waste nothing. 21st century skill—Why is personal finance important? Complete the following budget for your own life.
My teenage Cash Flow Plan: Approximate Total that I make at any jobs I work or allowance I earn per month:____________
*If you don’t have a monthly cash income, do a yearly cash income that includes gifts you may receive for birthday/holidays. If you still don’t feel like you can adequately complete the assignment, make up a number to budget with.
|Expenses |Budget |Actual spent (optional column) |
|Car payment | | |
|Gas money | | |
|Car insurance | | |
|Entertainment | | |
|Saving | | |
|Giving | | |
| | | |
| | | |
| | | |
| | | |
Total: ___________
Challenge
Choose one of the 13 virtues to improve in your own life over the next 2-3 weeks. Keep a journal of how you implemented this virtue and what you did to try to increase your virtuous lifestyle. Turn in your journal for extra credit. This assignment is worth up to 20 extra credit points depending on quality of the work submitted.
F. Persuasive Techniques: The Crisis—Number 1 (Thomas Paine)
Ethos--Rhetoric Devices in The Crisis Number One by Thomas Paine. Find examples of each rhetorical device in the first column, then determine the purpose of it based on the context it is used in. Why would Paine use this device in this place? (6 points)
|Rhetoric Device |Example from text |Purpose |
|Repetition | | |
| | | |
| | | |
|Restatement | | |
| | | |
| | | |
|Parallelism | | |
| | | |
| | | |
|G. Pathos—Charged words: List some of the charged words|H. Logos—Aphorisms: a brief, pointed statement expressing a wise or clever observation. (6 points) |
|you found in the text, then describe the associations. | |
|(3 points) | |
|Word |Association |Aphorism |Meaning |Purpose |
| | |The harder the conflict, the more | | |
| | |glorious the triumph | | |
| | | | | |
| | |Through the flame of liberty may | | |
| | |sometimes cease to shine, the coal | | |
| | |can never expire. | | |
| | |It matters not where you live, or | | |
| | |what rank of life you hold, the | | |
| | |evil or the blessings will reach | | |
| | |you all. | | |
I. Declaration of Independence & Persuasion:
■ Parallelism: List at least 2 examples of parallelism in the Declaration of Independence. Remember that you need to be prepared to defend your ideas if you are called on.
■ Why would Jefferson use parallel structure to list the facts? What do the short statements with repeated structures tell the king?
■ List another rhetorical device used by Jefferson in the Declaration; use a SPECIFIC example to describe it.
■ How does Jefferson balance ethos, logos and pathos in this persuasive document?
[pic]
[pic]
DECLARATION OF INDEPENDENCE: Create your own declaration for the clan of your choosing or imagination.
Part I: The Introduction—this statement should establish the purpose of seeking freedom and the credibility of the freedom seekers (your rebel clan).
Part II: What are the natural rights/truths of people (or whatever else your clan represents)? (like the part “all men are created equal”)
We hold these truths to be self evident: (must have 3)
1.
2.
3.
Part III: What wrong has been committed and by whom?
Part IV: Prove the above wrong has been committed by offering facts: (must have 2)
1.
2.
Part V: Recount your initial reaction to the wrongdoing. What did you already do about it? (must have 2)
1.
2.
Part VI: Express what your new reaction is
Part VII: Pledge to each other
Write up your declaration in paragraph form, then sign and date your declaration. This assignment must include the rough draft (these pages) and your final copy. This is a 40 point (20 for rough draft, 20 for final) assignment; points will be awarded based on completion AND creativity.
UNIT 3: Argument writing part I: Marc Antony’s Speech Analysis Worksheet
Julius Caesar by William Shakespeare ()
Describe ethos, logs and pathos with relationship to an equilateral triangle.
Answer these questions as you watch the video.
1) How does Shakespeare portray the commoner’s?
2) Who are the 3 main male characters?
3) Why does Cassius need Brutus on his side? What persuasive technique is that (ethos, logos, pathos)? Explain.
4) By sending fake letters to Brutus, what persuasive technique is Cassius using (ethos, logos, pathos)? Explain.
5) Why does Portia say “Women are Powerless in Roman society” ? What evidence does she have?
6) What persuasive technique do the nobles use to convince Caesar to go to the Senate despite all the warnings (ethos, logos, pathos)? Explain.
7) What is Caesar’s tragic flaw? Explain.
8) What is Brutus’ persuasive goal and what technique does he use (ethos, logos, pathos)? Explain.
9) What is Antony’s persuasive goal and what technique does he use (ethos, logos, pathos)? Explain.
10) In your opinion, which technique is more powerful? Explain.
The three central questions of the play are listed below. Answer each one as if you were Shakespeare analyzing the Roman’s government. Use details from the video to help you explain your response.
Who is in charge?
Who ought to be in charge?
How well are those in charge doing?
Now, read Act III, Scenes 1-3 of Julius Caesar and answer the questions for both of the main speeches in this passage (Brutus’ and Antony’s)
|Brutus’ Speech |Antony’s Speech |
|What is the context of the speech? (when/where/why) |
| | |
| | |
|Analysis of persuasive techniques: Your job is to identify at least one example of one of Aristotle’s three modes of persuasion. It is certainly appropriate to |
|use quotations from the speech to support your points. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Rhetorical Devices: identify at least 1 rhetorical device and explain its effectiveness (Rhetorical Question, Antithesis, Repetition, Restatement, Parallelism) |
| | |
| | |
| | |
| | |
Conclusions (You will probably need a separate sheet of paper for your responses. These should each be good sized paragraphs).
1) In your opinion, why is Antony’s speech considered idyllic persuasion? Please explain your answer with specific reasons.
2) Do you agree with Shakespeare’s portrayal of the “common man” as being easily manipulated? Use specific examples from life and literature to defend your response.
3)What really killed Caesar? Pride? Greed? Persuasion? Explain using details from your readings, viewings, and experiences.
Don’t forget!!!
ETHOS: These are appeals based on the credibility and manner of the speaker.
LOGOS: These are appeals to logic and fact, or to the power of reason.
PATHOS: These are appeals to the emotions of the audience.
If you use and direct quotes from the text, use the following format (Act. Scene. Page #)
Example: As Caesar dies he looks pitiably at his best friend before uttering, “Et tu, Brute? Then Fall, Caesar!” (III.i. page 1).
Persuasive Speech
Take notes as you follow along with the assignment
What is a persuasive speech?
What is the basic structure of a persuasive speech?
Introduction
I. ____________ getter
II. ____________ statement
III. Establish ____________
IV. Preview ____________ ____________
Body
I. Basic _________________ -
← simple _________________ of your topic
← give a _________________ of your topic
← ** required element of the speech.
II. Present your 3 arguments
A. Using the Persuasive Approaches (you will use a little of all of these, but we will be focusing primarily on primacy/recency and carrot-stick for this particular speech; reasoning will be good for presenting your arguments)
1. _____________ Reasoning: going from a ____________ idea to a ____________ idea (syllogisms)
← If all will agree with the first general statement and the second still general statement , then they must agree with the last statement, which in the case of the speech is your opinion on the topic.
2. _____________ Reasoning: Going from a _____________ idea to a _____________ one usually using the laws of _____________.
← Over the last 35 years gold has decreased in value by 5% each year, therefore it is logical to induce that gold will continue to decrease in value. The final statement should be your stand on the topic.
3. Carrot-Stick - gives both sides of the issue and shows that one side clearly _____________ the other.
← List both _____________ and _____________ in the speech
← Be careful to list them all, so you are not destroyed in the Q&A portion.
← Pro/con list in decision making process
4. Primacy/Recency - dictates where you will put your ___________argument in the body of the speech.
← Start with your _____________ point, end with your _____________. (anti-climatic)
← Start with your _____________ point, end with your _____________ (climatic)
B. Using good evidence as support.
← _____________
← _____________ (a direct quote from an _____________ on the issue)
← _____________ Testimony – (telling us about something that specifically happened to _____________). This is GREAT because it helps the audience connect _____________.
← _____________ Beliefs – (appeal to the audience’s emotions to change their minds.)
← Fear is the most common emotion to appeal to. Psychiatrists say adults share 3 basic fears:
← the fear of losing _____________, _____________ and _____________
← the fear of losing _____________
← the fear of the _____________ - which includes death
← Other emotions are pride, sympathy/pity, anger, affection, guilt, etc.
Conclusion
I. ____________ – restate ____________ statement
II. ____________ Remarks - make sure the audience knows the speech is ____________
Question and Answer Period
← Take questions from the _____________group - not just the people you know
← Respond to the _____________group – others may like to know the same thing
← Compliment the _____________- That's a great question, Thanks for asking, etc.
← Never _____________the questioner - Well, if you had been listening or Well, that's a stupid question, etc.
Persuasive Speech Logistics
← 2 outside sources; both sides of the issue you choose
← Notes from the sources (see attached notes page) & Works Cited
← Thorough outline (see attached)
← Appeal to pathos/logos/ethos
← Use of at least 2 rhetorical devices (questioning, parallel structure, restatement, repetition, antithesis)
← Minimum of 3 minutes in front of the class
| |4 |3 |2 |1 |
|Introductio|The first few lines of the speech |The first few lines of the speech got |The first few lines didn't really|The first few lines of the speech |
|n |really got my attention and made me |my attention and |get my attention and I |did not get my |
| |want |I was curious to hear the rest. |wasn't sure if I wanted to hear |attention and I did not want to |
| |to listen. | |more. |hear more. |
| |The topic statement and |The topic statement and creditability |The topic statement or |The topic statement and/or |
| |creditability were well established |were established in the first few lines|creditability was established in |creditability were not established |
| |in the first few lines of the speech|of the speech |the first few lines of the speech|in the first few lines of the |
| | | |but was weak |speech |
|Content |The speech focused on the issue and |The speech focused on the issue and |The speech focused on the issue |The speech was unclear and did not |
|. |described those issue thoroughly |described those issue thoroughly |and described those issue |explain any of the major points |
| |addressing at least 2 major points |addressing at least 2 major points and |addressing1-2 major points and 1 |about the issue, was two sided or |
| |and 1 counterpoint. |1 counterpoint, but did not fully |counterpoint but did not fully |“wishy-washy” without a clear side |
| | |explain them |explain them |being established |
| |The speech cited at least 2 outside |The speech cited at least 2 outside |The speech cited at least source;|The speech cited at least source; |
| |sources, from both sides of the |sources, but they may not have been |it was properly cited and given |it was not properly cited and |
| |issue; they were properly cited and |from both sides of the issue; they were|credit to in the outline and the |credit was not given to in the |
| |given credit to in the outline and |properly cited and given credit to in |speech |outline and/or the speech |
| |the speech |the outline and the speech | | |
| |The works cited was complete, turned|There was 1-2 mistake swith the Works |There were 3-4 mistakes with the |There were more than 4 mistakes |
| |in on time, properly formatted, and |Cited |Works Cited |with the Works Cited |
| |held all the required elements | | | |
| |Clearly appeals to |Appeals to ethos/logos/pathos equally |Appeals to 2 of the 3 modes of |Focuses too much on one mode of |
| |ethos/logos/pathos equally |throughout the speech. |persuasion |persuasion |
| |throughout the speech. | | | |
| |Effectively uses at least 2 |Uses at least 2 rhetorical devices in |Effectively uses at least 1 |uses at least 1 rhetorical device |
| |rhetorical devices in the speech |the speech |rhetorical device in the speech |in the speech |
|Delivery |The speaker spoke in a loud, clear |The speaker was loud and clear, but not|The speaker was hard to hear at |I could not hear or |
|. |voice and was expressive. |very expressive. |times and not expressive. |understand the speaker |
| |The speech was at least 3 minutes, |The speech was at least 2 minutes or |The speech was at least 1.5 |The speech was 1 minute or less |
| |but no more than 5 minutes long |over 5 minutes long (cut off) |minutes long | |
|Conclusion |The end of the speech was |The end of the speech was |The end of the speech was |The end of the speech was |
| |exciting and lively. |somewhat exciting and |not very exciting or lively. |not exciting or lively at all. |
| | |lively. | | |
| |Clearly makes the end of the speech |Makes the end of the speech somewhat |The end of the speech is somewhat|The end of thee speech is unclear |
| |evident and then asks for questions |evident then asks for questions. |unclear and the speaker many/may |and the speaker forgets to ask for |
| | | |not remember to ask for question |questions |
|Q&A |The speaker answers a wide variety |The speaker answers a variety of |The speaker answers a variety of |The speaker does not answer many |
| |of questions with confidence and |questions with some confidence and |questions with professionalism. |questions or does not answer them |
| |professionalism. |professionalism. | |with confidence or professionalism |
|Over-all |The speech was exciting and |The speech was informative |The speech was not very |The speech made me not |
| |informative and really made |and somewhat exciting and |informative or exciting and I |want to adopt his/her point of |
| |me want to adopt his/her point of |I might want to adopt his/her point of |probably wouldn't want to adopt |view. |
| |view. |view. |his/her point of view. | |
Topics you may choose from
|Single-sex schools do/do not improve education |Designer babies should/should not be allowed |
|We should/should not change the national anthem |Rap music is/is not harmful |
|Social networking is helpful/harmful |Junk food should/should not be banned in schools |
|We should/should not lower the voting age |Zero-tolerance policies are necessary/unnecessary |
|We must/must not censor the Internet at all |Smart phones will/ will not benefit classroom learning |
|Teenagers should/should not get tattoos |The study of paranormal phenomenon is/is not a legitimate science |
|Homework is/ is not valuable |Laws about texting and driving are effective/ineffective |
|Reality TV is/ is not harmful |America should/should not aid foreign nations |
|We should/should not wear school uniforms |Cyberbulling has/does not have more of an impact than traditional bullying |
|Wild animals should/should not be kept in captivity |Everyone should attend some form of post-secondary education |
|Bullying is/is not a crime |Twitter should/should not be used for news reporting |
Outline Structure
Introduction
I. Attention Getter
II. Topic Statement
III. Credibility
IV. Preview of main points
Body
I. Background on topic
II. Restate your three points here
A. State point number 1 here
1. Give a testimony, personal testimony, example or statistic to prove your first point. Make sure you cite it if it comes from research (author’s last name par. #)
2.
B .State point number 2 here
1.
2.
C. State point number 3 here
1.
2.
Conclusion
I. Restate 3 main points
II. Make an exciting close to your speech (a good way to indicate you’re 100% done is to thank your audience and then ask for questions)
Question and Answer Period
Bibliographic Information
|MLA Citation formatted from OR OR at the end of a gale database article. |
|Main point |Notes—write down information from the text using paraphrasing, summarizing, or “direct |Why the information is important—this comes from your |
|(leave blank until |quotes”; every time you switch ideas, switch rows |own head; why did you write this down? What can you |
|outline process) | |say about the information? |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
Bibliographic Information
|MLA Citation formatted from OR OR at the end of a gale database article. |
|Main point |Notes—write down information from the text using paraphrasing, summarizing, or “direct |Why the information is important—this comes from your |
|(leave blank until |quotes”; every time you switch ideas, switch rows |own head; why did you write this down? What can you |
|outline process) | |say about the information? |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
UNIT 4: Author’s Craft Part I:
Exploring the American Dream: Romanticism
A. 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?
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? |
| | | |
| | | |
|Poe—an “immature | | |
|genius” | | |
| |(par. ____) or (page ___) | |
|Poe as Mature | | |
|Craftsman | | |
| | | |
| | | |
| |(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?
B. 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.
C. “The Devil and Tom Walker” Answer the following questions ON A SEPARATE SHEET OF PAPER
Before You Read
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
2. 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.
3. 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.
4. Toward the end of his life, Tom regrets making the deal with the devil. What does he do in response?
5. Explain what happens to Tom’s valuables in the end (horses, gold/silver, house, etc.).
After You Read
6. In your opinion, could Tom have escaped the consequences of his bargain with Old Scratch? Explain.
7. How is the devil in this story similar and/or different from your thoughts of the devil?
8. 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.
|D. 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).
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.
E. Bedazzled A persuasive argument in Faust Legend
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?
F. 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
|G. Faust Legend: |
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 |
H. 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
|MLA Citation formatted from OR OR at the end of a gale database article. |
|Research Subtopic |Notes—write down information from the text using paraphrasing, summarizing, or |Why the information is important—this comes from your |
|(leave blank until |“direct quotes”; every time you switch ideas, switch rows |own head; why did you write this down? What can you |
|outline process) | |say about the information? |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
|Research Subtopic |Notes |Why the information is important |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |(par. ____) or (page ___) | |
I. “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.
|J. 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
1. What do these reactions/allusions to Whitman suggest about the poet’s place in the 21st century?
2. Are these poems complimentary, disapproving, or both?
3. What are your own reactions to Whitman’s poems? To these poems?
K. 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.
L. 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?
UNIT 5: Author’s Craft Part II:
Harsh Realities of the American Dream: Realism
A. Read page 482, and then complete the following activity:
Passage 1:
Work consists of whatever a body is obliged to do…Play consists of whatever a body is not obliged to do.
--The Adventures of Tom Sawyer
Passage 2:
Hain’t we got all the fools in town on our side? And ain’t that a big enough majority in every town?
--The Adventure of Huckleberry Finn
Passage 3:
War talk by men who have been in a war is always interesting; whereas moon talk by a poet who has not been in the moon is likely to be dull.
--Life on the Mississippi
B.“The Notorious Jumping Frog of Calaveras County”
HINT: The __________________ writes to his friend in order to describe meeting _________________________ who told him a story about _________________________.
Answer to EQ:
2 claims we want to make:
1.
2.
Thesis:
|Claim about the story |Evidence to support the claim |Explanation of example |
| |Examples, quotes, textual references | |
| | | |
| | | |
| | | |
| | | |
| | | |
The Adventures of Huckleberry Finn Chapters 1-3 (I-III) (not graded but HIGHLY recommended)
Chapter 1 (I) Discover Moses and the Bulrushers
1. How much did Tom Sawyer and Huck Finn get apiece from the gold the robbers left in the cave?
2. What doesn’t Huck like about the Widow Douglas?
3. In Chapter 1 Huck says that the Widow Douglas took him in and tried to “sivilize” him. What did he do when he “couldn’t stand it no longer”?
4. Why did Huck not put much stock in Bible stories like the ones about Moses?
5. Who came to live with Widow Douglas and kept nagging Huck about spelling and manners?
6. Give an example involving spiders that shows that Huck is superstitious.
Chapter 2 (II) Our Gang’s Dark Oath
1. In Chapter 2 Huck sneaks out one night with Tom Sawyer after Jim falls asleep. What trick does Tom play on Jim?
2. After Tom and Huck pick up a group of boys, where does Tom finally take them?
3. Where had Tom gotten his ides for organizing his gang?
4. Who does Huck offer to be killed if he tells the gang’s secret since he has no family?
Chapter 3 (III) We Ambuscade the A-rabs
1. Whose idea of Providence does Huck prefer and why?
2. In Chapter 3 a drowned man is found in the river. Who is this corpse thought to be?
3. When Tom’s gang begins its attack on the “Spanish merchants and rich A-rabs” in Chapter 3, what do they find instead of a wealthy caravan?
4. What happens to the gang of robbers? Why does the gang break up?
The Adventures of Huckleberry Finn Viewing Guide Chapters 4-7 (IV- VII) 17 min
Chapter 4 (IV) The Hair-Ball Oracle: After 3-4 months, Huck is getting used to “sivilized” life. But one day he sees his father’s distinctive footprint and, knowing his father will want his money, runs to Judge Thatcher and gives it away.
1. What does the music in the opening suggest about the story?
2. Whose tracks does Huck recognize?
3. What does Jim tell fortunes for?
4. State 2 things Jim reads about Huck’s future in the magic hair-ball?
5. How does Huck Finn try to get himself out of trouble with Widow Douglas and Miss Watson?
6. What happens when Huck gets back from playing with his friends?
Chapter 5 (V) Pap Starts in on a New Life: That night Pap shows up and demands money to get drunk, and the next day, despite efforts by the Widow and Judge Thatcher, his father is given custody of Huck by a new judge. The new judge tries to reform Huck’s Pap and gives him a room in his house. But Huck’s Pap gets drunk again, wrecks the room, and breaks his arm.
1. What did Pap think of education?
2. What does Judge Thatcher tell Pap about the money that Huck has inherited?
Chapter 6 (VI) Pap Struggles with the Death Angel: After Huck’s father mends, he takes Huck to the Illinois side of the river, where they live in a shack. Huck likes the primitive life, but his father gets drunk regularly and beats him, and so Huck resolves to run away. Whenever Pap is drunk, he always complains about the government and education, and always with racial undertones. He gets angry about a black man attending school in the north. In 1885, Twain wrote a letter to the Dean of Yale Law School explaining why he wanted to pay the expenses of Warner McGuinn, one of the first black law students at Yale. He wrote, “We have ground the manhood out of them and the shame is ours, not theirs, we should pay for it.” This is further proof the Twain being a human rights activist! In this novel, Pap is a symbol of evil and corruption, and his rants prove that his own beliefs are born out of ignorance and stupidity, the opposite of what Twain stood for.
1. What does Pap call Huck when he attacks him in the cabin?
2. What about this relationship with Pap is unpleasant?
3. Why does Huck’s father try to kill him one night after coming back from town?
Chapter 7 (VII) I fool Pap and Get Away: Huck finds a drift-canoe which he hides and when his Pap is away selling drift logs, Huck saws his way out of the cabin and makes it appear that he has been murdered. He kills a wild pig and spreads its blood on the cabin floor, breaks down the door with an axe, and drags a sack of rocks to the river, so that people will think he has been killed and his body thrown in the river. Then he leaves a trail of cornmeal to a lake, so that people will assume that the killers went that way. Finally, his canoe loaded with provisions, he goes to Jackson Island in the middle of the Mississippi River.
1. What is the purpose of killing the pig?
2. Where is Huck headed when he escapes? Why?
Literary Focus of chapters 4-7: Huck demonstrates his native intelligence by going to Judge Thatcher to get rid of his money before his father can get to it, and he demonstrates his superstition by getting Jim to tell his fortune. Huck’s sojourn in civilization has made him forget some of the folk knowledge ha had previously possessed (such as the fact that a potato will shine up a counterfeit coin). Jim is a repository of such knowledge, although he is unschooled in the ordinary sense. Twain satirizes the “do-gooders” in the description of Pap’s “Reform,” when the judge finally realizes that “A body could reform the ole man with a shot-gun maybe, but he didn’t know no other way.” Huck prefers life with his father in Illinois o “sivilized” life, but he is a virtual slave. In his ideal life he would be free of both the widow and his father that is, free of both civilization and meanness. Note that when Huck plans his “death” he thinks of Tom Sawyer, who is his idol in matters of elaborate plans.
The Adventures of Huckleberry Finn Reading Guide Chapters 8-11(VIII-XI)
Chapter 8 (VII) I Spare Miss Watson’s Jim
1. Why does the ferryboat fire its cannon out over the water?
2. Why are the loaves of bread floated out over the water?
3. Why does Huck scare Jim?
4. Why did Jim run away?
5. What does Huck promise Jim?
6. What are 5 superstitions mentioned in this chapter?
a.
b.
c.
7. What does Jim say about good luck signs?
Chapter 9 (IX) The House of Death Floats By
1. What do Huck and Jim find floating down the flooded river?
2. What does Jim prevent Huck from seeing?
3. What are some of the provisions they find?
4. Why does Jim lie down in the canoe?
Chapter 10 (X) What Comes of Handlin’ Snake-skin
1. What does the title of the chapter indicate to you?
2. What practical joke does Huck play on Jim?
3. What happens to Jim?
4. How much as a slave is Jim worth?
5. What is “one of the carlessest and foolishest things a body can do”?
6. Why does Huck go into town?
7. How does he disguise himself?
Chapter 11(XI) They’re After Us!
1. What name does Huck use?
2. According to Mrs. Loftus, who did the townspeople at first think had killed Huck?
3. Who did most people later come to believe was the murderer?
4. Where has the woman’s husband gone?
5. The woman soon sees through Huck’s disguise. List three actions which give Huck away.
6. What is Huck’s final story he tells her?
7. Why does Huck leave town so quickly?
8. What does Huck do when he returns to the island to trick anyone looking for them?
The Adventures of Huckleberry Finn Reading Guide Chapters 12-14 (XII-XIV)
Chapter 12 (XII) Better Let Blame Well Alone
1. What does Jim build on the raft and why?
2. Explain “borrowing” versus “stealing”
3. A few nights after passing St. Louis, what doe Jim and Huck happen upon?
4. Who does Huck wish were there and why?
5. Who is Jim Turner?
6. Why does Jake seem not to want to kill Jim Turner?
7. What happens to the raft?
Chapter 13 (XIII) Honest Loot from the Walter Scott
1. Jim and Huck try to steal the robber’s skiff when two of the robbers appear, about to leave the steamboat. Why do the robbers postpone their action?
2. Why does Huck make up the story about mam and pap and sis and Miss Hooker, which he tells the ferryboat man?
3. Why does the ferryboat man decide to help?
4. Why does Huck want the robbers rescued?
Chapter 14 (XIV) Was Solomon Wise?
1. Where does Huck get his information about dukes and kings?
2. Which King did Jim vehemently dislike?
3. Why can’t Jim accept that Frenchmen don’t talk the same way he does?
The Adventures of Huckleberry Finn Reading Guide Chapters 15-16 (XV-XVI)
Chapter 15 (XV) Fooling Poor Old Jim: Huck and Jim hope to reach Cairo, Illinois, where the Ohio River joins the Mississippi, in three more nights of floating. Their plan is to book passage up the Ohio to the North and freedom. One night, though, in a dense fog, Huck in the canoe gets separated from Jim on the raft. They sail down different sides of an island, and after some time Huck rediscovers the raft. Jim is asleep, and Huck plays a trick on him by pretending that Jim dreamed the entire experience. Jim is hurt by Huck’s prank and gets made at him. This makes Huck feel so bad that he apologizes.
1. What town in Illinois are Huck and Jim trying to reach?
2. What is Jim doing when Huck rejoins him after they are lost in the fog?
3. What mean trick does Huck play on Jim?
4. After he realizes that Huck is fooling him, what does Jim say about “trash”?
5. What does Huck then do?
Chapter 16(XVI) The Rattlesnake Skin does Its Work: As they approach what they think is Cairo, Jim starts talking more and more about freedom, and this bothers Huck’s conscience. Finally, Huck decides to turn Jim in, and he takes the canoe to go to the nearest town. When he meets some men in a boat who are looking for some other runaway slaves, though, Huck is unable to betray his friend, and so he leads the men to believe that he has family infected with small pox on the raft. The men leave money and get away quickly. Shortly after this, Huck and Jim begin to think that they passed Cairo in the fog, and when they look at the river water, which is now a mixture of clear Ohio water and muddy Mississippi water, they are certain of it. During the day, the lose the canoe and that night a steamboat wrecks the raft. Unable to find Jim, Huck swims ashore and makes his way to an “old-fashioned double log house.”
1. What thought troubled Huck so much that he couldn’t rest and made him wish he was dead?
2. What does Jim plan to do with all the money he saves?
3. Why is Huck opposed to Jim’s desire to have an abolitionist steal his children out of slavery?
4. Huck runs into two men on a skiff with guns. For whom are they looking?
5. How does Huck convince these men not to search his raft?
6. What doe Jim and Huck believe caused their bad luck?
7. What happens to separate Jim and Huck again?
Literary Focus of chapters 15-16: Huck’s prank is another example of Tom Sawyer-like games causing real trouble. Here the trouble is Jim’s hurt feelings, but Huck’s strong feelings of Jim overcome his reluctance to “humble [himself] to a n—“ The struggle between Huck’s conscience and his heart intensifies in Chapter 16 when he almost turns Jim in. note that his final decision not to turn Jim in is an emotional one, and is perceived by Huck as weakness: “I warn’t man enough.” He decides that he is incapable of acting properly and feels guilty about his inability.
**Special note** After finishing chapter 16, Twain put the manuscript aside for two years. With Huck and Jim past Cairo, their progress toward freedom was halted. Now, any further movement downriver would only lead them deeper and deeper into slave territory. This problem, along with the destruction of their raft, seemed insoluble to Twain.
The Adventures of Huckleberry Finn Reading Guide Chapters 17-18 (XVII-XVIII)
Chapter 17 (VXII) The Grangerfords Take Me In
1. What do the Grangerfords first think of Huck?
2. What is Huck’s new name?
3. How does he say he has arrived at their home?
4. What I the name of the son who is Huck’s age?
5. What problem does Huck have when he wakes up in the morning?
6. What kind of people are the Grangerfords since they are not feuding hillbillies?
7. List three things the dead girl kept in her scrapbook.
Chapter 18 (VXIII) Why Harney Rode Away for His Hat
1. Describe Colonel Grangerford
2. What reason does Buck give Huck for wanting to kill Harney Shepherdson?
3. How is Huck reunited with Jim?
4. Why did Jack not tell Huck that Jim was there?
5. What has Miss Sophia done that her family thinks is awful?
6. What happens to Buck?
The Adventures of Huckleberry Finn Reading Guide Chapters 19-23 (XIX-XXIII)
Chapter 19 (XIX) The Duke and The Dauphin Come Aboard
1. How do Huck and Jim arrange their traveling during the days and nights?
2. Describe the two men Huck sees running.
3. Why are the two men being run out of town?
4. Who do the two men claim to be?
5. How doe these two bums want to be treated?
6. Huck isn’t fooled by the claims of these two men, so why does he treat them as though he believes their story?
7. Does Jim believe who these two men claim to be?
Chapter 20 (XX) What Royalty did to Parkville
1. How does Huck convince the men that Jim is not a runaway slave?
2. After discussing various money making “campaigns”, what do the king and the duke decide?
3. Explain how the king makes money at the revival meeting
4. How does the duke arrange things so that they can travel in the daytime?
Chapter 21 (XXI) An Arkansaw Difficulty: The duke and the king rehearse their show, and when they reach a town in Arkansas where a circus is to be performed, they land and put out posters. Around noon, a drunk named Boggs appears, threatening to kill everyone he sees. The townspeople know he is harmless, but when he threatens Colonel Sherburn, Sherburn promises to kill Boggs if he isn’t gone by one o’clock. Sherburn then keeps his promise, killing him in cold blood. The townspeople lay Boggs out and decide that Sherburn should be lynched.
1. What do the king and the duke plan to do to get the money?
2. What event was being held in town already?
3. Who comes to town to kill Colonel Sherburn?
4. For whom do the townspeople send?
5. What happens to Boggs
Chapter 22 (XXII) Why the Lynching Bee Failed
1. Who goes to Colonel Sherburn’s house and why?
2. Explain how Sherburn avoids being hanged.
3. Where does Huck go next?
4. Explain why the king and the duke write “Ladies and Children Not Admitted” on their poster.
Chapter 23 (XXIII) The Orneriness of Kings
1. The king and the duke perform the “Royal Nonesuch” for three nights. What does the crowd bring on the third evening?
2. Why did Jim slap his daughter?
3. What does he realize afterwards regarding Elizabeth?
Literary Focus of chapters 21-23: The Shakespearean parody is composed mostly of garbled phrases from Hamlet and Macbeth. The Arkansas Town portrayed in this episode is seen with a dark satiric eye. The comic satire of lazy men borrowing chewing tobacco from each other quickly becomes a picture of layabouts burning dogs for fun. This leads to perhaps the darkest scene in the novel, the shooting of Boggs and Sherburn’s speech to the mob. Sherburn’s speech is a violent criticism of the myth of Southern bravery, just as the Grangerford episode is a criticism of the myth of Southern honor. Almost no one comes out of the scene looking good. Sherburn is a cold-hearted monster, and the townspeople are coward sand hypocrites, pushing for a look at Bogg’s corpse and enjoying the reenactment of the murder before setting off for Sherburn. Only Bogg’s daughter, a gentle victim who foreshadows Mary Jane Wilks, is free of Twain’s scorn.
We are reminded of Huck being a boy by his enjoyment of the circus and literal-mindedness. The circus, which is wholesome entertainment, is contrasted to “Royal Nonesuch” (the duke and king’s hoax performance).
Jim’s pathetic tale of hitting Elizabeth, not knowing she was deaf, further helps to humanize him to Huck and makes Huck realize that blacks care as much for their families as whites do. By including this in the novel, Twain has become a radical, proposing ideas that had not been considered before, especially in the deep south. This is another example of Twain supporting the idea that “all men are created equal,” regardless of ethnicity.
The Adventures of Huckleberry Finn Reading Guide Chapters 24(XXIV)- 26(XXVI)
Chapter 24 (XXIV)- The King Turns Parson
1. Why does the duke dress Jim as a sick Arab?
2. Why do the king and the duke pretend to be the Wilks brothers from England?
3. How do the king and the duke get information about Uncle Peter Wilks?
4. Who will the duke pretend to be?
Chapter 25 (XXV)- All Full of Tears and Flapdoodle
1. Who are the three WIlks sisters? (list names and ages
2. What is the inheritance that they receive?
3. Who receives the rest?
4. Why do the king and the duke add their own money to the money hidden in the cellar?
5. What do they do with the money in the cellar?
6. What does Mary Jane do when the doctor asks her to “turn this pitiful rascal out”?
Chapter 26(XXVI)- I Steal the King’s Plunder: Huck, who is pretending to be the king’s British servant, is tripped up by questions one of the girls asks him about life in England, but the other two insist that he be treated kindly, and he determines to get their money back for them. He sneaks into the duke’s room and, hidden, watches the king and duke hide the money in a straw mattress. When they leave, he takes the gold and hides it in his own room. Dr. Robinson, sees through the ruse and Joanna, who suffers from a birth defect which deforms her faces, is also very suspicious. Mary Jane tells her “uncles” to sell the property because she won’t need it. After all, her “uncles” have offered to take all three of the girls back to England with him.
1. What makes Huck want to help the three sisters?
2. Why won’t Mary Jane need the property?
3. Where did the king and duke hide the money?
The Adventures of Huckleberry Finn Reading Guide Chapters 27(XXVII)-29 (XXIX)
Chapter 27 (XXVII)- Dead Peter has his Gold
1. Where does Huck hide the money?
2. Why does he hide it there?
3. What upsets the girls in the settling of the estate?
4. When he is blamed, who does Huck say has stolen the money?
5. Why does he blame this person (the answer to number four)?
Chapter 28(XXVIII)- Overreaching Don’t Pay:
1. Why does Huck reveal the plot to Mary Jane?
2. After telling her the truth, what does Huck tell her to do?
3. At the end of Chapter 28, during the king’s auction, a steamboat lands. A crowd soon appears; what are the “singing out” ?
Chapter 29 (XXIX)- I Light Out in the Storm
1. Who arrives at the beginning of the chapter?
2. How do the king and duke behave toward these newcomers?
3. What had delayed them from arriving earlier?
4. What is Levi Bell’s plan for deciding who the real Harvey and William WIlks are?
5. Why does it become necessary to exhume the body of Peter WIlks?
6. Why is Huck able to escape?
The Adventures of Huckleberry Finn Reading Guide Chapters 30(XXX)-32 (XXXII)
Chapter 30(XXX)-The Gold Saves the Thieves: on the raft, the duke and king argue over who hid the money in the coffin. They finally fight over it, and the king, being throttled by the duke, admits that he did it. The audience, however, knows who really put the gold in the coffin.
1. Whom does the king blame for putting the gold in the coffin?
2. Whom does the duke blame for putting the gold in the coffin?
3. Who then confesses to putting the gold in the coffin?
4. Why does he confess when he really didn’t do it?
Chapter 31 (XXXI)- You Can’t Pray a Lie
***CRUCIAL CHAPTER WITH THE CLIMAX!!!***
1. List 3 schemes the king and the duke try in various villages in order to swindle more people out of money.
a.
b.
c.
2. After Huck returns to the raft after going in to town, why does he sit down and cry?
3. Where is Jim?
4. Who sold Jim?
5. For how much money was he sold?
6. Explain why Huck couldn’t pray.
7. What does Huck decide to do?
8. Later, why does he say, “All right then, I’ll go to hell”?
9. Where does Huck then go?
10. What does he do with the canoe?
11. Whom does Huck run into?
12. What lie does this person tell Huck about Jim’s whereabouts?
*****What is the climax of the story?
Chapter 32 (XXXII)- I Have a New Name: A the Phelps farm, Huck is mistaken for someone the Phelpses are expecting, and he finally discovers that it is Tom Sawyer, their nephew. Feeling “born again” by this information, Huck plans to waylay Tom on his way from the steamboat so his identity can remain safe.
1. Where does Huck go and what is his plan?
2. For whom is he mistaken?
3. Why does Huck need to get away and retrieve his luggage?
The Adventures of Huckleberry Finn Reading Guide Chapters 33(XXXIII)- 35(XXXV)
Chapter 33(XXXIII)- The Pitiful Ending of Royalty: Huck succeeds in heading off Tom before he reaches the house and explains the situation. To his surprise, Tom agrees to help steal Jim and works out a plan to account for the two of them being there. Tom sends Huck on ahead to the farm and appears there himself shortly thereafter, pretending to be his brother Sid. Huck finds out at dinner that evening that Jim has revealed the duke and the king’s congame, and after dinner he and Tom sneak out to try to warn them. But it is too late, and Huck sees, to his disgust, the two being ridden out of town on a rail, tarred and feathered.
1. Why would Tom be so surprised to see Huck (remember what happens with Huck earlier in the novel)?
2. What does Tom agree to after Huck tells him about Jim?
3. Why would Huck be so surprised about Tom’s agreement (remember our notes about Tom and what he represents)?
4. When Tom arrives at Aunt Sally’s, at first who does he say he is?
5. Who does Tom then pretend to be?
6. Why won’t Uncle Silas let the boys go to the show that evening?
7. What is Huck planning to do regarding the king and the duke?
8. What happens to the king and the duke?
Chapter 34(XXXIV)- We Cheer Up Jim
1. Who finds out where Jim is?
2. What two clues does he (the answer to #1) recognize?
3. What does Tom think is wrong with Huck’s plan for helping Jim escape?
4. List 4 of the difficulties that Tom invents in Chapters 34-35 when he devises a plan to free Jim.
5. How do Jim, Huck, and Tom convince the slave feeding Jim that Jim really never “sung out”?
Chapter 35(XXXV)- Deep, Deep-Laid Plans
1. According to Tom, what does one receive if he helps a prisoner escape under dangerous circumstances?
2. How is one supposed to get rid of the sawdust after sawing through the leg of the bed, according to Tom?
3. What material does Tom insist Jim’s ladder is made from?
4. Why does Tom say Jim needs a shirt?
5. What is Jim to use for ink?
6. When, according to Tom, is it okay to steal?
7. What “tool” does Tom suggest they use to dig Jim out?
8. Define “letting on.”
The Adventures of Huckleberry Finn Reading Guide Chapters 36(XXXVI)-39(XXXVIX)
Chapter 36(XXXVI)- Trying to Help Jim: the boys begin digging Jim out through a lean-to next to the hut. They make too little progress with case knives, so they switch to picks and shovels, “letting on” that they are case knives. Tom steals a spoon and a candle stick from the house to turn into pens, and he decides that they will smuggle these and other things into Jim by putting them in food and in Aunt Sally’s and Uncle Silas’s pockets.
1. Why do Huck and Tom give up their knives for picks?
Chapter 37 (XXXVII)- Jim Gets His Witch Pie: Aunt Sally begins to notice that things are missing and gets increasingly confused and angry. She becomes convinced that the calf stole the shirt from the line and that rats ate the missing candles. Tom and Huck so confuse her over the counting of the spoons and sheets that she finally gives up thinking abou thtem. The boys bake the sheets in a pie and sneak it into Jim.
1. Who does Aunt Sally become convinced stole Uncle Silas’s shirt?
2. Who does she believe stole her candles?
3. What did the boys cook inside the witch’s pie?
Chapter 38 (XXXVIII)- Here a Captive Hear Busted:
1. What do Huck and Jim make out of the spoon and candle stick?
2. Translate the motto on Jim’s coat of arms.
3. Who helps Tom and Huck move the grindstone?
4. What does Tom want Jim to do to the rattlesnake?
5. What is the compromise to Jim’s keeping a rattlesnake?
6. According to Tom, how will Jim tame the rats?
7. With what does Tom tell Jim to water his plant?
8. At the end of Chapter 38, Jim apologizes to Tom. Why?
Chapter 39(XXXIX)- Tom Writes Nonnamous Letters
1. What do Tom and Huck put under Aunt Sally’s bed?
2. What does Thomas do?
3. List three other insects/animals that Huck and Tom get.
a.
b.
c.
4. Why does Jim find it difficult to sleep at night?
5. How many weeks has it taken to arrange Jim’s escape?
6. Why are the boys now running out of time?
7. How does Huck disguise himself?
8. Why does he dress this way?
9. Who will Tom dress as?
10. According to the letter, how will the Phelps be able to catch the gang of cutthroats who are going to steal Jim?
The Adventures of Huckleberry Finn Reading Guide Chapters 40 (XL)- 43 (XLIII)
Chapter 40(XL)- a Mixed Up and Splendid Rescue
1. What does Aunt Sally catch Huck doing?
2. When he is sent to the sitting room, what info does he learn that makes him so nervous and scared?
3. Why does Aunt Sally think Huck has “brain-fever”?
4. What happens to Tom as the three of them make their escape?
5. What does Jim want Huck to do which makes Huck realize that Jim “was white inside”?
Chapter 41(XLI)- “Must “a” been Sperits: Huck leaves Jim and Tom, who has been shot, on the island with the raft so he can find a doctor. He tells the doctor that Tom had a dream and the dream “shot him”. The canoe is only able to hold one person, so Huck tells the doctor where to find Tom. After Huck, exhausted from running all night, falls asleep in the lumber pile, he awakes only to run into Silas who takes him home because Aunt Sally has been beside herself with worry. Before heading home, however, they make a quick stop at the post office to look for “Sid” (aka Tom) who supposedly trying to find out what is going on there (but the reader knows that Tom is really shot, so this is just another of Huck’s stories). When they arrive at Aunt Sally’s, many farmers and their families are there discussing the shed and the hole and all the craziness they found there. They decide that a band of intelligent robbers must have tricked everyone including the authors of the raid letter. Sally refuses to let Huck out to find Tom (who she still thinks is Sid), since she is so sad (she even cries!) to have lost Sid and does not want to risk another boy. Huck, touched by her concern, vows never to hurt her again.
1. What story does Huck make up to tell the doctor?
2. Huck goes to sleep in a lumber pile. When he awakens, whom does he see?
3. Why do they go to the post office?
4. What do the farmers and their wives think has been causing all the mischief around the plantation?
5. Why does Aunt Sally cry?
Chapter 42 (XLII)- Why The Didn’t Hang Jim
1. Why don’t the men immediately hang Jim?
2. What do the do with Jim?
3. What does the doctor tell the man regarding Jim?
4. When Tom awakens, what info about Jim does he reveal to Aunt Sally?
5. Why did Tom want to set Jim free if he was already free?
6. Why does Aunt Polly arrive?
7. Why hadn’t Aunt Sally answered Aunt Polly’s letters?
Chapter the Last (43 (XLIII))- Nothing More to Write
1. What had Tom planned for Jim?
2. What does Tom do for Jim to make up for all the trouble of being a prisoner?
3. Why does Huck think he can’t go on adventures in the Indian Territory?
4. What does he learn from Tom?
5. What does he learn from Jim regarding Pap?
6. What is Tom’s souvenir from freeing Jim?
7. What are Huck’s plans for the future?
8. Why doesn’t he want Aunt Sally to adopt him?
Satire!
Remember, Satire is a kind of literature that tries to open people’s eyes to the need for change by exposing the flaws of a person or society. Satirists’ main weapon is humor, which is created through techniques such as IRONY.
Irony as you may recall is a contrast between what appears to be true and what IS true, or between what is expected to happen and what actually happens.
In the chart on the next page, write as many examples of Irony and Satire as you can think of In Huck Finn. YOU SHOULD HAVE AT LEAST ONE EXAMPLE FOR EACH. The first is done for you as an example
|Government Judicial system: |Pap is an example of satirizing the government judicial system because of his relationship to Judge Thatcher|
| |and his son. You expect a father to care about his son, but he scolds him about learning to read and |
| |“getting religion.” We may laugh at Pap, but we should also be aware of the messages: the new judge is too |
| |easily tricked by Pap’s “Reformation” and there is something wrong with a system that would let Pap take |
| |Huck. |
|Man’s Cruelty to Man | |
| | |
| | |
| | |
| | |
| | |
|Religious Hypocrisy | |
| | |
| | |
| | |
| | |
|Romanticism (look in your notes to recall what this | |
|is) | |
| | |
| | |
| | |
|Superstition | |
| | |
| | |
| | |
| | |
Below, draw a satirical cartoon that is based off one of your examples above. Make sure you are creative and colorful with your cartoon! (20 points; see rubric on my website)
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
“Swing Low, Sweet Chariot” and “Go Down, Moses” Spirituals
Reading Strategy: Listen
DIRECTIONS: Listen carefully to the sounds and rhythms of “Swing Low, Sweet Chariot” and “Go Down, Moses” as the two spirituals are read aloud. Pay particular attention to the rhymes and the sounds or phrases that are repeated. Often rhythm and repetition suggest a certain mood or attitude and contribute to the intensity of feeling generated by the song and its message. Fill in the two charts below to help you focus on your listening skills and identify the message presented in each spiritual.
|“Go Down, Moses” |
|Words that rhyme | |
| | |
|Words or phrases that are repeated | |
| | |
|Mood or attitude suggested by rhyme and repetition | |
| | |
|Overall Message (after analysis) | |
The Message in Spirituals
Some spirituals contained disguised messages concerning escape from slavery. Spirituals such as “Follow the Drinking Gourd,” for example, advised slaves to follow the north-pointing Big Dipper star constellation. Other verses were altered to give specific directions for slaves to locate Underground Railroad routes. “Go Down, Moses” also has a freedom-related message.
DIRECTIONS: Answer the series of questions below to help you decode the message of the spiritual “Go Down, Moses.”
1. What is a pharaoh, and what kind of power does a pharaoh have?
2. In a southern plantation, who might hold a position similar to that of a pharaoh?
3. What was the condition of the people of Israel when they were in Egypt?
4. How was the situation of the slaves in the American South similar to that of the people of Israel?
5. What demand did Moses make of the pharaoh?
6. What demand does “Go Down, Moses” convey, and to whom is the demand directed?
7. Does Jim make a similar demand? Explain your response.
8. Find an example in Huck Finn where Biblical allusion is used to convey a deeper message.
|“Swing Low, Sweet Chariot” |
|Words that rhyme | |
|Words or phrases that are repeated | |
|Mood or attitude suggested by rhyme and repetition | |
|Overall message of spiritual | |
| | |
| | |
| | |
Most stories follow this pattern, which many of you have seen before:
Put the events (which are out of order) listed below in order on the chart provided for you on the back. REMEMBER we talked about the climax of the novel & and the denouement. The climax is the highest point in the novel.
Building a Raft for Huck Finn: quote Analysis & application; Directions: follow each direction carefully to be sure you complete each section of the assignment accurately.
1. Read the following quotes carefully, underlining key words and phrases. In the space provided, state the context (what is going on in the story) of the quote and it meaning.
A. “There warn’t no home like a raft, after all. Other places do seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft” (chapter 18)
Context:__________________________________________________________________________________________________________________________________________________________Meaning:_________________________________________________________________________________________________________________________________________________________
B. “Pap always said it warn’t no harm to borrow things if you was meaning to pay them back sometime; but the widow said it warn’t anything but a soft name for stealing, ad no decent body would do it. Jim said he reckoned the widow was partly right and pap was partly right; so the best way would be for us to pick out two or three things from the list and say we wouldn’t borrow them any more—“ (chapter 12)
Context:__________________________________________________________________________________________________________________________________________________________Meaning:_________________________________________________________________________________________________________________________________________________________
C. “So there ain’t no doubt there is something in that thing—that is, theres’ something in it when a body like the widow or he parson prays, but it don’t work for me, and I reckon it don’t work for only just the right kind” (chapter 8)
Context:__________________________________________________________________________________________________________________________________________________________Meaning:_________________________________________________________________________________________________________________________________________________________
D. “En all you wuz thinkin’ ‘bourt wuz how you could make a fool uv ole Jim and a lie. Dat truck dah is trash; en trash is what people is dat puts dirt on de head er dey fren’s en makes ‘em feel ashamed” (chapter 15).
Context:__________________________________________________________________________________________________________________________________________________________Meaning:_________________________________________________________________________________________________________________________________________________________
E. “If any real lynching’s going to be done it will be done in tehh dark, Southern fashion, and when they come they’ll bring their masks” (chapter 22)
Context:__________________________________________________________________________________________________________________________________________________________Meaning:_________________________________________________________________________________________________________________________________________________________
2. (5 points) Choose one of the above quotes and write it on the “raft”. Glue the quote in the appropriate place on the map.
3. (5 points) Put the following events in order along the map’s route, arranging them around the popsicle stick raft. Notice that these events are obstacles that the raft cannot avoid.
(A) The Duke and the King come aboard (“By rights, I am a duke!”)
(B) Escaping Jackson’s Island (“They’re after us!”)
(C) Huck Fakes his own death (“I did wish Tom Sawyer was there”)
(D) Grangerfords vs. Shepherdsons (“It’s on account of the feud.”)
(E) The Royal Nonesuch is performed (“Ladies and Children Not Permitted”)
-----------------------
Victim of "Dora the Conquistador" Doll
What is a blog? A blog is your easy-to-use web site, where you can quickly post thoughts, interact with people, and more. A blog is a personal diary. A daily pulpit. A collaborative space. A political soapbox. A breaking-news outlet. A collection of links. Your own private thoughts. Memos to the world. Your blog is whatever you want it to be. ("What is a Blog." Blogger. 16 Sept. 2008. 16 Sept. 2008 .)
Your task is, you guessed it, to create a paper blog. Much like the journals and exploration narratives of Columbus and Cabeza de Vaca, you and your life have plenty to share with others. Using your journal entry, you are going to create the first entry in your paper blog. Design the layout, add the text, make it your own. Feel free to use slang, text talk etc. Once you are finished, we will pass around your blogs so that at least 2 (maybe 3) people get to respond to your entry! This is a great way to get feedback from your peers about your life, but remember like everything you do in class, you must be respectful to your classmates and keep everything school appropriate. Work diligently, you have a limited time to design your blog before it gets passed on.
M. The Blog of
_____________________________________________
2 pts Blog Response #1 by: ____________________________________________
2 pts Blog Response #2 by: ____________________________________________
NAIHC assists tribes and tribal housing entities in reaching their goals of providing culturally relevant, decent, safe, sanitary, and affordable housing for Native people in Indian communities and Alaska Native villages.
NAIHC…A Tradition of Native American Housing.
Why is having a cash flow plan important even as a teenager?
*Remember Ben/Arthur!
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:
In 1885, Twain wrote in his notebook, “My works are like water. The works of great masters are like wine. But everyone drinks water.” Choose one of the following passages from Twain’s work, and show how that passage exemplifies the author’s philosophy of style. You response should show how the passage exemplifies the down-to-earth directness of Twain’s style—the way that his writing is, “like water,” meant for everybody.
Character:_____________________________________________________________________________
~A good
Listener.
Sets up the story and frames what is to come in the latter part of the story.
Character:_____________________________________________________
Tells the inner story to the first frame character
Character:________________________________
The inner most story; the meat of it.
Useful Vocabulary:
Hogshead: barrel gap: yawn hived: stole
ambuscade: ambush lath: thin wooden slats, to which plaster is usually attached
Useful Vocabulary:
Hiding: thrashing meddle: interfere skiff: a light rowboat Tow: a cheap rope Palaver: talk
Nabob: an important person (originally, governor of an Indian state
Trot line: a fishing line strong across a river with individual lines and hooks hanging down from it into the water
dandy: a man who is overly concerned about his dress
Useful Vocabulary:
Quicksilver: mercury abreast: side by side cooper: barrel maker
Camp meeting: outdoor religious revival truck: stuff things Reticule: a cloth purse
Useful Vocabulary:
Texas: a structure on a steamboat containing the officer’s cabin
Guys: support wire blubbering: crying careened: turned over on its side
Bitts: timbers used for securing lines on a boat spondulicks: (slang) dollars
Dauphin (dolphin): eldest son of a king of France.
Useful Vocabulary:
Tote: carry aggravate: irritate leeward (looard): the direction the wind blows
Sheering: swerving
Literary Analysis: The monstrous devilish steamboat destroys the peaceful and benevolent raft.
1. Who is on the raft?
2. Who is on the steamboat?
3. What could this represent in a larger sense (Symbolically speaking)?
Useful Vocabulary:
Wince: to shrink back or cringe impaired: harmed frivolousness: lack of seriousness
Pommel: the front of a saddle ransack: to search thoroughly
Sideboard: a piece of dining room furniture used for holding dishes and serving implements
Feud: a long-standing and deadly quarrel between groups
puncheon floor: a floor made of split logs
Useful Vocabulary:
Galluses: suspenders mesmerism: hypnotism haughty: proud
Jour printer: journeyman printer, between an apprentice and a master printer
Phrenology: the study of character as revealed by the shape of the head
Histrionic: related to acting ciphered out: figured out
Benefactors: people who confer benefits
Unities: the dramatic unities of time, place, and action, as propounded by Aristotle
Useful Vocabulary:
Beaver: a hat made of beaver skin tanner: a person who makes animal hides into leather
Slouch: a lazy person doxology: a hymn in praise of God
Passel: a group, a number of imposter: a person who pretends to be someone else
Cubby: cubbyhole, a small room pallet: a small, primitive bed, usually made of straw
Stretchers: lies, stretchings of the truth tick: mattress
Congress water: mineral water from Saratoga Springs
Useful Vocabulary:
Melodeon: a small organ sand: grit, courage candid: frank, honest
Confront: bring face to face disposition: inclination sluice: a flood of water
Lights: lungs harrow: a farm implement with long teeth for cultivating soil
Useful Vocabulary:
Cravats: neckties elocution: public speaking doggery: tavern
Tight: drunk venture: try bogus: false
Mortification: gangrene meek: humble waylay: to meet on the way
Useful Vocabulary:
Dainty: delicate petrified: stunned Languedoc: province in medieval France Navaree: province in Spain case-knives: ordinary kitchen knives
The Iron Mask: hero of Dumas’s novel The Man in the Iron Mask
Seneschal: a steward or bailiff in medieval times
Useful Vocabulary:
Counterpane: bedspread insurrection: rebellion addled: confused
Escutcheon: the shield on which a coat of arms is carved
Fess: a band drawn horizontally across the center of an escutcheon
Elecampane: an herb which reduces the pain of stings
Useful Vocabulary:
Fidget: to move restlessly rummage: to search carefully sultry: hot
Desperadoes: villains brash: impudent, pushy
When you finish the analysis questions, go back and finish the last row in the chart!
Denouement (the Ah-ha moment)
• Huck fakes his own death and runs away.
• Tom’s gang of robbers forms
• The king and the duke perform the “Royal Nonesuch”
• The king fools the churchgoers into giving him money because he says he is a pirate
• Tom is shot
• Jim and Huck find a dead man on the houseboat
• Widow Douglas tries to “sivilize” Huck.
• Pap kidnaps Huck
• Huck steals the inheritance money and hides it in the coffin
• Buck dies
• Huck goes to Mrs. Loftus’ house, dressed as a girl, to find out what is going on in town
• Tom tells everyone that Jim has been freed.
• The king and the duke arrive to travel with Jim and Huck
• Huck’s dad tries to get his money
• Jim’s hairball tells Huck’s future
• The king and the duke humiliate Jim by dressing him up as a “Crazy Arab” and painting him blue.
• Aunt Sally wants to “sivilize” Huck
• Jim and Huck flee Jackson Island
• Tom, Judge Thatcher and the rest of the town search for Huck’s body by firing cannon shots.
• Jim and Huck meet the gang of robbers on the Walter Scott
• Tom plays a trick on Jim and puts his hat on a tree
• Jim tells Huck that his pap was the dead man on the houseboat
• Huck decides to “light out for the territory.”
• Huck decides to “free Jim and go to Hell” rather than allow him to stay in the Phelps’ possession.
• Huck gives his $6000 to Judge Thatcher
• The king and the duke impersonate the Wilks brothers
• Tom and Huck try to free Jim
• Jim is sold to the Phelps
• Jim and Huck are separated in the fog
• Miss Sophia and Harney Shepherdson run away
• Pap almost kills Huck in a drunken rage
• Jim calls Huck “trash”
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- journal of the american medical association
- the end of the american dream
- the journal of the american medical association
- journal of the american medical association jama
- beginning of the american public education system
- ideals of the american government
- history of the american school system
- birth of the earth
- causes of the american revolution
- the history of the american flag
- jama journal of the american medical association
- the failure of the american education system