Quick Message for Steven!!!

If anyone is able to contact him by 11:00am, please let Steven know that Who Framed Roger Rabbit comes on showtime (Comcast ch. 575) at 11.

Thanks so much!!!

Homework and announcment updates!

A few things, ladies and gents:

• Please go straight to the 21st Century Lab Monday and Tuesday.
• If you are behind on any work regarding your Film Project, Monday, May 4th is the last day to turn anything in. 11th period students that I haven't met with will see me then.
• For proper tips on formatting your works cited page, please click the the first link on this page: A Writer's Reference for MLA and APA citations (you can also click the link to the left).
• I know you are worried about this exam, please take a look at APCentral. There are several sample FRQs and an AP sample test in the Test booklet. I believe it starts at page 20.
• There will be an AP English review Monday and Wed during CP. PLease come in if you're interested!

Apply: OVerhead activity!

Hi all,

Here is the apply for the tone overhead activity:

Write two or three sentences which reveal a tone of disdain in describing a clique at your school (PLEASE DO NOT USE NAMES!!!!). Use imagery or concrete imagery to create the tone. DO NOT DIRECTLY STATE THE DISDAIN; the images and detail should carry the tone.

Have fun!!! :-)

Susan Glaspell's Trifles

Here's the homework for tonight: Susan Glaspell's "Trifles"

Read the play in this link, then in a thorough two page lit response (typed, size 12 font, Times New Roman) answer the following question:

• Write a thorough analysis of Glaspell's use of actions, props, costumes--visual elements (not dialogue)--in this play. The object of this paper should be to explain how these elements (in addition to the dialogue) communicate important information to the audience. In your paper, be sure to identify specific visual elements and explain exactly what it is that those elements communicate

Turn this in to the sub on Thursday, typed

"Bernice Bobs her Hair"

For those of you who need a copy of "Bernice Bobs Her Hair", please click the link below. Be sure to print it so that you can annotate...Otherwise, makes sure you turn in a notebook with your thoughts and reactions. Please put the quote and the page number next to your annotation in the notebook (aka a dialectic journal)

Link for "Bernice Bobs her Hair"

Email me if you need me! :-)

Assignments for week of 1/5/08

Welcome to Second Semester!!! :-)
These links are active...Please click on them accordingly. They will take you on your cyber-journey of the early 20th century and modernism. All written portions of this assignment are due Friday, Jan 9, 2008. This mini unit is worth 100 points. See assessment following group assignment instructions.

Intro to Modernism and Poetry: Keep this is mind as we read, Eliot, Fitzgerald, and even Harlem Renaissance Writers such as Hughes, Cullen and Hurston.
Guiding Question
What are several historical, social, and cultural forces that prompted the modernist movement?
What were the effects of these influential factors?
Learning Objective
Students will understand the historical, social, and cultural context of modernism at large.
What you will do…
A tour of the interactive timeline from the EDSITEment-reviewed resource Learner.org: Timeline: Events of 1876-1999. Focus on the late 1800s and 1900s. The class may also review the Twentieth-century Timeline, a link accessed via the EDSITEment-reviewed Internet Public Library. While not all on the same scale of September 11th, certain historical, social, and cultural forces prompted the same kind of wide-scale change in the way individuals thought about their world. Ask students what some of these influential forces were. You should see events such as: the rise of cities; profound technological changes in transportation, architecture, and engineering; a rising population that engendered crowds and chaos in public spaces; a growing sense of mass markets often made individuals; and WWI contributed to making people feel less individual and more alienated, fragmented, and at a loss in their daily lives and worlds.
You will be in five small groups. Each group will have one of the five topics listed below. Explore the assigned resources and to try to imagine life before and after the key moments in history. These sites primarily focus on U.S. history.
Assign a scribe, and ask each group to list at least five adjectives to describe how life must have been within the context of the topic they explore as a small group. Emphasize that students should consider these topics within the context of how an individual would respond to these social, cultural, technological, and historical changes.

Inventions/Technological Breakthroughs—Group 1
explore the Interactive Timeline: Inventions 1868-1898, from the EDSITEment-reviewed resource Learner.org. The group should assign a person to take notes, jotting down 4-5 inventions for discussion.
explore the following sites as well: “Inventing Entertainment,” from the Library of Congress American Memory Project. Point students to the following videos in particular:
104th Street curve, New York, elevated railway
9th Infantry boys' morning wash
American falls from above, American side
Consider/answer the following questions as they note key inventions/technological advancements at the turn-of-the-19th century:
What were some of the primary effects/ramifications of each invention/technological breakthrough?
How do you think individuals responded to the inventions/technological advancements? What became easier? What became harder in one’s daily life?
What are some of the effects of the invention of motion pictures (both in terms of the technology itself and the ability to capture moving images of various content/subject matters)?

Rise of the City—Group 2
compare and contrast rural and urban life. Discuss with them the rise of the city that occurred with the influx of immigration, continued industrialization of the United States (especially the North), and the rise of now commonplace features like major department stores and their window displays.
watch the following early videos of New York, available via the EDSITEment reviewed American Memory website, asking them to pay attention to people, traffic, and crowds.
Lower Broadway, 1903
Panorama of Flatiron Building, 1903
Panorama from Times Building, 1905 (notice the people/cars on the street from the 20-story height of the Times Building)
104th Street curve, New York, elevated railway, 1899
Interior, New York Subway, 1905See also:
Overview of the first skyscraper (Home Insurance Building), from EDSITEment-reviewed PBS “Building Big” series
New Brooklyn to New York via Brooklyn Bridge, no. 2
Consider/answer the following questions:
How would you feel if you were an individual navigating these city scenes?
What elements of each city scene video stand out to you and why?
Imagine first riding on an elevated railroad through a city or in a city subway? What would this ride feel like if you never had experienced it before?
How might these changes effect how people responded to the city? To each other? Teachers might prompt students to consider, for example, how the layout of the school building or the way they move between classes—or from class to home—influences their relationships with other people.

Quickened Pace of Transportation—Group 3

Explore the “The Wilbur and Orville Wright Timeline, 1901-1910,” from the EDSITEment-reviewed Library of Congress American Memory Project. Point out to students the collection’s webpage “The Belief That Flight is Possible to Man.”
Also have students view one or more of the following early motion videos from the EDSITEment reviewed American Memory website:
104th Street curve, New York, elevated railway, 1899
Interior, New York Subway, 1905
New Brooklyn to New York via Brooklyn Bridge, no. 2, 1899
Market Street before parade, filmed from automobile, 1903
A trip down Market Street before the fire, filmed from San Francisco cable car, 1905See also:
Brooklyn Bridge Overview (from EDSITEment-reviewed America’s Story)
Brooklyn Bridge overview from EDSITEment-reviewed PBS “Building Big” series.
Consider/answer the following questions:
Imagine first riding on an elevated railroad through a city or in a city subway? What would this ride feel like if you never had experienced it before?
Compare the pedestrians, horse/carriages you see to the new forms of transportation. What differences do you notice in these early films?
What would life be like before the advancements in transportation in the late 1800s/early 1900s? What effects did such technological breakthroughs have on individuals in their local and larger worlds?

Factory Life—Group 4
Have this group explore the early motion videos from “Inside an American Factory: Films of the Westinghouse Works, 1904” [From the Library of Congress American Memory Project], including, for example:
Assembling a generator
Girls taking time checks
Girls winding armatures
Panorama of Machine Co. aisle
Panorama view of street car motor room
browse “The Triangle Fire, March 25, 1911 Photo Gallery,” including the link to Cornell University’s “The Triangle Shirtwaist Factory Fire Website” from the EDSITEment-reviewed New Deal Network. The Triangle Fire caused the deaths of several young working women and prompted reforms.
Consider/answer the following questions:
How would you describe working in a factory in the early 20th century?
What is the relationship between the factory worker and the machines such as those depicted in the Westinghouse videos?
Think about “Girls taking time checks,” “Girls winding armatures,” and the panoramic overviews? What do these images suggest about an individual factory worker’s own place within the factory at large?

World War 1—Group 5
view several of the trench warfare videos from The Wilfred Owen Multimedia Digital Archive, a link from the EDSITEment-reviewed Academy of American Poets site:
French soldiers in Alsace using trench periscope
British troops August 1916 during the Battle of the Somme
Belgian troops entrenched along a railway line
Panning shot over a wrecked trench with entrances to intact dugouts, 1916
Trench junction at Martinpuich with infantry, some carrying boxes of grenades, moving up, presumably to the front line, 1916
High angle shot of trench, 1916
Small groups should view the following early video clips and/or photos of landscapes devastated during WWI.
“Camera pans slowly across war-devastated landscape. Heavily shell-cratered ground and remnants of wood. Filmed at Beaumont Hamel or Martinpuich, 1916.
The “Before and After” pictures, via the EDSITEment-reviewed “Photos of the Great War”, Consider/answer the following questions:
What do you imagine the experience of emerging from a WWI trench was like for a soldier? To what can you compare such an experience?
What do you think of the war-devastated landscape? How would you feel if you lived in such a European city after WWI?
What emotional effects do the before and after pictures elicit? Compare these pictures to contemporary images (of September 11th, the War in Afghanistan, the War in Iraq).
Assessment
Have each student group present their findings, including their list of adjectives, from the small group activity to the full class. Write all adjectives on the blackboard/whiteboard. Lead brief full class discussions on each topic, and begin to chart primary characteristics of a modernist sense of the world. 50 pts
Have each individual student write a typed, two-page letter in the voice of an individual living during the late 1800s to early 1900s. The letter can be written to imaginary individuals from future generations. The letter should address the individual’s response to the social, cultural, technological, or historical change explored during the small group activity. Be sure to integrate into your letter the adjectives your group identified during the small group activity, and explain why those terms apply to you as an individual (in the persona you have chosen to adopt). 50 pts

"I Too, Sing America"

Follow the link to the controversial, and highly disturbing "Willie Lynch Letter" (which has been the subject of conspiracy theories, as well as seriously studied). Because we discussed slave narratives and are now discussing the consequences of slavery through Reconstruction, Social Realism (via Booker T. Washington and W.E.B. Dubois), and our visual analysis of "The Great Debaters," I thought that you might find it interesting to read the text. Please know that reading the text is optional. To add to the historical context of our classroom, feel free to peruse the following documents: Consider pathos and audience, writers purpose, and logical fallacies. I will not test you on this, but I do think these are texts that you should be aware of. Consider this supplementary review for the Rhetorical Triangle. I will remove the Willie Lynch Letter on Sunday.

P.S. All study guide packets are due Tuesday!!!! :-)

"I, Too, Sing America": Langston Hughes