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READING THROUGH THE COMMON CORE

SUMMER 2013

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BOARD OF EDUCATION

Susan Schwartz, President

JoAnn DeLauter, Vice President

Marion Blane Dr. Nancy Kaplan

Janet Goller Nina Lanci

George Haile Dr. Matthew Kuschner

CENTRAL ADMINISTRATION

John DeTommaso Superintendent of Schools

Cynthia Strait Régal

Deputy Superintendent, Business Mara Bollettieri, Psy.D.

Assistant Superintendent, Personnel & Administration Caryn Blum

Assistant Superintendent, Curriculum, Instruction, & Assessment

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READING THROUGH THE

COMMON CORE

Written by:

Sean Formato (Calhoun High School)

Edward Grosskreuz (Merrick Avenue Middle School/ Mepham High School)

Rebecca Levy (Grand Avenue Middle School)

Nicole Maresca (Mepham High School)

William Morris (Mepham High School)

Marie Netto (Mepham High School)

Kim Serpe (Calhoun High School)

Project Administrators: Marie Netto Kim Serpe

District Chairpersons - English

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TABLE OF CONTENTS

UNIT PAGE NUMBERS

INTRODUCTION 5

GRADE 7 UNITS THE ADVENTURES OF ULYSSES GENTLEHANDS THE MISFITS WEASEL

6 – 70

GRADE 8 UNITS ANIMAL FARM THE OUTSIDERS THE PEARL THE WAVE

71 – 152

GRADE 9 UNITS NIGHT OF MICE AND MEN ROMEO AND JULIET TO KILL A MOCKINGBIRD

153 – 213

GRADE 10 UNITS THE CATCHER IN THE RYE FAHRENHEIT-451 LORD OF THE FLIES A SEPARATE PEACE

214 – 281

GRADE 11 UNITS THE CRUCIBLE THE GREAT GATSBY ONE FLEW OVER THE CUCKOO’S NEST THE THINGS THEY CARRIED

282 – 364

GRADE 12 UNITS BRAVE NEW WORLD FENCES HAMLET THE KITE RUNNER

365 – 447

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INTRODUCTION Reading Through the Common Core was created in response to the Common Core Learning Standards which requires all students to be college and career ready in the following areas: Reading for Literature, Reading for Informational Texts, Writing, Speaking and Listening, and Language. The specific concentrations of this curriculum guide are the importance of literacy and developing reading skills. Teacher representatives from every grade level in the Bellmore-Merrick Central High School District, 7 – 12, collaborated to determine the most widely read major works for each grade level, and sought to find high quality ancillary resources and to develop lesson plans that highlighted reading strategies for all teachers.

The following curriculum guide contains a resources list for each major work, suggested lesson plans, activities and materials to help teachers meet the Common Core Learning Standards. Students in all Bellmore-Merrick Central High School District English courses will have the opportunity to focus on reading comprehension and to build upon skills learned in previous years. All of the lessons identify the grade level specific Common Core Learning Standards that are addressed. These lessons should be adapted by teachers to address their instructional needs and the needs of their students.

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GRADE LEVEL: 7 LITERARY WORK: The Adventures of Ulysses RESOURCE LIST:

1. "Athens." Brainpop. Brainpop, n.d. Web. 18 July 2013. <http://www.brainpop.com/socialstudies/worldhistory/athens/preview.weml>. Video

2. Beaton, Kate. "'Odysseus and His Crew Encounter the Facebook Peril.'" Hark, A Vagrant. Kate Beaton, n.d. Web. 18 July 2013. <http://harkavagrant.com/archive.php>. Article

3. "Calyspo." Perf. Suzanne Vega. A&M, 1987. Song.

Song

4. Encyclopedia Mythica. MCMXCV - MMVII Encyclopedia Mythica, n.d. Web. 18 July 2013. <http://www.pantheon.org/areas/mythology/europe/greek/articles.html>. Encyclopedia Article

5. Etiquette in Greece. Frommer Media LLC, n.d. Web. 18 July 2013.

<http://www.frommers.com/destinations/greece/0225026691.html>. Article

6. Evslin, Bernard, Dorothy Evslin, and Ned E. Hoopes. "'Zeus.'" The Greeks Gods. N.p.: Scholastic Inc., 1995. N. pag. Print. Article

7. Konagawa, Joy. "'Where There's a Wall.'" Poetry in Three Dimensions: Reading, Writing, and Critical Thinking Through Poetry. Comp. Carol Clark and Alison Draper. Vol. 2. Cambridge: Educator's Publishing Service, n.d. 32. Print. Poem

8. Menzel, Idina, perf. "A Hero Comes Home." Warner Bros. Records, 2007. Song. Song

9. Parolini, Elmer. "'He Followed Me Home Dad, Can I Keep Him?'" Jantoo Cartoons. Cartoon Stock Ltd., 12 Sept. 2012. Web. 18 July 2013. <http://www.jantoo.com/cartoon/20905172>. Cartoon

10. Wilford, John Noble. "'Greek Myths: Not Necessarily Mythical.'" The New York

Times [New York] 4 July 2000, Science: n. pag. Print. Article

BOLD-FACED RESOURCES ARE USED IN ACCOMPANYING LESSON PLANS

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GRADE LEVEL: 7 LITERARY WORK: The Adventures of Ulysses SUPPLEMENTARY WORK: “Where There’s a Wall” Lesson 1: One class period Aim:

How do both the literal and figurative meanings of “Where There’s a Wall” apply to Ulysses?

Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 4, 9, 10,11 W 7 1, 4, 11 SL 7 1, 2 L 7 1, 2, 5 Do Now/Motivation:

What is the biggest struggle you’ve faced? How did you overcome it? Instructional Materials:

“Where There’s a Wall” (Attachment 1)

Procedures and Pivotal Questions: Complete Do Now – students will share with the person sitting behind them. Then some

will share with the class. Transition: Everyone faces obstacles and struggles. We’ve already learned about some

that Ulysses has faced. Today we’re going to take a look at a poem that relates to Ulysses in many ways.

Students will receive “Where There’s a Wall” (Attachment 1). Students will pre-read the questions for the stop-and-go activity. Once they have read the questions, they will silently read the poem stopping to answer each question once they feel that the poem has given them an answer.

After students have had a sufficient amount of time to answer the questions, we will go over their responses and elaborate on the poem.

Additional Discussion and Extension Questions: What does “literal” mean? What does “figurative” mean? The poet uses alliteration multiple times. Can you find one example? Why might the poet have included alliteration in the poem? What is implied when the speaker states there are “words to whisper by a loose brick”? What is the literal meaning of the poem? What is the figurative meaning of the poem? What is the overall tone of the passage? How do you know? Which words contribute to

that tone?

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How does the literal meaning of the poem apply to Ulysses’ journey? How does the figurative meaning of the poem apply to Ulysses’ journey? How does the figurative meaning of the poem apply to our lives?

Summary:

Write down the biggest “wall” in Ulysses’ journey so far. Explain why you believe that is his biggest “wall.” Students will write their responses on a post-it and stick it to the real wall in the

classroom on their way out. They will be reminded to write their names on the post-it.

Extension Activity: Create a chart of Ulysses’ obstacles and how he overcomes each. Write a four-paragraph

essay explaining how Ulysses overcomes obstacles.

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Attachment 1 “Where There’s a Wall” by Joy Konigawa

Directions: Read the questions below and think about the possible answers to those questions as you read the poem.

1. What are some ways to get past a wall? 2. Where is the speaker located? 3. What can you infer the speaker wants? Cite evidence from the poem. 4. What might a wall symbolize (represent)? How do you know?

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Where there's a wall there's a way around, over, or through there's a gate, maybe a ladder, a door, a sentinel who sometimes sleeps, there are secret passwords you can overhear, there are methods of torture for extracting clues to maps of underground passageways, there are zeppelins helicopters, rockets, bombs bettering rams armies with trumpets whose all at once blast shatters the foundations where there's a wall there are words to whisper by a loose brick, wailing prayers to utter, special codes to tap, birds to carry messages taped to their feet, there are letters to be written novels even on this side of the wall I am standing staring at the top lost in the clouds I hear every sound you make but cannot see you I incline in the wrong direction a voice cries faint as in a dream from the belly of the wall

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GRADE LEVEL: 7 LITERARY WORK: The Adventures of Ulysses SUPPLEMENTARY WORK: “A Hero Comes Home” Lesson 2: One class period Aim:

What message does “A Hero Comes Home” relate and how does it connect to Ulysses?

Common Core Learning Standards: Standard Grade Standard Number R 7 1, 4, 9, 10 W 7 1, 4, 9 SL 7 1, 4 L 7 1, 2 Do Now/Motivation:

Watch the skit from Saturday Night Live. What is it mocking?

Instructional Materials: “A Hero Comes Home” (Attachment 2) SmartBoard “Odysseus and the Sirens” skit

http://dailypicksandflicks.com/2012/10/14/snl-odysseus-and-the-sirens-video/

Procedures and Pivotal Questions: As students enter the classroom, they will randomly choose a number from the pieces of

paper in the hat. In the bag, there are slips of paper labeled with the numbers 2-10. Complete “Do Now” – students watch the first 2 minutes of the clip from Saturday Night

Live. The skit is mocking the power of the Sirens’ music. Transition: Music is powerful. The Sirens have a whole chapter dedicated to the strength

that lies in their music. Today, we’re going to dissect a song and discuss its relevance and power in relation to our story.

Students will receive “A Hero Comes Home” (Attachment 2). A volunteer will be asked to read the poem aloud for the class. Then students will work independently to paraphrase their assigned stanza and determine how the stanza to which they have been assigned relates to the piece of literature that they’ve been reading. They will then share their responses with the other students who were given the same stanza. Students will be paired based on the number they randomly chose when they entered the classroom at the beginning of the period.

The teacher will provide an example using the first stanza of the song. It will be shown on the SmartBoard, so students are aware of the type of detailed response that they must write.

The explanation will be written directly on the lyric handout. Example:

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o “Sailing on ships across the sea…” – sailing on Poseidon’s sea with his small ships that are good for battle

o “…to a wounded nation” – Ithaca has been left without a King for 20 years and Penelope and Telemachus have been trying to fend off the suitors.

They will stand in front of the class and present their explanation as the stanza appears behind them on the SmartBoard.

What is the main idea of your assigned stanza? How does the speaker How is your stanza related to The Adventures of Ulysses? What words/phrases are repeated throughout this song? Why are those important?

What message is the writer trying to reinforce? How do you think suitors will respond to Ulysses’ return? Why? How do you think Penelope and Telemachus will respond to Ulysses’ return? Why? With Ulysses returning home, how do you think his story will end? Why do you think it

will end this way? Summary:

To prepare students for their homework and to create a link to today’s activity, we will begin reading “The Return” in their textbooks. They will have the opportunity to share their opinions of Ulysses’ return to Ithaca.

Extension Activity: Bring in the lyrics to a song that you think apply to The Adventures of Ulysses. Write a

well-developed paragraph explaining your reasons.

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Attachment 2

"A Hero Comes Home" by Idina Menzel

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Out of the mist of history He'll come again Sailing on ships across the sea To a wounded Nation Signs of a savior Like fire on the water It's what we prayed for One of our own Just wait Though wide he may roam Always A hero comes home He goes where no one has gone But always A hero comes home Deep in the heart of darkness sparks A dream of light Surrounded by hopelessness He finds the will to fight There's no surrender Always remember It doesn't end here We're not alone Just wait Though wide he may roam Always A hero comes home He goes where no one has gone But always A hero comes home And he will come back on the crimson tide Dead or alive And even though we know the bridge has burned He will return He will return

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Just wait Though wide he may roam Always A hero comes home He knows of places unknown Always A hero comes home Someday they'll carve in stone "The hero comes home" He goes and comes back alone But always A hero comes home Just wait Though wide he may roam Always A hero comes home

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GRADE LEVEL: 7 LITERARY WORK: The Adventures of Ulysses SUPPLEMENTARY WORK: Excerpts from “Greek Myths: Not Necessarily Mythical” Lesson 3: One class period Aim:

Are myths definitely myths?

Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 3, 5, 6, 8, 10, 11 W 7 4, 9, 11 SL 7 1, 2, 4 L 7 1, 2, 4, 6 Do Now/Motivation:

Does the cartoonist believe in dinosaurs? How do you know?

Instructional Materials:

Cartoon (see above) Excerpts from “Greek Myths: Not Necessarily Mythical” (Attachment 3)

Procedures and Pivotal Questions:

Complete “Do Now” – students will share their answers with the class.

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Transition: Archeologists seek to find answers about whether or not dinosaurs existed. There are also people who seek to find answers as to whether or not Greek mythology has any validity.

Students receive copies of “Greek Myths: Not Necessarily Mythical” (Attachment 3). The teacher will model a “Think Aloud” strategy for students. After reading aloud each of the first 4 paragraphs, the teacher will pause and tell students

what he/she is thinking by putting the text into other words, wondering, questioning, etc. Next, students will work with their seat partner to complete think-alouds for the next 4

paragraphs. After the teacher reads each paragraph, partners will have a minute to discuss. Then, students will randomly be chosen to share their discussion.

Students have learned to annotate in a previous lesson, so they are aware of how this can be beneficial to their comprehension of a text. They may annotate as they read.

For the next two paragraphs, the teacher will read and students will think-aloud independently. Some will randomly be chosen to share.

For the rest of the article, students will silently read and write down their thoughts (annotate) after each paragraph.

Ms. Mayor believes that she discovered art and literature that are the source of Greek myths. Do you believe her? Why or why not?

She also believes that pre-historic Greeks were aware of fossils and what they meant? How does she support her argument?

How do words like “may have” in line 15 impact Ms. Mayor’s argument? In line 28, what does “draw fire” mean? What do Mayor’s critics present as evidence against her theory? How does Ms. Mayor differ from the man in the cartoon? How are they similar?

Summary:

We’ve been reading about Ulysses’ journey and his encounters with famous mythological creatures. Does Ms. Mayor’s findings make you think differently about what we’ve been reading? Why or why not?

Extension Activity: The article was published in 2000. Write a letter to Ms. Mayor asking for an update on

her theories.

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Attachment 3

“Greek Myths: Not Necessarily Mythical” By John Noble Wilford Published: July 04, 2000

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Neither an archaeologist nor a paleontologist herself, Adrienne Mayor has nonetheless done some digging deep into the past and found literary and artistic clues -- and not a few huge fossils -- that seem to explain the inspiration for many of the giants, monsters and other strange creatures in the mythology of antiquity. ''I have discovered that if you take all the places of Greek myths, those specific locales turn out to be abundant fossil sites,'' Ms. Mayor, a classical folklorist and independent scholar, said in an interview. ''But there is also a lot of natural knowledge embedded in those myths, showing that Greek perceptions about fossils were pretty amazing for pre-scientific people.'' Still, the ancients often let their culture-bound imaginations run in unscientific directions. In her book, ''The First Fossil Hunters: Paleontology in Greek and Roman Times,'' published in May by Princeton University Press, Ms. Mayor draws on a close study of classical texts to show that some of the more impressive and mysterious fossils were used as evidence supporting existing myths or creating new ones. The Homeric legend of Heracles rescuing Hesione by slaying the Monster of Troy, for example, may have a paleontological origin. Ms. Mayor pointed out that in the earliest known illustration of the Heracles legend, painted on a Corinthian vase, the monster's skull closely matched that of an extinct giraffe. Such fossils are plentiful on the Greek islands and western coast of Turkey and are mentioned in classical literature. The vase painting from the sixth century B.C., Ms. Mayor concluded, is most likely ''the earliest artistic record of a vertebrate fossil discovery.'' Ms. Mayor's [successes] encouraged her to examine other Greek and Roman texts for ''the world's oldest written descriptions of fossil finds,'' which had been overlooked by most classics scholars and historians of science. On a visit to Samos, she studied a rich collection of prehistoric bones and skulls with which the ancients must have been familiar. She began to put texts and fossils together and saw the ancients in a new light. Although Ms. Mayor's interpretations may draw fire from some scholars, the response to her book has so far been favorable. John R. Horner, a dinosaur paleontologist at the Museum of the Rockies in Bozeman, Mont., has called it ''the best account ever concerning the real meaning of mythical creatures.'' Art historians think that Ms. Mayor may well have solved the puzzle of the Corinthian vase depicting Heracles shooting arrows at the head of the monster of the Troy legend. The vase, on display at the Museum of Fine Arts in Boston, had mystified the experts because its monster does not conform to the conventional serpentine image of Greek sea monsters. Some experts like Sir John Boardman, an art historian at Oxford University in England, suspected that the vase was the work of an incompetent artist. But when Ms. Mayor called attention to the similarity between the monster and the skull of an extinct giraffe, Dr. Boardman agreed and invited her to expand on this interpretation in an article, which was published in the February issue of The Oxford Journal of Archaeology. Paleontologists also agreed that the skull of an extinct giraffe, possibly Samotherium,

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often found eroding out of rock outcrops in the region, may have been the artist's model and perhaps even the inspiration for the original myth. ''This vase,'' Ms. Mayor wrote, ''is valuable evidence for the role that observations of fossilized animal remains played in ancient myths of monsters.'' Dr. Kate A. Robson Brown, an anthropologist at the University of Bristol in England, thinks that some of Ms. Mayor's fossil-myth connections may be a stretch. As she noted in the current issue of Natural History magazine, ''Many cultures around the globe have colorful giant lore -- Norse fables and Australian creation stories come to mind -- without the benefit of rich fossil deposits.'' Ms. Mayor said her study of ancient texts revealed ample evidence of a ''bone rush'' among Greeks in the fifth century B.C. Every discovery of huge bones, it seems, prompted speculation that they belonged to this hero or that giant. Many of these finds happened to occur, Ms. Mayor said, at places where the gods and giants of mythology had met in battle. ''Many scholars are not used to perceiving natural knowledge expressed in mythological language,'' Ms. Mayor said. ''If the study of fossils was not mentioned by Aristotle or Thucydides, and it wasn't, then it just didn't exist for many classicists and ancient historians.'' But, in a recent lecture at Cornell University, Ms. Mayor contended that bones of titanic mastodons at Samos inspired not just myths but ''earthshaking concepts in early paleontological thinking.'' As Ms. Mayor said, the first myth showed that the perceptive ancients were able to relate a fossil species to living animals, well before modern paleontology. The revised myth of the war elephants showed that they were responsive to new zoological knowledge, adapting mythology the way scientists today sometimes have to reshape theory.

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GRADE LEVEL: 7 LITERARY WORK: Gentlehands RESOURCE LIST:

1. Campbell Bartoletti, Susan. “The Brown Pest: Organizing Hitler Youth.” New York: Scholastic Nonfiction, 2005. Print. Article

2. Fitzgerald, F. Scott. The Great Gatsby. Reissue Edition ed. N.p.: Scribner, 2004. Print. Excerpt from the novel

3. Learn About Adolph Hitler. Brainpop. Brainpop, n.d. Web. 17 July 2013.

<http://www.brainpop.com/socialstudies/famoushistoricalfigures/adolfhitler/preview.weml. Video

4. Nuremberg Trials. Library of Congress, 16 July 2010. Web. 17 July 2013. <http://www.loc.gov/rr/frd/Military_Law/Nuremberg_trials.html>. Court Transcript

5. "'Occupy Wall Street' - It's Not What They're For, But What They're Against." Fox News, 14 Oct. 2011. Web. 17 July 2013. <http://www.foxnews.com/opinion/2011/10/14/understanding-occupy-wall-street/>. Article

6. Olere, David. L'Oeil du Témoin/The Eyes of a Witness. 1989. Painting. The Beate Klarsfeld Foundation, New York. Painting

7. Pen Name: Rainonroses. "'Fitting In.'" Teen Ink. Teen Ink, n.d. Web. 17 July 2013. <http://teenink.com/nonfiction/memoir/article/253563/Fitting-In/>. Article

8. Pyramid of Hate. Anti-Defamation League, 2005. Web. 17 July 2013. <http://www.adl.org/assets/pdf/education-outreach/Pyramid-of-Hate.pdf>. Article

9. Spiegelman, Art. Maus. N.p.: Penguin Books, 2003. Print. Excerpt from the Graphic Novel

10. Voice/Vision Holocaust Survivor Oral History Archive. The University of Michigan

– Dearborn, n.d. Web. 17 July 2013. <http://holocaust.umd.umich.edu/gringlas/>. Interview


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GRADE LEVEL: 7 LITERARY WORK: Gentlehands SUPPLEMENTARY WORK: “The Brown Pest: Organizing Hitler Youth” from Hitler

Youth: Growing Up in Hitler’s Shadow Lesson 1: One class period Aim:

What was life like in the Hitler Jugend? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 8, 9, 10, 11 W 7 9, 11 SL 7 1, 2, 3 L 7 1, 2, 4, 6 Do Now/Motivation:

In journals: Describe your ideal summer camp. Instructional Materials:

Journals KWL Chart “The Brown Pest: Organizing the Hitler Youth” chapter of Hitler Youth by Susan

Campbell Bartoletti (Attachment 4) SmartBoard/Overhead Projector


Complete “Do Now” – students will create their own ideal summer camp by describing activities they would enjoy, what it may look like, etc.

Transition – You came up with a lot of fun activities. For many young people living in Germany during Hitler’s reign, their involvement in the Hitler Youth Group was not what we would expect it to be.

Students will complete the K(now) and W(ant to know) sections of a KWL chart about the Hitler Jugend (Hitler Youth Group). We will take a few minutes to go over what they already know and would like to learn about the topic.

Students will receive copies of “The Brown Pest: Organizing the Hitler Youth” (Attachment 4). As a class, the teacher will model how to effectively annotate. He/she will choose a student to read the excerpt aloud while the teacher annotates on the SmartBoard.

What is annotation? How do we determine what to annotate? After the first paragraph, the reader will stop reading, so the teacher can “stop and

respond.” Difficult vocabulary will be highlighted and defined, questions will be written in margins, and a one-sentence summary or response will be written at the end of each paragraph.

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During the next 3 paragraphs, students will write their own annotations along with the teacher.

The chapter has been divided into sections, and each section is identified by a number (1-6).

Students will get together with their group (1-6). One student in each group (strongest student as chosen by the teacher) will read the section aloud while all other students highlight or underline important phrases.

Teacher will circulate while students work and give suggestions or compliments based on student success.

Summary:

Students will complete the “L” section of their KWL charts. There will then be a discussion on what they learned about life in the Hitler Jugend.

Why were young people willing to join the Hitler Jugend? How does the experience of Hitler youths differ from what you expected? Does what you read change your opinions of young people who participated in Hitler’s

youth group? Why or why not? Extension Activity:

After reading tonight’s chapter in Gentlehands, explain whether or not you believe grandpa was the Nazi who killed Nick DeLucca’s cousin. Be sure to use text support for your response.

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Attachment 4 “The Brown Pest”

Organizing the Hitler Youth

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MONDAY, APRIL 2 0, 1936. It was Adolf Hitler's birthday, and, all across Germany, special torchlight ceremonies were about to take place. In towns and villages, large halls or great castles were decorated with torches and banners. On this day, boys, ages ten to fourteen, were sworn into the Jungvolk (Young People) and girls, ten to fourteen, the Jungmadel (Young Maidens). In Hamburg, Karl Schnibbe, now twelve, could hardly wait for the ceremony to begin. When Nazi leaders came through his neighborhood to register the eligible children, he signed up right away, even though his father did not approve. "It was very exciting," said Karl. "The overnight camping trips, campfires, and parades sounded like a great deal of fun." Karl stood in a large hall crowded with boys and girls as parents and Nazi Party members milled about. Karl spotted the Blood Banner standing in a special place of honor at the front of the room. The Blood Banner was a flag that was supposedly dipped in the blood of Herbert Norkus and other martyrs who had sacrificed their lives for the Nazi Party. The room quieted as the ceremony began. First, a Nazi Party leader gave a short speech. Then, one by one, each boy and girl stepped forward to take the Hitler Youth oath. Karl recalled how he had gripped the Blood Banner with his left hand and raised three fingers of his right hand and recited the oath: "In the presence of this Blood Banner, which represents our Führer, I swear to devote all my energies and my strength to the Savior of our country, Adolf Hitler. I am willing and ready to give up my life for him, so help me, God." When all Jungvolk and Jungmadel had recited the oath, the trumpets blared a fanfare, and a military band burst out in National Socialist songs. The children were now trial members of the Hitler Youth. During the trial period, each boy and girl had to pass a written examination to make sure they had mastered Nazi ideas about race and politics. They also had to prove their racial background. Although membership was voluntary, not every child could join the Hitler Youth. Only healthy boys and girls of proven "Aryan" descent were permitted to join. "We had to get an Ahnenpass, a stamped and signed official document that proved our racial heritage," said Henry Metelmann. "We had to write to check with the church registers. What the Nazi authorities were looking for, of course, were Jewish names." Today scientists agree that "race" is a meaningless concept since human differences are only skin deep, but the Nazis defined the Aryan race as Nordic or Caucasian people with no mixture of Jewish ancestry. The Nazis considered the Aryan race to be the "master race." They claimed that blond hair and blue eyes distinguished the "purest" Aryans. The Hitler Youth were taught that the Aryan race was superior to all other races. The boys and girls also had to prove that they were healthy and had no hereditary diseases. Some physically disabled children were allowed to join a special section-the Disabled and Infirm Hitler Youth-as long as they passed the racial tests. Blind and deaf children could join provided their disability was not inherited. Mentally handicapped children could not join, no matter how loyal their parents were to the Nazi Party. Jews were not allowed to join the Hitler Youth, not even a Mischling, or "half-breed" child who had one non-Jewish parent, no matter how Aryan the child looked. Even Jews who had converted to Christianity or did not otherwise practice the Jewish faith could not join. Many Jewish and half-Jewish children were devastated. "Being an outcast, not being able to participate when my good friends had become leaders, was depressing," said Hermann Rosenau, whose father was Jewish but mother was not.

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During the trial period, boys and girls demonstrated their physical fitness: They ran races, threw baseballs, swam, and performed gymnastics stunts. Girls completed a two-hour hike, whereas boys undertook a three-day cross-country hike. Boys also passed a courage test by jumping down one or two stories onto a canvas or into water. "We were required to dive off the three-meter board [about ten feet high] headfirst into the town's swimming pool," said Alfons Heck. "There were some stinging belly flops, but the pain was worth it when our leader handed us the coveted dagger with its inscription BLOOD AND HONOR. From that moment on, we were fully accepted." Some children were rejected if their parents were not good enough Nazis or if they had "objectionable political attitudes." This meant parents who were not members of the Nazi Party or who had friends who were Jews or practiced the Jehovah's Witness faith. Not wanting to be outcasts, children begged their parents to join the Nazi Party and act like good Nazis. The Hitler Youth philosophy maintained that youth must be led by youth. Meetings, called "Home Evenings," took place in cellars, barns, empty buildings, and other places far away from adults. The meetings were run by leaders not much older than the other members. "The leader of the group that I belonged to was a boy who was seventeen," said one Hitler Youth. "He was my mentor in every respect. ... He exerted more influence over me than any person, parent, teacher, or anyone else of the older generation." Each month, the Hitler Youth headquarters sent letters to the leaders, spelling out how to run the meetings. At the meetings, the children sang songs, played games, learned slogans, listened to readings, and read propaganda leaflets--all intended to teach them how to be good Nazis. The children also listened to special Hitler Youth radio broadcasts on official Nazi radio sets, called the People's Radio. These inexpensive radios could only be tuned to radio stations approved by the Nazi Party. Eventually, the law would forbid Germans from listening to foreign news or other "impure" or "un-German" broadcasts. The Nazis knew what appealed to kids--uniforms, flags, bands, badges, weapons, and stories about heroes--and they offered plenty. They organized the Hitler Youth as an army, complete with regiments. A boy could rise from the simple rank of Pimpf (boy) to lead a squad, platoon, company, battalion, or even a regiment. A girl could rise from Madel (maiden) to become a BDM leader. But the Hitler Youth did not tolerate originality or individuality. Through military drills and marches, the Hitler Youth learned to think and act as one. Most important, they learned to obey their leader, no matter what. The Nazis called this philosophy the "leadership principle," and it required absolute obedience to superiors. "We accepted it as a natural law," said Alfons Heck. "It was the only way to avoid chaos. The chain of command started at the very bottom and ended with Hitler." On one occasion, the leader of Alfons's unit became angry at the boys' unenthusiastic singing. As punishment, he ordered all 160 boys to march into an ice-cold river. "We cursed him bitterly under our breath," said Alfons, "but not one of us refused. That would have been the unthinkable crime of disobeying a direct order." Hitler Youth boys received training that prepared them for military life, whereas girls were trained to become good wives and mothers. But physical fitness was stressed for each group: Girls and boys hiked, camped out, and participated in competitive field exercises. The activities toughened up kids, building their endurance and determination. The Home Evening meetings bored Melita Maschmann, but she enjoyed the weekend activities. "I remember with more pleasure the weekend outings, with hikes, sports, campfires, and youth hosteling," she said. Melita especially liked the sports, when the girls' groups competed against neighboring girls' leagues, playing games such as "capture the flag." She noted that the girls fought over the flag as fiercely as the boys did. "If there was any rivalry between the girls, the game often degenerated into a

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first-class brawl," said Melita. Every athletic event became an exercise in patriotism. "We did it all for Germany," said Sasha Schwarz. "We ran for Germany. We did the long jump and the high jump for Germany." The boys' groups divided into platoons for war games, and they hunted down the "enemy." When the games erupted into fistfights, it became survival of the fittest: Stronger boys often pummeled weaker boys, throwing them to the ground. Ripped shirts, scrapes, bruises, and bloody noses abounded. "Like most ten-year-olds, I craved action, and the Hitler youth had that in abundance," said Alfons Heck. Karl Schnibbe agreed. "On weekends, we went on overnight hikes, slept in tents, fought mock battles, and marched to the beat of the parade-corps drums," he said. "We shot air rifles. We had campfires and large bonfires and sang patriotic songs. As we got older, we learned to read maps." At fourteen, the boys advanced to the Hitlerjugend where they stayed until age eighteen. There, the military training continued. "We met together, marched, and played together," said Henry Metelmann. "We were instructed about military formations and how soldiers move in the countryside unseen. We learned how to shoot, throw hand grenades, and how to storm trenches." The boys earned prestigious Hitler Youth merit badges for outstanding performance. At fourteen, girls advanced to the BDM, where they stayed until age twenty-one. They worked on efficiency badges in sports, Nazi ideology, nursing, household training, social work, and later, air-raid training. At seventeen, the girls could join the Faith and Beauty group, which promoted physical grace through instruction in dancing, hygiene, and charm. The Faith and Beauty group was intended to make young women strong, beautiful, proud, and self-reliant. One of Hitler's mottos was that the German woman does not smoke, does not drink, and does not paint herself with makeup. Initially the outside world was impressed with Hitler and the Hitler Youth. They saw that Germany's young people were motivated and disciplined. In 1934, a visiting American reporter commented on German youth: "Children and young men no longer loaf on street corners," noted Kenneth Roberts. "They no longer roam through the towns, hunting for mischief. They are in uniform, marching with the Hitler Youth. They have no time for cigarettes, dancing, flasks, lipsticks, automobiles, or movies." Many parents liked what they saw in their children: the discipline, physical fitness, diligence, pursuit of excellence, pride in national heritage, and a sense of purpose. But other parents considered the Hitler Youth too militaristic. They didn't want their children drilled in hand-grenade throwing, rifle shooting, and other warlike activities. They recalled the horror of the Great War, as World War I was then called, and they didn't want their children prepared for another such war. Some parents tried in vain to discourage their children from joining. "Father tried to ram into me that there was no glory nor heroism in war and battle," said Henry Metelmann. "Only madness, desperation, fright, and unbelievable brutality." Despite his father's warnings, Henry found himself drawn to the Hitler Youth. "I was carried away by it all," he said. "It did not take me long before I wore the striking uniform of the Hitler youth .... I could only promise my father that I would think about what he had told me." It was the same for the five Scholl brothers and sisters. "We entered into the Hitler Youth with body and soul," said Inge Scholl, the oldest. "And we could not understand why our father did not approve, why he was not happy and proud .... Sometimes he would compare Hitler with the Pied Piper of Hamelin, who, with his flute, led the children to destruction."

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GRADE LEVEL: 7 LITERARY WORK: Gentlehands SUPPLEMENTARY WORK: “Fitting In” Lesson 2: One class period Aim:

Is longing to “fit in” something that everyone goes through? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 3, 4, 9, 10 W 7 1, 9 SL 7 1, 4 L 7 1, 2 Do Now/Motivation:

What is the first story you notice on the cover?

Instructional Materials Cover of Seventeen Magazine “Fitting In” from Teen Ink (Attachment 5) Venn Diagram (Attachment 6) Exit Cards or Index Cards


Complete Do Now – What is the first story you notice on the cover? What are some similarities between the headlines?

Transition: Every article mentioned on the cover of the magazine references a person’s appearance. It’s easy to see why people become so consumed with feeling like they need to fit into a certain mold.

Students receive copies of “Fitting In” (Attachment 2). The teacher will read the passage aloud modeling fluency (by pausing at commas, using

inflection, etc.). Students will follow along on their own copies. Students will complete a Venn Diagram (Attachment 3) analyzing the similarities and

differences between the speaker of “Fitting In” and Buddy Boyle. They may work with their seat partner to complete this task.

As a class, we will go over their findings in a whole class discussion. One student will fill in the Venn Diagram with student input on the SmartBoard as

students share. How does the speaker feel about herself? Why does she feel this way? Give specific examples from the text. Why is the phrase, “flimsy sheet of humor,” line 13, an effective one? How do paragraphs 2 and 3 function in the selection? What do they establish?

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How much do you believe the speaker will forgive herself for the “inevitable truth” she realizes by the end of the passage? Support your opinion with textual evidence?

What other factor besides appearance seems to play into the speaker’s feelings about herself?

Do you sympathize with the speaker? Why or why not? In what ways are the experiences of the speaker and Buddy from Gentlehands similar?

In what ways are they different? Based on your understanding of Buddy’s situation, do you think he will be successful in

“fitting in” with Skye and her friends? Why or why not? Summary:

On an exit card, explain your response to the final question (Based on your understanding of Buddy’s situation, do you think he will be successful in “fitting in” with Skye and her friends? Why or why not?)

Extension Activity: Read tonight’s chapter in Gentlehands. Write a response explaining how you would feel

and act if you were in Buddy’s shoes.

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Attachment 5 “Fitting In”

By rainonroses, Dayton, OH Image Credit: Jill H., Pompton Plains, NJ

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One more time I feel it. I duck my head, trying to ignore her, but she just won't disappear. I glance up again and get “the feeling” in the pit of my stomach. She's perfect. A ten by the world's standards. Her blonde hair flows down just past her shoulders, straightened to show off the freshly dyed roots. Her face is a perfect masterpiece of make up, from the thinly applied eyeliner to the shimmering lip gloss. She's wearing beautiful silver hoop earrings and her clothes look like they just came off the runway. She perches her petite figure on stiletto heels but never wobbles for a second. As she walks towards the check out counter, her arms piled high with no doubt expensive purchases, I find myself doing it again, feeling it again. I'm comparing myself to her, trying desperately to find one reason not to envy her, but I can't do it. When I fall short one more time the knife twists in my gut and the feeling of inadequacy falls over me like a cloak. I laugh it off, mentally joking about the influence of “the preps” as I call them, but the laugh sounds forced and the sarcasm comes back sounding hollow even to me. The flimsy sheet of humor I throw over my insecurities to try and hide them is beginning to wear thin, but I don't know what else to do. So I chuckle one more time, trying to not let myself fall into the web of head games all girls have going on. But I can't help it. I reach up and feel my face. The soft, maybe too soft, skin of my cheek meets my fingers, and I feel the lack of foundation, or make up of any kind on it. I glance in the display mirror and notice how my face is too round, my hair too stringy and wavy, and how badly my mascara and quick coat of white eye shadow are applied compared to the blonde beauties. I notice my plain sweater, not even considered last year’s fashion, hanging too tight in some spots and too loose in others. I finger the fabric, remembering how nice this shirt had looked in the Goodwill store where I bought it. I had taken such time trying to make my twenty dollar budget stretch as far as it could go while still buying the best the thrift store had to offer. I thought I had done well, but here in the glitz and glamour of the mall my clothes appeared to be number one on the fashion don't list. I glance down at my light wash jeans, which I inherited from my sister some two years before, after she had already had several years of wear out of them. They are definitely not the latest fashion, and the sad thing was these aren't even my “laundry day”

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jeans. They're one of my best pairs. I glance up at the blonde one more time, seeing the cashier ringing up her purchases. The blonde swipes her card and collects her bags, moving swiftly through the store, already reaching for her jewel-covered cell phone as it began to play the latest Lady Gaga song.

Swallowing hard I watch her leave. Does she even know how lucky she is? Could she even imagine my way of life? I sigh and turn back to the racks, carefully looking through the clothes displayed there. Too expensive. WAY too expensive. Ugly. Not my style. Too small. Too out there. I hate this. I hear a loud giggle and turn around. Great. Three cheerleader types, gorgeous in every way possible, walk in. They laugh loudly over a text message the dark-haired one just received from her boyfriend. I hear their conversation, peppered with “like, oh my gosh!” and “SHUT up! Whatever...” and don't know whether to smirk or sigh. I look at their tiny waists and decide to sigh.

“Nothing like a mall shopping trip to boost your morale,” I mutter to myself, rolling my eyes. Deciding I cannot possibly buy any of these clothes without blowing my entire week's allowance of twenty bucks, I walk to the counter with the one thing I still have left in my hand, a pair of earrings which were on the clearance rack. I lay them on the counter, offering up a quick smile to the cashier before looking away. Even the cashiers here are perfect, perfect hair, stylish clothes, tiny waists, wonderful make up. An ache settles in my chest. One more time I have to accept the inevitable truth. I will never be them. I will never be that girl. I will only be who I am and nothing more. Maybe, just maybe, it's time to forgive myself for that.

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Attachment 6 Fitting In in Gentlehands vs. “Fitting In”

Directions: In the Venn Diagram below, record struggles and situations that only belong to Buddy Boyle, struggles and situations that only belong to the speaker of “Fitting In” and in the middle of your circles, record similarities between the struggles and situations of both. Buddy Boyle The speaker of “Fitting In” Similarities

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GRADE LEVEL: 7 LITERARY WORK: Gentlehands SUPPLEMENTARY WORK: Interview with Joseph Gringlas, Holocaust survivor Lesson 3: One class period Aim:

What was life like for someone deemed “inferior” by the Nazis during the Holocaust? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 4, 6, 7, 11 W 7 1, 3, 4, 11 SL 7 1, 2, 3, 4 L 7 1, 2 Do Now/Motivation:

Summarize your interpretation of the painting.


David Olère’s painting L'Oeil du Témoin/The Eyes of a Witness Transcript of interview with Joseph Gringlas (Attachment 7) Audio interview with Joseph Gringlas http://holocaust.umd.umich.edu/interviews.php ABC Chart (Attachment 8) Index Cards

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Complete Do Now – Students will summarize what they see in the painting. They will share their response with their seat partner, and a few will be selected to share with the class. Some will see the connection to the Holocaust, but some will not. There may be students who completely miss the connection to the time period. This is why the painting will be revisited at the end of the period.

Students will listen to the interview with Joseph Gringlas and follow along with the transcript of the interview (Attachment 7).

o What do you notice about Gringlas’ experience? o What did he do to survive? o From context, how would you define “gentile”? o How does Gringlas’s description of the “red sky” impact the interview?

After reading about the experiences of that Mr. Gringlas had in the Holocaust, students will complete an ABC chart (Attachment 8) in which they come up with a word or phrase for each letter of the alphabet that relates to what they just learned. They will work with their seat partner on this activity.

As a class, students will share their responses for the letters of the alphabet. Why do you believe the words you chose to be meaningful to the topic? Is there a correct way for people to handle the situation that was forced upon them? Why

or why not? What do you believe to be the best way to handle the situation? Why?

Summary:

As a class, we will return to the painting from the beginning of the period. Students will be asked if there’s anything they now notice about the painting that they did not notice before. They will write answers on an index card and turn it in on their way out of the room.

What is happening in the background of the painting? How does that relate to the fate of the family entering the camp based on their

appearances? What does the shape of the smoke coming from the crematoriums symbolize? How does

it relate to what we learned today?

Extension Activity: Write a poem as one of the people in the painting or as Mr. DeLucca’s cousin.

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Attachment 7 “Forced Labor”

The following is a transcript of an interview with Holocaust survivor, Joseph Gringlas.

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Q: Now how did, how did it come that you were taken away for work? A: Okay, now after, after liquidation, as I told you, that I was uh, working for that Hochofen. Q: Yeah, tell me how you came to work for Hochofen first. A: How eh, first we worked, they took us, to a--if you knew, only thing I'm feeling was if you're going to work for something they're going to hold on to you. They're going to let you stay. So I was only--I--my brother and me we were young. The other brothers were working, they had to work for life so they couldn't work, they went, one was a tailor and one was a carpenter, so they, they didn't work for that, in a ??? we worked, we worked, like my brother and me worked for that Hochofen, so that's what we--that, that, the way they, we knew that the feeling that the only way to exist for a while is to work. So I went working in the factory, started working something else, go for just take train, laying those metal for the trains to go through. Q: Tracks you mean? A: Tracks, you put the tracks and this, I was working with that and that was very hard working, because to, especially the clay dust digging in the sides that the tracks. And that, that was in the factory, started with us, wo...and, and I was working that group that does tracks. But then they needed for the, for the--to make this metal they need a lot, to throw in the oven all kinds of material like eh, cokes, called cokes. It's, it looks like coal but it's not, it's lighter and those what gives that heat for the oven eh, for the ovens to burn. So I unloaded--I was taken in, I, for unloading those cokes for the ovens. And the, the tracks the bags was so big, I was little, I was young. And I had--we--three or four people asked unloading a bag like this, it's unbelievable. Anyway. Q: How many... A: When, when we went back to the ghetto after working in that Hochofen and we went and they give us that few streets to live, all that group, it was a lot of people from us that work in the factory. Q: You worked for Hochofen for how long? A: Oh, I was there about uh, five, six months, something like that. And then. Q: From 1940 to... A: Yeah oh, I was working before yeah, as soon as I started, not just the time of liquidation. I was working there five--because at, at liquidation if you want to go and save yourself, go to work. You couldn't get in, there was a list that you worked there, see? You had to be working a long time to be able to, to be--having there. Q: Before we go, you were supervised by German civilians... A: Eh?

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Q: ...at Hochofen? A: Is--there were Gentiles working the same as Hochofen, Gentiles working with us. Got--everyday morning going to work and going home. Q: Polish. A: Polish, yeah, the Gentile people were Polish. Q: And the supervisors were German? A: Yeah, they were soldiers, you know, like... Q: Military. A: Military guard...guarding us, you know, around the huts you were with the guns, make sure that you're working, you know. Q: But did you have any civilian supervisors as well? A: They Ukrainians, yeah. And eh, after being there quite a while, eh I mean working there and wh...and then they--I was with my brother at that, that little ghetto where they, what's left of it when the people that working at Hochofen and, and on a Sunday, they made a liquidation like, like eh, as, a Appell to get them all out, outside.

“Conditions in Birkenau”

Q: You saw the chimneys. A: Hm? Q: You saw the chimneys. A: We saw the chimneys, yeah, we couldn't miss the chimneys. They were so large and tall you couldn't miss it. Q: And you smelled the smoke? A: The smell, yeah, at night and even when they start, when it getting dark, you could see the sky all red. A reddish sky you looked out to see, you know what's happening there. And the smoke coming out from the chimneys. Q: Tell me more about that. A: Okay, being in Birkenau? I was there probably about five, six months. And then suddenly, it was a Sunday, I don't know how we knew it was a Sunday, Sunday. They told us from the barrack to come out. From the barrack we stayed to get out of the barrack in uh, a empty place. And told us whatever we had on, the striped uniform, to strip completely naked. And we--and they put us in, into another big, empty other, empty barrack, completely empty. Q: So what did you think was going on at that point? A: That was, we knew what's going on, they're going to take us to the crematory. And we kept--they kept us all day long, 'til the evening, starting getting dark. A few SS men arrived

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and that was Josef Mengele. How I, I--at that time I didn't know what his name was, but after war when I saw the picture, I remembered. So he was--there was a few other SS, one corner of the barrack--long barrack and between the barrack was like who was in ??? you could still, still see that. It was a building, like a medium, you know, built up like half of the ways through that you couldn't jump over, you have to go through like all around one side to the other side to get through him. It was in a corner in that barrack. And there was a group I know, there was a few hundred of us. And he had put bright lights on us on top, from the, from that barrack. And he was standing, he was in… He came to me and when you, when you've got to, there's--well he was staying, going around. So, he asked me "How old are you? Wie alt bist du?" I was fifteen; I told him I was eighteen. I said, "Achtzehn Jahre." "Kannst du nach arbeiten?" That means... Can you work....can you still work? I said, "Jawohl." So he took me out of, out of, separate line from that to take a different, a different place. And from us there were, there, one was older than me and maybe looked worse than me, they took him away to the, to the gas chamber. Anyway, that was the epi...episode from which I was selected to go to work. And I didn't know where we're going yet. Q: No clothes. A: No, no clothes. Q: And you were moved to one side. A: Yeah, one side. Q: Where did, where did they put you then? A: They put you in a different place. They put me, put different place. Q: Separate barrack? A: Separate, yeah, separate barrack, but and we put on back the, the uniforms.

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Attachment 8 Alphabet Chart

Directions: Based on today’s reading and discussion, complete the table below by coming up with a name, place, phrase, or word for each letter of the alphabet. A

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GRADE LEVEL: 7 LITERARY WORK: The Misfits RESOURCE LIST:

1. "ACLU of Florida Defends High School Student Punished for Refusing to Stand for the Pledge of Allegiance." American Civil Liberties Union. ACLU, 22 Dec. 2005. Web. 17 July 2013. <http://www.aclu.org/free-speech/aclu-florida-defends-high-school-student-punished-refusing-stand-pledge-allegiance>. Article

2. Bullying. Brainpop. Brainpop, n.d. Web. 17 July 2013. <http://www.brainpop.com/socialstudies/culture/bullying/preview.weml>. Video

3. Haggerty, Ben, composer. "Same Love." Macklemore LLC, 2012. Film. Song

4. Murphy, Erin. "'White Lies.'" 40 Model Essays: A Portable Anthology. By Jane E. Aaron and Ellen Kuhl Repetto. 2nd ed. Boston: Bedford St. Martin's, 2013. 381-83. Print. Essay

5. Obama, Barack. "2013 Inaugural Address." Capitol Building. Washington D.C. 21 Jan. 2013. Speech. Speech

6. Peck, Cheryl. "'Fatso.'" 2005. 40 Model Essays: A Portable Anthology. By Jane E.

Aaron and Ellen Kuhl Repetto. 2nd ed. Boston: Bedford St. Martin's, 2013. N. pag. Print. Essay

7. Shakespeare, William. "'Sonnet 30.'" Shakespeare Online. Amanda Mabillard, n.d. Web. 17 July 2013. <http://www.shakespeare-online.com/sonnets/30.html>. Poem

8. Whitman, Ruth. "Listening to Grownups Quarrelling." 1968. Poetry in Three Dimensions: Reading, Writing, and Critical Thinking Through Poetry. Comp. Carol Clark and Alison Draper. Vol. 2. Cambridge: Educator's Publishing Service, n.d. 58. Print. Poem

9. Winik, Marion. "What are Friends For." 40 Model Essays: A Portable Anthology. Comp. Jane E. Aaron and Ellen Kuhl Repetto. 2nd ed. 2013: Bedford St. Martin's, 2013. 270-73. Print. Essay

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10. Young, Al. "Son." 1990. Poetry in Three Dimensions: Reading, Writing, and Critical Thinking Through Poetry. Comp. Carol Clark and Alison Draper. Vol. 2. Cambridge: Educator's Publishing Service, n.d. 60. Print. Poem


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GRADE LEVEL: 7 LITERARY WORK: The Misfits SUPPLEMENTARY WORK: “Fatso” by Cheryl Peck Lesson 1: One class period Aim:

How does the tone of Cheryl Peck’s work help to convey her emotion? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 4, 5, 6, 9, 10 SL 7 1, 3, 4 L 7 4, 5, 6 Do Now/Motivation:

Watch the trailer for Shallow Hal (or a clip from the movie) – https://www.youtube.com/watch?v=YGaqlO9bClk

Would you deem this movie offensive? Why or why not?

Instructional Materials: “Fatso” by Cheryl Peck (Attachment 9) “Fatso” quotes (Attachment 10)


Complete “Do Now” – students will share their responses. Students will silently read “Fatso” (Attachment 9). They will complete a “sort” activity (Attachment 10) in which they sort different terms

from the passage into categories. The students will work in pairs to determine the categories and then place the terms within a category.

For example, students may make three categories – “feelings,” “treatment,” and “names” for the terms given to them. Or they could make it a simple sort and break them into categories of “things people say to her” and “things she says to herself.”

They will share the categories they sorted their quotes into with their classmates and explain their reasons for placing terms within certain categories.

Do you believe that she has never experienced any of those things she discusses? Why or why not?

If we don’t believe that she has never experienced those things, why do you think she chose to repeat, “I have never…?”

Based on your answers to those questions, what is the tone of the passage? How would the story change for you, as a reader, if she came out and said she

acknowledged that those things have happened to her in the way that Bobby does? Which method do you think is more powerful? Why?

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Summary: We will revisit the “Aim” to hear student responses. They will first share their response

with their seat partner and then some will share with the class. What is the tone of Bobby’s story? How does this help to convey his emotions? Students will move to one side of the room to show whether they prefer the sarcastic tone

or a sincere/heartfelt tone

Extension Activity: Write a well-developed paragraph: As readers, we never read about Skeezie discussing

his own insecurities. How may a lack of a response help to convey his emotions?

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Attachment 9 “Fatso”

-Cheryl Peck

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In most of her writing, Peck uses her ample size--"three hundred pounds (plus change)"--to fuel her self-deprecating brand of humor. This essay from Revenge of the Paste Eaters, however, takes a different approach to the weight issues that have plagued the author all her life.

----- My friend Annie and I were having lunch and we fell into a discussion of people of size. She told me she had gone to the fair with a friend of hers who is a young man of substance, and while he was standing in the midway, thinking about his elephant ear, someone walked past him, said, "You don't need to eat that," and kept on walking away. Gone before he could register what had been said, much less formulate a stunning retort. And that person was probably right: he did not need to eat that elephant ear. Given what they are made of, the question then becomes: Who does need to eat an elephant ear? And to what benefit? Are elephant ears inherently better for thin people than for fat ones? Do we suppose that that one particular elephant ear will somehow alter the course of this man's life in some way that all of the elephant ears before it, or all of the elephant ears to follow, might not? And last but not least, what qualifies any of us for the mission of telling other people what they should or should not eat? I have probably spent most of my life listening to other people tell me that as a middle-class white person, I have no idea what it is like to be discriminated against. I have never experienced the look that tells me I am not welcome, I have never been treated rudely on a bus, I have never been reminded to keep my place, I have never been laughed at, ridiculed, threatened, snubbed, not waited on, or received well-meaning service I would just as soon have done without. I have never had to choose which streets I will walk down and which streets I will avoid. I have never been told that my needs cannot be met in this store. I have never experienced that lack of social status that can debilitate the soul. My feelings were not hurt when I was twelve years old and the shoe salesman measured my feet and said he had no women's shoes large enough for me, but perhaps I could wear the boxes. I have never been called crude names, like "fatso" or "lard-bucket." ... My nickname on the school bus was never "Bismarck," as in the famous battleship. No one ever assumed I was totally inept in all sports except those that involved hitting things because—and everyone knows—the more weight you can put behind it, the farther you can kick or bat or just bully the ball. I have never picked up a magazine with the photograph of a naked woman of substance on the cover, to read, in the following issue, thirty letters to the editor addressing sizism, including the one that said, "She should be ashamed of herself. She should go on a diet immediately and demonstrate some self-control. She is going to develop diabetes, arthritis, hypertension, and stroke, she will die an ugly death at an early age and she will take down the entire American health system with her." And that would, of course, be the only letter I remember. I would not need some other calm voice to say, "You don't know that--and you don't know that the same fate would not befall a thin woman." No one has ever assumed I am lazy, undisciplined, prone to self-pity, and emotionally unstable purely based on my size. No one has ever told me all I need is a little self-discipline and I too could be thin, pretty—a knockout, probably, because I have a "pretty face"--probably very popular because I have a "good personality." My mother never told me boys would never pay

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any attention to me because I'm fat. I have never assumed an admirer would never pay any attention to me because I'm fat. I have never mishandled a sexual situation because I have been trained to think of myself as asexual. Unattractive. Repugnant. Total strangers have never walked up to me in the street and started to tell me about weight loss programs their second cousin in Tulsa tried with incredible results, nor would they ever do so with the manner and demeanor of someone doing me a nearly unparalleled favor. I have never walked across a parking lot to have a herd of young men break into song about loving women with big butts. When I walk down the street or ride my bicycle, no one has ever hung out the car window to yell crude insults. When I walk into the houses of friends I have never been directed to the "safe" chairs as if I just woke up this morning this size and am incapable of gauging for myself what will or will not hold me. I have never internalized any of this nonexistent presumption of who I am or what I feel. I would never discriminate against another woman of substance. I would never look at a heavy person and think, "self-pitying, undisciplined tub of lard." I would never admit that while I admire beautiful bodies, I rarely give the inhabitants the same attention and respect I would a soul mate because I do not expect they would ever become a soul mate. I would never tell you that I was probably thirty years old before I realized you really can be too small or too thin, or that the condition causes real emotional pain. I have never skipped a high school reunion until I "lose a few pounds." I have never hesitated to reconnect with an old friend. I will appear anywhere in a bathing suit. If my pants split, I assume--and I assume everyone assumes--it was caused by poor materials. I have always understood why attractive women are offended when men whistle at them. I have never felt self-conscious standing next to my male friend who is five foot ten and weighs 145 pounds. I am not angry about any of this.

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Attachment 10 Terms and Quotes for Sort

“You don’t need to eat that.” “What qualifies any of us for the mission of telling other people what they should or should not eat?” “I have never been laughed at, ridiculed, threatened snubbed, not waited on, or received well-meaning service I would just have soon have done without.” “She should be ashamed of herself. She should go on a diet immediately and show some self-control.” “I am not angry about any of this.” “Bismark” “[You] could be thin, pretty – a knockout, probably, because [you] have a pretty face.” “I will appear anywhere in a bathing suit.” “lard-bucket” “self-pitying, undisciplined tub of lard” “Who does need to eat an elephant ear?” Possible CATEGORIES:

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GRADE LEVEL: 7 LITERARY WORK: The Misfits SUPPLEMENTARY WORK: “Florida Student Sues Over Pledge of Allegiance Law” Lesson 2: One class period Aim:

How do feel about reciting the Pledge of Allegiance? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 3, 5, 10, 11 SL 7 1, 3, 4 L 7 1, 2, 4, 6 Do Now/Motivation:

Stand and recite the Pledge of Allegiance.

Instructional Materials: “Florida Student Sues Over Pledge of Allegiance Law” (Attachment 11)


Students have been trained throughout the year to complete their “Do Now.” Many will complete this one since they have been trained to do so. Some students may sit in quiet protest and some may vocally object (some will make a connection to the literature).

Transition: Every morning, we recite the Pledge, but do we think about what we’re saying when we say it? Addie most certainly thinks about it, and so does another student who we’ll read about today.

Students receive copies of “Florida Students Sues Over Pledge of Allegiance Law” (Attachment 11).

Today’s reading activity will be a guided reading that will lead to a discussion. On what grounds was Cameron Frazier’s lawsuit filed? Why did Cameron refuse to say the Pledge? Why did Addie refuse to say the Pledge? Do you believe that Cameron’s refusal reason is acceptable? Why or why not? How did the adults handle the situation? What does Cameron Frazier’s teacher’s response in lines 22 – 24 indicate about her? How do you feel about the way the adults handled the situation? Do you believe that Addie’s refusal reason is acceptable? Why or why not? How do you feel about the way Ms. Wyman and Mr. Kiley handled the situation? What qualifies a refusal reason as “acceptable”? What was the author’s purpose in this article? Students will have heard and shared both sides of the argument. Some students will

believe that it is right to stand in support of the troops and all that the country has given us, while some students will argue that they disagree with some things that the country

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has done and if you don’t believe in their policies, you should not have to recite the Pledge. Some students may also bring up religious reasons for opting out of the Pledge (ex. Jehovah’s Witnesses do not pledge their allegiance to anyone but God).

Do you believe that Cameron won the trial? Why or why not? An informal poll will be taken to gauge student predictions. Results will then be revealed. The teacher will stress that Cameron Frazier won his trial against the school because he had strong political reasons for opposing the Pledge. He was NOT opposing it out of laziness or indifference (lest there be a revolt in all first period classes against the Pledge).

Summary:

On a post-it, write two interesting things that you learned today. Make sure to write your name on the post-it. Students will post these on the wall as they exit.

Extension Activity: Research other court cases dealing with the Pledge and write a research paper.

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Attachment 11 “Florida Student Sues Over Pledge of Allegiance Law”

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The Palm Beach County School Board is the target of a federal lawsuit filed Dec. 22 by a high school junior and the American Civil Liberties Union for allegedly punishing the student for refusing to stand during the Pledge of Allegiance.

Acting on behalf of a public school student who says he was harassed and punished for refusing to participate in the Pledge of Allegiance, the American Civil Liberties Union of Florida has filed a lawsuit against Palm Beach County school officials for failing to respect the First Amendment rights of 17-year-old Cameron Frazier.

The lawsuit also challenges a Florida law and a Palm Beach County school board policy mandating that students receive written permission from their parents before declining to recite the patriotic oath.

“The courts have ruled time and time again that students in public schools have the First Amendment right to remain quietly seated during the Pledge of Allegiance,” said attorney James Green, legal panel chair of the ACLU of Florida’s Palm Beach County Chapter. “Cameron is a very patriotic student, but his is a quiet form of patriotism. In a very polite and respectful way, he declined to stand for the pledge and the teacher berated him in front of his classmates.”

The lawsuit names math teacher Cynthia Alexandre and assistant principal Richard Poorman as defendants, along with the Palm Beach County School Board.

Alexandre ordered Cameron, a junior at Boynton Beach Community High School, to stand for the Pledge of Allegiance during her math class on Dec. 8. When Frazier refused, citing the fact that he had not stood for the Pledge since the sixth grade and that he wasn’t going to change his practice, his teacher responded by saying, “Oh you wanna bet? See your desk? Now look at mine. Big desk, little desk. You obviously don’t know your place in this classroom.”

She allegedly cursed at Frazier and accused him of being unpatriotic and then ordered him to leave the classroom. Alexandre cited the school district policy requiring students to obtain written permission from their parents in order to refuse to stand for the Pledge.

“I believe that the real meaning of the flag – freedom, liberty, and equality – has been tarnished by the recent policies of our government,” said Cameron. “Patriotism is more than going along with everybody else and just saluting a flag. It’s about things like supporting our troops during the holidays and helping hurricane victims.”

The ACLU is asking a Palm Beach federal court to declare Florida Statute 1003.44 and the school district’s policy unconstitutional under the First and Fourteenth Amendments to the U.S. Constitution. The ACLU is also asking the court to prohibit

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school officials from disciplining or retaliating against Frazier for refusing to stand. According to state law, the pledge must be recited at the beginning of the day at all elementary, middle, and high schools. School district spokesman Nat Harrington says that a student must stand for the pledge even if he is exempt from reciting it with a written request from a parent, according to the school.

According to David L. Hudson Jr., First Amendment Center research attorney, the issue seemed to have been resolved by the U. S. Supreme Court more than 60 years ago with its landmark 1943 decision West Virginia Board of Education v. Barnette. Despite the decision allowing students to opt out of saying the pledge, children have been punished for refusing to stand during or to recite the Pledge of Allegiance. In March 1998, a 13-year-old Jehovah’s Witness in a Seattle middle school was forced to stand outside in the rain for 15 minutes for refusing to say the pledge. In April 1998, a 16-year-old student in San Diego was forced to serve detention for her failure to recite the pledge.

In the aftermath of the Sept. 11, 2001 terrorist attacks, a reappearance of patriotism has swept the nation placing an increased emphasis on the pledge.

This is somewhat surprising given the decision in Barnette. In that case, the high court struck down a West Virginia law that penalized students and their parents if the children failed to salute the U. S. flag or recite the pledge. Previously, students could be expelled for disobedience, and their parents could face a $50 fine and a 30-day jail term. Barnette established a baseline of protection for student rights and clearly held that students could not be forced to recite the Pledge of Allegiance.

-American Civil Liberties Union

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GRADE LEVEL: 7 LITERARY WORK: The Misfits SUPPLEMENTARY WORK: President Obama’s 2013 Inauguration speech Lesson 3: Two class periods Aim:

How do we write a persuasive speech?

Common Core Learning Standards: Standard Grade Standard Number R 7 1, 4, 5, 6, 8, 10 W 7 1, 4, 5, 6 SL 7 1, 4, 6 L 7 1, 2, 3 Do Now/Motivation:

Watch President Obama’s Inauguration. https://www.youtube.com/watch?v=zncqb-n3zMo (Begin at 1:00-2:22, continue from

14:29-16:00, end at 18:20-19:26)

Instructional Materials: President Obama’s Inauguration Speech (Attachment 12) “Persuasive Appeals/How to Write a Campaign Speech” handout (Attachment 13) ETHOS, LOGOS, and PATHOS posted in big letters on the word wall somewhere in the

class Completion Checklist Laptops with internet access

Procedures and Pivotal Questions: Day 1:

Complete “Do Now” – students will watch sections of President Obama’s Inauguration Speech. They have copies of the speech in front of them, so they may refer back to it during the discussion after watching (Attachment 12). The sections that they will be watching are in bold on the handout.

Students will answer a few questions after hearing the speech that will lead to a classroom discussion.

Whole Class Discussion: What is the purpose of the first part of President Obama’s address? Why would a speaker address an audience directly? What famous document does he allude to in the first section of the speech? Why would he

reference this? What is the purpose of the second part of President Obama’s address? What does he mean when he says, “our journey is not complete until our wives, our

mothers, and daughters can earn a living equal to their efforts”?

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Why doesn’t he just come out and say that he wants to make sure women earn as much money as men?

When referencing his support of gay rights, President Obama says, “…if we are truly created equal, then surely the love we commit to one another must be equal as well.” What does he mean by this?

What is the purpose of the third part of President Obama’s address? They will receive a handout breaking down Persuasive Appeals and explaining how to

organize the different sections of a campaign speech (Attachment 13). They may return to this sheet as they write their own speech to make sure they have the necessary components. Prior to this lesson, teachers may choose to play the following clip from YouTube about Persuasive Appeals:

o http://www.youtube.com/watch?v=x4tTugqBkJU Students will add new vocabulary words to the class “word wall.” “Ethos,” “logos,” and

“pathos” will be posted to the bulletin board and referred back to, so students understand the terms and how the terms apply to their task.

Day 2: Students should take out the “How to Write a Campaign Speech” handout that they

received yesterday. As a class, we will revisit the word wall to remind ourselves what needs to be in each of

the main components of a persuasive essay. Students will break up into their campaign parties to begin writing their speech. They

will type on GoogleDocs using the laptops that the teacher has requested from the Computer Lab.

How can you effectively convince an audience that you are capable for the job? Why are your changes/implementations necessary? Why are they things that people

should care about? How do you plan on making change happen? What is the most effective way for you to end your speech?

Summary:

Students will have the last five minutes of class to assess the work they’ve done and see what still needs to be completed. They will divide these tasks amongst themselves by filling out a checklist and writing the name of the student who is responsible for finishing each portion for homework. Checklist will be collected at the end, so the teacher can use it to assess student homework completion.

Extension Activity: Students have created a campaign poster, will work on public speaking, and will

eventually deliver their campaign speech to their classmates to run for Student Council. Classes will vote and the winning party will come to a meeting with their team teachers to convince teachers to implement changes or activities that they deem necessary or valuable.

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Attachment 12

President Obama’s 2013 Inaugural Address

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Vice President Biden, Mr. Chief Justice, Members of the United States Congress, distinguished guests, and fellow citizens: Each time we gather to inaugurate a president, we bear witness to the enduring strength of our Constitution. We affirm the promise of our democracy. We recall that what binds this nation together is not the colors of our skin or the tenets of our faith or the origins of our names. What makes us exceptional – what makes us American – is our allegiance to an idea, articulated in a declaration made more than two centuries ago: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty, and the pursuit of Happiness.” Today we continue a never-ending journey, to bridge the meaning of those words with the realities of our time. For history tells us that while these truths may be self-evident, they have never been self-executing; that while freedom is a gift from God, it must be secured by His people here on Earth. The patriots of 1776 did not fight to replace the tyranny of a king with the privileges of a few or the rule of a mob. They gave to us a Republic, a government of, and by, and for the people, entrusting each generation to keep safe our founding creed. For more than two hundred years, we have. Through blood drawn by lash and blood drawn by sword, we learned that no union founded on the principles of liberty and equality could survive half-slave and half-free. We made ourselves anew, and vowed to move forward together. Together, we determined that a modern economy requires railroads and highways to speed travel and commerce; schools and colleges to train our workers. Together, we discovered that a free market only thrives when there are rules to ensure competition and fair play. Together, we resolved that a great nation must care for the vulnerable, and protect its people from life’s worst hazards and misfortune. Through it all, we have never relinquished our skepticism of central authority, nor have we succumbed to the fiction that all society’s ills can be cured through government alone. Our celebration of initiative and enterprise; our insistence on hard work and personal responsibility, are constants in our character.

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But we have always understood that when times change, so must we; that fidelity to our founding principles requires new responses to new challenges; that preserving our individual freedoms ultimately requires collective action. For the American people can no more meet the demands of today’s world by acting alone than American soldiers could have met the forces of fascism or communism with muskets and militias. No single person can train all the math and science teachers we’ll need to equip our children for the future, or build the roads and networks and research labs that will bring new jobs and businesses to our shores. Now, more than ever, we must do these things together, as one nation, and one people. This generation of Americans has been tested by crises that steeled our resolve and proved our resilience. A decade of war is now ending. An economic recovery has begun. America’s possibilities are limitless, for we possess all the qualities that this world without boundaries demands: youth and drive; diversity and openness; an endless capacity for risk and a gift for reinvention. My fellow Americans, we are made for this moment, and we will seize it – so long as we seize it together. For we, the people, understand that our country cannot succeed when a shrinking few do very well and a growing many barely make it. We believe that America’s prosperity must rest upon the broad shoulders of a rising middle class. We know that America thrives when every person can find independence and pride in their work; when the wages of honest labor liberate families from the brink of hardship. We are true to our creed when a little girl born into the bleakest poverty knows that she has the same chance to succeed as anybody else, because she is an American, she is free, and she is equal, not just in the eyes of God but also in our own. We understand that outworn programs are inadequate to the needs of our time. We must harness new ideas and technology to remake our government, revamp our tax code, reform our schools, and empower our citizens with the skills they need to work harder, learn more, and reach higher. But while the means will change, our purpose endures: a nation that rewards the effort and determination of every single American. That is what this moment requires. That is what will give real meaning to our creed. We, the people, still believe that every citizen deserves a basic measure of security and dignity. We must make the hard choices to reduce the cost of health care and the size of our deficit. But we reject the belief that America must choose between caring for the generation that built this country and investing in the generation that will build its future. For we remember the lessons of our past, when twilight years were spent in poverty, and parents of a child with a disability had nowhere to turn. We do not believe that in this country, freedom is reserved for the lucky, or happiness for the few. We recognize that no matter how responsibly we live our lives, any one of us, at any time, may face a job loss, or a sudden illness, or a home swept away in a terrible storm. The commitments we make to each other – through Medicare, and Medicaid, and Social Security – these things do not sap our initiative; they strengthen us. They do not make us a nation of takers; they free us to take the risks that make this country great.

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We, the people, still believe that our obligations as Americans are not just to ourselves, but to all posterity. We will respond to the threat of climate change, knowing that the failure to do so would betray our children and future generations. Some may still deny the overwhelming judgment of science, but none can avoid the devastating impact of raging fires, and crippling drought, and more powerful storms. The path towards sustainable energy sources will be long and sometimes difficult. But America cannot resist this transition; we must lead it. We cannot cede to other nations the technology that will power new jobs and new industries – we must claim its promise. That is how we will maintain our economic vitality and our national treasure – our forests and waterways; our croplands and snowcapped peaks. That is how we will preserve our planet, commanded to our care by God. That’s what will lend meaning to the creed our fathers once declared. We, the people, still believe that enduring security and lasting peace do not require perpetual war. Our brave men and women in uniform, tempered by the flames of battle, are unmatched in skill and courage. Our citizens, seared by the memory of those we have lost, know too well the price that is paid for liberty. The knowledge of their sacrifice will keep us forever vigilant against those who would do us harm. But we are also heirs to those who won the peace and not just the war, who turned sworn enemies into the surest of friends, and we must carry those lessons into this time as well. We will defend our people and uphold our values through strength of arms and rule of law. We will show the courage to try and resolve our differences with other nations peacefully – not because we are naïve about the dangers we face, but because engagement can more durably lift suspicion and fear. America will remain the anchor of strong alliances in every corner of the globe; and we will renew those institutions that extend our capacity to manage crisis abroad, for no one has a greater stake in a peaceful world than its most powerful nation. We will support democracy from Asia to Africa; from the Americas to the Middle East, because our interests and our conscience compel us to act on behalf of those who long for freedom. And we must be a source of hope to the poor, the sick, the marginalized, the victims of prejudice – not out of mere charity, but because peace in our time requires the constant advance of those principles that our common creed describes: tolerance and opportunity; human dignity and justice. We, the people, declare today that the most evident of truths – that all of us are created equal – is the star that guides us still; just as it guided our forebears through Seneca Falls, and Selma, and Stonewall; just as it guided all those men and women, sung and unsung, who left footprints along this great Mall, to hear a preacher say that we cannot walk alone; to hear a King proclaim that our individual freedom is inextricably bound to the freedom of every soul on Earth. It is now our generation’s task to carry on what those pioneers began. For our journey is not complete until our wives, our mothers, and daughters can earn a living equal to their efforts. Our journey is not complete until our gay brothers and sisters are treated like anyone else under the law – for if we are truly created equal, then surely the love we commit to one another must be equal as well. Our journey is not complete until no citizen is forced to wait for hours to exercise the right to vote. Our

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journey is not complete until we find a better way to welcome the striving, hopeful immigrants who still see America as a land of opportunity; until bright young students and engineers are enlisted in our workforce rather than expelled from our country. Our journey is not complete until all our children, from the streets of Detroit to the hills of Appalachia to the quiet lanes of Newtown, know that they are cared for, and cherished, and always safe from harm. That is our generation’s task – to make these words, these rights, these values – of Life, and Liberty, and the Pursuit of Happiness – real for every American. Being true to our founding documents does not require us to agree on every contour of life; it does not mean we will all define liberty in exactly the same way, or follow the same precise path to happiness. Progress does not compel us to settle centuries-long debates about the role of government for all time – but it does require us to act in our time. For now decisions are upon us, and we cannot afford delay. We cannot mistake absolutism for principle, or substitute spectacle for politics, or treat name-calling as reasoned debate. We must act, knowing that our work will be imperfect. We must act, knowing that today’s victories will be only partial, and that it will be up to those who stand here in four years, and forty years, and four hundred years hence to advance the timeless spirit once conferred to us in a spare Philadelphia hall. My fellow Americans, the oath I have sworn before you today, like the one recited by others who serve in this Capitol, was an oath to God and country, not party or faction – and we must faithfully execute that pledge during the duration of our service. But the words I spoke today are not so different from the oath that is taken each time a soldier signs up for duty, or an immigrant realizes her dream. My oath is not so different from the pledge we all make to the flag that waves above and that fills our hearts with pride. They are the words of citizens, and they represent our greatest hope. You and I, as citizens, have the power to set this country’s course. You and I, as citizens, have the obligation to shape the debates of our time – not only with the votes we cast, but with the voices we lift in defense of our most ancient values and enduring ideals. Let each of us now embrace, with solemn duty and awesome joy, what is our lasting birthright. With common effort and common purpose, with passion and dedication, let us answer the call of history, and carry into an uncertain future that precious light of freedom. Thank you, God Bless you, and may He forever bless these United States of America.

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Attachment 13 Persuasive Appeals

When analyzing someone else’s argument or constructing your own, always ask yourself these questions: Who is the speaker? Who is the speaker or author’s intended audience? How do I know who the audience is? How has the audience influenced the speaker or author’s choice of argumentative strategies?

PATHOS – EMOTIONAL APPEALS Arguments from the heart are designed to appeal to audience’s emotions and feelings. Emotions can direct people in powerful ways to think more carefully about what they do. Emotional appeals are often just examples - ones chosen to awaken specific feelings in an audience. Although frequently abused, the emotional appeal is a legitimate aspect of argument, for speakers and authors want their audience to care about the issues they address. Here are some, but not all, techniques that are used in this type of appeal: moving stories and anecdotes that prove your opinion using emotional language or “catchy words” or vivid description to appeal to people’s

values or guilty consciences. slanting – Omitting or not using information that may conflict with or weaken the author’s

opinion. predicting extreme outcomes of events in order to create a sense of urgency LOGOS – LOGICAL APPEALS Loosely defined, logos refers to the use of logic, reasons, facts, statistics, data, and numbers. Logical appeals are aimed at the mind of the audience, their thinking side. Very often, logos seems tangible and touchable. When a speaker or writer uses logical appeals, he or she will carefully connect its reasons to supporting evidence. Here are some, but not all, techniques that are used in this type of appeal: logical reasons why your audience should believe you. evidence that proves or explains your reasons facts– using information that can be checked by testing, observing firsthand, or reading

reference materials to support an opinion. statistics– percentages, numbers, and charts to highlight significant data . expert opinion–– statements by people who are recognized as authorities on the subject. examples-giving examples that support each reason use of cause and effect, compare and contrast, and analogy ETHOS – ETHICAL APPEALS Ethical appeals depend on the credibility or training of the author. Audiences tend to believe writers who seem honest, wise, and trustworthy. An author or speaker exerts ethical appeal when the language itself impresses the audience that the speaker is a person of intelligence, high moral character, and good will. Thus, a person wholly unknown to an audience can by words alone win that audience’s trust and approval. Aristotle emphasized the importance of impressing upon the audience that the speaker is a person of good sense and high moral character.

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How to Write a Campaign Speech BASIC SPEECH ORGANIZATION:

1. Tell them what you’re going to tell them. 2. Tell them. 3. Tell them what you’ve told them.

INTRODUCTION: Grab your listeners’ attention. You may want to start off with a bit of humor. If this is not your style, you may want to go with a more sincere introduction by welcoming your audience. This is also where credibility is established, so speakers should make themselves known by providing a little background information on who they are and why they are right for the job. BODY: Explain your position. Present your main idea or point and back them up with supporting evidence. There may be things that you would like to change. Explain what those things are and why you feel they should be changed. To appear knowledgeable, you may want to come up with the facts and figures to support your argument. There may be new additions you would like to make. Explain how those additions will be beneficial to the team. CONCLUSION: This is your last chance to make an impression, and you can do this in many ways. You may want to sum up what you have just said, or leave your audience thinking about you and your party, so come up with something that will make your speech unforgettable. Or you might want to figure out a way to really get your audience excited about your party. Make sure to thank your audience, and encourage them to vote for you.

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GRADE LEVEL: 7 LITERARY WORK: Weasel RESOURCE LIST:

1. Daniel Boone. Perf. Fess Parker. NBC. 24 Sept. 1964. Television. Theme Song

2. Dillard, Annie. "'Living Like Weasels.'" 40 Model Essays: A Portable Anthology. Comp. Jane E. Aaron and Ellen Kuhl Repetto. 2nd ed. Boston: Bedford St. Martin's, 2013. N. pag. Print. Essay

3. King, Stephen. "'Why We Crave Horror Movies.'" Models for Writers: Short Essays for Composition. Comp. Alfred Rosa and Paul Eschholz. 11th ed. Boston: Bedford St. Martin's, 2012. N. pag. Print. Article

4. Lewis, Orrin. "'Native Languages of the Americas: Shawnee.'" Shawnee Language and the Shawnee Indian Tribe. N.p., n.d. Web. 18 July 2013. <http://www.native-languages.org/shawnee.htm>. Article

5. Rancourt, Suzanne. "'Whose Mouth Do I Speak With.'" Poetry in Three Dimensions: Reading, Writing, and Critical Thinking Through Poetry. Comp. Carol Clark and Alison Draper. Vol. 2. Cambridge: Educator's Publishing Service, n. pag. Print. Poem

6. Schweber, Nate. "Where a Tribe’s History Comes to Life: Building a Traditional Village at Shinnecock Nation Cultural Center and Museum." The New York Times [New York] 24 May 2013: n. pag. Print. Article

7. "Shawnee History." Shawnee. Tolatsga, n.d. Web. 18 July 2013. <http://www.tolatsga.org/shaw. Article

8. TallMountain, Mary. "'Matmiya.'" Poetry in Three Dimensions: Reading, Writing, and Critical Thinking Through Poetry. Comp. Carol Clark and Alison Draper. Vol. 2. Cambridge: Educator's Publishing Service, n. pag. Print. Poem

9. Tolkien, J. R. R. The Return of the King. N.p.: Del Rey, 1986. Print. Excerpt from novel

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10. "Westward Expansion." Brainpop. Brainpop, n.d. Web. 18 July 2013. <http://www.brainpop.com/socialstudies/culture/westwardexpansion>. Video


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GRADE LEVEL: 7 LITERARY WORK: Weasel SUPPLEMENTARY WORK: “Why We Crave Horror Movies” Lesson 1: One class period Aim:

Why are we drawn to Weasel?

Common Core Learning Standards: Standard Grade Standard Number R 7 1, 4, 6, 9, 10, 11 W 7 1, 4, 11 SL 7 1, 3, 4 L 7 1, 2, 3 Do Now/Motivation:

What movies have you seen recently? What is your favorite type of movie? Why is it your favorite?

Instructional Materials: “Why We Crave Horror Movies” (Attachment 14) “Question the Author” (Attachment 15)


Complete Do Now – students respond in their journals or notebooks to the questions on the board. They will first share their responses with their seat partner and then some will share with the class.

Students will receive “Why We Crave Horror Movies” (Attachment 14). One student will read the passage aloud to the class. After each page students will stop and summarize what they read.

King believes that horror movies urge us “to put away our more civilized and adult penchant for analysis and to become children again, seeing things in pure blacks and whites.” What does it mean to see things in “blacks and whites”? Do you agree that young people tend to think this way?

Stephen King starts his essay by saying, “I think that we’re all mentally ill; those of us outside the asylums only hide it better.” What does he mean by this?

Students will then relate the discussion started by King’s essay to Weasel. We will look at the encounter between Weasel and Nathan in Weasel’s cabin. The teacher will read the portion to students, and they will answer five questions to “Question the Author” (Attachment 15). They will question Cynthia DeFelice’s writing decisions.

What is the author trying to tell you? Why is the author trying to tell you that? Does the author say it clearly? Explain your opinion. How could the author have said things more clearly? What would you say instead?

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Summary:

Based on what Stephen King says, do you believe we read and enjoy Weasel because we are all a little bit crazy? Why or why not? If you do not enjoy it, what does that say about you?

Extension Activity: We only hear from Weasel about his time with Ezra and why he killed Ezra’s family and

cutting out Ezra’s tongue. Write your own prequel chapter in the 3rd person relaying that situation.

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Attachment 14 “Why We Crave Horror Movies”

-Stephen King

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I think that we're all mentally ill; those of us outside the asylums only hide it a little better--and maybe not all that much better, after all. We’ve all known people who talk to themselves, people who sometimes squinch their faces into horrible grimaces when they believe no one is watching, people who have some hysterical fear--of snakes, the dark, the tight place, the long drop. . . and, of course, those final worms and grubs that are waiting so patiently underground. When we pay our four or five bucks and seat ourselves at tenth-row center in a theater showing a horror movie, we are daring the nightmare. Why? Some of the reasons are simple and obvious. To show that we can, that we are not afraid, that we can ride this roller coaster. Which is not to say that a really good horror movie may not surprise a scream out of us at some point, the way we may scream when a coaster twists through a complete 360 or plows through a lake at the bottom of the drop. And horror movies, like roller coasters, have always been the special province of the young; by the time one turns forty or fifty, one's appetite for double twists or 360-degree loops may be considerably depleted. We also go to reestablish our feelings of essential normality; the horror movie is innately conservative, even reactionary. Freda Jackson as the horrible melting woman in Die, Monster, Die! confirms for us that no matter how far we may be removed from the beauty of a Robert Redford or a Diana Ross, we are still light-years from true ugliness. And we go to have fun. Ah, but this is where the ground starts to slope away, isn't it? Because this is a very peculiar sort of fun, indeed. The fun comes from seeing others menaced--sometimes killed. One critic has suggested that if pro football has become the voyeur's version of combat, then the horror film has become the modern version of the public lynching. It is true that the mythic, "fairy-tale" horror film intends to take away the shades of gray .... It urges us to put away our more civilized and adult penchant for analysis and to become children again, seeing things in pure blacks and whites. It may be that horror movies provide psychic relief on this level because this invitation to lapse into simplicity, irrationality, and even outright madness is extended so rarely. We are told we may allow our emotions a free rein ... or no rein at all. If we are all insane, then sanity becomes a matter of degree. If your insanity leads you to carve up women like Jack the Ripper or the Cleveland Torso Murderer, we clap you away in the funny farm (but neither of those two amateur-night surgeons was ever caught, heh, heh, heh); if, on the other hand, your insanity leads you only to talk to yourself when you're under stress or to pick your nose on your morning bus, then you are left alone to go about your business ... though it is doubtful that you will ever be invited to the best parties. The potential lyncher is in almost all of us (excluding saints, past and present; but then, most saints have been crazy in their own ways), and every now and then, he has to be let loose to scream and roll around in the grass. Our emotions and our fears form their own body, and we recognize that it demands its own exercise to maintain proper muscle tone. Certain of these emotional muscles are accepted—even exalted--in civilized society; they are, of course, the emotions that tend to maintain the status quo of civilization itself. Love, friendship, loyalty, kindness--these are all the emotions that we applaud, emotions that have been immortalized in

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the couplets of Hallmark cards and in the verses (I don't dare call it poetry) of Leonard Nimoy. When we exhibit these emotions, society showers us with positive reinforcement; we learn this even before we get out of diapers. When, as children, we hug our rotten little puke of a sister and give her a kiss, all the aunts and uncles smile and twit and cry, "Isn't he the sweetest little thing?" Such coveted treats as chocolate-covered graham crackers often follow. But if we deliberately slam the rotten little puke of a sister's fingers in the door, sanctions follow--angry remonstrance from parents, aunts, and uncles; instead of a chocolate-covered graham cracker, a spanking. But anticivilization emotions don't go away, and they demand periodic exercise. We have such "sick" jokes as, "What's the difference between a truckload of bowling balls and a truckload of dead babies?" (You can't unload a truckload of bowling balls with a pitchfork ... a joke, by the way, that I heard originally from a ten-year-old.) Such a joke may surprise a laugh or a grin out of us even as we recoil, a possibility that confirms the thesis: if we share a brotherhood of man, then we also share an insanity of man. None of which is intended as a defense of either the sick joke or insanity but merely as an explanation of why the best horror films, like the best fairy tales, manage to be reactionary, anarchistic, and revolutionary all at the same time. The mythic horror movie, like the sick joke, has a dirty job to do. It deliberately appeals to all that is worst in us. It is morbidity unchained, our most base instincts let free, our nastiest fantasies realized. . . and it all happens, fittingly enough, in the dark. For those reasons, good liberals often shy away from horror films. For myself, I like to see the most aggressive of them--Dawn of the Dead, for instance--as lifting a trap door in the civilized forebrain and throwing a basket of raw meat to the hungry alligators swimming around in that subterranean river beneath. Why bother? Because it keeps them from getting out, man. It keeps them down there and me up here. It was Lennon and McCartney who said that all you need is love, and I would agree with that. As long as you keep the gators fed.

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Attachment 15 Question the Author

Directions: Based on the passage you just heard, answer the following questions. 1. What is the author trying to tell you?

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2. Why is the author trying to tell you that?

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3. Does the author say it clearly? Explain your opinion.

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4. How could the author have said things more clearly?

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5. What would you say instead?

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GRADE LEVEL: 7 LITERARY WORK: Weasel SUPPLEMENTARY WORK: “Living Like Weasels” Lesson 2: One class period Aim:

Is Weasel an appropriate name for the man? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 4, 9, 10 W 7 2, 9 L 7 1, 2, 4, 5 Do Now/Motivation:

Draw what you think a weasel looks like.

Instructional Materials: “Living Like Weasels” (Attachment 16) 3-2-1 Bookmark (Attachment 17)


Complete “Do Now” – students will draw their interpretations of a weasel. We will relate this to the description of the animal and the man in the novel.

Students receive copies of “Living Like Weasels.” (Attachment 16). The teacher will read the essay aloud while students follow along. Additional questions can be found at the following link: http://www.cheneysd.org/cms/lib04/WA01000473/Centricity/domain/61/ela/Grades%2011-12%20Living%20Like%20Weasels%20Close%20Reading%20Exemplar.pdf

Periodically, students will be asked questions to ensure an understanding of the material. The speaker remarks, “…I don’t think I can learn from a wild animal how to live in

particular – shall I suck warm blood, hold my tail high, walk with my footprints precisely over the prints of my hands? – but I might learn something of mindlessness, something of purity of living in the physical senses and the dignity of living without bias or motive.” What does the speaker admire about the way weasel’s live?

The speaker says, “I could very calmly go wild.” What is ironic about this statement? Students will complete a 3-2-1 chart after reading the essay explaining 3 similarities

between the character Weasel and the animal, 2 differences between the character and the animal, and 1 question they still have. They will share the similarities and differences with the class, and then they will ask their seat partner their question.

Summary: Some students will share their questions with the class. Classmates will have the

opportunity to respond. If the answers are not in the novel or in the essay, other resources will be suggested. Students will use their bookmarks as they continue to read.

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Extension Activity: Nathan detests Weasel, but the speaker of the essay admires weasels despite their cruelty.

Students may write a well-developed paragraph supporting one side of the argument.

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Attachment 16 “Living Like Weasels”

Annie Dillard

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A weasel is wild. Who knows what he thinks? He sleeps in his underground den, his tail draped over his nose. Sometimes he lives in his den for two days without leaving. Outside, he stalks rabbits, mice, muskrats, and birds, killing more bodies than he can eat warm, and often dragging the carcasses home. Obedient to instinct, he bites his prey at the neck, either splitting the jugular vein at the throat or crunching the brain at the base of the skull, and he does not let go. One naturalist refused to kill a weasel who was socketed into his hand deeply as a rattlesnake. The man could in no way pry the tiny weasel off, and he had to walk half a mile to water, the weasel dangling from his palm, and soak him off like a stubborn label. And once, says Ernest Thompson Seton—once, a man shot an eagle out of the sky. He examined the eagle and found the dry skull of a weasel fixed by the jaws to his throat. The supposition is that the eagle had pounced on the weasel and the weasel swiveled and bit as instinct taught him, tooth to neck, and nearly won. I would like to have seen that eagle from the air a few weeks or months before he was shot: was the whole weasel still attached to his feathered throat, a fur pendant? Or did the eagle eat what he could reach, gutting the living weasel with his talons before his breast, bending his beak, cleaning the beautiful airborne bones? I have been reading about weasels because I saw one last week. I startled a weasel who startled me, and we exchanged a long glance. Twenty minutes from my house, through the woods by the quarry and across the highway, is Hollins Pond, a remarkable piece of shallowness, where I like to go at sunset and sit on a tree trunk. Hollins Pond is also called Murray's Pond; it covers two acres of bottomland near Tinker Creek with six inches of water and six thousand lily pads. In winter, brown-and-white steers stand in the middle of it, merely dampening their hooves; from the distant shore they look like miracle itself, complete with miracle's nonchalance. Now, in summer, the steers are gone. The water lilies have blossomed and spread to a green horizontal plane that is terra firma to plodding blackbirds, and tremulous ceiling to black leeches, crayfish, and carp. This is, mind you, suburbia. It is a five-minute walk in three directions to rows of houses, though none is visible here. There's a 55 mph highway at one end of the pond, and a nesting pair of wood ducks at the other. Under every bush is a muskrat hole or a beer can. The far end is an alternating series of fields and woods, fields and woods, threaded everywhere with motorcycle tracks—in whose bare clay wild turtles lay eggs. So. I had crossed the highway, stepped over two low barbed-wire fences, and traced the motorcycle path in all gratitude through the wild rose and poison ivy of the pond's shoreline up into high grassy fields. Then I cut down through the woods to the mossy fallen tree where I sit. This tree is excellent. It makes a dry, upholstered bench at the upper, marshy end of the pond, a plush jetty raised from the thorny shore between a shallow blue body of water and a deep blue body of sky.

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The sun had just set. I was relaxed on the tree trunk, ensconced in the lap of lichen, watching the lily pads at my feet tremble and part dreamily over the thrusting path of a carp. A yellow bird appeared to my right and flew behind me. It caught my eye; I swiveled around—and the next instant, inexplicably, I was looking down at a weasel, who was looking up at me. Weasel! I'd never seen one wild before. He was ten inches long, thin as a curve, a muscled ribbon, brown as fruitwood, soft-furred, alert. His face was fierce, small and pointed as a lizard's; he would have made a good arrowhead. There was just a dot of chin, maybe two brown hairs' worth, and then the pure white fur began that spread down his underside. He had two black eyes I didn't see, any more than you see a window. The weasel was stunned into stillness as he was emerging from beneath an enormous shaggy wild rose bush four feet away. I was stunned into stillness twisted backward on the tree trunk. Our eyes locked, and someone threw away the key. Our look was as if two lovers, or deadly enemies, met unexpectedly on an overgrown path when each had been thinking of something else: a clearing blow to the gut. It was also a bright blow to the brain, or a sudden beating of brains, with all the charge and intimate grate of rubbed balloons. It emptied our lungs. It felled the forest, moved the fields, and drained the pond; the world dismantled and tumbled into that black hole of eyes. If you and I looked at each other that way, our skulls would split and drop to our shoulders. But we don't. We keep our skulls. So. He disappeared. This was only last week, and already I don't remember what shattered the enchantment. I think I blinked, I think I retrieved my brain from the weasel's brain, and tried to memorize what I was seeing, and the weasel felt the yank of separation, the careening splash-down into real life and the urgent current of instinct. He vanished under the wild rose. I waited motionless, my mind suddenly full of data and my spirit with pleadings, but he didn't return. Please do not tell me about "approach-avoidance conflicts." I tell you I've been in that weasel's brain for sixty seconds, and he was in mine. Brains are private places, muttering through unique and secret tapes—but the weasel and I both plugged into another tape simultaneously, for a sweet and shocking time. Can I help it if it was a blank? What goes on in his brain the rest of the time? What does a weasel think about? He won't say. His journal is tracks in clay, a spray of feathers, mouse blood and bone: uncollected, unconnected, loose leaf, and blown. I would like to learn, or remember, how to live. I come to Hollins Pond not so much to learn how to live as, frankly, to forget about it. That is, I don't think I can learn from a wild animal how to live in particular--shall I suck warm blood, hold my tail high, walk with my footprints precisely over the prints of my hands?--but I might learn something of mindlessness, something of the purity of living in the physical sense and the dignity of living without bias or motive. The weasel lives in necessity and we live in choice, hating necessity and dying at the last ignobly in its talons. I would like to live as I should, as the weasel lives as he should. And I suspect that for me the way is like the weasel's: open to time and death painlessly, noticing everything, remembering nothing, choosing the given with a fierce and pointed will.

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I missed my chance. I should have gone for the throat. I should have lunged for that streak of white under the weasel's chin and held on, held on through mud and into the wild rose, held on for a dearer life. We could live under the wild rose wild as weasels, mute and uncomprehending. I could very calmly go wild. I could live two days in the den, curled, leaning on mouse fur, sniffing bird bones, blinking, licking, breathing musk, my hair tangled in the roots of grasses. Down is a good place to go, where the mind is single. Down is out, out of your ever-loving mind and back to your careless senses. I remember muteness as a prolonged and giddy fast, where every moment is a feast of utterance received. Time and events are merely poured, unremarked, and ingested directly, like blood pulsed into my gut through a jugular vein. Could two live that way? Could two live under the wild rose, and explore by the pond, so that the smooth mind of each is as everywhere present to the other, and as received and as unchallenged, as falling snow? We could, you know. We can live any way we want. People take vows of poverty, chastity, and obedience—even of silence—by choice. The thing is to stalk your calling in a certain skilled and supple way, to locate the most tender and live spot and plug into that pulse. This is yielding, not fighting. A weasel doesn't "attack" anything; a weasel lives as he's meant to, yielding at every moment to the perfect freedom of single necessity. I think it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you. Then even death, where you're going no matter how you live, cannot you part. Seize it and let it seize you up aloft even, till your eyes burn out and drop; let your musky flesh fall off in shreds, and let your very bones unhinge and scatter, loosened over fields, over fields and woods, lightly, thoughtless, from any height at all, from as high as eagles.

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Attachment 17

Weasel Bookmark Similarities between the man and the animal

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Differences between the man and the animal

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Question you still have

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GRADE LEVEL: 7 LITERARY WORK: Weasel SUPPLEMENTARY WORK: “Daniel Boone Theme Song” Lesson 3: One class period Aim:

How does our perspective alter our interpretation of events? Common Core Learning Standards: Standard Grade Standard Number R 7 1, 2, 3, 8, 9, 10 W 7 4 SL 7 1, 2, 3 L 7 3, 5 Do Now/Motivation:

Watch the opening credits of “Daniel Boone.”

Instructional Materials: “Daniel Boone” theme song lyrics (Attachment 18) Character Wheel (Attachment 19) “Daniel Boone” opening credits on YouTube

https://www.youtube.com/watch?v=w02gVzswE0o Weasel novels


Students will watch the opening credits of the television show from the 1960s, “Daniel Boone.”

Some students (the lower functioning students) will receive copies of the lyrics from the “Daniel Boone” theme song (Attachment 18). Others will be instructed to open up to pg. 77-78 in their Weasel books.

They will work in groups of three with other students who have the same source to complete a character wheel (Attachment 19) by identifying various descriptions of the man.

As a class, we will go over the descriptions that students noted. Based on the descriptions in the theme song, how do you feel about the man? List the similes in the theme song. What comparisons are made? What do they indicate

about Daniel Boone? Why is the repetition of “Daniel Boone was a man” important? What does it indicate? What adjectives are used to describe the type of man Daniel Boone was? Based on the descriptions in the novel, how do you feel about the man? Why are there such conflicting memories of this person? How does understanding a different perspective change Nathan?

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Summary: In your journals: Do you believe Daniel Boone deserved a TV Show about his life? Why

or why not?

Extension Activity: In their journals, students will describe a memorable event from their lives. They will

then describe that same event from the perspective of another person who was there to explain how they might have experienced it differently.

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Attachment 18 “Daniel Boone Theme Song”

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Daniel Boone was a man, Yes, a big man! With an eye like an eagle And as tall as a mountain was he! Daniel Boone was a man, Yes, a big man! He was brave, he was fearless And as tough as a mighty oak tree! From the coonskin cap on the top of ol' Dan To the heel of his rawhide shoe; The rippin'est, roarin'est, fightin'est man The frontier ever knew! Daniel Boone was a man, Yes, a big man! And he fought for America To make all Americans free! What a Boone! What a doer! What a dream come-er-true-er was he! Daniel Boone was a man! Yes, a big man! With a whoop and a holler he c'd mow down a forest of trees! Daniel Boone was a man! Yes, a big man! If he frowned at a river In July all the water would freeze! But a peaceable, pioneer fella was Dan When he smiled all the ice would thaw! The singin'est, laughin'est, happiest man The frontier ever saw! Daniel Boone was a man! Yes, a big man! With a dream of a country that'd Always forever be free! What a Boone! What a do-er! What a dream-come-er-true-er was he!

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Attachment 19

Daniel Boone

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GRADE LEVEL: 8 LITERARY WORK: Animal Farm RESOURCE LIST:

1. “Comparing Economic Systems.” American Government. U. S. History, 2013. Web. 8 August 2013. <http://www.ushistory.org/gov/13b.asp>. Encyclopedia article.

2. Dorfman, Ariel. “The Rebellion of the Magical Rabbits.” Animal Farm and Related

Readings. McDougal Littell, 1986. Web. 8 August 2013. <http://nelsonuhs.weebly.com/uploads/8/4/7/9/8479105/rebellion_of_the_magical_rabbits.pdf>. Short story.

3. du Maurier, Daphne. “The Birds.” Kiss Me Again, Stranger. 1952. Web. 8 August 2013.

<http://www.nexuslearning.net/books/holt_elementsoflit-3/Collection%201/The%20Birds%20pl.htm>. Short story.

4. Independence Hall Association. "The Declaration of Independence." Ushistory.org. N.p.,

4 July 1995. Web. 8 Aug. 2013. < http://www.ushistory.org/declaration/document/index.htm>. Historical document.

5. King Jr., Martin Luther. “I’ve Been to the Mountaintop.” Memphis, Tennessee 3

April 1968. Web. 8 August 2013. <http://www.americanrhetoric.com/speeches/mlkivebeentothemountaintop.htm>. Speech.

6. Lamont, George J. “Animal Farm – Comparison of Characters to the Russian Revolution.” George Orwell Web Source, 1995-2013. Web. 8 August 2013. <http://pages.citenet.net/users/charles/af-comp.html>. Flashcards.

7. Mandelstam, Osip. “The Stalin Epigram.” Poets. Ed. Carolyn Forché. Academy of

American Poets, n.d. Web. 8 August 2013. < http://www.poets.org/viewmedia.php/prmMID/16806>. Poem.

8. Sokolova, Anna. “Power of Propaganda.” Russian Women Magazine. Russian Women

Magazine, 2006. Web. 8 August 2013. <http://www.russianwomenmagazine.com/opinions/power.htm>. Article.

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9. “Stalinist Propaganda Posters.” Social Studies and History Teacher’s Blog, n.d. Web. 8 August 2013. <http://multimedialearningllc.files.wordpress.com/2010/03/stalinist-propaganda.pdf>. Posters.

10. Hassan, Kelley. “Stalin’s Great Terror: Absolute Power, Absolute Madness.”

Lourdes College, 2010. Web. 8 August 2013. <http://www.lourdes.edu/Portals/0/Files/Academics/ArtsSciences/History/Online_Narrative_History/ONHJ10/Stalin.pdf>. Scholarly essay.

11. Vonnegut, Kurt. “Harrison Bergeron.” Welcome to the Monkey House. 1961. Web. 8

August 2013. <http://www.tnellen.com/cybereng/harrison.html>. Short story.

12. Williams. “Karl Marx: The Father of Communism.” Web. 8 August 2013.

<http://schools.nashua.edu/myclass/williamsk/block2/Animal%20Farm/Forms/AllItems.aspx?RootFolder=%2fmyclass%2fwilliamsk%2fblock2%2fAnimal%20Farm%2fAnimal%20Farm%2fAnimal%20Farm%20Supplemental%20Material&FolderCTID=&View=%7b36C06830%2dD04C%2d4DFD%2dA905%2d1504BDD65273%7d>. Historical article.

BOLD-FACED RESOURCES ARE UTILIZED IN THE FEATURED LESSON PLANS

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GRADE LEVEL: 8 LITERARY WORK: Animal Farm SUPPLEMENTARY WORK: “Karl Marx: The Father of Communism” Lesson 1: Annotating and Text Synchronizing One class period Aim: How is Old Major able to persuade the animals to revolt against the farmer? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 3, 4, 8 RI. 8 1, 3, 4 SL. 8 1, 3, 4 L 8 1, 2, 3, 4, 5 W. 8 1, 3, 4, 9 Motivation: Think back to when you wanted to persuade your parent or a friend to do something for you. How

did you try to convince them to do what you wanted, and were you successful? Ask students to respond to the following questions: 1. Why do you think your attempt resulted successfully/unsuccessfully? 2. Looking back, how would you attempt to persuade him/her differently? 3. What are some other techniques that people use to persuade others? Instructional Materials: Handout “The Techniques of Persuasive Speech” (Attachment 1) Worksheet “Animal Farm Language Analysis Exercise – Old Major’s Speech” (Attachment

2) Handout “Karl Marx: The Father of Communism” (Attachment 3) Procedures and Pivotal Questions: Debrief the motivation activity. Explain to students that persuasion is a delicate art that takes

practice and preparation so that the persuader appears natural, not rushed or forced, to an audience.

Distribute “The Techniques of Persuasive Speech” (Attachment 1). Ask student volunteers to read each paragraph aloud. After each paragraph, ask the students if they can remember and share an example of the persuasive technique in a speech they heard.

Distribute “Animal Farm Language Analysis Exercise – Old Major’s Speech” (Attachment 2). Read the directions aloud to the students, and then have the students read the speech silently to themselves.

After the students complete the reading, they will follow the steps listed below the speech to re-read it and annotate it for the persuasive techniques discussed in class. This part of the activity can be done in different ways. Students can annotate individually and then meet with a partner or two to compare annotations, or students may work with a partner or two to do the annotations.

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Whole class discussion: Review the questions answered by the students to ensure understanding.

Summary: Pretend that you are one of the animals in the barn listening to Old Major’s Speech. From

that animal’s perspective, write your reaction to his speech. Share what you think, how you feel, and how you will respond to Old Major’s speech.

Extension Activity: Give students the handout “Karl Marx: The Father of Communism” (Attachment 3).

Students will read this brief article about Marx and his philosophy, then connect details from the article to lines in Old Major’s speech that show that Old Major is the Marx of Animal Farm. This will prepare the students to learn about allegory and how it applies to the novel.

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Attachment 1 English 8 – Per. ______ Name: ______________________________

Animal Farm by George Orwell Date: _______________________________ The Techniques of Persuasive Speech

When giving a speech to persuade a person or a group of people to believe in your point of view, you must consider a few things before you compose your speech.

1. Know your audience. Audiences are made up of certain, specific people. You need to know your audience’s likes, dislikes, and overall background. For instance, if you were to give a speech trying to convince people to take up snowboarding, you wouldn’t deliver that speech to a group of senior citizens because their bodies cannot handle this strenuous sport, so they would have no interest in listening to you. Also, there are audiences that are made up of many people. You need to be careful that you do not leave anyone out, and you must treat all members of the audience with respect.

2. Use repetition and multiple examples to support your claims. In order to get others to believe that what you’re saying is true, you need to back up your claims by listing at least three specific details. Also, if you want an idea to stick in someone’s mind, then repeat that idea often. The repetition and listing create a dramatic effect that catches the audience’s attention.

3. Rhetorical questions cause the audience to think about a topic or problem. Public

speakers, when trying to convince their audiences to believe in their idea, ask questions that don’t need to be answered right away. However, these questions are meant to cause the reader to think or feel in a specific way that makes them agree with the speaker’s idea.

4. Highlight the negatives of the opposite side of your argument. Persuade people to

believe in views by pointing out all of the problems or issues that will hurt the audience if they don’t begin believing in your idea. Highlighting the negatives causes an emotional reaction in the audience, and the anger, guilt, or fear that they feel will sway them to support your idea.

5. Using the techniques listed above, the speaker is able to appeal to the audience and

persuade them through: 1. logos – The speaker presents ideas that are logical (reasonable, makes

sense); 2. pathos – The speaker triggers the emotions of the audience; 3. ethos – The speaker proves he/she has enough experience to speak about

the topic and/or establishes the values of a community.

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Animal Farm by George Orwell Date: _______________________________ Animal Farm Language Analysis Exercise – Old Major’s Speech

______________________________________________________________________________ Directions: Read Old Major’s speech from chapter one below. As you read the speech, think about the diction and style Old Major uses to share his vision of a new life with his fellow animals. At the end of the speech are steps that you will follow to re-read the speech while annotating it.

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“Comrades, you have heard already about the strange dream that I had last night. But I will come to the dream later. I have something else to say first. I do not think, comrades, that I shall be with you for many months longer, and before I die I feel it my duty to pass on to you such wisdom as I have acquired. I have had a long life, I have had much time for thought as I lay alone in my stall, and I think I may say that I understand the nature of life on this earth as well as any animal now living. It is about this that I wish to speak to you. “Now, comrades, what is the nature of this life of ours? Let us face it: our lives are miserable, laborious, and short. We are born, we are given just so much food as will keep the breath in our our bodies, and those of us who are capable of it are forced to work to the last atom of our strength; and the very instant that our usefulness has come to an end we are slaughtered with hideous cruelty. No animal in England knows the meaning of happiness or leisure after he is a year old. No animal in England is free. This life of ours is misery and slavery: that is the plain truth. “But is this simply the order of nature? Is it because this land of ours is so poor, that it cannot afford a decent life to those who dwell upon it? No comrades, a thousand times no! The soil of England is fertile, its climate is good, it is capable of affording food in abundance to an enormously greater number of animals than now inhabit it. This single farm of ours would support a dozen horses, twenty cows, hundreds of sheep - and all of them living in a comfort and a dignity that are now almost beyond our imagining. Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings. There, comrades, is the answer to all our problems. It is summed up in a single word-Man. Man is the only real enemy we have. Remove Man from the scene, and the root cause of hunger and overwork is abolished for ever. “Man is the only creature that consumes without producing. He does not give milk, he does not lay eggs, he is too weak to pull the plough, he cannot run fast enough to catch rabbits. Yet he is lord of all the animals. He sets them to work, he gives back to them the bare minimum that will prevent them from starving, and the rest he keeps for himself. Our labour tills the soil, our dung fertilizes it, and yet there is not one of us that owns more than his bare skin. You cows that I see before me, how many thousands of gallons of milk have you given during this last year? And what has happened to that milk which should have been breeding up sturdy calves? Every drop of it has gone down the throats of our enemies. And you hens, how many eggs have you laid this year, and how many of those eggs ever hatched

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into chickens? The rest have all gone to market to bring in money for Jones and his men. And you, Clover, where are those four foals-you bore, who should have been the support and pleasure of your old age? Each was sold at a year old - you will never see one of them again. In return for your four confinements and all your labour in the field, what have you ever had except your bare rations and a stall? “And even the miserable lives we lead are not allowed to reach their natural span. For myself I do not grumble, for I am one of the lucky ones. I am twelve years old and have had over four hundred children. Such is the natural life of a pig. But no animal escapes the cruel knife in the end. You young porkers who are sitting in front of me, every one of you will scream your lives out at the block within a year. To that horror we all must come--cows, pigs, hens, sheep, everyone. Even the horses and the dogs have no better fate. You, Boxer, the very day that those great muscles of yours lose their power, Jones will sell you to the knacker, who will cut your throat and boil you down for the fox-hounds. As for the dogs, when they grow old and toothless, Jones tics a brick round their necks and drowns them in the nearest pond. “Is it not crystal clear, then, comrades, that all the evils of this life of ours spring from the tyranny of human beings? Only get rid of Man, and the produce of our labour would be our own. Almost overnight we could become rich and free. What then must we do? Why, work night and day, body and soul, for the overthrow of the human race! That is my message to you, comrades: Rebellion! I do not know when that Rebellion will come, it might be in a week or in a hundred years I but I know, as surely as I see this straw beneath my feet, that sooner or later justice will be done. Fix your eyes on that, comrades throughout the short remainder of your lives! And above all, pass on this message of mine to those who come after you, so that future generations shall carry on the struggle until it is victorious. “And remember, comrades, your resolution must never falter. No argument must lead you astray. Never listen when they tell you that Man and the animals have a common interest, that the prosperity of the one is the prosperity of the others. It is all lies. Man serves the interests of no creature except himself. And among us animals let there be perfect unity, perfect comradeship in the struggle. All men are enemies. All animals are comrades.”

Annotating the Speech: 1. In YELLOW highlight all the words that show Old Major has an awareness of his whole

audience? 2. In GREEN highlight the words that show he is aware of individuals and groups within it? 3. In BLUE highlight all examples of repetition and/or the rule of three.

4. In RED draw a ? in the margin alongside all the occasions on which Old Major uses rhetorical questions and/or asks and answers questions,

5. Highlight in the margin with a BLACK line, all the occasions when Old major talks

negatively about his opposition.

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Synthesis Questions: Use your annotations of Old Major’s speech to answer the following questions. Use details from the text to support your responses. 6. How does Old Major draw attention to the main points of his argument? 7. How does Old Major build up to these main points? 8. Why doesn’t Old Major begin his speech by describing the dream? 9. Which do you think Old Major establishes the best: logos, pathos, or ethos? Explain.

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Animal Farm by George Orwell Date: _______________________________ Karl Marx: The Father of Communism

______________________________________________________________________________ Directions: Read the brief article about Karl Marx and his philosophy of communism. Then use your copy of Old Major’s speech to help you answer the response questions that follow.

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In 1848, German political philosopher Karl Marx with Friedrich Engels published an influential pamphlet called the Communist Manifesto. Marx's criticism focused on the dominant political and economic system of his time, known as "capitalism." Germany, the United States, and England were powerful nations that lived under this system, and they were exporting it – sometimes by force – over the face of the globe. Capitalism encourages competition between its citizens, and provides rewards in an unequal way. Capitalist nations defended this distribution of goods on the grounds that the factory owners had often taken risks, or mastered skills, that the meat-packer had not. Therefore, the factory owner deserved the extra benefits.

Marx directed scathing attacks against this philosophy. The capitalist nations, he argued, allowed the wealthy few to amass huge fortunes, while the numerous poor toiled in unsafe factories for low wages, lived in wretched filth, and died before their time. Worse still, the rich denied equal opportunity to the poor, hoarding goods and reserving advantages like education and health care for themselves. Vast mansions existed alongside tenement-houses; in the one, every possible luxury could be found and every need was met, while next-door whole families stuffed themselves into single rooms and ate meager rations. How could it be fair that the wealthy few had extra millions in the bank, while the masses struggled to survive, or starved to death?

Writing from Paris – where he lived in exile – Marx spoke of the dawning of a new social order based on the equal distribution of wealth and possessions among a nation's citizenry. In such a society, Marx theorized, tranquil relations would prevail between all men and women, and age-old problems like poverty, ignorance, and starvation would vanish. The rich would be compelled to yield their surplus to the poor, and individuals would produce according to their abilities, and consume according to their needs. Everyone would have what they needed, and no one citizen would possess more than another.

An idealistic vision of the future – which would never arrive, Marx realized – until certain events came to pass. A brilliant economist and social critic, Marx understood that massive obstacles stood in the way of his better world. Casting his eye back across the arc of history, he asserted that in every era the same fundamental conflict emerged: The few well-placed and powerful sought to maintain their wealth by actively suppressing the natural desires of the many poor. These cruel circumstances were hard to change because the rich had no reason to share, and possessed the means by which to control the impoverished masses. The sheer numbers of the downtrodden represented a definitive advantage, however, and a declaration of war on their part would resolve the dispute. Marx took the view that it was the destiny of history itself that this battle should take place, and that the victorious poor would usher in an age of justice and equality.

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Response Questions 1. For each category in the chart below, find two details in Old Major’s speech that agree with

Karl Marx’s communist philosophy. Marx’s Communist Beliefs Old Major’s Beliefs

On the current way of life: The capitalist nations, he argued, allowed the wealthy few to amass huge fortunes, while the numerous poor toiled in unsafe factories for low wages, lived in wretched filth, and died before their time. Worse still, the rich denied equal opportunity to the poor, hoarding goods and reserving advantages like education and health care for themselves.

On the current way of life: 1. 2.

His dream for the future: Marx spoke of the dawning of a new social order based on the equal distribution of wealth and possessions among a nation's citizenry. In such a society, Marx theorized, tranquil relations would prevail between all men and women, and age-old problems like poverty, ignorance, and starvation would vanish. The rich would be compelled to yield their surplus to the poor, and individuals would produce according to their abilities, and consume according to their needs.

His dream for the future: 1. 2.

On revolution: These cruel circumstances were hard to change because the rich had no reason to share, and possessed the means by which to control the impoverished masses. The sheer numbers of the downtrodden represented a definitive advantage, however, and a declaration of war on their part would resolve the dispute. Marx took the view that it was the destiny of history itself that this battle should take place, and that the victorious poor would usher in an age of justice and equality.

On revolution: 1. 2.

2. Looking at this chart, what can you infer (conclude) about Old Major?

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GRADE LEVEL: 8 LITERARY WORK: Animal Farm SUPPLEMENTARY WORK: Martin Luther King, Jr.’s “I’ve Been to the Mountaintop” speech Lesson 2: Key Words and Phrases (through Tone) to Establish Main Idea within and between Texts Two class periods Aim: How does tone help the reader to understand a speaker’s point of view? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 4, 5 RI. 8 1, 2, 3, 4, 5 SL. 8 1, 3, 4, 5 L 8 1, 2, 3, 4, 5 W. 8 1, 2, 3, 5 Motivation: Post three sentences on the board: “Take out the garbage,” “I love that movie so much,” and “The

lion is about to attack me.” Students, as they enter, will take an index card that is labeled with a tone word (i.e. joyous, shocked, desperate, bubbly, infuriated, etc.). Once all students are seated, the teacher will call on students to read one of the sentences on the board, using their tone word to force the student to use that specific inflection.

Ask students to respond to the following questions: 1. What types of words were on your cards? 2. What did you notice about our little experiment? 3. How were the sentences and our understanding of them affected by the inflection of our

voices? Instructional Materials: Martin Luther King, Jr.’s “I’ve Been to the Mountaintop” speech with prompts (Attachment

4) Post-It poster paper Handout “The Techniques of Persuasive Speech” (Attachment 1) for extension activity #1 Procedures and Pivotal Questions: Debrief the motivation activity. Recap the persuasive speech and writing techniques that

were learned in yesterday’s lesson. Ask students, what is tone and how is it similar, yet different, to mood? Would tone fit on the list of persuasive techniques? How?

Distribute Martin Luther King, Jr.’s “I’ve Been to the Mountaintop” speech (Attachment 4). Have a volunteer read the blurb above the speech, which includes this activity’s instructions. Tell students that they will be listening to a recording of the speech while they follow along and annotate for words that reflect King’s tone.

After the recording of the speech has played through, allow the students time to individually respond to the two prompts at the bottom of the speech. After a few minutes, ask for students to share their responses.

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Divide the students into groups of four to collaborate on the final three prompts. One student will reproduce the graphic organizer on a large Post-It for display in the classroom.

Whole class discussion: Review the questions answered by the students to ensure understanding.

Summary: Display the following quote by Rudyard Kipling: “Words are, of course, the most powerful

drug used by mankind.” How does this connect to the persuasive technique of tone? How does tone connect us to a speaker or writer?

Extension Activity: The students will re-examine King’s “I’ve Been to the Mountaintop” speech, applying the

persuasive techniques learned in the previous lesson to this speech. The students will find one example of each technique within King’s speech, record it on a piece of paper, and write how that technique reflects King’s tone and what mood the tone instills in the student.

Students will write a one-page minimum to two-page maximum speech about a dream that they have for society, using three of the persuasive techniques learned in class to convince others to believe in their dreams.

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Animal Farm by George Orwell Date: _______________________________ Martin Luther King Jr.’s “I’ve Been to the Mountaintop”

Delivered 3 April 1968 at Mason Temple in Memphis, Tennessee

The author’s tone in a piece of persuasive writing can give you clues about the author’s point of view. Tone reflects a writer’s attitude toward his or her subject matter. We determine tone by analyzing the language in the piece. An author of a persuasive piece can help you understand the message the author has for you. For example, think of the serious, somber tone (“This life of ours is misery and slavery: that is the plain truth”) of Old Major’s speech. Old Major purposely adopted this tone to show how grieved he is about the harshness of the animals’ lives and how his dying wish is that this reality changes.

As you read Martin Luther King, Jr.’s “I’ve Been to the Mountaintop” speech, think about the tone. Circle the words and phrases that help create this tone. In the margin to the left, write down what word best describes the tone of each section of the speech.

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Something is happening in Memphis; something is happening in our world. And you know, if I were standing at the beginning of time, with the possibility of taking a kind of general and panoramic view of the whole of human history up to now, and the Almighty said to me, "Martin Luther King, which age would you like to live in?" I would take my mental flight by Egypt and I would watch God's children in their magnificent trek from the dark dungeons of Egypt through, or rather across the Red Sea, through the wilderness on toward the promised land. And in spite of its magnificence, I wouldn't stop there. I would move on by Greece and take my mind to Mount Olympus. And I would see Plato, Aristotle, Socrates, Euripides and Aristophanes assembled around the Parthenon. And I would watch them around the Parthenon as they discussed the great and eternal issues of reality. But I wouldn't stop there. I would go on, even to the great heyday of the Roman Empire. And I would see developments around there, through various emperors and leaders. But I wouldn't stop there. I would even come up to the day of the Renaissance, and get a quick picture of all that the Renaissance did for the cultural and aesthetic life of man. But I wouldn't stop there. I would even go by the way that the man for whom I am named had his habitat. And I would watch Martin Luther as he tacked his ninety-five theses on the door at the church of Wittenberg. But I wouldn't stop there. I would come on up even to 1863, and watch a vacillating President by the name of Abraham Lincoln finally come to the conclusion that he had to sign the Emancipation Proclamation. But I wouldn't stop there. I would even come up to the early thirties, and see a man grappling with the problems of the bankruptcy of his nation. And come with an eloquent cry that we have nothing to fear but "fear itself." But I wouldn't stop there. Strangely enough, I would turn to the Almighty, and say, "If you allow me

Response Notes An attention-grabber. This

creates a feeling of excitement or

anticipation. The repetition builds

this up and emphasizes it.

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to live just a few years in the second half of the 20th century, I will be happy." Now that's a strange statement to make, because the world is all messed up. The nation is sick. Trouble is in the land; confusion all around. That's a strange statement. But I know, somehow, that only when it is dark enough can you see the stars. And I see God working in this period of the twentieth century in a way that men, in some strange way, are responding. Something is happening in our world. The masses of people are rising up. And wherever they are assembled today, whether they are in Johannesburg, South Africa; Nairobi, Kenya; Accra, Ghana; New York City; Atlanta, Georgia; Jackson, Mississippi; or Memphis, Tennessee -- the cry is always the same: "We want to be free." And another reason that I'm happy to live in this period is that we have been forced to a point where we are going to have to grapple with the problems that men have been trying to grapple with through history, but the demands didn't force them to do it. Survival demands that we grapple with them. Men, for years now, have been talking about war and peace. But now, no longer can they just talk about it. It is no longer a choice between violence and nonviolence in this world; it's nonviolence or nonexistence. That is where we are today. And also in the human rights revolution, if something isn't done, and done in a hurry, to bring the colored peoples of the world out of their long years of poverty, their long years of hurt and neglect, the whole world is doomed. Now, I'm just happy that God has allowed me to live in this period to see what is unfolding. And I'm happy that He's allowed me to be in Memphis. I can remember -- I can remember when Negroes were just going around as Ralph has said, so often, scratching where they didn't itch, and laughing when they were not tickled. But that day is all over. We mean business now, and we are determined to gain our rightful place in God's world. And that's all this whole thing is about. We aren't engaged in any negative protest and in any negative arguments with anybody. We are saying that we are determined to be men. We are determined to be people. We are saying -- We are saying that we are God's children. And that we are God's children, we don't have to live like we are forced to live.

Response Notes

Reflect on your reaction to King’s speech. Use details from the speech to support your response. ______________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________

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Overall, what three words would you use to describe King’s tone? 1. ______________________ 2. _____________________ 3. _____________________

Why did you choose the words listed above? What textual evidence supports these tone words?

Use this graphic organizer to help you compare the tone of King’s speech to the tone of Old Major’s speech.

Martin Luther King, Jr. Old Major Tone:

Tone:

Point of view: What does King think of his society?

Point of view: What does Old Major think of his society?

How does the tone of each speech provide clues about the speaker’s point of view? Use details from both speeches to support your response. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Describe how the tone of each speech affects your mood (how you feel) as a reader. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

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GRADE LEVEL: 8 LITERARY WORK: Animal Farm SUPPLEMENTARY WORK: “Stalin’s Great Terror: Absolute Power, Absolute Madness” Lesson 3: Gallery Walk and 3-2-1 Reading Strategy One class period Aim: Why is the media important to leaders of a government or political movement? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 5, 7, 8 RI. 8 1, 2, 3, 5, 7, 8 SL. 8 1, 2, 3, 4 L 8 1, 2, 3, 4 W. 8 1, 2, 4, 9 Motivation: Post the six images from the Stalinist Propaganda Posters (Attachment 5) site around the

classroom. Each picture is numbered. The students will circulate the room silently with their notebooks. They will each choose two images on which to respond to. On the board, post the following questions for the students to answer for their two chosen images.

o Describe what you see in this image. o How does this image depict Soviet dictator Joseph Stalin? o Why is the placement of the people and objects around Stalin important? o How does Stalin’s pose affect what the viewer thinks of him?

Instructional Materials: Images – “Stalinist Propaganda Posters” (Attachment 5) Scholarly paper (snippets) – “Stalin’s Great Terror: Absolute Power, Absolute Madness”

(Attachment 6) Graphic organizer – “Joseph Stalin – Pay No Attention to the Man Behind the Iron Curtain!

3-2-1 Reading” (Attachment 7) Procedures and Pivotal Questions: Debrief the motivation activity. Post each image on the SMART Board one by one, and

select a student who responded to the image. The students should deduce that Stalin appears as a hero and a great, adored leader. Ask the students, what type of images are these? Ask the students to explain propaganda.

Remind the students of the saying “image is everything,” especially in politics. Ask them if they can reference any recent political image scandals. Ask, what happened to this politician’s image? How do we create our own image of ourselves? (Facebook!)

(To capitalize on time, have the desks pushed into islands before the start of the period and place the bag of “Stalin Snippets” on each island. Only place four snippets in each bag. You may also want to have the students pre-assigned in groups with their names on a piece of paper on each island.) Tell the students that they are going to be detectives today to investigate Joseph Stalin to determine if the images in which he is depicted are true or false.

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They will work together to read and investigate the snippets of the document in their bag. They will uncover truths Stalin wanted to keep hidden, recording them on their 3-2-1 reading strategy graphic organizer (Attachment 7) and discuss his ability to twist the truth.

After some time, ask each group to share one of Stalin’s crimes and how he managed to make himself appear innocent.

o Show a 34-second video clip of a movie Stalin had commissioned about the USSR helping to liberate Berlin, Germany, at the end of World War II. (Link: http://www.youtube.com/watch?v=wlvYGqi3Dbc)

o How is your interpretation of this video clip affected by the information you just uncovered and discussed?

o (Play the clip again.) Look at the people in the clip. Ironically, whom do you see in the video whom Stalin actually hated in reality?

Summary: Reflecting back on your research today, do you believe the Russian people believed the

propaganda Stalin created and displayed? On a piece of paper, explain why or why not in a well-developed paragraph.

Extension Activity: Students will compose a one-page minimum paper in which they link pigs Napoleon and

Squealer of Animal Farm to Stalin, using research on their graphic organizer and details from their text to support their connections.

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Attachment 5 – Stalin Propaganda Posters

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Attachment 6 – Stalin Snippets In his “Letter to the Congress” dated December 23-31, 1922, Vladimir Ilyich Lenin

stated, “Comrade Stalin, having become Secretary-General, has unlimited authority concentrated in his hands, and I am not sure whether he will always be capable of using that authority with sufficient caution.” His concern about Stalin abusing his power as top leader of the Bolshevik Party proved to be valid. Stalin was responsible for the deaths of millions in Russia during his reign, many of which happened in only a few years that became known as “The Great Terror.” Lenin seemed to foresee this when he explained in his letter: “Stalin is too rude and this defect, although quite tolerable in our midst and in dealings among us Communists, becomes intolerable in a Secretary-General. That is why I suggest that the comrades think about a way of removing Stalin from that post and appointing another man in his stead who in all other respects differs from Comrade Stalin in having only one advantage, namely, that of being more tolerant, more loyal, more polite and more considerate to the comrades, less capricious, etc.”

Although the letter by Lenin was never published, Stalin suspected that Lenin was not

completely supportive of his role in the Party. Stalin also knew there were many contenders to take over after Lenin was no longer around. This was a valid concern because in 1923 Lenin’s health had begun to fail. Thus, started the race to become Lenin’s successor, and the start of Stalin’s rise to power. As Lenin’s health continued to deteriorate, Stalin looked to take full advantage of the situation. He constantly strategized, just as if he were beginning well in advance to plan out how this evil game was going to go. Leon Trotsky, Chairman of the Revolutionary Military Council of the Soviet Republic, also began to play his game to rise to power as well. During the Twelfth Party Congress, Trotsky’s supporters started rumors that Lenin had named him as his successor. However, Stalin was able to counter this move. He stopped any publication about Lenin’s health and allowed the people to believe that he was improving and there was no longer any chance of death. Stalin also had the doctor who was passing over information on Lenin’s health to Trotsky removed so that Trotsky was now in the dark. Stalin was trying to use Lenin’s fast-fading health to his advantage. Stalin had portraits of Lenin done to make him look feeble and sick, and wanted documented proof that what he was saying at the end were the words of a dying man who had lost his mind. This would give him the ability to take any bad comments that Lenin had made about him and explain them as mental instability due to Lenin being in the last moments of his life.

On a cold day in January 1924, Vladimir Ilyich, Lenin, ended his battle for life. Stalin had decided long before Lenin’s death that he would oversee all of the funeral arrangements. He would present Lenin to his country as a Messiah, even as a God. Before Lenin’s death, people began honoring this “God” by saying their good-byes and honoring him in as many ways as possible. Therefore, the saga continued after he had truly departed. Although he had departed spiritually, Stalin did not want him to depart physically and created a special Mausoleum near the Kremlin for Lenin’s body to be displayed to the millions of worshippers. Stalin strategized his moves well and now allowed himself to look most loyal to Lenin over other contenders. He had proclaimed undying loyalty to Lenin and it would continue if he were to become his successor. Stalin played the game well, and the steps he took would lead him directly to where he wanted to be at a later point in time: the ruler of the Party.

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Another fault of Stalin’s that he learned at an early age was anti-Semitism. Stalin’s father

hated the Jews, yet it was not until his mother had to pay for Stalin’s schooling to become a priest that he developed an intense hatred for the Jews himself. His mother began to clean houses for rich families, particularly Jews, and when people ridiculed her for doing such work, Stalin was ashamed. He came to detest the Jews for whom his mother did such menial work.It was this quality that Lenin hated, yet allowed Stalin to be noticed. Lenin only put up with Stalin’s anti-Semitic comments because he was needed in the party. He was needed until Lenin realized that this anti-Semitism was only a shadow of the evilness Stalin held inside his soul. Lenin eventually came to see what the party and the people of Russia did not see until it was too late. Once Stalin had gained his power he took total advantage of the complete power he held in his hands and used unimaginable terror and evil to keep that power.

Stalin’s first arrest came in the spring of 1902. During his time in jail, he began to beat and torture his fellow prisoners who would not succumb to his authority. He deeply felt the desire for power and he began to realize that initiating fear and punishment enabled him to control the people around him. This was the beginning of the treatment he would eventually deal out to millions of Russians who were found “guilty” under his reign of terror. Eventually Stalin was exiled to Siberia, just as many other revolutionary leaders had been. While in Siberia, he received a letter thanking him for his support and work towards the revolution from his “God,” Lenin (little did Stalin know that Lenin had sent out a copy to all of his supporters). Although Stalin had done nothing to stand out in Lenin’s eyes at this point in time, he was invited to take part in the Party Congress in 1905.

On June 26, 1907, a few days after a meeting with Lenin in Berlin, Stalin tasted the blood that was seemingly so sweet to him and a necessary element of his rise to power for the first time. Stalin and about fifty other people, all members of the Party, attacked two carriages carrying money for the state bank with bombs that hit the Cossack escorts and many bystanders. After it was over, many people were dead, yet this was just the beginning of the bloody operations that Stalin would participate in and oversee. Although this had been planned with Lenin’s knowledge, Stalin would prove that his own strategies would surpass those of Lenin’s and prove to be some of the most brutal operations in history. ______________________________________________________________________________

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As Stalin enjoyed deciding the fate of the pieces in his great chess game, he still had to

try to gain control of the economy of the new Soviet Union. In 1928, he introduced his first Five Year Plan that concentrated on rapid industrial development to increase production almost overnight. Repressive measures were taken to ensure exceptional work habits and increased production. Rapid industrialization was not Stalin’s only attempt at gaining economic control. In 1928 he also began collectivization and extermination of the prosperous peasant farmers or “kulaks.” Any kulaks who were determined to be oppositionists were sent to labor camps, shot or deported to remote regions. The people of the wealthiest kulaks would be deported to remote areas, while those with very little holdings would be evicted and put out of the collective farms. The collective farms would then be run by the government and those whom they chose to farm the land. Hundreds of thousands of peasants were murdered throughout Russia – but especially in Ukraine – on the orders of Stalin. They were the first true victims of Stalin’s purges.

Russia’s peasant farmers stood in the way of Stalin’s plan for collectivization, so in his game of terror he just threw them off the board, with no doubts about what he did, until a famine struck in the winter of 1931 to 1932. Stalin had imposed excessive demands on laborers, wretched living conditions, and starvation on his nation, and had broken the people’s will. Millions were dying from the famine, due to the poor production brought about through collectivization and the lack of skilled farmers to produce the food, yet anyone who mentioned this was seen as a counterrevolutionary. During this famine, Stalin implemented harsh laws on anyone who attempted to steal food; if caught, they would be shot or imprisoned for at least ten years. Thus he fought the famine with his best weapon – fear. Terror was the main strategy of his game that was feared by all.

“Enemy of the people” was a new concept that Stalin created. In doing so, he found a way to make even the innocent seem guilty. Any innocent person, member of the party or not, that Stalin wanted to purge, could be found guilty as an “enemy of the people” without any explanation They were physically tortured, which was secretly allowed to be used by late 1936, to gain confessions, especially those of the innocent. It was a device that was used to allow Stalin to rid the party and all of Soviet society of any individuals that he deemed potentially harmful to his power. Many of the people that were found guilty under the “enemy of the people” definition were those who had always remained loyal to the party and who were in no way guilty. They were completely undeserving of their sentences that led them to solitary confinement, years of forced labor, or execution.

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After carefully calculating what steps to take, on July 3, 1941, Stalin appealed to the

people of Russia to defend their Motherland and declared it the Great Patriotic War. He completely abandoned all Marxist rhetoric. He appealed directly to the people through radio addresses, saying, “Comrades, citizens! Brothers and sisters! Warriors of the army and the fleet! I call upon you, my friends.” Throughout the war, the Soviet people would fight for Stalin and for the Motherland, without ever questioning why they were doing so for someone who had just put them through immeasurable terror. He asked for God’s help and ordered that all churches and monasteries in Russia to be reopened. After this address, priests were brought back from exile and over twenty-thousand churches were reopened. And before he had given this speech, Stalin did something he had not done for a very long time: he gave up some of the concentrated power that he held in his hands and created the State Committee for Defense. Yet, shortly after, he appointed himself as Chief of Staff, Commander-in Chief, People’s Commissar for the Defense, and Chairman of the Council of Ministers. He just could not let the power wander too far away; then he had to hold all reins of power in his own hands.

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Animal Farm by George Orwell Date: _______________________________ Joseph Stalin – Pay No Attention to the Man Behind the Iron Curtain!

3-2-1 Reading Strategy Directions: Using your bag of “Stalin Snippets”, work with your group to read and search through these pieces of a historical document to find information that reveals the Joseph Stalin not depicted in the propaganda images. Work with your group to discuss the truths about Stalin that you uncover. Explain how each of Stalin’s crimes was done to protect his phony propaganda image.

3 abuses of power that Stalin committed

1.

2.

3.

2 ways Stalin made himself look innocent

1.

2.

1 question I have from reading this information

1.

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GRADE LEVEL: 8 LITERARY WORK: The Outsiders RESOURCE LIST:

1. Baker, Al, and Joel Stonington. "History of Street Gangs Lives in Musicals, Books and Memories." The New York Times. The New York Times Company, 6 Apr. 2009. Web. 27 June 2013. <http://www.nytimes.com/2009/04/07/nyregion/07gangs.html?pagewanted=all>. Article.

2. Cisneros, Sandra. “My Name” and “Those Who Don’t.” The Literary Link. Ed. Janice E. Patten. San Jose State University, 2 June 1998. Web. 27 June 2013. <http://theliterarylink.com/mangostreet.html>. Short story.

3. "Freedom Writers (1/9) Movie CLIP - I Saw the War for the First Time (2007) HD." YouTube. Ed. MOVIECLIPS. YouTube, n.d. Web. 27 June 2011. <http://www.youtube.com/watch?v=qzayNPEmoK0&list=PL9CCC890650706F6A>. Film clip.

4. "Freedom Writers (3/9) Movie CLIP - When Will I Be Free? (2007) HD." YouTube. Ed. MOVIECLIPS. YouTube, 22 Nov. 2011. Web. 27 June 2013. <http://www.youtube.com/watch?v=3c5pbePUc2g>. Film clip.

5. Frost, Robert. "Nothing Gold Can Stay." Poets. Ed. Alex Dimitrov. Academy of American Poets, n.d. Web. 27 June 2013. <http://www.poets.org/viewmedia.php/prmMID/19977>. Poem.

6. Gansberg, Martin. "Thirty-Eight Who Saw Murder Didn't Call the Police." Southeastern Louisiana University. Southeastern Louisiana University, n.d. Web. 27 June 2013. <http://www2.southeastern.edu/Academics/Faculty/scraig/gansberg.html>. Article.

7. Hunter, Evan. "On the Sidewalk, Bleeding." Scholastic. Scholastic, n.d. Web. 27 June

2013. <http://www.scholastic.com/content/collateral_resources/pdf/m/mentor0708nicolesledge/onthesidewalkbleeding.pdf>. Short story.

8. King, Max. "Brooklyn Gangs." Inventory. Inventory Magazine, 28 Aug. 2011. Web. 27 June 2013. <http://www.inventorymagazine.com/updates/brooklyn-gangs.html>. Photographs.

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9. Knight, Meribah. "For Many Latina Teens, Gang Life Adds to Stress." The New York Times. The New York Times Company, 20 Feb. 2010. Web. 27 June 2013. <http://www.nytimes.com/2010/02/21/us/21cnclatina.html?pagewanted=all&_r=0>. Article.

10. Kotlowitz, Alex. "Diffusing Violence." Rotary International: The Rotary Foundation. Rotary International, Feb. 2012. Web. 27 June 2013. <http://www.rotary.org/en/mediaandnews/therotarian/pages/interrupters1202.aspx>. Article.

11. Robinson, Edwin Arlington. "Richard Cory." Poets. Ed. Alex Dimitrov. Academy of American Poets, n.d. Web. 27 June 2013. <http://www.poets.org/viewmedia.php/prmMID/16079>. Poem.

12. Sandoval, Sonny, et al. "'Youth of the Nation' Lyrics." Metro Lyrics. Metro Lyrics, n.d. Web. 27 June 2013. <http://www.metrolyrics.com/youth-of-the-nation-lyrics-pod.html>. Song lyrics.

13. Tolkien, J. R. R. "All That Is Gold Does Not Glitter." PoemHunter. PoemHunter, n.d. Web. 27 June 2013. <http://www.poemhunter.com/best-poems/john-ronald-reuel-tolkien/all-that-is-gold-does-not-glitter/>. Poem.

14. Walker, Alice. "The Flowers." The Literary Link. Ed. Janice E. Patten. San Jose State University, 2 June 1998. Web. 27 June 2013. <http://theliterarylink.com/flowers.html>. Short story.

15. Won, Christine. "From gang life to grad school - 'I would've never seen myself in this position.'" The Journal Times. Journal Times, 14 May 2011. Web. 27 June 2013. <http://journaltimes.com/news/local/from-gang-life-to-grad-school----i/article_c1d6e366-7ea8-11e0-9ff5-001cc4c002e0.html>. Article.


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GRADE LEVEL: 8 LITERARY WORK: The Outsiders SUPPLEMENTARY WORK: Freedom Writers and “The Flowers” Lesson 1: Paired Reading and Questioning Strategy One class period Aim: How does gang activity affect young people? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 5 RI. 8 1, 2, 6, 8 SL. 8 1, 3, 4 L 8 1, 3, 5 W. 8 1, 9 Motivation: Show a clip from the movie Freedom Writers, entitled “I Saw the War for the First Time”

<http://www.youtube.com/watch?v=qzayNPEmoK0&list=PL9CCC890650706F6A>. Ask students to respond to the following questions: 1. What causes the narrator to join a local gang? 2. At one point, the narrator explains “They beat you so they don’t break. They are my family.”

1. Why does the narrator’s gang beat its new members? 2. (Repeat the statement aloud.) How is the narrator’s statement ironic?

3. In this short clip, how do we see two different versions of the narrator? Instructional Materials: Film Clip from The Freedom Writers, entitled “I Saw the War for the First Time”

o http://www.youtube.com/watch?v=qzayNPEmoK0&list=PL9CCC890650706F6A Alice Walker’s short story “The Flowers” (Attachment 8) Paired Reading and Questioning Notes graphic organizer (Attachment 9) Procedures and Pivotal Questions: Debrief the motivation activity. Ask students, what is the main idea of the narrator’s story? Transition to the main activity. Today we’re going to work together in pairs and small

groups to read a short story and find its main idea, which is similar to the main idea of the movie clip. We didn’t discuss the main idea of the movie clip yet, but after reading the short story you should be able to make a connection between both pieces.

Distribute Alice Walker’s short story “The Flowers” (Attachment 8). Explain the Read Aloud/Think Aloud strategy of reading. Ask students to split into pairs. They will take turns reading the story aloud to each other, one paragraph at a time. While one partner reads a paragraph aloud, the other partner will listen closely. When the reader has completed reading the paragraph, the listener will inform the reader what was important about what he/she just read. Both partners will record this information in their graphic organizer (Attachment 9). When the pair has completed reading the story, they will work together to summarize the main idea of the piece. They will record the main idea at the bottom of their worksheet.

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Paired reading share-out: Instruct each pair to partner with another pair, creating groups of four. Both pairs will share their main ideas and discuss their similarities or differences.

Whole class discussion: Allow groups to share information with the rest of the class. After one group has shared their information for one section, ask the other groups if there is any missing information that can be added. What do “The Flowers” and the clip from Freedom Writers have in common? What similar experience do both of these girls have?

Summary:

The short story ends with a simple line: “And the summer was over.” As simple as this sentence sounds, it is a powerful metaphor that describes both Eva and Myop’s lives, and it tells us the main idea of both pieces. What does “And the summer was over” figuratively mean? How does this metaphor relate to both girls’ lives?

o Both girls begin life as sweet, innocent children, but they both experience a traumatic moment that robs them of their innocence. As a result, they stop being children.

Extension Activity:

Choose one character from The Outsiders whose “summer [is] over.” In a well-developed paragraph, explain why this metaphor applies to your chosen character, and predict how you think this character’s life will change. Are the character’s experiences like Eva’s from Freedom Writers or Myop’s from “The Flowers”? Explain your thoughts.

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The Outsiders by S. E. Hinton Date: _______________________________

“The Flowers” Alice Walker

Directions: Work with a partner in this paired reading activity to read this short story aloud together. o While one partner reads aloud, the other listens. o When the reader finishes the paragraph, the listener tells the reader what information was important. o Both partners will record the important information in their graphic organizer. o Switch roles and repeat. o When you are finished reading the entire piece, summarize what you think is the main idea of the passage.

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It seemed to Myop as she skipped lightly from hen house to pigpen to smokehouse that the days had never been as beautiful as these. The air held a keenness that made her nose twitch. The harvesting of the corn and cotton, peanuts and squash, made each day a golden surprise that caused excited little tremors to run up her jaws.

Myop carried a short, knobby stick. She struck out at random at chickens she liked, and worked out the beat of a song on the fence around the pigpen. She felt light and good in the warm sun. She was ten, and nothing existed for her but her song, the stick clutched in her dark brown hand, and the tat-de-ta-ta-ta of accompaniment.

Turning her back on the rusty boards of her family's sharecropper cabin, Myop walked along the fence till it ran into the stream made by the spring. Around the spring, where the family got drinking water, silver ferns and wildflowers grew. Along the shallow banks pigs rooted. Myop watched the tiny white bubbles disrupt the thin black scale of soil and the water that silently rose and slid away down the stream.

She had explored the woods behind the house many times. Often, in late autumn, her mother took her to gather nuts among the fallen leaves. Today she made her own path, bouncing this way and that way, vaguely keeping an eye out for snakes. She found, in addition to various common but pretty ferns and leaves, an armful of strange blue flowers with velvety ridges and a sweet suds bush full of the brown, fragrant buds.

By twelve o'clock, her arms laden with sprigs of her findings, she was a mile or more from home. She had often been as far before, but the strangeness of the land made it not as pleasant as her usual haunts. It seemed gloomy in the little cove in which she found herself. The air was damp, the silence close and deep.

Myop began to circle back to the house, back to the peacefulness of the morning. It was then she stepped smack into his eyes. Her heel became lodged in the broken ridge between brow and nose, and she reached down quickly, unafraid, to free herself. It was only when she saw his naked grin that she gave a little yelp of surprise.

He had been a tall man. From feet to neck covered a long space. His head lay beside him. When she pushed back the leaves and layers of earth and debris Myop saw that he'd had large white teeth, all of them cracked or broken, long fingers, and very big bones. All his clothes had rotted away except for some threads of blue denim from his overalls. The buckles of the overall had turned green.

Myop gazed around the spot with interest. Very near where she'd stepped into the head was a wild pink rose. As she picked it to add to her bundle she noticed a raised mound, a ring, around the rose's root. It was the rotted remains of a noose, a bit of shredding plowline, now

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blending benignly into the soil. Around an overhanging limb of a great spreading oak clung another piece. Frayed, rotted, bleached, and frazzled – barely there – but spinning restlessly in the breeze. Myop laid down her flowers. And the summer was over.

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Attachment 9 Your Name: ________________________ Partner’s Name: ________________________

“The Flowers” – Paired Reading and Questioning Notes

Directions: Write down the information that you agree is important.

Important details to remember

Important words

Important people and their descriptions

Important points or ideas

Review your notes with your partner. Together, summarize what you both think the main idea of “The Flowers” is. Write in full sentences. ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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GRADE LEVEL: 8 LITERARY WORK: The Outsiders SUPPLEMENTARY WORK: News article “From gang life to grad school…” Lesson 2: Comprehension of Nonfiction Text Using the Nonfiction Reading Pyramid

One class period Aim: If gang life is so terrible, why do most gang members never leave their gangs? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 4 RI. 8 1, 2, 3, 4, 5, 6, 8 SL. 8 1, 3, 4 L 8 1, 2, 3, 4, 6 W. 8 3, 4, 9 Motivation: Post the following clip from Maya Angelou on the board: “If you don’t like something, change it.

If you can’t change it, change your attitude.” Ask students to respond to the following questions: 1. What does this quote mean? 2. Describe a time when you had to “change your attitude.” Instructional Materials: Newspaper article “From gang life to grad school – ‘I would’ve never seen myself in this

position’” by Christine Won (Attachment 10) Nonfiction Reading Pyramid graphic organizer (Attachment 11) Procedures and Pivotal Questions: Debrief the motivation activity. Ask students, why do you think Angelou recommends that

one changes his or her own attitude if one cannot change a problem? Transition to the main activity. Because of The Outsiders, we see that gangs can exist in any part

of a community – the Greasers (lower class) and the Socs (upper class). In the Socs eyes, a Greaser will always be a Greaser, and the Greasers feel the same way about the Socs. But, like Maya Angelou’s quote suggests, Ponyboy seems to change this attitude at the end of the novel. Today we’re going to read a nonfiction piece about a young man named Anton House who, like Ponyboy, spent all of his young life in a gang. As you read, see if you can make connections between Ponyboy and House.

Distribute Christine Won’s newspaper article “From gang life to grad school – ‘I would’ve never seen myself in this position’” (Attachment 10). Also distribute the Nonfiction Reading Pyramid graphic organizer (Attachment 11). Review the graphic organizer with the students, explaining to them that they will complete the graphic organizer after reading the article. It will help them make connections between Ponyboy and House.

Begin by having the students read the article silently to themselves. Ask them to annotate or highlight important information that they find in the article.

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After all students have completed their initial reading, have the students pair off to discuss the article and complete the graphic organizer together. Students should answer the “My reaction” section of the pyramid on their own.

Whole class discussion: What main ideas does the author share with us? What information in the article helped you to find these main ideas? Why does the university provost say “it’s unusual” when he remembers being “struck by [House’s] willingness to learn” and House’s desire “to change [his] life”? How is Anton House a living example of the quote by Maya Angelou?

Summary: Anonymous exit card: Why should we, as outsiders of gang life, care about Anton House’s

story? o Have the students post their card on the board and share the anonymous responses aloud.

Extension Activity: We know at the end of The Outsiders that Ponyboy Curtis has been positively changed by his

gang life experiences, and, at the end of the novel, begins writing the book that will become The Outsiders. Like Ponyboy at the end of the novel, Anton House has been positively changed as well. Become a future version of Anton House, when he has successfully earned his college degree and is working as a professor. Using your knowledge of the article, the novel, and your thoughts about House’s experiences, write a short speech that you think House would give to young men and women who are caught up in the gang life that House was once trapped in. Use three details from both pieces to enhance your speech. 10-sentences minimum.

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From Gang Life to Grad School Directions: Read the following article from the Journal Times about a former gang member who reflects on his life. Highlight and/or annotate important information in the article as you read.

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“From gang life to grad school – ‘I would’ve never seen myself in this position’” Christine Won Published in the Journal Times on May 14, 2011

RACINE, WISCONSIN – At 8, he knew he wanted to be a drug dealer when he grew up. When he was 13, his mother got him real drugs to sell so he wouldn’t be killed for selling

licked-off Lemonheads crushed to look like crack. Back then, he didn’t think he’d live past 16, but on Saturday, at age 31, he graduated

from college. Anton House has, at times, wanted to hide his past from his peers at school. Now, he

wants to tell his story of gang member turned college graduate to show others they, too, can change.

The former drug dealer graduated from the University of Wisconsin-Parkside with a Bachelor of Arts degree in history. This summer, he’ll be saving up for graduate school and checking books off his reading list, including “The Black History of the White House.” Then he’ll be bound for Washington, D.C. Growing up

A Racine native, House grew up on 11th Street, throwing the Gangster Disciples’ pitchfork sign and shuffling from one relative’s house to another, as was typical for a child with a drug-addicted parent.

As a boy, he saw the dealers going in and out of a drug house across the street from his grandmother’s, flaunting big gold chains, leather outfits and Adidas track suits.

“Seeing this, every kid wanted [that lifestyle],” House said. “We identified that that represented wealth.”

He was 13 when he came up with the idea to sell licked-off Lemonheads for $20 each. After that, his mom got him some real drugs, knowing what addicts would do to him when he got caught selling fakes. To him, that was her way of loving him: “If you’re going to do it, do it. Don’t play because people will kill you.” He had kept a big gun since he was 13, wore a bulletproof vest around the ‘hood and dropped out of Case High School at 16. He was turned off from school, House said, because all he heard about being black was that his ancestors were slaves.

His first encounter with “juvie” was at 15, after getting caught with a sawed-off shotgun. A year later, he was back on the streets, where nothing had changed.

He became so numb to the lifestyle, he said, that he didn’t care if he sold drugs to pregnant women, robbed people or shot them.

“I was so negative that if there was someone positive around me, I’d try to influence them, get them drunk, get them high, ‘Here, take my pistol,’” House said. “I’d try to corrupt

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them because I was so miserable myself.” Turning around

House went to prison for the first time in 1998, at age 18, for possession of cocaine. By the time he got out, after two years, he had an 18-month-old son to support. But he

had no luck finding jobs with a felony on his record. “I had no money; I had nothing. But now I had a son,” House said. “After that, I was

back selling crack.” He got caught selling drugs again in 2001, and this time went to prison for five years. It was in prison that he came across The Destruction of Black Civilization, recommended

by a man who was serving a life sentence. After that he read every day – books on black history, philosophy and more, in his search

for his identity, driven by a desire to change and a natural penchant for learning. House had received his high school equivalency diploma while in prison, and found

motivation and accountability in the Community Re-entry Program once he got out. He entered Parkside in 2007 as a full-time student after being rejected from jobs with no

work experience and two felonies on his record. Going forward

While studying came naturally, House said it was harder to get used to the university culture.

He got worried when a letter arrived saying he was on the dean’s list: “I thought it was something bad.”

But he overcame the initial challenges, and later became the president of the Black Student Union.

House defied the high recidivism rate for prisoners through his inquisitive and hard-working nature, said Parkside Associate Provost Dennis Rome, former chair of the university’s Criminal Justice Department.

“I was struck by his willingness to learn,” Rome said. “For him to have that insight and say, ‘Hey, I want to change my life,’ it’s unusual.”

House has been accepted into Howard University in Washington for its two-year master’s program in African diaspora studies.

There are many things he wants to learn about, including the creation of gangs, the Black Panther Party movement, the rise of crack in inner cities and the assassination of black political figures. His goal is to become a professor, to write books about positive cultural identity, helping educate black youths to value themselves and rise above the reality of not having. The new graduate said: “As a kid, I would’ve never seen myself in this position.”

Anton House acknowledges his friends driving down the street as he stands in an empty lot on 12th St. in Racine, near the site where his best friend, Andre King, was shot and killed in 1996. House grew up in a culture of gang membership, drugs and violence. After serving time in prison, House turned his life around and graduates from the University of Wisconsin-Parkside on Saturday with honors. House was recently accepted into Howard University.

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“From Gang Life to Grad School” – Nonfiction Reading Pyramid Directions: With a partner, discuss your findings in and thoughts on the article. Use your shared information to complete the graphic organizer below. Title: _________________________________________________________________________

Genre: ________________________________________________________________________

Author: _______________________________________________________________________

Author’s purpose

Audience

Main idea #1 Main idea #2

Supporting details Supporting details

My reaction

For whom is this intended?

Why did the author write about this?

What does this piece of literature teach me?

What are my thoughts? How does this connect to what I’m reading in class?

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GRADE LEVEL: 8 LITERARY WORK: The Outsiders SUPPLEMENTARY WORK: “Youth of the Nation” by P. O. D. Lesson 3: Text Rendering and Author’s Purpose One class period Aim: Why did S. E. Hinton write The Outsiders? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 4, 5 RI. 8 1, 2, 3, 4, 5 SL. 8 1, 3, 4 L 8 1, 2, 3, 5 W. 8 1, 3, 4, 9 Motivation: Distribute the handout “Dally’s Desperation – Chapter 10” (Attachment 12). Read the directions

aloud to the students, then give them time to individually read the passage and respond to the two questions that follow.

Instructional Materials: Excerpt from The Outsiders: “Dally’s Desperation – Chapter 10” (Attachment 12) Song lyrics and graphic organizer: “Comparing Texts…” (Attachment 13) Procedures and Pivotal Questions: Debrief the motivation activity. Ask students to share their responses with a neighbor. After

a minute, ask for a few students to share their responses aloud. Distribute copies of the worksheet “Comparing Texts…” (Attachment 13). Have students read the

lyrics as they listen along to the song. When the song has completed, give the students a moment to write down what they feel is the main idea of the song.

Ask the students, “Why do you think I’ve given you this song?” Hopefully the majority of the students will have made the connection that the song relates to the chapter 10 excerpt. Explain that they will work in groups of three to match lines from the excerpt that are similar to lyrics from the song. To save time, ask each member of the trio to find one similar pairing. Once they have completed their search and recorded their findings in their graphic organizer, let them discuss their findings to answer the three questions at the bottom of the graphic organizer. Whole class discussion: What causes teenagers like Dally and the characters in the song

to behave the way they do? Why did Hinton and P.O.D. write these stories? Summary: Post this small snippet from chapter 10 on the board: “Dallas and Johnny were dead. Don't

think of them, I thought. (Don't remember how Johnny was your buddy, don't remember that he didn't want to die. Don't think of Dally breaking up in the hospital, crumpling under the streetlight. Try to think that Johnny is better off now, try to remember that Dally would have

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ended up like that sooner or later. Best of all, don't think. Blank your mind. Don't remember. Don't remember.)”

o Have students respond individually to this prompt: Ponyboy, still reeling from the deaths of two of his closest friends, says he doesn’t want to remember what happened. On a piece of paper, agree or disagree with Ponyboy’s reaction. Should he forget about Johnny and Dally, or should he remember them? Explain.

Extension Activity:

Pretend that Ponyboy is trying to get his community to remember Dally and to think about the tragedy that ended Dally’s life. Use the chapter 10 excerpt to create a collage of the imagery used by Ponyboy to describe Dally’s death. Find six images that match Ponyboy’s description of the event and attach the lines from the excerpt to the images that depict them. Also on the collage, write a brief, six-sentence paragraph as if you were Ponyboy telling everyone what kind of a person Dally was.

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Dally’s Desperation – Chapter 10 Directions: Read the following excerpts from chapter 10 of The Outsiders and answer the two questions that follow.

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"Dallas is gone," I said. "He ran out like the devil was after him. He's gonna blow up. He couldn't take it."

How can I take it? I wondered. Dally is tougher than I am. Why can I take it when Dally can't? And then I knew. Johnny was the only thing Dally loved. And now Johnny was gone.

"So he finally broke." Two-Bit spoke everyone's feelings. "So even Dally has a breaking point."

* * * * *

We reached the vacant lot just as Dally came in, running as hard as he could, from

the opposite direction. The wail of a siren grew louder and then a police car pulled up across the street from the lot. Doors slammed as the policemen leaped out. Dally had reached the circle of light under the street lamp, and skidding to a halt, he turned and jerked a black object from his waistband. I remembered his voice: I been carryin’ a heater. It ain’t loaded, but it sure does held a bluff.

It was only yesterday that Dally had told Johnny and me that. But yesterday was years ago. A lifetime ago.

Dally raised the gun, and I thought: You blasted fool. They don’t know you’re only bluffing. And even as the policemen’s guns spit fire into the night I knew that was what Dally wanted. He was jerked half around by the impact of the bullets, then slowly crumpled with a look of grim triumph on his face. He was dead before he hit the ground. But I knew that was what he wanted, even as the lot echoed with the cracks of shots, even as I begged silently – Please, not him... not him and Johnny both – I knew he would be dead, because Dally Winston wanted to be dead and he always got what he wanted.

Nobody would write editorials praising Dally. Two friends of mine had died that night: one a hero, the other a hoodlum. But I remembered Dally pulling Johnny through the window of the burning church; Dally giving us his gun, although it could mean jail for him; Dally risking his life for us, trying to keep Johnny out of trouble. And now he was a dead juvenile delinquent and there wouldn’t be any editorials in his favor. Dally didn’t die a hero. He died violent and young and desperate, just like we all knew he’d die someday. Just like Tim Shepard and Curly Shepard and the Brumly boys and the other guys we knew would die someday. But Johnny was right. He died gallant.

Questions on back

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Post-Reading Text Rendering Activity 1. Two-Bit says that Dally “finally broke.” How does Dally break? Highlight key words and

phrases in the excerpt that show Dally breaking. Use these details in your response. ___________________________________________________________________________

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___________________________________________________________________________

2. Ponyboy uses strong imagery and diction to narrate his feelings about Dally’s death, and this

helps to establish a mood that we feel as we read this part of the novel. Underline one sentence in the excerpt above that is a strong example of imagery or diction. Then explain how your selected line affects you, the reader. In other words, how does this line make you feel and why? ___________________________________________________________________________

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Comparing Texts to Reveal the Authors’ Purpose ______________________________________________________________________________ Directions: Read the lyrics of the song “Youth of the Nation” by P. O. D. as you listen to it play. After the song had concluded, write down that you think the main idea of this song is. “Youth Of The Nation” P.O.D. (Payable on Death) Last day of the rest of my life; I wish I would’ve known ‘Cause I didn’t kiss my mama goodbye. I didn’t tell her that I loved her and how much I care Or thank my pops for all the talks And all the wisdom he shared. Unaware, I just did what I always do. Everyday, the same routine Before I skate off to school. But who knew that this day wasn’t like the rest? Instead of taking a test, I took two to the chest. Call me blind, but I didn’t see it coming. Everybody was running, But I couldn’t hear nothing Except gun blasts; it happened so fast. I don’t really know this kid, Even though I sit by him in class. Maybe this kid was reaching out for love, Or maybe for a moment He forgot who he was, Or maybe this kid just wanted to be hugged… Whatever it was, I know it's because [Chorus] We are, we are the youth of the nation. Little Suzy – she was only twelve. She was given the world With every chance to excel. Hang with the boys and hear the stories they tell She might act kind of proud But no respect for herself. She finds love in all the wrong places; The same situations, Just different faces. Changed up her pace since her daddy left her. Too bad he never told her she deserved much better…

Johnny Boy always played the fool; He broke all the rules, So you would think he was cool. He was never really one of the guys; No matter how hard he tried, Often thought of suicide. It’s kind of hard when you ain’t got no friends. He put his life to an end; They might remember him then. You cross the line, and there’s no turning back – Told the world how he felt With the sound of a gat1. [Chorus] Who’s to blame for the lives that tragedies claim? No matter what you say, It don’t take away the pain That I feel inside. I’m tired of all the lies! Don’t nobody know why It’s the blind leading the blind? I guess that’s the way the story goes. Will it ever make sense? Somebody’s got to know! There’s got to be more to life than this. There’s got to be more to everything I thought exists… [Chorus]

1. gat: (n) Old slang, meaning gun. A shortening of the name Gatling gun to gat.

Main idea: ____________________________

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______________________________________

______________________________________

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Directions: Using the excerpt from chapter 10 of The Outsiders and the lyrics of “Youth of a Nation,” work with a partner to find lines in the excerpt that are similar to lyrics in the song. Find a total of three pairs, and record them in the graphic organizer below.

The Outsiders Excerpt from Chapter 10

“Youth of a Nation” Song Lyrics

is similar

to

is similar

to

is similar

to

Together, the excerpt from chapter 10 and the song lyrics expand upon the mood created by Ponyboy’s narration. Examine your three pairs of similar lines/lyrics above. What mood do you feel because of these lines? Why do they make you feel this way? ______________________________________________________________________________ Authors of literature, just like all other artists, write with a specific purpose in mind. This purpose is supposed to make you, the reader, think about and respond to what you have read. 1. What do you think author S. E. Hinton and band P. O. D. want you think after reading and

hearing their pieces?

2. How will you respond or react to help change this problem in society?

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GRADE LEVEL: 8 LITERARY WORK: The Pearl RESOURCE LIST:

1. Dahl, Melissa. “550 million will buy you a lot of…misery.” NBC News. NBC News, 28 November 2012. Web. 13 August 2013. <http://www.nbcnews.com/health/550-million-will-buy-you-lot-misery-1C7291165>. Article.

2. Gansberg, Martin. “Thirty-eight who saw murder didn’t call the police.” New York Times.

New York Times, 27 March 1964. Web. 27 June 2013. <http://www.2southeastern.edu/Academics/Faculty/scraig/gansberg.html>. Article.

3. “The Good Wife’s Guide.” Housekeeping Monthly. 13 May 1955. Web. 13 August 2013.

<http://www.j-walk.com/other/goodwife/>. Article.

4. Holy Bible, New International Version. “Genesis 2:4-3:24” Bible Gateway, Biblica,

2011. Web. 13 August 2013. <http://www.biblegateway.com/passage/?search=Genesis+2%3A4-3%3A24&version=NIV>. Biblical passage.

5. “King Midas and the Golden Touch.” Greek and Roman Mythology. Mark Twain

Media, n.d. Web. 13 August 2013. <http://www.jcchs.org/Portals/0/Uploads/Unit%209.pdf>. Myth.

6. Madonna. “To Have and Not to Hold.” Ray of Light. 1998. Web. 13 August 2013.

<http://www.azlyrics.com/lyrics/madonna/tohaveandnottohold.html>. Song lyrics.

7. Mayo, C. M. “The History of Pearling in La Paz, Baja California Sur, Mexico.” Baja

Insider, n.d. Web. 13 August 2013. <http://www.bajainsider.com/baja-life/culture/la-paz-pearling.htm#.UhHJrhahDlI>. Novel excerpt.

8. “The Pearl.” Novels for Students. n.p., n.d. Web. 13 August 2013. <https://nisd.schoolnet.com/Outreach/Content/ServeAttachment.aspx?outreach_content_id=b88b0b6b-1300-4242-97dc-ae87c881ccda>.

9. Sandburg, Carl. “Money.” n.p., n.d. Web. 13 August 2013. <monroem.ism-

online.org/files/2011/08/Carl-Sandburg-Poem.docx > Poem.

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10. “Seven Deadly Sins” Wikipedia. Wikipedia, 18 August 2013. Web. 18 August 2013. <http://en.wikipedia.org/wiki/Seven_deadly_sins>. Encyclopedia article. (Modified handout attached below.)


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GRADE LEVEL: 8 LITERARY WORK: The Pearl SUPPLEMENTARY WORK: “Seven Deadly Sins” encyclopedia article Lesson 1: Cause and Effect One class period Aim: How do our past actions affect our present? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 9 RI. 8 1, 2, 9 SL. 8 1, 2, 3, 4 L 8 1, 2, 3, 4 W. 8 1, 3, 4 Motivation: Recall a time when you sinned. Why did you sin, and what happened because of your sin? Allow volunteers to share, and then ask students to respond to the following questions:

1. What does it mean to sin? 2. If one sins, what is one supposed to do? Why? 3. What is the effect of a sin? 4. Are all sins the same?

Instructional Materials: “The Seven Deadly Sins” (Attachment 14) Procedures and Pivotal Questions: Debrief the motivation activity. What did scientist Isaac Newton mean when he said “To

every action there is always opposed an equal reaction”? What two basic terms do we commonly use to describe this natural law? (Cause and effect) We observe and experience this law every day.

Use some familiar examples of cause and effect to demonstrate to the students, like “If you don’t study, what will be the effect?” or perform a physical example using a classroom object.

Transition to today’s lesson. “The Roman Catholic Church, which governed Western Europe during the Dark Ages, Middle Ages, and Renaissance, produced a list of seven deadly sins. These sins, the church claims, are the root of all other sins. The people of western Europe were all members of the Roman Catholic Church, and they believed that the only way to heaven was by being granted forgiveness by the clergy. The Europeans firmly believed that if a person does not seek repentance and change the error of his or her ways before he or she dies, that person would writhe in agony for all eternity in hell. Basically, the sin is the cause, and the harsh punishment is the effect. The seven deadly sins all appear in The Pearl, and all of them negatively affect Kino, his family, and his dreams.”

Distribute “The Seven Deadly Sins” (Attachment 14). Allow student volunteers to read the description of each sin aloud. Pause after each reading for questions and/or clarification.

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Direct students to the graphic organizer on the reverse side. Students will work in groups of three to locate evidence of each sin in the text, record it on their graphic organizer, then discuss and explain the consequence of that sin.

Reconvene the class to share findings. What is the price of all of Kino’s sins? Summary: How do Kino’s actions and misfortunes influence us?

Extension Activity: Write a new chapter to The Pearl that is set one year after the closing events of the novella.

What has become of Kino? Has he learned and recovered to some degree, or has something more tragic befallen him?

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The Pearl by John Steinbeck Date: _______________________________

The Seven Deadly Sins The seven deadly sins, also known as the capital vices or cardinal sins, is a classification

of vices that has been used since early Christian times to educate and instruct Christians concerning fallen humanity’s tendency to sin. In the currently recognized version, the sins are usually given as envy, pride, gluttony, greed, lust, sloth, and wrath. Pride or hubris is considered the original and most serious of the seven deadly sins, and it is the source of the others. It is identified as a desire to be more important or attractive than others, failing to acknowledge the good work of others, and excessive love of oneself (especially thinking oneself as being equal to or better than God). Greed, also known as avarice, is a sin of excess. However, greed (as seen by the church) is applied to a very excessive or rapacious desire and pursuit of material possessions. In other words, a person acquires more possessions than he or she needs. Scavenging and hoarding of materials or objects, theft and robbery, especially by means of violence, trickery, or manipulation of authority are all actions that may be inspired by greed. Lust is an intense desire. It is usually thought of as excessive romantic wants; however, the word was originally a general term for desire. Therefore, lust could involve the intense desire for money, food, fame, or power. Envy is the insatiable desire to take someone else’s belongings for oneself. Gluttony is the over-indulgence and over-consumption of anything to the point of waste. In Christian religions, it is considered a sin because of the excessive desire for food, and its withholding from the needy. Because of these scripts, gluttony can be interpreted as selfishness; essentially placing concern with one's own interests above the well-being or interests of others. Wrath, also known as rage, is uncontrolled feelings of hatred and anger. Wrath, in its purest form, results in self-destructiveness, violence, and hate that may provoke feuds that can go on for centuries. Wrath may persist long after the person who did another a grievous wrong is dead. Feelings of anger can manifest in different ways, including impatience, revenge, and vigilantism. Sloth is defined as physical laziness and spiritual laziness (not going to church or practicing religion). In the Christian faith, sloth rejects grace and God. Sloth has also been defined as a failure to do things that one should do. By this definition, evil exists when good men fail to act.

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Directions: Connect each sin to an event that occurs in The Pearl. Describe each event, and then explain what happens as a result of each event.

The seven deadly sins

How the sins appear in The Pearl

What happens as a result of the sins being committed

Pride

Greed

Lust

Envy

Gluttony

Wrath

Sloth

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GRADE LEVEL: 8 LITERARY WORK: The Pearl SUPPLEMENTARY WORK: “Seven Deadly Sins” encyclopedia article Lesson 2: Breaking Down the Content and Structure of a Plot One class period Aim: How does the central theme of The Pearl keep the novella relevant to society in today’s day and age? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 6, 9 RI. 8 1, 2, 5, 9 SL. 8 1, 3, 4 L 8 1, 2, 3 W. 8 1, 2, 3, 4 Motivation: After the students have taken their seats, announce that a $50.00 bill is taped under one of the seats.

Enjoy the reaction. As the students come to realize that there is no $50.00 bill, ask the following questions:

1. How did it feel to think you might be the person sitting on the lucky chair? 2. How did people physically react to the announcement? 3. How did it feel when you realized you weren’t sitting on the lucky chair? 4. How do you feel now, knowing that no one won $50.00? 5. Why did I so cruelly do this to you?

Instructional Materials: “King Midas and the Golden Touch” (Attachment 15) “The Lottery – A Modern-Day Midas Curse?” (Attachment 16) Procedures and Pivotal Questions: Debrief the motivation activity. Today you’re going to read one of the more popular tales

from Greek mythology about a man named King Midas. As you read the myth, keep today’s “do now” activity fresh in your mind.

Distribute “King Midas and the Golden Touch” (Attachment 15). Before the students begin reading, direct their attention to the accompanying graphic organizer and inform them of their task. Have students read the story silently. Afterwards, allow the students to meet in pairs or a trio to complete the chart. When reviewing, use a projected image of the chart to display students’ findings in the event that a group or individual may have missed.

Ask students, “The ancient Greeks, like all early human societies, created myths to share truths about the world or explain events that they didn’t have the scientific knowledge to explain. Why has this myth survived thousands of years to be told to us today?”

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Summary: Agree or disagree: The Pearl is just a larger version of the King Midas myth. In a well-

developed paragraph, explain your position and support it by using details from both works.

Extension Activity: To further expand on the importance of the theme, have the students read the article “The

Lottery – A Modern-Day Midas Curse?” (Attachment 16) and complete the thematic graphic organizer. If you wish to extend this lesson to two days, use this as the source material for day two.

Write a new chapter to The Pearl that is set one year after the closing events of the novella. What has become of Kino? Has he learned and recovered to some degree, or has something more tragic befallen him?

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King Midas and the Golden Touch

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Silenus [sie-LEEN-uhs] was the oldest and merriest follower of Bacchus [BAK-uhs], the Wine God. One fine day he wandered off from Bacchus's band of revelers into a land called Phrygia, where roses grow. Drunk on wine and roses, the old man fell asleep near the palace of King Midas [MY-duhs]. The country folk found him snoring away behind a rose bush. As a joke, they crowned him with a wreath of roses and led him to Midas's court. The King of Phrygia was a well-meaning, good-natured man, though not too bright. He received Silenus kindly, entertained him lavishly, and gave him food and new clothes. Then he led him back to the jolly band of Bacchus, where he belonged.

Bacchus was so pleased to have merry Silenus back that he resolved to make Midas a gift. "You have been so good to my old teacher and companion," he said. “The gods don't forget. Ask for whatever you like, and you shall have it."

Midas, who wasn't much given to thought, didn't have to think twice or even once. He was already rich, but why not be richer? "I wish," he said, "that everything I touch might turn to gold." Bacchus looked at him strangely. "You shall have your wish," he said, and he then went off to listen to Pan's pipes.

Midas returned to his palace full of delight. He touched a marble column as he passed, and it turned yellow. He touched twigs and stones, and they turned to gold. But he began to have doubts when he stroked his favorite dog, and it froze into a cold, golden statue. The dinner gong sounded, and he hurried in to his meal, taking care not to touch hos courtiers and servants. He was hungry. The table was loaded with good food – mutton and barley bread, goat cheese and pitted, ripe olives. Grapes shone in beautiful colors – crimson, purple, and amber. Sitting down at the head of the table (his chair of course, turned from ivory to gold), he plucked a luscious purple grape and popped it in his mouth. Oh, horrors! It turned into a gold lump. In disgust, he spat it out. He tried the soup – it turned to molten gold and burned his mouth. Likewise the bread, cheese – everything. He was stricken; at this rate he would starve to death. His courtiers, servants, and dinner guests were watching him curiously. Some of the more hard-hearted were trying not to laugh.

His little daughter Marigold, soft and sweet as an angel, ran up to him with compassion. "Oh, dear father!" she cried, "Are you ill? What is the matter?" She embraced him lovingly, her warm arms around his neck. All at once she stiffened; her limbs grew hard. Her white linen tunic and peaches-and-cream complexion turned yellow. Her lovely hair did not change color – it had always shone like the rays of the rising sun. Little Marigold had turned into a golden statue!

Midas was appalled. He called out to the god:

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"Bacchus, divine Bacchus, come take away this terrible gift!" At first the god did not hear him. He was far away in the vineyards listening to Pan's

music. But he heard at last and came to the king. "Well, Midas," said he, kindly, yet a little sternly. "Do you still think gold the finest thing in the world?"

"Never again, good Bacchus," replied the king humbly. “Take away this golden curse and give me my Marigold!"

What the gods give, they do not take back lightly. But Bacchus was too good-natured to pursue the punishment any further. Besides, he was still grateful to Midas for his kind treatment of Silenus. So he said, "Go to the River Pactolus and wash."

Midas did not hesitate. He ran out of his palace and plunged down the bank toward the river, everything his feet touched still turning to gold as he passed. He leaped into the river. As the waters washed over him, he felt born again, free of the curse of gold and of his need for gold. He felt all his burdens drop away. His stiff golden tunic was soft white linen again; his belt and sandals were pliant leather once more. He had returned to the natural, the human. But the sandbars of the river where he washed away his sin turned gold and remained so always.

A new man, he ran back to his palace and embraced his daughter. At first she remained cold and hard to his touch. But in a few minutes she was no longer a statue but a warm, breathing, loving little girl, nestling in his arms.

“Oh, father, I had such a strange dream!” “Never mind, my pet. It’s all over now. Now let’s eat – I’m starved to death!” He

almost was. The servants brought in more hot food, and Midas and his guests finished their mean.

Never had food drunk and tasted so good! When they had finished, Marigold took her father’s hand and told him about some beautiful white flowers – anemones – she had found in the woods.

"Won't you come see them with me?" "Of course, my dear." He walked with her to the flowery terraces of the green woods and found there greater

joys than the gold bars and coins of his treasure house had ever offered.

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Directions: Go back into the myth of King Midas and find all of the relevant information that you’ll need to complete this chart. Write small, and be detailed and thorough. Title:

Characters:

Setting:

Conflict:

Irony:

Resolution:

Theme:

My personal response:

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The Lottery – A Modern-Day Midas Curse?

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$550 million will buy you a lot of...misery Melissa Dahl, NBC News Nov. 28, 2012 at 4:50 AM ET

You surely know by now that the Powerball jackpot is set to hit at least $550 million tonight. You should also know that your odds of winning the grand prize are somewhere around 1 in 176 million (at least, we really hope you know that). So here's a bit of comfort for you tonight as you stare dejectedly at your losing ticket: Most lottery winners don't end up any happier than the rest of us.

Yeah, yeah, you can probably name 550 million reasons why winning the jackpot tonight will make you happy. But here's the truth: A handful of psychology studies over the years have evaluated the happiness of lottery winners over time, and found that after the initial glee of getting one of those big giant checks has faded away, most winners actually end up no happier than they were before hitting the jackpot.

Arguably the most famous paper on this subject was published the late 1970s, and it's a doozy: Psychologists interviewed winners of the Illinois State Lottery and compared them with non-winners – and, just for good measure, people who had suffered some terrible accident that

left them paraplegic or quadriplegic. (You can find the abstract here, but you'll have to pay to read the full report.) Each group answered a series of questions designed to measure their level of happiness. What they found was counterintuitive, to say the least: In terms of overall happiness, the lottery winners were not significantly happier than the non-lottery winners. (The accident victims were less happy, but not by much.) But when it came to rating everyday happiness, the lottery winners took "significantly less pleasure" in the simple things like chatting with a friend, reading a magazine or receiving a compliment.

Stefanie Graef holds what she hopes is the winning Powerball ticket she just bought at Circle News Stand on Tuesday in Hollywood, Fla. If she's lucky, she won't win.

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"Humans tend to have a relatively set point of mood," explains Gail Saltz, a New York City psychiatrist and frequent TODAY contributor. Most people tend to bounce back to that set point after a major life event, whether it's something negative or positive. But for some lottery winners, psychologists believe hitting an especially huge jackpot may alter that happiness baseline, making it harder to see the joy in everyday things.

More recently than the '70s research, a 2008 University of California, Santa Barbara, paper measured people's happiness six months after winning a relatively modest lottery prize – a lump sum equivalent to about eight months' worth of income. "We found that this had zero detectable effect on happiness at that time," says Peter Kuhn, one of the study authors and a professor of economics at the university. You've heard the stories of lottery winners whose post-jackpot lives turned sour. There's Jack Whittaker, the West Virginia man who in 2002 won the nearly $315 million Powerball jackpot. Initially, he generously gave millions to charities, including $14 million to start his own Jack Whittaker Foundation. But later, the dream turned to nightmare: A briefcase with $545,000 in cash and cashier's checks was stolen from his car while it was parked outside of a Cross Lanes, W. Va., strip club. His office and home were broken into, he was arrested twice for drunken-driving – and the list goes on.

Or there's Alex Toth, a Florida man who in 1990 won $13 million to be doled out in 20-year-payments of $666,666. (Seriously.) At his death in 2008, the Tampa Bay Times reported on the sad direction his life had taken: Years of living it up led to a split from his wife and charges of fraudulent tax returns, among other serious woes.

What gives? Behavior experts have a couple theories. One is simply that we humans just tend to get used to stuff – the good and the bad. The psychological concept is called "happiness adaptation," and Michael Norton, associate professor at Harvard Business School, co-authored a 2007 paper that sought to uncover why hitting major life goals – including the dreamlike goal of winning the lottery and the more down-to-earth goal of getting married – don't end up making us as happy as we expect them to.

"The idea of adaptation seems like a negative thing – it's a shame that we have to get used to the good things in our life, from lottery winnings to ice cream. But adaptation also helps us when bad things happen to us, making the impact of losing our job or getting divorced less painful over time," explains Norton, who is also the coauthor of the forthcoming book, "Happy Money: The Science of Smarter Spending."

He continues, "Big positive and negative events can have a lasting impact on our happiness, but this impact tends to decrease over time. In some sense, because people have so many facets of their life – from their job to their friends to their family to their hobbies – the impact of a change in any one of those facets is less extreme than we think, because many of the

Andrew Jackson "Jack'' Whittaker Jr., his wife Jewell, right, and their granddaughter Brandi Bragg, left, pose for a photograph after being interviewed by TODAY in this December 2002. In his darkest moments, Whittaker has said he sometimes wondered if winning the nearly $315 million Powerball game was really worth it.

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other things in our lives stay the same. (We win the lottery but we are still stuck with our same siblings, for example.) As a result of this, people tend to adapt to life events and end up closer to where they were than they think they'd be." This is partially because we are terrible at predicting how happy more money is going to make us. The truth is, money can make you happy – but only up to a point. "Research shows that the impact of additional income on happiness begins to level off around $75,000 of income – but people keep trying to make more and more money in the mistaken belief that their happiness will continue to increase," Norton says. "As a result of this mistaken belief, people think that big windfalls will change their happiness dramatically – and may end up with less happiness than they expected."

On the other end of the spectrum, landing a windfall that lifts you out of a financial pit really can provide significant, lasting happiness. In 2006, Sandra Hayes, then a 46-year-old social worker making $25,000 a year, and 12 of her coworkers won the $224 million Powerball jackpot. After taxes and splitting the money with her coworkers, Hayes had won $10 million. She bought her dream car (a brand-new Lexus) and her dream home (a half-million dollar house in St. Louis). But first, she paid off her current home and then gave that house to her daughter and grandchildren, who'd been living in a

rough neighborhood. She quit her job and now spends her days writing – she's already published one book and is working on a second one.

"Yes, my life is different, and it feels good," says Hayes. "This summer I had a $900 water bill. Six years ago, well, if I had a substantially huge bill, I would’ve had to make payment arrangements. That’s one of the things I like, that I’m able to pay my bills in full and not scuffle."

The first secret, as Hayes tells it, to winning the lottery without losing your mind is to immediately meet with a financial planner you trust and make a plan that works for you. The second is a little simpler. She says, "Just because you win the lottery, it does not change you as a person." Writing Prompt After reading this news article, think back to Kino striking it rich by finding “The Pearl of the World” and King Midas becoming insanely wealthy with his golden touch. What theme do all three of these literary works establish about money, people, and society? On the back of paper, write a well-developed paragraph using details from all three pieces to support your theme. Use the accompanying chart to help organize your thoughts.

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Detail 1 – The Pearl Detail 2 – “King Midas…” Detail 3 – “550 Million…”

Shared theme

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GRADE LEVEL: 8 LITERARY WORK: The Pearl SUPPLEMENTARY WORK: “The History of Pearling in La Paz, Baja California Sur, Mexico” Lesson 3: Acquiring New Vocabulary One class period Aim: How can we try to figure out the meaning of vocabulary words we don’t know without looking in a dictionary? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 4 RI. 8 1, 2, 4 SL. 8 1, 4 L 8 1, 2, 4, 5 W. 8 1 Motivation: Post these three sentences on the board for the students to copy. Students will write what they

think the underlined words mean in their notebook. o The loquacious students filled the hallway with the noise of their conversations. o The perfume’s potent scent caused her to cough. o Death is the only thing Lord Voldemort feared.

One word at a time, ask students what they think it means and how did they get that meaning. o loquacious = talkative; chatty (context clue) o potent = strong; powerful (resembles the verb potere in Italian and poder in

Spanish; looks like potential, omnipotent, impotent) o Voldemort = “flight from death” [break down Latin – vol (flight), de (from), mort

(death)] Instructional Materials: “History of Pearling in La Paz…” (Attachment 17) Procedures and Pivotal Questions: Debrief the motivation activity. Today we’re going to read an article that will teach you

what Kino’s daily life was like, diving for pearls off the coast of La Paz in Mexico. While you’ll gain good background knowledge about pearl diving, the goal of today’s lesson is to remind and show you how to determine the meanings of words you are unfamiliar with.

o What strategies do you use to figure out words you don’t know? (Have students create a list of these responses in their notebooks.)

Distribute “History of Pearling in La Paz…” (Attachment 17). Have the students read the article silently.

Pair the students and have them select five unknown words from the article. They will work together to define the words on their graphic organizers. Review the graphic organizer with the students before starting this activity, and direct their attention to the strategy list at the

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bottom. You may want to do the first word all together, or you can model the process on one word so the class can observe and learn from your example.

Ask each pair to share one of their definition search results aloud.

Summary: How can I ensure that my vocabulary improves?

Extension Activity: Have each student go home and read a random page in a book, newspaper, magazine, etc.

they have in their home. The students will each gather three unknown words from this page, and they will try the strategies learned in class today. Another variation of this would be to have the students bring their words in, write them each on a card, mix up all of the cards together, then randomly distribute the words to the students and have them use the vocabulary strategies to determine the words’ definitions.

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The History of Pearling in La Paz, Baja California Sur, Mexico

Excerpt from the chapter “The Sea of Cortés” in Miraculous Air: Journey of a Thousand Miles through Baja California, the Other Mexico

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There were no Amazons, no Seven Cities of Cíbola, no hoards of gold — only pearls, which the Pericú wore in necklaces strung with red berries and bits of shells. The pearls were ugly blackened little nubs because the Indians had no knives; to open the oyster shells they threw them into a fire. The Spaniards slipped in their sharp and slender knifepoints: many of these yielded good Oriental pearls, white and gleaming.

Beginning in the sixteenth century, pearl fishers from the mainland crossed the Sea of Cortés to work the rich beds around the Bahía de La Paz, Isla Espíritu Santo, and points north — Loreto and Bahía.

From Concepción as far as Mulegé, the divers worked most efficiently during the warm months from May to September. Usually enough pearls were found to make the crossing profitable, but never enough to support a settlement. None of the colonies at La Paz had survived: Cortés’ failed in 1535; another headed by Sebastián Vizcaíno in 1596 also failed; Admiral Atondo’s failed in 1683; even the Jesuits' Mission La Paz failed, its poor thatched adobe huts smashed and burned in the Rebellion of 1734. By the time the rebellion was quashed, too few Indians survived to justify a full-time missionary. And already the pearls, heavily fished for more than a century, had apparently become scarce.

But then in 1740, perhaps because of a chubasco (violent thunderstorm), an immense quantity of pearl oyster shells was thrown up on the beach north of Mulegé. The Indians there, hoping to please the soldiers, brought some of the shells to the mission at San Ignacio. Manuel de Ocio was one of those soldiers. Abandoning the mission, he left for the pearlbeds at once. Bane of the Jesuits, within a few years Ocio had sold hundreds of pounds of pearls and parlayed his fortune into properties in Guadalajara, silver mines in the mountains south of La Paz, and, grazing over the mission territories of the cape region, that voracious herd of 16,000 head of cattle.

Pearl fishing continued over the next century, primarily in the beds around the Bahía de la Paz and Isla Espíritu Santo. When the U.S. forces invaded in 1847, as many as a hundred boats were pearl fishing in the area. As lieutenant E. Gould Buffum recalled in his memoir, in those heady days before the battles with the Guerrilla Guadalupana, he sailed out to the pearl fisheries off Isla Espíritu Santo one “clear and beautiful moonlit night” with “a delicious land breeze which blew our little boat so rapidly over the water.”

In the daytime he watched the Yaqui Indian divers at work, naked but for their loincloths and a sharp stick, which they used to dig out the oysters and fend off sharks.

It was a primitive method of production for so precious a commodity. From the crude little canoes bobbing in the Bahía de la Paz, the pearls found their way into coronets and scepters, velvet robes and satin gowns. (“We attended a gala event at the theater with the most beautiful ladies of Mexico," boasted the Empress Carlota in one of her letters, “who arrived covered in pearls from the Gulf of Cortéz and dressed in the latest fashions from Paris.”) “The

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most esteemed ones,” according to the Jesuit historian Clavigero, “are those which, besides being large, white, and lustrous, are spherical or oval; and especially valuable are those which are pear-shaped.” As was the 400-grain Pearl of La Paz, made a present to the Queen of Spain.

By the early twentieth century, when journalist Arthur North came through, La Paz had become chief producer in the world's pearl fishing industry. In his 1908 book The Mother of California, North noted that the peninsula’s “annual output is valued at a quarter of a million dollars, gold, and is promptly marketed in London, Paris and other great European marts.” Using modern diving apparatus, the divers could dive deeper now, and dig out more shells from more beds. With the ensuing glut of pearls, pearl prices fell, and so the divers dove yet deeper and brought up more pearls. Each diver harbored the hope of a treasure — an egg-sized find, perfectly round, or perfectly oval, brilliantly lustered, a pearl that would be, as Steinbeck called it in his novella The Pearl, “the Pearl of the World.” But most oysters, cracked open, were empty, nothing but quivering gray tongue. As time went by, the pearls, when the divers found them, were increasingly unremarkable specimens, tiny things to be strung on a simple necklace or glued to the end of a hat pin. By 1940, when Steinbeck and Ricketts came through on their collecting expedition, almost all that was left were stories. An unknown disease had decimated the sparse remaining beds, and though the large companies based in La Paz attempted to limit pearl fishing, individuals — often women in nothing but a loincloth and a helmet with an air tube — continued to work isolated stretches of coast.

By the end of World War II, Baja California's pearl oysters had all but disappeared, and La Paz's pearl industry, the economic engine of the peninsula for nearly four centuries, was dead. Like the Pericú themselves with their burnt little pearls strung together with berries and shells, a world is gone.

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Learning New Vocabulary with Prior Knowledge and Context Clues

Directions: Locate five vocabulary words that you do not know in the historical article that you just read. Use the steps below to try to determine each word’s meaning. New word I think it

means… The sentence I found the

word in What strategy

did I use to define the

word?

The word’s correct

definition

1.

2.

3.

4.

5.

Strategies to define a word I do not know (before I pick up a dictionary)

1. Context clues – What are the words and phrases around it? How does the word work in the sentence it’s in?

2. Similar words – What other words does this word look and/or sound like? 3. Does this word seem positive or negative? (Look at how the word is used. Also look at

prefixes and suffixes.) 4. Break the word down into its Greek and Latin roots. 5. Does the word look like one you’ve learned in your L.O.T.E. class? 6. Identify the word’s part of speech by seeing how it’s functioning in the sentence. 7. (When all else fails) use a dictionary.

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GRADE LEVEL: 8 LITERARY WORK: The Wave RESOURCE LIST:

1. Bartoletti, Susan Campbell. Hitler Youth: Growing Up in Hitler’s Shadow. United States: Scholastic, 2005. Print.

2. “Class Divided, A.” Frontline. PBS, 2013. Web. 6 July 2013.

<http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/synopsis.html>.

3. Heimer, Ernst. “How to Tell a Jew.” Der Giftpilz. German Propaganda Archive. Ed. Randall Bytwerk. Calvin College, n.d. Web. 6 July 2013. <http://www.calvin.edu/academic/cas/gpa/story3.htm>. Short story.

4. Klink, Bill. “‘Third Wave’ presents inside look into Fascism.” The Catamount.

Cubberley Senior High School Catamount, 21 April 1967. Web. <http://www.cubberleycatamount.com/content/66-67/catamount%20pages/v11no14/670421.pdf>. Article.

5. Larson, Erik. “Seduction” In the Garden of Beasts. United States: Broadway Paperbacks,

2011. 53-60. Print.

6. Lipsett, Anthea. “Like history in the first person.” The Guardian. Guardian News and

Media, 15 September 2008. Web. 6 July 2013. <http://www.theguardian.com/education/2008/sep/16/schoolsworldwide.film>. Article.

7. “Quotes and Sayings.” Hitler Youth. The History Place, 1999. Web. 6 July 2013. <http://www.historyplace.com/worldwar2/hitleryouth/hj-timeline.htm>. Quotations.

8. Randall, Dudley. “The Ballad of Birmingham (On the Bombing of a Church in

Birmingham, Alabama, 1963).” Poetry Foundation. Poetry Foundation, 2013. Web. 6 July 2013. <http://www.poetryfoundation.org/poem/175900>. Poem.

9. “Shaping the Future: Indoctrinating Youth.” Holocaust Encyclopedia. United States

Holocaust Memorial Museum, 10 June 2013. Web. 6 July 2013. <http://www.ushmm.org/propaganda/themes/indoctrinating-youth/>. Encyclopedia article.

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10. Swenson, May. “How Everything Happens (Based on a Study of the Wave).” Science Through the Writer’s Eye. n.d. Web. 6 July 2013. <http://www.riverdeep.net/current/2000/05/front.240500.science.jhtml>. Poem.

11. Swing Kids. Dir. Thomas Carter. Buena Vista Pictures, 1993.

<http://www.youtube.com/watch?v=WxrCnLsnt08>. Film clip.


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GRADE LEVEL: 8 LITERARY WORK: The Wave SUPPLEMENTARY WORK: “Shaping the Future: Indoctrinating Youth” and “Swing Kids” Lesson 1: Questioning the Author to Uncover Motivation One class period Aim: Why do the creators of The Wave and Hitler Youth design these programs for young people, and how were they so popular at attracting this age group? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 3, 4, 6 RI. 8 1, 3, 4, 6 SL. 8 1, 2, 3, 4 L 8 1, 2, 3, 4, 5 W. 8 1, 2, 3, 5 Motivation: What is a clique, and why are most individuals a part of one? After students have had two minutes to respond, ask students to respond to the following questions: 1. What types of cliques exist in this school? 2. How do cliques function? 3. Why do people avoid communication with members who are not in their clique? Instructional Materials: Film clip – “Swing Kids – Part 7” (1:20-3:08) Article, images, and clip – “Shaping the Future: Indoctrinating Youth” (Attachment 8) Quotes – “Quotes and Sayings – Hitler Youth” (Attachment 19) Procedures and Pivotal Questions: Debrief the motivation activity. Ask students, “How does the concept of a clique appear in

chapter 8 of The Wave? Open your texts to pages 55-64. Skim through them and find lines where Mr. Ross’ students express pride in being a part of The Wave.”

a. Allow students to share responses aloud. After a few responses, ask, “How would you feel if you were a student in the cafeteria seeing these students’ behavior?”

b. Say: “The Wave is a small movement in a small school, yet the Nazis managed to ensnare thousands and thousands of young people to become members of the Hitler Youth, which is a boys’ group, and the League of German Girls, which is the female version of the Hitler Youth. How do you think the Nazis were able to accomplish such a huge task?”

Distribute “Shaping the Future: Indoctrinating Youth” (Attachment 18). Have the students read the article silently to themselves, then respond to the two reflection questions at the bottom of the back page.

View a short portion of a clip from the film Swing Kids. Preface the clip by telling the students that this shows the activities that would occur during the daily education and weekend camping trips of Hitler Youth members. Tell the students to listen carefully to the

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teacher in the clip and observe life in school and Hitler Youth. They must jot down three observations while the clip plays. After viewing the clip, the students will write an individual response about what they saw and heard in the notebook. Then have the students turn to a neighbor to share their reactions.

Whole class discussion: If you were a member of the Hitler Youth or the League of German Girls, what would you think of the program you were involved in? Why did the Nazis spend so much of its time and resources on young people than it did on adults? What was the Nazis’ purpose for taking all of the children on camping trips every weekend? The title of the article you received begins with the words “indoctrinating youth.” What does it mean to indoctrinate a person?

Summary: Distribute the handout “Question the Author or Speaker” (Attachment 19). After some

time, allow students to share their responses. They should have answered the aim at this point, but for extra reinforcement, direct the students’ attention back to the aim and have them answer it.

Extension Activity: Laurie is hesitant about throwing herself into The Wave like her classmates are doing. She is

even questioning some of their rules and activities. In a well-developed paragraph, predict what you think could happen to Laurie in the future. Support your prediction with evidence from the text and the article used in class today.

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The Wave by Todd Strasser Date: _______________________________

Shaping the Future: Hitler Youth "These boys and girls enter our organizations [at] ten years of age, and often for the first time get a little fresh air; after four years of the Young Folk they go on to the Hitler Youth, where we have them for another four years . . . And even if they are still not complete National Socialists, they go to Labor Service and are smoothed out there for another six, seven months . . . And whatever class consciousness or social status might still be left . . . the Wehrmacht [armed forces] will take care of that."

-Adolf Hitler, 1938

From the 1920s onwards, the Nazi Party targeted German youth as a special audience for its propaganda messages. These messages emphasized that the Party was a movement of youth: dynamic, resilient, forward-looking, and hopeful. Millions of German young people were won over to Nazism in the classroom and through extracurricular activities. Education in the Nazi State

Education in the Third Reich served to indoctrinate students with the National Socialist worldview. Nazi scholars and educators glorified Nordic and other "Aryan" races, while denigrating Jews and other so-called inferior peoples as parasitic "bastard races" incapable of creating culture or civilization. After 1933, the Nazi regime purged the public school system of teachers deemed to be Jews or to be "politically unreliable." Most educators, however, remained in their posts and joined the National Socialist Teachers League. 97% of all public school teachers, some 300,000 persons, had joined the League by 1936. In fact, teachers joined the Nazi Party in greater numbers than any other profession. Hitler Youth

Founded in 1926, the original purpose of the Hitler Youth was to train boys to enter the SA (Storm Troopers), a Nazi Party paramilitary formation. After 1933, however, youth leaders sought to integrate boys into the Nazi national community and to prepare them for service as soldiers in the armed forces or, later, in the SS. In 1936, membership in Nazi youth groups became mandatory for all boys and girls between the ages of 10 and 17. After-school meetings and weekend camping trips sponsored by the Hitler Youth and the League of German Girls trained children to become faithful to the Nazi Party and the future leaders of the National Socialist state.

“The German Student”

“Youth serves the Leader: All 10-year-olds into the

Hitler Youth!”

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League of German Girls

The Hitler Youth and the League of German Girls were the Nazis' primary tools for shaping the beliefs, thinking, and actions of German youth. While the development of a healthy body was emphasized through participation in sports, more typical activities for League of German Girls members were music, crafts, and various aspects of home economics such as sewing, childcare, and cooking. The outbreak of World War II had a great impact on the work of the League and its members served the war effort in many ways. Younger girls participated in door-to-door collections for the Winter Relief and older girls tended wounded soldiers or did agricultural work formerly done by men.

Military Service

Upon reaching 18, boys were required to enlist immediately in the armed forces or in the Reich Labor Service, for which their activities in the Hitler Youth had prepared them. In autumn 1944, as Allied armies crossed the borders into Germany, the Nazi regime made a last ditch effort to fend off military defeat. It conscripted German youths under 16 to defend the Reich, alongside seniors over the age of 60, in the units of the Volkssturm (People's Assault).

Reflecting on the Reading

Underline a line in the article that you find interesting. Explain on the lines below why this line caught your attention. ________________________________________________________

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Unlike The Wave, what other methods did the Nazis use to enroll young people in its programs?

______________________________________________________________________________

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Practicing gymnastics

Members of Hitler Youth at military training

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Questioning the Author or Speaker Directions: Read these two quotes, spoken by German dictator and Nazi Party leader Adolf Hitler, about the children of Germany. When you finish reading, question Hitler’s words by answering the prompts below. Use details from his words to support your answers. Question Hitler’s words 1. What is Hitler trying to tell his supporters? 2. What is Hitler trying to tell his opponents? 3. Why is Hitler telling the audience this? (What is his purpose for saying this?) 4. Does Hitler say his message clearly? Explain. 5. How could Hitler have said things more clearly?

"I begin with the young. We older ones are used up. We are rotten to the marrow. We are cowardly and sentimental. We are bearing the burden of a humiliating past, and have in our blood the dull recollection of serfdom and servility. But my magnificent youngsters! Are there any finer ones in the world? Look at these young men and boys! What material! With them, I can make a new world. This is the heroic stage of youth. Out of it will come the creative man, the man-god.”

“When an opponent declares, ‘I will not come over to your side,’ I say calmly, ‘Your child belongs to us already. What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing but this new community.’”

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GRADE LEVEL: 8 LITERARY WORK: The Wave SUPPLEMENTARY WORK: May Swenson’s “How Everything Happens (Based on a study of the Wave)” Lesson 2: Achieving Understanding through Structure and Diction One class period Aim: Why is the Gordon High School’s “The Wave” aptly named? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 4, 6 RI. 8 1, 2, 3, 6, 9 SL. 8 1, 2, 3, 4 L 8 1, 2, 3 W. 8 1, 3, 4, 5, 6, 7, 8, 9 Motivation: Imagine that you are alone at the beach on a beautiful summer day. Using detailed imagery,

describe the ocean waves as you silently watch them. After students have had a few minutes to respond, ask students to share.

1. What is the ocean doing? 2. How often do waves arrive at the shore? 3. How would you describe this ongoing process?

Instructional Materials: Poem – May Swenson’s “How Everything Happens (Based on a study of the Wave)”

(Attachment 20) Documentary – A Class Divided (Attachment 21) Procedures and Pivotal Questions: Debrief the motivation activity. Ask students, “What do you think of the name “‘The

Wave’? If you were Mr. Ross or one of the students, what name would you have given to this movement, or would you keep the name as it is?”

Distribute copies of the poem “How Everything Happens (Based on a study of the Wave)” (Attachment 20).

o What do you immediately notice about this poem? o What type of poem is this? o How do we read this concrete poem?

Say, “All literature has a specific structure, but concrete poetry has the most obvious structure of all. By taking on the subject’s shape, we can use the structure of the poem to understand the main idea.”

Read the poem aloud to the students as they follow, then allow the students to re-read it twice before they flip to the back of the sheet to answer the response questions.

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Whole-class discussion: Review the response questions. For the final question, Have the students place their heads down so they cannot see, then ask, by a show of hands, “How many of you feel that the wave in the poem is a static character? Dynamic?”

Partner dialogue: Have students who feel the wave is static pair with those who feel the wave is dynamic to discuss their thoughts and possibly persuade one half of the pair to change his/her mind.

Whole-class discussion: How does the rally for The Wave result in the same ending for the wave in the poem? (Both end anticlimactically. All of the build-up crashed down with a gentle splash instead of the loud chaos of a big tsunami.)

Have the students open up their copies of The Wave to page 135. Read aloud from the top of 135 through page 138 (the end of the novella).

Summary: Have students respond on exit cards to the questions

o According to Mr. Ross, how is history like a wave? o Why does Mr. Ross express, “I hope this is a lesson we’ll all share for the rest of our

lives. If we’re smart, we dare won’t forget it”?

Extension Activity: Is cruelty and exclusivity taught to us, or does it come to us naturally? Send the students to

visit the PBS website Frontline to read about the experiment called “A Class Divided”, in which a third-grade teacher divides her class based on eye color, then watches one group turn on the other with no provocation (Attachment 21). Students can also watch clips of the repeat of the experiment, done in 1985, and the reunion of the 1985 class that first experienced this eye-opening lesson. Students will follow the directions, answer response questions, and then begin a research paper answering the question at the beginning of this paragraph. This can be turned into a full lesson with the paper as an extension activity.

Have students create a concrete poem of their own design. The structure should communicate the poem’s subject and main idea. If you’d like, you can make this more specific by restricting their concrete poem to be about a topic in The Wave.

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Concrete Poetry Analysis May Swenson, a poet who has written poems about many scientific phenomena, has structured her observations of wave action in poetic form. Read her study of waves, entitled:

“How Everything Happens (Based on a study of the Wave)”

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Response Questions 1. What do you notice first about the poem?

2. How does Swenson use her words, literally, to convey her intent?

3. What does the poet force you to do as you read this poem?

4. Comment on the use of verbs in this poem.

5. What can you infer happens after the last line of the poem?

6. Argue whether you feel that the wave in this poem is a static or dynamic character. Support your argument with evidence from the text.

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“A Class Divided” One Friday in April, 1968

On any normal weekday morning, Jane Elliott looked forward to getting to her classroom at the Riceville, Iowa, Community Elementary School and to the teaching job she loved. Eager to pick up the threads of the previous day's lessons, delighting in her third-graders' sense of wonder at anything new, she saw each day as a kind of adventure in the company of children she enjoyed. Often she was reluctant, when the day was over, to see them leave. Not infrequently, they felt the same way. Once they had seriously proposed that the entire class spend the night at school.

But that Friday in April, 1968, was not a normal morning. The day before, Martin Luther King had been murdered in Memphis. For Jane, that had suddenly made a lot of things different. She had made a decision about what she would do in her class, a decision that now made her reluctant to leave the house for school. The Question Is cruelty and exclusivity taught to us, or does it come to us naturally? Your Task You will visit the PBS Frontline website entitled “A Class Divided” at the following address: http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/friday.html

1. Read the full text of “One Friday in April, 1968”. 2. After reading the story, return to the top of the page and click on “Watch the Program”.

If, for some reason that link doesn’t work, use the address: http://www.pbs.org/wgbh/pages/frontline/shows/divided/etc/view.html

3. Click on video clip #1, entitled “The Daring Lesson”, and watch as Jane Elliott repeats the 1968 experiment in her 1985 third-grade class.

4. When the video finishes, it will launch into video clip #2, entitled “Day Two”. 5. Video clip #3, entitled “14 Years Later”, will begin at the end of clip #2. 6. (Optional) If you wish to watch video clips 4 and 5, showing the same experiment tried

on a group of adults, you may. 7. Answer the questions on the back of this sheet.

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Reactions to the Experiment Directions: Type your responses neatly on a separate sheet of paper. 1. What question was Jane Elliott hoping to answer?

2. What question did Elliott put forward to the students?

3. Was the experiment a success? Explain whether you agree or not.

4. In day one, how did the behaviors of the blue-eyed students transform?

5. How did this impact the brown-eyed students?

6. What hypothesis did Elliot have for day two?

7. How did the students react on day two when they were told that a mistake was made; it’s the

brown-eyed students that are superior to the blue-eyed students?

8. 14 years later, how did this experiment impact the students involved in the experiment?

Synthesis Paper

Using your knowledge of this experiment, The Wave, and your information on the Nazi’s Hitler

Youth programs, answer the question:

Is cruelty and exclusivity taught to humans, or does it come to humans naturally?

Your paper must…

be typed, regular-sized margins, double-spaced, size 12 Times New Roman or

Calibri;

be exactly two pages in length;

be four paragraphs long (introduction, source #1, source #2, and conclusion);

o (Of the three sources, you are only choosing two.)

use details from your chosen sources in the form of citations;

include a works cited page (not part of the length of the paper)

Your paper is due on: ___________________________________

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GRADE LEVEL: 8 LITERARY WORK: The Wave SUPPLEMENTARY WORK: Chapter 8 of Hitler Youth: Growing Up in Hitler’s Shadow by Susan Campbell Bartoletti Lesson 3: Learning about a Character’s Characterization through Character Wheel and Character Sorting

One class period Aim: How are some individuals able to resist being swept up in The Wave or Hitler Youth way of life? Common Core Learning Standards: Standard Grade Standard Number RL. 8 1, 2, 3, 6 RI. 8 1, 2, 3, 6 SL. 8 1, 4 L 8 1, 2, 3 W. 8 1, 3, 4 Motivation: Do you feel safer alone or in a group of people? Explain. After students have had a few minutes to respond, ask students to share.

1. What is the difference between being alone and being with others? 2. Who doesn’t mind being alone in public? Who does? 3. Why does a majority of people constantly need to be with the crowd? 4. What character in The Wave has turned against the crowd?

Instructional Materials: Character profile sort – Chapter 8 – “Long Live Freedom! Hitler Youth and Resistance”

from Hitler Youth: Growing Up in Hitler’s Shadow by Susan Campbell Bartoletti. Character wheel (Attachment 22) Procedures and Pivotal Questions: Debrief the motivation activity. Laurie is one of the few students who has not succumbed to

The Wave, and she sees The Wave for what it is actually is – a strange experiment gone horribly wrong. Unfortunately for Laurie, how does leaving The Wave affect her?

Open books to page 110 and have the students read silently to the top of page 111. a. What does Laurie experience? b. Who is doing this to her? c. Why would friends she’s known since kindergarten treat her this way?

Introduce today’s main activity. Today you’re each going to receive a bag. Cut up and mixed inside the bags are various lines from a nonfiction novel about teenagers in 1940s Germany who, like Laurie, decided to maintain their individuality and resist the popular crowd. You will piece together these teenagers’ stories and learn about them. Read

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carefully. Write down what you learn in your notebook so that you become an expert on your teenager.

a. Each student will take a bag and character wheel (Attachment 22) and work individually to piece their story together. After fifteen minutes, the students will meet in small groups to introduce their various characters to their classmates.

b. This book may be obtained from the school library and local public library. Summary: The teacher will post the fate of each of the teenagers on the SMART Board. Students will

either compose a diary entry or a letter addressed to their assigned teenager, responding to the victory or the failure of their brave individual.

Extension Activity: Will Laurie be able to continue her resistance, or will it take a tragedy like those that the

teenage resisters of Hitler Youth experienced to stop her? Write a well-developed paragraph predicting how you think this novella will ultimately end.

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Character Wheel Directions: As you read and sort out the pieces about your character, record important information about your character in the appropriate sections of this graphic organizer.

Character’s Name

Appearance Personality

How do others view this character?

How does this character affect

events?

How is the character changed by events?

What does the character say and feel?

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GRADE LEVEL: 9 LITERARY WORK: Night RESOURCE LIST:

1. “Ghettos.” Holocaust Encyclopedia. 2013. Washington, D.C. United States Holocaust Memorial Museum. Web. <http://www.ushmm.org/wlc/en/article.php?ModuleId=10005059> Article

2. “Hierarchy of Needs.” The Economist. 13 Oct. 2008. <http://www.economist.com/node/12407919/print> Article

3. “Josef Mengele.” Holocaust Encyclopedia. 2013. Washington, D.C. United States Holocaust Memorial Museum, 2013. Web. Article

4. McLeod, Sail. “The Milgram Experiment.” Simply Psychology. 2007. Web. <

http://www.simplypsychology.org/milgram.html> Article

5. “Joseph Goebbels (1897 - 1945).” Historical Boys’ Clothing. 2004. Web.

<http://histclo.com/bio/g/bio-goebels.html>

6. “The Milgram Experiment.” Discovery. 2013. <http://dsc.discovery.com/tv-shows/curiosity/videos/the-milgram-experiment.htm> Video

7. “Oprah Talks to Elie Wiesel.” O Magazine. 2000. Web. Article

8. Pfeiffer, Eric. “School Apologizes for Pro-Nazi Essay Assignment.” Yahoo News. 2013.

Web. Article

9. “Remarks by President Obama, German Chancellor Merkel, and Elie Wiesel at

Buchenwald Concentration Camp.” White House.gov. Web. 26 Jul 2013. Speech

10. Spiegelman, Art. Maus: A Survivor’s Tale. New York: Pantheon, 1986. Print.

Excerpt from a graphic novel

11. Thorton, Thomas E. “On Teaching Wiesel’s Night.” 1990. Poem. Poem

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12. “Warsaw Ghetto Uprising.” Holocaust Encyclopedia. Washington, D.C. United States Holocaust Memorial Museum, 2013. Web. Encyclopedia Article

13. Wiesel, Elie. "Elie Wiesel - Nobel Lecture: Hope, Despair and Memory." Nobelprize.org.

Nobel Media AB 2013. Web. 26 Jul 2013. Speech

14. Wiesel, Elie. "Elie Wiesel - Speech delivered by Elie Wiesel in 1995, at the ceremony to

mark the 50th anniversary of the liberation of Auschwitz.” PBS.org. Web. 26 Jul 2013. Speech

15. Wiesel, Elie. "Never Shall I Forget.” Poem. Poem


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GRADE LEVEL: 9 LITERARY WORK: Night SUPPLEMENTARY WORK: “Abraham Maslow’s Hierarchy of Needs” Lesson 1: One class period Aim: How can psychology help us to understand the atmosphere created within Elie’s memoir? Common Core Standards: Standard Grade Standard Number RL. 9-10 1, 2, 3, 9, 10 RI. 9-10 1, 2, 3, 9, 10 W. 9-10 1, 3, 4, 10 SL. 9-10 1, 4, 6 L 9-10 1, 2, 3, 6 Instructional Materials: “Hierarchy of Needs” (Attachment 1) Motivation: Psychology (n.) Science that deals with the human mind & behavior. Break down the root and suffix to provide students with a quick word attack strategy. How can psychology be used to help explain our story? Procedures and Pivotal Questions: Share responses to the motivation. Review the Aim question and the term atmosphere. - The dominant mood created within a

literary work. It is created through imagery, setting, plot, etc. Review: What is the term used to describe the Nazi’s systematic process for erasing the

prisoners’ identities? - Dehumanization Provide a concise background on Dr. Abraham Maslow & his theory. -Smart Presentation

with Maslow’s bio, photo and background as a psychologist, etc. Distribute Attachment 1. Group Work- Students will be responsible for teaching one

component of Maslow’s theory & to apply textual evidence from Night to their category. Groups begin presenting on their assigned categories while the class completes note charts

based upon student presentations. Summary:

1. How does Maslow’s theory relate to the idea of survival? 2. Which component of Maslow’s theory has been most hindered at Auschwitz? 3. What are some terms to describe how the prisoners have been transformed? 4. How does psychology help to explain the atmosphere created within Night? 5. Does it make sense to say that psychology was the Nazis’ greatest weapon?

Extension Activity: Write a short story from the perspective of a survivor explaining how you have changed psychologically? Include an historical photograph with the submission of your story.

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Attachment 1 “Hierarchy of Needs”

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The hierarchy of needs is an idea associated with one man, Abraham Maslow, the most influential anthropologist ever to have worked in industry. It is a theory about the way in which people are motivated. First presented in a paper (“A Theory of Human Motivation”) published in the Psychological Review in 1943, it postulated that human needs fall into five different categories. Needs in the lower categories have to be satisfied before needs in the higher ones can act as motivators. Thus a violinist who is starving cannot be motivated to play Mozart, and a shop worker without a lunch break is less productive in the afternoon than one who has had a break. The theory arose out of a sense that classic economics was not giving managers much help because it failed to take into account the complexity of human motivation. Maslow divided needs into five: • Physiological needs: hunger, thirst, sex and sleep. Food and drinks manufacturers

operate to satisfy needs in this area, as do prostitutes and tobacco growers. • Safety needs: job security, protection from harm and the avoidance of risk. At this level

an individual's thoughts turn to insurance, burglar alarms and savings deposits. • Social needs: the affection of family and friendship. These are satisfied by such things

as weddings, sophisticated restaurants and telecommunications. • Esteem needs (also called ego needs), divided into internal needs, such as self-respect

and sense of achievement, and external needs, such as status and recognition. Industries focused on this level include the sports industry and activity holidays.

• Self-actualization, famously described by Maslow: “A musician must make music, an artist must paint, a poet must write, if he is to be ultimately happy. What a man can be, he must be. This need we may call self-actualization.” This involves doing things such as going to art galleries, climbing mountains and writing novels. The theatre, cinema and music industries are all focused on this level. Self-actualization is different from the other levels of need in at least one important respect. It is never finished, never fully satisfied. It is, as Shakespeare put it, “as if increase of appetite grows by what it feeds on”.

An individual's position in the hierarchy is constantly shifting and any single act may satisfy needs at different levels. Thus having a drink at a bar with a friend may be satisfying both a thirst and a need for friendship (levels one and three). Single industries can be aimed at satisfying needs at different levels. For example, a hotel may provide food to satisfy level one, a nearby restaurant to satisfy level three, and special weekend tours of interesting sites to satisfy level five. The hierarchy is not absolute. It is affected by the general environment in which the individual lives. The extent to which social needs are met in the workplace, for instance, varies according to culture. In Japan the corporate organization is an important source of a man's sense of belonging (although not of a woman's); in the West it is much less so.

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Peter Drucker took issue with the hierarchy of needs. He wrote: What Maslow did not see is that a want changes in the act of being satisfied … as a want approaches satiety, its capacity to reward, and with it its power as an incentive, diminishes fast. But its capacity to deter, to create dissatisfaction, to act as a disincentive, rapidly increases. One of Maslow's early disciples was a Californian company called NLS (Non-Linear Systems). In the early 1960s it dismantled its assembly line and replaced it with production teams of six or seven workers in order to increase their motivation. Each team was responsible for the entire production process, and they worked in areas that they decorated according to their own taste. A host of other innovations (such as dispensing with time cards) revolutionized the company. Profits and productivity soared, but Maslow remained skeptical. He worried that his ideas were being too easily “taken as gospel truth, without any real examination of their reliability”.

The Economist 1. Define each category of Maslow’s Hierarchy of Needs:

a.

b.

c.

d.

e.

2. How are the prisoners being deprived of each of these needs? 3. How does Maslow’s theory relate to the idea of survival in Night?

4. Which component of survival are the prisoners most deprived of? 5. How does psychology help to explain the atmosphere that is created within Elie’s story?

6. How would you explain the contrast between living and survival?

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GRADE LEVEL: 9 LITERARY WORK: Night SUPPLEMENTARY WORK: “Minister of Propaganda Joseph Goebbels” Lesson 2: One class period Aim: How did the Nazis epitomize the evil and hypocrisy of the Holocaust? Common Core Standards: Standard Grade Standard Number RL. 9-10 1, 2, 3, 9, 10 RI. 9-10 1, 2, 3, 9, 10 W. 9-10 1, 3, 4, 10 SL. 9-10 1, 4, 6 L 9-10 1, 2, 3, 6 Instructional Materials: “Minister of Propaganda Joseph Goebbels” (Attachment 2) Motivation: Explain a quote on hypocrisy. “I won't insult your intelligence by suggesting that you really

believe what you just said.” ― William F. Buckley Procedures and Pivotal Questions: Students will paraphrase a quote on hypocrisy and share responses. Read and discuss the aim using the previous discussion to define the terms hypocrisy and

epitome. During the H.W. check, take a few moments to highlight a few examples of hypocrisy from

last night’s H.W. Highlight 2+ lines from the article. Students will share examples of Goebbels and Nazi hypocrisy. (Goebbels personally was not

anti-semitic, Goebbels claimed to love children but killed his own, Goebbels loved literature and writing but banned and burned books...)

Share responses to last night’s multiple choice questions on the Smart Board, highlighting textual evidence for each. Review techniques for carefully answering multiple choice.

Listening Activity - Take notes on other key Nazi villains. What are some details from the biographies of the other Nazi criminals that are clearly

hypocritical? Ticket Out the Door: Complete an assertion on Nazi hypocrisy? Summary: 1. What does it mean to epitomize hypocrisy? 2. How did Dr. Goebbels leave behind a villainous record due to being a hypocrite? 3. Why is it especially ironic to say that Goebbels may have been the greatest propagandist ever? 4. How were some of these other war criminals frauds? 5. Complete and turn in your ticket out the door on the way out.

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Extension Activity: Creatively write about the topic of hypocrisy.

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Attachment 2 “Minister of Propaganda: Joseph Goebbels”

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Born in the Rhineland (1897) Joseph had adoring parents, Friedrich, an accountant, and Maria, a housewife. He grew up as a handicapped child who was born with a club right foot. An operation to treat it left him with a noticeable limp. Joseph had few friends as a boy and was teased and ridiculed by his healthy peers. Most authors have viewed these childhood experiences as explaining his lack of morals, compassion and empathy for others. He withdrew from relationships and buried himself in books. Education: Joseph pursued his education during WWI. He was rejected by the army because of his handicap. He won a Catholic scholarship and graduated from the University of Heidelberg with a PHD in German literature (1921). He worked on his doctorate under Friedrich Gundolf, a noted Jewish literary historian. His degree made him the best educated NAZI leader. He was addressed as Dr. Goebbels. This was helpful in the Nazi’s early years by providing a cultured, educated front to Storm Trooper thugery. The Germans greatly respected university degrees. Journalism and Writing: Goebbels began a career writing novels, plays and poems, but failed to get any of his work published. He would later claim discrimination. The political turmoil in Germany led him to the fledgling or new NAZI party. NAZI Party: He became a NAZI after meeting Hitler (1924). He described his first meeting with Adolf Hitler in his diary, "Shakes my hand. Like an old friend. And those big blue eyes. Like stars. He is glad to see me. I am in heaven. That man has everything to be king." Hitler was impressed by Joseph too. He appointed Goebbels to the position of Nazi party leader in Berlin. Joseph soon founded the Nazi Party’s first magazine, Der Angriff (The Attack), and Hitler appointed him Director of Propaganda (1928). He proved extremely effective in marketing Hitler and the NAZI party, especially after the Depression. Goebbels developed what is arguably the first modern media campaign, using radio, film, and even parades. Putting Nazis to work in soup kitchens proved particularly effective. Overall, Goebbels skillful use of media played an important role in the NAZI seizure of power despite the existence of a free press. Establishing Control: Hitler was aware that after 10-years of freedom, it was impossible to convince most Germans that he was right. To do this, he had to gain control over public opinion. He charged Goebbels with making this happen. Goebbels ordered the Chief of German police, Heinrich Himmler, to arrest uncooperative media executives and confine them in concentration camps. This soon gave Hitler virtually complete control over all German media outlets. This should not be seen as entirely a matter of force. For example, the threat of losing one’s newspaper or job was a major factor. Still, the ease with which Goebbels accomplished this goal was astonishing, even to Hitler. Book Burnings: One of the 1st actions Goebbels organized was ritual book burnings across Germany (May 1933). It is startling to think that a man with a PhD in German literature oversaw this. Targeted were art and books with an "un-German spirit.” This… meant work produced by Jews and other “undesirables.” Also included were anti-war books and even Helen Keller's biography.

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Promoting NAZI Ideology: Goebbels was also responsible for aligning or fitting German culture with NAZI beliefs. Here control of the media was vital. Goebbels was able to ensure that no one in Germany could read or here any criticism of Hitler and the Nazis. At the same time, the media was used to put across the NAZI message in a persuasive way. Hitler was pictured as a perfect leader. Key NAZI ideas such as regaining lost German territory, military strength, and racial purity were spread. The news also shared positive stories of Nazi charity work. The people were told that Aryan German should rule the world and its inferior races. The implication of this, of course was war. The Propaganda Ministry, however, assured the German people, who feared another war that the NAZI military program was just a defensive one - & they believed it! Propaganda Methods: While Goebbels turned his brilliance to sinister purposes, there is no doubt that he had a keen or sharp understanding of mass psychology. He was an effective speaker. It is difficult for Americans to understand the almost hypnotic affect that Hitler had on German audiences. Listening to Hitler he does not seem at all appealing, but Goebbels as a speaker was second only to Hitler. Goebbels had an undeniable flare for showmanship. His staging of mass meetings and parades was flawless. Goebbels may well have been the master propagandist of all time. Experts have studied his methods to assess why he was so effective. Cover Up: Ironically, Goebbels showed no evidence of being anti-Semitic before joining the NAZI Party. He was mentored by a Jewish professor, had Jewish acquaintances, and loved certain Jewish authors. He was not a convinced anti-Semite and did not believe in the need to persecute Jews. He did see that his position and career required him to promote Hitler's anti-Semitic campaign. He organized the book burning and a campaign to eliminate Jewish influence in German cultural life. He became adept in hate-filled attacks on Jews and supervised the production of viciously anti-Semitic films. His propaganda campaign helped popularize NAZI ideology and created public attitudes necessary to launch the Holocaust. Goebbels’ diaries show that he was fully aware of the mass killings of Jews. He suggested that evidence of these killings be covered up to avoid persecution and to protect the reputation of the German people. The Goebbels Family & The End: Goebbels married Magda Friedlander (1931). Magda's stepfather was a Jewish man named Richard Friedlander and Magda took his last name. (Her stepfather was arrested and died in Buchenwald in 1939). The Goebbels had six children, five girls and one boy. The family was presented in NAZI movie newsreels as the ideal German family. The family was frequent visitors to Berchtesgarden (Hitler’s mansion) and the children referred to Hitler as "Uncle Adolf" and "Uncle Führer." Hitler even personally interceded to keep Goebbels and his wife together, when they were considering divorce. The children of course are best known because The Goebbels brought them to Hitler's Berlin bunker at the end of the War and poisoned them before committing suicide themselves alongside Hitler and his wife.

Adapted from http://histclo.com/bio/g/bio-goebels.html

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Directions: Please read each question carefully, locate the answers in the text, and choose the best answer for each. 1. Joseph had a challenging childhood because he:

A) was different from his peers B) had anger control issues C) had cruel, difficult parents D) lived in great poverty

2. Joseph’s college major became ironic later in life because he:

A) never found a job. B) worked for Hitler. C) held book burnings. D) never graduated.

3. When Joseph met Hitler a word to describe his feelings toward Hitler could be:

A) furious B) infatuated C) excited D) somber

4. Joseph put Nazis to work in ________________ to create feelings of _________.

A) soup kitchens . . . generosity B) homeless shelters . . .charity C) concentration camps . . . power D) the military . . . strength

5. Goebbels life is ironic for all of the following reasons except: he was . . .

A) handicapped B) a poet and writer C) friendly with Jews D) the best propagandist

6. Goebbels propaganda was effective in making Germans . . .

A) brain washed, zombies B) turn physically violent C) believe Hitler’s ideas D) want to go to war

7. It is clear that Joseph knew that Hitler was wrong for all of the following reasons except:

A) He did not agree with Hitler. B) He burned books. C) He wanted to hide their crimes. D) He had a Jewish mentor.

8. The word “thugery” in paragraph two is made up but most likely means…

A) brutality B) kindness C) anger D) attitude

A) Describe the Goebbels’ relationship with the Hitler family? What is your reaction to this? Dr. Goebbels is widely considered to be the greatest advertising and propaganda expert ever to have lived. Why? What is your opinion on this?

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GRADE LEVEL: 9 LITERARY WORK: Night SUPPLEMENTARY WORK: “The Milgram Experiment” Lesson 3: One class period Aim: Were the Nazis somehow different than average people in terms of how they blindly followed orders? Common Core Standards: Standard Grade Standard Number RL. 9-10 1, 2, 3, 9, 10 RI. 9-10 1, 2, 3, 5, 9, 10 W. 9-10 1, 4, 10 SL. 9-10 1, 4, 6 L 9-10 1, 2, 3, 6 Instructional Materials: “The Milgram Experiment” (Attachment 3) Motivation: Were the Nazis a different kind of people? Would they have had to have been different than

us to have committed so many atrocities? Show an historic video clip of Eichmann’s defense that he was simply following orders and

discuss. Procedures and Pivotal Questions: Review Motivation activity. Introduce and read the article on Milgram’s study on obedience to authority: “The Milgram

Experiment.” (Attachment 3) Students will answer the summary questions independently. Discuss Milgrim’s study and its findings. Group Work- Students will be responsible for discussing Milgrim’s theory and creating a

group assertion on obedience to authority. Groups will connect assertions to the struggles of particular characters. Students will identify

two key scenes where obedience led to survival and two key scenes where disobedience led to one’s demise. Obedient Characters: Elie, Mr. Wiesel, Bela Katz, Franek. . . Disobedient Characters: Juliek, Zalman, the Dentist, the Soup Victim...

Class discussion. Summary:

1. What is Milgrim’s theory on obedience to authority? 2. How does this theory help to explain the horrors of the Holocaust? 3. What lesson can we take from the Nazis relative absence from Elie’s memoir? 4. What was Eichmann’s defense? Is this a reasonable statement?

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Extension Activity: Locate a story from history or current events where obedience to authority was a major driving force. Print an article. Write a brief summary, and create an assertion on obedience to authority based on this event.

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Attachment 3 “The Milgram Experiment”

Public Announcement

WE WILL PAY YOU $4.00 FOR ONE HOUR OF YOUR TIME

Persons Needed for a Study of Memory

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One of the most famous studies of obedience in psychology was carried out by Stanley Milgram (1963). Stanley Milgram, a psychologist at Yale University, conducted an experiment focusing on the conflict between obedience to authority and personal conscience. He examined justifications for acts of genocide offered by those accused at the World War II, Nuremberg War Criminal trials. Their defense often was based on "obedience" - that they were just following orders of their superiors. The experiments began in July 1961, a year after the trial of Adolf Eichmann in Jerusalem. Milgram devised the experiment to answer the question "Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?" (Milgram, 1974). Milgram (1963) wanted to investigate whether Germans were particularly obedient to authority figures as this was a common explanation for the Nazi killings in World War II. Milgram selected participants for his experiment by advertising for male participants to take part in a study of learning at Yale University. The procedure was that the participant was paired with another person and they drew lots to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s confederates (pretending to be a real participant).

The learner (a confederate called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX). Milgram’s Experiment Aim: Milgram (1963) was interested in researching how far people would go in obeying an instruction if it involved harming another person. Stanley Milgram was interested in how easily ordinary people could be influenced into committing atrocities for example, Germans in WWII.

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Procedure: Volunteers were recruited for a lab experiment investigating “learning” (re: ethics: deception). Participants were 40 males, aged between 20 and 50, whose jobs ranged from unskilled to professional. At the beginning of the experiment they were introduced to another participant, who was actually a confederate of the experimenter (Milgram). They drew straws to determine their roles – leaner or teacher – although this was fixed and the confederate always ended to the learner. There was also an “experimenter” dressed in a white lab coat, played by an actor (not Milgram). The “learner” (Mr. Wallace) was strapped to a chair in another room with electrodes. After he has learned a list of word pairs given him to learn, the "teacher" tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices.

The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock). The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock. When the teacher refused to administer a shock and turned to the experimenter for guidance, he was given the standard instruction /order (consisting of 4 prods): Prod 1: please continue.

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Prod 2: the experiment requires you to continue. Prod 3: It is absolutely essential that you continue. Prod 4: you have no other choice but to continue. Results: 65% (two-thirds) of participants (i.e. teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts. Milgram did more than one experiment – he carried out 18 variations of his study. All he did was alter the situation (IV) to see how this affected obedience (DV). Conclusion: Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being. Obedience to authority is ingrained in us all from the way we are brought up. Obey parents, teachers, anyone in authority etc. Milgram summed up in the article “The Perils of Obedience” (Milgram 1974), writing: “The legal and philosophic aspects of obedience are of enormous import, but they say very little about how most people behave in concrete situations. I set up a simple experiment at Yale University to test how much pain an ordinary citizen would inflict on another person simply because he was ordered to by an experimental scientist. Stark authority was pitted against the subjects’ [participants’] strongest moral imperatives against hurting others, and, with the subjects’ [participants’] ears ringing with the screams of the victims, authority won more often than not. The extreme willingness of adults to go to almost any lengths on the command of an authority constitutes the chief finding of the study and the fact most urgently demanding explanation.” Methodological Issues The Milgram studies were conducted in laboratory type conditions and we must ask if this tells us much about real-life situations. We obey in a variety of real-life situations that are far more subtle than instructions to give people electric shocks, and it would be interesting to see what factors operate in everyday obedience. The sort of situation Milgram investigated would be more suited to a military context. Milgram's sample was biased: The participants in Milgram's study were all male. Do the findings transfer to females? In Milgram's study the participants were a self-selecting sample. This is because they became participants only by electing to respond to a newspaper advertisement (selecting themselves). They may also have a typical "volunteer personality" – not all the newspaper readers responded so perhaps it takes this personality type to do so. Finally, they probably all had a similar income since they were willing to spend some hours working for a given amount of money. Ethical Issues o Deception – the participants actually believed they were shocking a real person, and

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were unaware the learner was a confederate of Milgram's. o Protection of participants - Participants were exposed to extremely stressful situations that may have the potential to cause psychological harm. o However, Milgram did debrief the participants fully after the experiment and also followed up after a period of time to ensure that they came to no harm.

-Saul McLeod

What was the basis of Dr. Milgram’s study?

Why do you think Milgram conducted this experiment in response to the trial of Eichmann?

What lesson did Dr. Milgrim learn?

What does this study suggest about human nature?

How do the headings of this article add to a reader’s understanding of it?

Answer the question the author poses in lines 73 – 74. Do you think the findings of the study would have been different if there were female participants? Explain your answer.

How does this relate to the Holocaust?

Why didn’t Milgrim test his study in Germany?

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GRADE LEVEL: 9 LITERARY WORK: Of Mice and Men RESOURCE LIST:

1. Burns, Robert. “To a Mouse.” Poem. Poem

2. Coles, Robert, and Dorothea Lange. Dorothea Lange : Photographs of a Lifetime. Danbury: Aperture Foundation, 1985. Photographs

3. Cullen, Countee. “Incident.” Poem. Poem

4. Frost, Robert. “Nothing Gold Can Stay.” Poem. Poem

5. Genesis. In The Norton Anthology of World Masterpieces, Volume I. 6th edition. NY: W.W. Norton and Co., 1992. 49-69. Article

6. “Girl Moved to Tears by ‘Of Mice and Men’ Cliffs Notes.” <http://www.theonion.com/articles/girl-moved-to-tears-by-of-mice-and-men-cliffs-note,2029/> Article

7. Hughes, Langston. “Dream Deferred.” Poem. Poem

8. “John Steinbeck.” <http://www.biography.com/people/john-steinbeck-9493358?page=1> Article

9. Justice, Donald. “Incident in a Rose Garden.” Poem. Holt McDougal Literature: Teachers’ Edition Grade 9. Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 151-153. Poem

10. Roosevelt, Franklin D. "Inaugural Address," March 4, 1933. Online by Gerhard Peters and John T. Woolley, The American Presidency Project. <http://www.presidency.ucsb.edu/ws/?pid=14473> Speech

11. Uys, Errol Lincoln. Riding the Rails: Teenagers on the Move During The Great Depression. New York: Routledge, 2003. Excerpt from a book


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GRADE LEVEL: 9 LITERARY WORK: Of Mice and Men SUPPLEMENTARY WORK: “John Steinbeck” - Biography Lesson 1: Two class periods Aim:

How did John Steinbeck’s life inform his writing? Common Core Learning Standards: Standard Grade Standard Number RL. 9-10 1, 2, 3, 4 RI. 9-10 1, 2, 3, 4, 5, 6, 8 W. 9-10 1, 2, 4, 6, 7, 8, 9 SL. 9-10 2, 3, 6 L. 9-10 1, 2, 3, 4, 5, 6 Instructional Materials:

"John Steinbeck,” (Attachment 4 ) Multiple-choice questions (Attachment 5 ) Of Mice and Men, by John Steinbeck

Day 1: Motivation: Post images of authors we’ve read so far this year on the board or Smart Board. Some of these might include: Edgar Allan Poe, Richard Connell, Emily Dickinson, Elie Wiesel, Charles Dickens, S.E. Hinton, William Shakespeare, etc. Have students respond to the prompts: How important is it to know an author’s background or life history? How likely is an artist’s biography to impact his or her work? Include facts from authors you’re familiar with... Procedures and Pivotal Questions:

Debrief the motivational activity. Ex. Dickens went to Debtors’ Prison and experienced Victorian cruelty. Shakespeare was banished from Stratford-upon-Avon.

Review tips for active listening. Ask students to close their eyes. What do they notice about the classroom noises? (Teacher should walk around the room and make a noise.) Where am I in the room? How do you know that? (Teacher should say something in a certain tone.) How do I feel about what I just said? How do you know that? What do you have to rely on when listening to something?

Have students listen and take notes during the first reading. Distribute the multiple-choice questions and allow students five minutes to read and work

on them. Conduct the second reading as students take notes and work on their questions. Allow students five minutes to finalize their answers. Collect answers to be graded. Debrief activity.

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Summary: What stands out from Steinbeck’s bio? What makes his life as a writer unique? Why did he doubt his own talents? How did his life inform his work? Extension Activity: Complete reading chapter 1 of Of Mice and Men. Write a paragraph explaining how Steinbeck’s life may have influenced his writing. Day 2: Motivation: A) Using the Smart Board or a computer, show a brief video clip from Discovery Channel’s Deadliest Catch. - Ask students why people enjoy watching these types of programs. B) Then Post on the board or Smart Board: John Steinbeck studied and adored the Tales and Legends of King Arthur and the Knights of the Round Table. He believed, however, that learning about the lives of hardworking everyday people like factory workers, fisherman and farmers was just as important as learning about kings, queens and celebrities. Was he right? - Post related images too. Procedures and Pivotal Questions: Debrief the motivational activity. - Steinbeck believed that working people were responsible

for building America and deserved great respect. That is why he wrote about everyday people.

Review the multiple-choice questions from yesterday’s Task 1 on Steinbeck’s life. Provide students with the text from yesterday’s lesson. Ask students to identify and highlight

the evidence for each correct multiple-choice answer. Ask additional evaluative questions about the reading.

Review tips for eliminating incorrect answers, etc. Class discussion - How have we seen Steinbeck’s life story influence chapter 1 already? - He

worked on farms and ranches. The main characters are migrant farm laborers. They have been dismissed by the bus driver, the boss, previous ranchers, but Steinbeck presents them as important.

Summary: 1. How does Steinbeck’s bio and philosophy show up in the story of George and Lennie? 2. Is it accurate to say that the lives of working people are just as important as royals or celebrities? Extension Activity: Research a difficult job that you would like to know more about. Prepare a report on the challenges and rewards of this career.

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Attachment 4

John Steinbeck’s Biography

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John Steinbeck was born in Salinas, California in 1902. Salinas has been America’s farm country for over 100 years. Even today, the Salinas Valley is the center for Monterey County’s 3.8 billion-dollar agriculture industry. Due to its temperate, Mediterranean-like climate and fertile soils, the county has become the number one vegetable-producing region in the nation. The area supplies 80 % of America’s lettuce, artichokes, broccoli, spinach, strawberries, peppers, carrots and tomatoes to name a few. John Steinbeck grew up in a lower middle class family in Salinas farm country and he worked on farms and ranches during weekends and vacations from school. He once said, "We were poor people with a hell of a lot of land which made us think we were rich people.” Steinbeck's father was a county treasurer, and from his mother, who was a teacher, Steinbeck learned to love books. Among his early favorites were Dostoevsky's Crime and Punishment, John Milton's Paradise Lost, and his very favorite Le Morte d'Arthur, which are the tales of King Arthur and the Knights of the Round Table. After taking some classes in college, Steinbeck became interested in writing but knew that it would be tough to make a living at it. When work in California dried up, he moved to N.Y and became a construction worker helping to build the new Madison Square Garden. When his construction job ended, he found a job as a news reporter and his writing career began. John, however, was never afraid to work and get his hands dirty and his tough work ethic appeared in all of his stories. John Steinbeck, of course, grew to be one of America’s most celebrated and award-wining authors. He became famous for writing realism. These were a new style of stories that were gritty and real. They were about everyday, hard working people who struggled to get by in life. Steinbeck’s belief was that there was value in hard work and that laborers deserved respect, and before John wrote about it, he made sure to experience it. As a result, Steinbeck had a hard time keeping his family together. It is believed that his first wife left him because he spent many months as a fisherman in Mexico, before writing The Pearl. To him, a poor, struggling fisherman, a ranch hand, or a factory worker was just as important to learn about as celebrity or a King & Queen. This is why he wrote The Pearl, about impoverished Mexican fishermen, The Grapes of Wrath, about poor families leaving the Oklahoma Dust Bowl for California, Cannery Row, which is about people who do the messy work of canning fish in a factory for a living, and Of Mice and Men, which is about struggling, migrant farm workers. John appreciated the struggles that working people made in rebuilding our great country after the Great Depression, and he displayed this through his work. John Steinbeck won the Pulitzer Prize for Of Mice and Men in 1937, The Grapes of Wrath in 1939, and East of Eden in 1952. However, in 1962, he won the Nobel Prize for Literature – the World’s biggest prize in writing! In his later years, John moved to Sag Harbor in Long Island, N.Y. He continued to write in his beautiful writing cabin, overlooking Peconic Bay. His third wife Elaine helped to open

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the still famous Bay Street Theater on Long Island’s North Fork. One of John’s last jobs was reporting on the Vietnam War for Long Island, Newsday. John’s life was not without controversy. Some people blamed him for supporting the losing War in Vietnam, because he worked alongside helicopter gunners during the war. Others claimed he didn’t deserve winning the Nobel Prize, because they did not see his stories about working class people as important enough to deserve this honor. John Steinbeck disagreed and continued to work hard and to write about working people. Sadly though, he is often quoted as saying that he did not feel that he deserved the Nobel Prize. Many of his friends and family reported that John was dejected toward the end of his life. John Steinbeck passed away of a heart attack in N.Y.C. in 1968. Today John Steinbeck’s works continue to enjoy popularity. Many believe that they have helped working people to gain a bit more respect. They are taught in most every high school and college in the United States and are popularly read. His book East of Eden saw resurgence as the topic of Oprah’s book club, and he continues to sell thousands of books each and every year. Citation: “John Steinbeck.” <http://www.biography.com/people/john-steinbeck-9493358?page=1> Article.

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Attachment 5

1. Why is Salinas, California so important to America? A) It is a beautiful place to travel to. C) Most U.S. vegetables are grown here.

B) John Steinbeck was born here. D) It is the wealthiest county in the U.S.

2. John Steinbeck’s favorite story was: A) Of Mice & Men C) Crime & Punishment

B) Le Morte D’Arthur D) Travels with Charley

3. It is implied (suggested) that Steinbeck’s family was a bit short on money because: A) California is a very poor state. C) John’s father had troubles with banks.

B) John couldn’t become a writer. D) He worked on farms during his free time.

4. The entire passage really emphasizes that John Steinbeck: A) had a very strong work ethic C) was not very popular in his day.

B) was one of the best writers. D) became very wealthy and famous.

5. John Steinbeck’s style of writing can best be described as: A) creative & imaginative C) harsh but realistic

B) humorous & silly D) classic literature

6. John Steinbeck’s stories were different than most because they elevated: A) politicians C) working people

B) American issues D) families

7. What controversy did Steinbeck have to deal with later in life? A) He left his first wife. C) He died very young. B) His Nobel Prize Award D) He moved to Long Island.

8. Where did John move to later in life and who did he work for?

A) South Hampton…The N.Y. Times C) Sagaponak . . . The Herald B) Smithtown . . . The Wall St. Journal D) Sag Harbor…Newsday

9. Steinbeck’s family described him as dejected at the end of his life. Dejected most likely

means… A) sad and lacking confidence C) satisfied and accomplished B) happy, smiling and excited D) confused and seeming lost

10. Which quote best summarizes the theme of this passage?

A) “…he won the Nobel Prize for Literature – the World’s biggest prize in writing!” B) “Steinbeck’s works continue to enjoy popularity… taught in most every …school…” C) “Steinbeck’s belief was there was value in hard work…he made sure to experience it.” D) "We were poor people with… a lot of land which made us think we were rich people.”

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GRADE LEVEL: 9 LITERARY WORK: Of Mice and Men SUPPLEMENTARY WORK: “Incident” Lesson 2: One class period Aim:

How can seemingly minor events forever change a character’s mindset? Common Core Learning Standards: Standard Grade Standard Number RL. 9-10 1, 2, 3, 4, 5, 9, 10, 11 W. 9-10 1, 2, 3, 4, 10 SL. 9-10 1, 4 L. 9-10 1, 3, 4, 5, 6 Instructional Materials:

"Incident,” by Countee Cullen (Attachment 6) Think-Pair Share Worksheet (Attachment 7) Of Mice and Men by John Steinbeck

Motivation: Post the children’s rhyme quote on the board: “Sticks and stones may break my bones / But names will never hurt me...” Ask students to:

1. Write the quote down into their notes. 2. Reflect upon the quote and to interpret it in their own words. 3. Decide if they agree with the quote as they’ve interpreted it.


Debrief the motivation activity. What does this old children’s rhyme mean? Discuss: Is it true that name calling has little effect on our well-being? What sort of hurt

can insults cause? Which is longer lasting: physical or emotional pain? Why? If so many of us disagree with this old childhood adage, what is the purpose of adults passing it on?

Distribute Countee Cullen’s poem, “Incident” (Attachment 6). Explain how the title has been intentionally omitted in order to be filled in later. Explain how the poem will be read aloud once. Students will then read the poem individually and answer questions. Then they will Think-Pair-Share before a class discussion.

As students wrap up discussing the poem, reveal the actual title and its definition so they can discuss its significance and better connect it to Of Mice and Men. Class definition: A usually minor event that is subordinate to another. - TheFreeDictionary.com

Debrief activity on the board. Be sure students provide textual evidence to support their claims.

Summary:

1. What did the narrator experience in the poem? 2. How is structure used to impact the reader?

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3. How does diction help to express the power of the narrator’s emotion? 4. What is an ‘incident?’ How is an incident used as a central event in this poem? 5. What is a lesson that we can take away from “Incident?” 6. What are some incidents that have impacted the characters of the novella? 7. Is the childhood rhyme true: “Sticks and stones...?”

Ticket out the Door: What is an incident? Name one incident that changed a character from OMM? Sample Incidents: George nearly caused Lennie to drown, Lennie grabbed a woman’s dress in Weed County, Candy lost his hand in a machine, Curley’s Wife was rejected by Hollywood... Homework/Extension Activity: Write your own poem or story about a life-changing ‘incident.’

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Attachment 6

"Incident," by Countee Cullen

________________________ For Eric Waldron

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Once riding in old Baltimore, Heart-filled, head-filled with glee I saw a Baltimorean Keep looking straight at me. Now I was eight and very small, And he was no whit bigger, And so I smiled, but he poked out His tongue, and called me, “Nigger.” I saw the whole of Baltimore From May until December; Of all the things that happened there That’s all that I remember.

By Countee Cullen Poet of the Harlem Renaissance

Write a quick summary of what the narrator experienced.

A) How long was the narrator in Baltimore? B) Why is this significant to the poem?

How does the rhythm and rhyme affect the mood?

Diction is a writer’s choice of words. Underline at least three examples of diction that help the narrator to express his thoughts. What is the impact of these words? Explain below.

The children’s rhyme states: “Sticks & stones may break my bones, but names will never hurt me!” How does this idea relate to our poem?

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Attachment 7

Think-Pair-Share

1. Share your responses to the poem read in class. List at least two insights (big ideas) that you and your partner came up with.

2. Create a major theme or lesson that we can take away from this poem.

3. Remember: the title was left off. What do you believe would be a fitting title for this poem? Why?

Title:

Why:

4. What is the actual title? _____________________________

Class definition: A usually ___________ event that is _____________ to another.

* -source: TheFreeDictionary.com

5. How can this poem connect to the lives of two of our characters from Of Mice and Men?

List two details from the novella for each character.

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GRADE LEVEL: 9 LITERARY WORK: Of Mice and Men SUPPLEMENTARY WORK: “Incident in a Rose Garden” Lesson 3:

One class period Aim:

How can authors create a sense of mystery and suspense leaving readers in a state of apprehension?

Common Core Learning Standards: Standard Grade Standard Number RL. 9-10 1, 2, 4, 7, 10, 11 W. 9-10 2, 4, 9, 10 SL. 9-10 1, 4, 6 L. 9-10 1, 2, 4, 5, 6 Instructional Materials:

“Incident in a Rose Garden” by Donald Justice (9th grade text p. 151) Painting The back of a Man with a Rose - by Rene Margitte (9th grade text p. 151) Audio Anthology CD - provided with Teacher’s Edition text Poem analysis worksheet (Attachment 8) Of Mice and Men by John Steinbeck

Motivation:

View the painting The back of a Man with a Rose - by Rene Margitte (9th grade text p. 151)

Write down three observations about the painting. Review. What do you think the painter was trying to express in this painting? How do you know that?

Procedures and Pivotal Questions: Debrief the motivation. Looking back, list three examples of foreshadowing from George and Lennie’s story. What

are some strong examples of foreshadowing? Ex. - Grabbing a girl in Weed - Killing mice - Killing pups - Shooting Candy’s dog - Nearly drowning Lennie - Fight with Curley - Flirtation; temptation. Have students refer to textual evidence and explain. How did Steinbeck create a sense of mystery and suspense through foreshadowing? How did we know serious trouble was inevitable? Why are we left in great suspense even still? - Lennie is on the run following the death of Curley’s wife.

Have students open to page 151 in the textbook: Holt McDougal Literature: Grade 9. Explain how we will interpret and relate the poem to the ideas of mystery and suspense. The teacher will read the poem aloud then ask: Why are italics used in this poem? How many speakers appear? (Three: The gardener, Death and a Narrator)

Next, play the audio recitation of the poem from the CD.- Asks students to visualize the events.

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Students will reread the poem and sketch a dramatic scene visualized from the imagery of the text.

Application: In groups, ask students to review the poem and to analyze it together using the worksheet. (Attachment 8). Debrief as a class.

Summary: How has the poem left us in suspense? What can we predict will happen? How has Steinbeck also left us in limbo? Assuming the rose can represent death and temptation, where do we see this in OFMM? Why include the idea of a garden? (Eden, Calif., lost dreams)

Homework/Extension Activity:

Read the conclusion of Of Mice and Men. Write a reaction to the end. How does the book conclude with a sense of mystery?

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Attachment 8 “The Incident in a Rose Garden,” by Donald Justice

1. Share your individual, dramatic sketches. List a few ideas that stand out from what you’ve

each created.

2. List the three speakers that appear in this poem. Briefly list which role each plays.

3. Quote two lines illustrating how Death is presented.

4. Overall, how is Death personified?

5. See lines 27 and 28. How does the rhythm of the poem shift? What is the purpose of this change?

6. Check out the diction used in death’s final description on line 42. What word is used to describe the hand? Why do you think this is done?

7. Identify the ironic twist at the end of the poem. How are we left in suspense?

8. What might the rose symbolize in this context?

9. View the print of the painting on page 151 again. What is similar about this poem and the painting? How are the two different?

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GRADE LEVEL: 9 LITERARY WORK: Romeo and Juliet RESOURCE LIST:

1. Blake, William. “A Poison Tree.” Poem. Poem

2. Frost, Robert. “Dust of Snow.” Poem Poem

3. Hardy, Thomas. “Hap.” Poem. Poem

4. Logghe, Joan. “High School Graduation Pantoum.” Poetry in Three Dimensions. Cambridge: Educators Publishing, 2001. Print. Poem from a textbook

5. Maugham, Somerset W. “Death Speaks.” Poem

6. Orloff, John. “The Shakespeare Authorship Question.” The Huffington Post. 27 October 2011. Web. Article

7. Ovid. “Pyramus and Thisbe.” Myth

8. Pejakovic Diane. “8 Simple Steps to Good Decision Making - for Teens.” Noomii. Pair Coach, 2011.Web. Article

9. Phillips, Edward. The Mysteries of Love & Eloquence, Or the Arts of Wooing and Complementing. Washington, D.C.: Folger Shakespeare Library, 2013. Web. Article

10. “Renaissance Wedding Ceremonies.” Renaissance-Weddings.net. 2001. Web. Article

11. Shakespeare, William. Sonnets 18 and 130. Poems

12. Wheeler, Dr. Kip. The Chain of Being: Tillyard in a Nutshell. Jefferson City, TN: Carson-Newman University, 2013. Web. Article


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GRADE LEVEL: 9 LITERARY WORK: Romeo and Juliet SUPPLEMENTARY WORK: “8 Simple Steps to Good Decision-Making for Teens” Lesson 1: One class period Aim: How do the characters’ decisions contribute to the tragic ending of the play? Common Core Learning Standards: Standard Grade Standard Number RL. 9-10 1, 2, 3, 4, 7, 10 RI. 9-10 1, 2, 3, 4, 9, 10 W. 9-10 2, 4, 9, 10 SL. 9-10 1, 4, 6 L. 9-10 1, 2, 4, 6 Instructional Materials:

Character Cards (Romeo, Juliet, Friar Lawrence, Lord Capulet) “8 Simple Steps to Good Decision-Making for Teens” (Attachment 9) “Character’s Decision-Making Steps” “Romeo & Juliet: The Advice Column”

Motivation: Teacher will offer the students the opportunity to play Deal or No Deal (an abridged version) in order to earn extra credit points to be applied to the previous day’s quiz. The teacher will inform the students that they are taking a risk as some of the suitcases will contain point deductions rather than bonus points. If the class makes the decision to play for bonus points, the game will initiate. During the game the teacher will emphasize the risks they are taking and the fact that they are involved in a decision-making experience. Procedures and Pivotal Questions: The class will work as a unit in order to complete the Do Now. When relevant during the Do

Now, the teacher will reinforce the fact that the students are making hasty decisions, which may or may not result in careless choices. The teacher will also highlight the fact that they are taking risks.

The teacher will transition to the day’s Aim and Romeo and Juliet. The teacher will ask: o Why did you decide to take part in the game? Did you really think about it? o During the Do Now you were presented with a series of decision-making opportunities;

how would you rate your decision-making during the game? o Did any of you disagree with the decisions voiced by your peers at any point during the

game? Explain. o Would you have revised your strategy had you been playing for a million dollars instead

of bonus points? o What are your typical big decision-making strategies? o What decisions have the characters made thus far? o What strategies have the characters employed in their decision-making?

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o How would you rate the characters’ decisions/decision-making? o What factors influence the characters’ poor decision-making?

The teacher will present the definition of human error (the propensity for certain common mistakes by people; the making of an error as a natural result of being human). The teacher will ask: o Define fate. What is the role of fate in the play? o Define freewill. In what sense does freewill have a role in the play? o What characters are guilty of human error? o How could human error have been averted?

The teacher will distribute the “8 Simple Steps to Good Decision-Making for Teens” handout. The class will read through the article aloud. The teacher will ask: o Who is the target audience? o Why did she select teenagers as her target audience? o What sentence represents the author’s motivation in writing this piece? o What is the author’s main insight about decision-making? o Why is it important to Pejakovic to commit one’s thoughts to paper (i.e. steps 1, 2, 5) o What important decisions have you made recently? o Have you ever utilized any of the suggested steps in your decision-making? o Which step(s) do you believe is most important? Why?

The teacher will transition to the main activity of the lesson. Students will be instructed to turn their attention to the backside of the handout where they will walk through the “Simple Steps” from the perspective of a character known for his/her human error. They will use the process to thoroughly re-evaluate the characters’ major conflict in order to come to well though-out decisions. Students should imagine that the characters had the opportunity to go back in time and really consider the consequences of their actions. The students will complete steps 1-7, with step 8 being reserved for later in the period.

The teacher will announce the student groups and distribute the character cards assigned to each group. The students will receive approximately ten minutes to complete the activity. For the extent of the activity, the teacher will circulate the classroom in order to answer questions, provide feedback, check progress, and offer encouragement.

After approximately ten minutes, the class will debrief the activity. Students will be told to listen to their peers carefully as they will be expected to comment on their decision-making. Student groups will be called on to relate the initial steps (2-5) to the experience of their characters. All groups will voice steps 1, and 6-7. The teacher will ask questions that encourage further thought: o Why is this a problem for the character? o What characters might be able to provide good advice? Why? o Are there any other options that anyone could think of? o What step would have helped the character most? Why?

The teacher will collect one handout per group to be graded for a group grade. The class will review and discuss the Aim, Essential Question, and summary questions; the

homework will be explained. Summary: Define human error. In what sense are the characters guilty of human error? Explain.

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How can human error be averted? How might the 8 Steps have helped the characters avoid human error? In what sense may the play have been entirely different had the characters practiced sound

decision-making? How so? What themes are highlighted by the characters’ human error? Is Romeo (or any character) correct in saying “O I am fortune’s fool?

Extension Activity: Read Act 4, scene 2. Complete the “Romeo & Juliet: The Advice Column” handout.

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Attachment 9 8 Simple Steps to Good Decision-Making for Teens

Posted on February 27, 2011 by Ivana Pejakovic

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Although decision-making can seem scary, it is easier to tackle the big decisions with simple steps to follow. No one is born with awesome decision-making skills. It is a skill that needs to be learned and strengthened (but may not ever be perfected). This means the more often you make decisions the better you’ll get at it. It’s a difficult skill to perfect however, since the better you get at decision-making the more challenging problems you’ll face… While easier decisions (e.g., which shoes to wear with which top) don’t require a detailed planning process (or maybe it does?), decisions such as picking a university or college, moving out on your own, getting a job or just focusing on school, figuring out if your friends are true friends, or whether or not to report bullying or a crime you witnessed usually require more contemplation. Keep in mind there is no right or wrong answer to many of the dilemma’s you’ll face. As a result, you’ll have to make a choice depending on what you know about yourself, your situation in life, your needs and wants, and what you think will work best for you. To help you with difficult decisions, here are 8 steps you can follow. 8 important steps… 1. What is the problem you are facing? What is the problem to be solved (e.g., to have a part-time job or to focus on school)? Write it down so you are clear on what you are trying to resolve. Write down why you should solve this issue (e.g., what are your priorities). This step gives you an idea of how important this decision is. 2. Gather information. Ask for advice. Write down what you need to learn. Interview people (e.g., other students who worked and didn’t work while in school). What do others who have already been through this say? Gather information from valid sources (e.g., speak to your school counsellor about how many hours per week does school require and how many hours per week does a part-time job require). What are the facts? What is holding you back (e.g., fear you can’t handle both, bad habits, fear of responsibility, etc.). This step gives you objective (non-biased) and subjective (biased) information. 3. What is important to you? List your values (e.g., honesty, good grades, money, independence, etc.). What conditions do you want your choice to reflect (e.g., your family’s opinion)? 4. Brainstorm and write down your possible options. Come up with ideas and choices you can choose from (e.g., work 5 or 10 or 20 hours per week, do not work, work in summer time only, etc.). 5. What are the consequences (good and bad) of each choice? Use steps 2 and 3 to determine the pros and cons of each possible choice listed in step 4. Write these down in a table so you have all

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the data right in front of you. 6. Decide on the best choice for you. This is much easier after you go through the above steps. Rate your options if you have to. Rank order based on your research. Take a few days to think about it if you need to and then come back to your dilemma. 7. Create a plan and carry it out. When you have made your choice, create a plan of specific steps you will take. Carry out your plan. 8. Measure the results. This can only be done once you made your decision, carried out your plan, and received feedback (e.g., your report card, regular pay). How would you rate your decision? What about the steps you took? Are you still meeting the things important to you. What lessons did you learn? This is an important step for strengthening your decision-making skills. If you find your decision didn’t work out well the first time around, use what you learned when you go back to the drawing board and re-evaluate your choice. If the first choice didn’t turn out right, it doesn’t mean game over. Retrace your steps and start from the best place possible.

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STEP STEP INSTRUCTIONS CHARACTER’S IMPROVED DECISION-MAKING

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Clearly state one problem your character is presented with. Provide a quote (with citation) from the text in order to explain your character’s problem.

2 (a) Gather Information: Write down one fact the character needs to learn before coming to a logical decision.

(b) Seek Advice: Who could the character interview? List one character’s helpful advice for the character.

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(b)

3 List The Values: What is important to the character? List at least three of the character’s values.

4 Brainstorm Possible Choices: What are two possible alternatives (that represent sound decision-making) to the characters’ initial human error?

Option 1: Option 2:

5 Determine the Consequences: What is one consequence (good or bad) which could result from each option?

Consequence of Option 1:

Consequence of Option 2:

6 The Best Choice: Determine which option represents the best possible choice for your character. Explain.

7 Create a Plan: List the specific steps the character will need to take in order to successfully execute the plan.

1. 2. 3.

8 Measure the (Expected) Results: Comment on the supposed efficacy of another character’s plan.

I believe __________________________________plan ( would / would not ) work because…

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Directions: Write a one-page advice column to Lord Capulet regarding the decision he comes to in Act 4, scene 2, lines 23-24. Be sure to provide suggestions using your knowledge of the 8 Steps, to encourage him to consider different viewpoints, and to try to relate/appeal to him as much as possible. In order to fully understand the advice column genre, you may research “Dear Abby,” a long-time column originally written by Pauline Phillips in 1956. ______________________________________________________________________________

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JULIET CAPULET’S HUMAN ERROR

Choose One: (a) decision to marry Romeo (b) decision to use the potion

ROMEO MONTAGUE’S HUMAN ERROR Choose One: (a) decision to marry Juliet

(b) decision to kill Tybalt

FRIAR LAWRENCE’S HUMAN ERROR Choose One:

(a) decision to agree to marry Romeo and Juliet

(b) decision to give Juliet the potion

LORD CAPULET’S HUMAN ERROR Choose One:

(a) decision to arrange Juliet’s marriage

(b) decision to threaten Juliet into marriage

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GRADE LEVEL: 9 LITERARY WORK: Romeo and Juliet SUPPLEMENTARY WORK: “Death Speaks” Lesson 2: One class period Aim: How is fate characterized and brought to life in Maugham’s poem? Common Core Learning Standards: Standard Grade Standard Number RL. 9-10 1, 2, 4, 7, 10, 11 RI. 9-10 1, 2, 3, 4, 9, 10 W. 9-10 2, 4, 9, 10 SL. 9-10 1, 4, 6 L. 9-10 1, 2, 4, 5, 6 Instructional Materials:

“Death Speaks” (Attachment 10) Motivation: Share and respond to a story or stories that revolve(s) around an amazing twist of fate. Ex. Athlete, who almost didn’t go to Emory was saved by a kidney transplant from his coach- source: http://advancingyourhealth.org/transplant/tag/kidney-transplant-patient/ Procedures and Pivotal Questions: Share ideas emphasizing the concept of unavoidable fate. How has the concept of unavoidable fate been seen in Romeo and Juliet? (Prologue: “star-

crossed lovers,” reading the Capulet guest list, love at first sight, the balcony scene, etc.) Teacher distributes text and explains how the title has been intentionally left off. Teacher or a volunteer reads the free verse poem aloud. Review the term free verse. Students are directed to independently reread the poem and to respond to the analysis

prompts. Students are given a group worksheet. They fill in the title of the poem and are set out to

work cooperatively. Group Work- Partners analyze the title, characterization, irony, identify thematic / tonal

words, select a tone, and conclude with creating their own theme. Class Discussion: Share examples and themes aloud citing textual details. Summary: 1. Why was the servant so terrified by what occurred at the market? 2. How did learning the actual title shift your thoughts on this poem? 3. What are some lessons that we can take away from this piece? 4. How is fate characterized by Maugham?

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Extension Activity: Select one scene from Romeo and Juliet where fate appears as a strong force (almost as if fate is characterized). Sketch the scene to the best of your ability (computer generated work is fine). Quote two lines where fate is referenced. Write a summary caption explaining the role of fate. Note: Teacher might consider presenting a few options with page or scene numbers for Homework. Ex. Immediately following the Queen Mab speech, Romeo has a conversation with fate, comparing himself to a ship and fate to his captain.

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Attachment 10

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There was a merchant in Baghdad who sent his servant to market to buy provisions and in a little while the servant came back, white and trembling, and said, “Master, just now when I was in the market-place, I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture; now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me.” The merchant lent him the horse and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the market-place and he saw me standing in the crowd and he came to me and said, “Why did you make a threatening gesture to my servant when you saw him this morning?” “That was not a threatening gesture.” I said. “It was only a start of surprise. I was astonished to see him in Baghdad, for I had an appointment with him tonight in Samarra.”

-W. Somerset Maugham

Your Ideas: * Describe the servant’s behavior and reaction to what occurred in the market?

* Where is the servant now?

* Describe the conversation that the merchant has with the narrator down at the market? What does this mean to you?

* Who do you believe the narrator could be?

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Group Work Members: * The title of the poem is: ________________ _________________ 1. How does the title impact the meaning of the poem?

2. Characterize the narrator (woman in the market). - Use quotes and textual evidence. How does she behave?

What does she say?

Who do you believe she is? - Explain

3. How is irony used to make a point in this poem?

4. List five words which help to create a tone in this poem.

* Circle the overall tone and description which best fits this poem. Beneath your selected tone, provide language from the poem that supports your opinion. A. Inflammatory - Arousing passion or strong emotion, especially anger

B. Fatalistic - the doctrine or sense that all events are predetermined by fate and are therefore unalterable C. Skeptical - Marked by or given to doubt; questioning * Source: The Free Dictionary.com

5. Consider the responses of all of our characters: the servant, the merchant and the narrator. Then create a theme that we can take away from this poem?

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GRADE LEVEL: 9 LITERARY WORK: Romeo and Juliet SUPPLEMENTARY WORK: “The Chain of Being: Tillyard in a Nutshell” Lesson 3: One class period Aim: How does Shakespeare incorporate the Renaissance worldview of “the chain of being” into his drama? Common Core Learning Standards: Standard Grade Standard Number RL. 9-10 1, 2, 4, 7, 9, 11 RI. 9-10 1, 2, 3, 4, 9, 10 W. 9-10 2, 4, 9 SL. 9-10 1, 4, 6 L. 9-10 1, 2, 4, 6 Instructional Materials:

“The Chain of Being: Tillyard in a Nutshell” (Attachment 11) Motivation: Take out your reading from last night’s homework. (Attachment 11) What is the Renaissance belief in a “chain of being?” What ideas really stood out from last night’s reading? - Share responses from last night’s homework. Procedures and Pivotal Questions: Discuss and share correct answers to last night’s reading questions as a class. Ask additional

clarifying and evaluative questions regarding the style and language of the article. As a class: Create a Chain of Being for Verona. The major characters in the play will be

ordered according to the concept from Wheeler’s article. Students will sketch and create a visual chain. Prince Escalus will be placed at the top of the chain. The servants will be placed on the bottom. - Art supplies can be provided.

How does the Turning Point of the play illustrate the idea that the Chain of Being has been altered or broken? (Mercutio’s death)

Group Work: - Take two quotes from two different highlighted passages of Wheeler’s article. Clearly describe the implications of the quotation within the article. Define any necessary words. Explain how each quote can be connected to the plot of Romeo and Juliet. Eg. Moral Ramifications: “It becomes a moral imperative for each creature to know its

place in the Chain of Being...without striving to rise above its station or debasing itself through bad behavior.” Tybalt was punished for his fiery attitude and for slaying Mercutio.

Class Discussion: Share ideas aloud prior to turning in class work. Summary: 1. What is the Chain of Being? 2. Why would such a concept be popular during Shakespeare’s time?

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3. What might it take to restore order to the universe following Mercutio’s demise? 4. How will fate play a role? Extension Activity: Complete study guide questions for Act 3, scene 1.

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Attachment 11

“The Chain of Being: Tillyard in a Nutshell”

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The medieval and Renaissance world inherited a special worldview, the idea of a universe ordained by God that was built upon stages of life. "The Great Chain of Being" describes the structure to life on Earth as an interconnected chain of greater and lesser links. Each link in the Chain was an individual species of being, creature, or object. Those links higher up on the Chain possessed greater intelligence, mobility, and capability than those lower down on the Chain. Accordingly, the higher links had more authority over the lower links. For instance, plants only had authority and ability to rule over minerals, from which they could draw power from and grow upon them, while the minerals and soil supported them. Animals--higher on the Chain of Being--were thought to have natural authority over both plants and minerals. For instance, horses could trample the rocks and earth; they could also eat plants. Humans in turn possessed greater power than other animals, and could rule over the rest of the natural world, uprooting weeds and planting gardens, digging up metals and shaping them into tools, and so on. Likewise, spiritual beings like angels and God had greater ability than man, and could rule over and control humanity as well as the rest of the animals and the inanimate world. The unifying principle holding the Chain together was based on two key ideas: #1 rational order, and #2 divine love. Every being in creation was thought to have its place within this Chain, which entailed a certain degree of authority and a certain degree of responsibility to the rest of the Chain. As long as each being knew its place and did its destined duty for the rest of the Chain, all would be well in the world. The Chain as a whole:

God Angels Humans Animals Vegetables Minerals God: At the top of the Chain of Being was God who could stand outside the physical limitations of time. God possessed the spiritual attributes of reason, love, and imagination, like all spiritual beings, but God alone possessed the divine attributes of omnipotence, omniscience, and omnipresence. God serves as the model of authority for the strongest, most virtuous, most excellent type of being. Angelic Beings: Pure of spirit, angels had no physical bodies. In order to enter the world, angels built temporary bodies out of particles of air. Medieval and Renaissance theologians believed angels possessed reason, love, imagination, and--like God--stood outside the physical limits of time. They possessed sensory awareness unbound by physical organs, and they used language. They lacked, however, the divine attributes of omnipotence, omniscience, and omnipresence of God, and they simultaneously lacked the physical passions experienced by humans and animals. Humanity: occupied a unique position on the Chain of Being, straddling the world of spiritual beings and the world of physical creation. Humans possessed divine powers of reason, love, and imagination. Like angels, humans were spiritual beings, but unlike them, human souls were "knotted" to a physical body. As such, they were subject to passions and physical sensations--pain, hunger, thirst, sexual desire--just like other animals lower on the Chain. They also possessed the powers of reproduction unlike minerals and rocks lowest down. Humans had a very difficult position, balancing the divine and the animalistic parts of their nature. Humans,

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however, were also capable of intellectual sin and physical sins such as lust and gluttony if they let their animal appetites overrule their divine reason. Humans of course relied on: sight, touch, taste, hearing, and smell. Unlike angels, however, their senses were limited by physical organs. (They could only know things through their senses.) The human primate was the King. Animals: Animals, like humans higher on the Chain, were animated (capable of independent motion). They possessed physical appetites and sensory attributes, the number depending upon their position within the Chain of Being. They had limited intelligence and awareness of their surroundings. Unlike humans, they were thought to lack spiritual and mental attributes such as immortal souls and the ability to use logic and language. The primate of all animals (the "King of Beasts") was thought to be either the lion or the elephant. Birds ranked above fish, because they soared the skies. However, each subgroup of animals also had its own primate, an avatar superior in qualities. Plants: Plants possessed the ability to grow in size and reproduce. However, they lacked mental attributes and had no sensory organs. Instead, their gifts included the ability to eat soil, air, and "heat." (Photosynthesis was poorly understood in these times.) Plants had greater tolerances for heat and cold, and immunity to the pain that afflicts most animals. The primate of plants was the oak tree. In general, trees ranked higher than shrubs, shrubs ranked higher than cereal crops, and cereal ranked higher than herbs, ferns, and weeds. At the very bottom of the botanical hierarchy, was fungus and moss, which were barely above the level of minerals. However, each plant was also thought to be gifted with various edible or medicinal virtues unique to its own type. Minerals: Creations of the earth, the lowest of elements lacked the plant's basic ability to grow and reproduce and lacked mental attributes and sensory organs found in beings higher up. Their unique gifts, however, were typically their unusual solidity and strength. Many minerals, in fact, were thought to possess magical powers, particularly gems. Moral Ramifications: It becomes a moral imperative for each creature to know its place in the Chain of Being and fulfill its own function without striving to rise above its station or debasing itself through bad behavior. A human who is as gluttonous as a pig has allowed the lower, bestial instincts in his nature to supersede his divine capability of reason. He is guilty of fleshly or carnal sin, and denies the rational, spiritual aspect of his nature. Likewise, a human who attempts to rise above his social rank does so through arrogance, pride, or envy of his betters. Here, the error is an intellectual or spiritual sin. Political Ramifications: The belief in the Chain of Being meant that monarchy was ordained by God and important to the very structure of the universe. Rebellion was a sin not only against the state, but against heaven itself, for the king was God's appointed deputy on earth, with semi-divine powers. King James I himself wrote, "The state of monarchy is the supremest thing upon earth: for kings are not only God's Lieutenants upon earth, and sit upon God's throne, but even by God himself they are called Gods." An ideology so extreme is difficult to imagine today. Europeans literally believed that if a King was murdered (regicide.) This would disrupt the order of the entire universe. Nature: including people, animals and weather would behave abnormally. Revenge would have to be taken for order and balance to be restored to every day life. Conversely, the King has a moral responsibility to God and his people. In return for his absolute

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power, he is expected to rule his subjects with love, wisdom, and justice. To do otherwise is to abandon those natural qualities that make a noble fit to rule in the first place. Misusing regal authority is a perversion of divine order.

Other Concepts Related to The Great Chain of Being: The Four Humors (Emotions): #1: Yellow Bile (or Choler): causes anger and irritability #2: Black Bile (or Tears): causes melancholy, sadness #3: Blood: causes excitement, energy, happiness, sexual arousal #4: Phlegm: causes lethargy, boredom The Astrological Ranks: Sun Moon Planets Stars Four Key Elements: #1: Fire: Its alchemical spirit is the Salamander. #2: Air Its spirit is the Sylph. (an invisible spirit) #3: Water Its spirit is the water nymph #4: Earth Its spirit is the Gnome.

The Great Chain of Being God

Angels Kings/Queens Archbishops

Dukes/Duchesses Bishops

Marquises/Marchionesses Earls/Countesses

Barons/Baronesses Abbots/Deacons

Knights/Local Officials Priests/Monks

Pages Messengers

Merchants/Shopkeepers Tradesmen

Yeomen Farmers Soldiers/Town Watch Household Servants

Tennant Farmers Shepherds/Herders

Beggars Actors

Thieves/Pirates Gypsies Animals

Birds Worms Plants Rocks

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Questions: Select the best answer for each question. Look back at the text to find evidence for each.

1. According to paragraph one, the idea of higher and lower links is meant to show: A) the size of different groups C) the strength of all categories B) the authority of certain groups D) the interconnectedness of all

2. According to lines 17-20:

A) Finding a set job is difficult. C) Every being must serve its role. B) Fate is hard to understand. D) Beings and nature are opposites.

3. The statement: “God alone possessed the spiritual attributes…” suggests that God is:

A) Almighty C) Ironic B) Isolated D) Content

4. People and angels were viewed to be most different because:

A) People can breathe. C) Human own items. B) People are thinkers. D) Humans feel pain.

5. The idea in line 35, that humans were “straddling the world…” suggests that people:

A) are spiritual animals C) are quite confused B) are always exploring D) are ever changing

6. The term “primate” is apparently used to identify the:

A) great apes C) humans B) strongest D) divine

7. The least important plant species was believed to be:

A) oaks C) moss B) ferns D) roses

8. The benefits of plants and minerals could include:

A) money & food C) nature & splendor B) happiness & beauty D) magic & medicine

9. The main idea in lines 68-74 is that:

A) People who try to grab power are wrong. C) Sins must be punished by society. B) Pigs are animals that eat too much. D) It is important to act thoughtfully.

10. Kings and Queens were viewed as closet to:

A) Nature C) Power B) God D) Justice

11. Which humor can apparently cause people to feel sleepy? A) Blood C) Phlegm B) Yellow Bile D) Black Bile

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12. Based on their spirits, which of the four elements seems to be most connected to nature? A) Water C) Fire B) Earth D) Air

13. The placement of actors on The Great Chain of Being suggests that actors:

A) were not well respected C) were difficult to categorize B) lived exciting lives D) were very special people

14. Overall, the structure of The Great Chain of Being can be described as:

A) Chronological C) Argumentative B) Hierarchical D) Examples

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GRADE LEVEL: 9 LITERARY WORK: To Kill a Mockingbird RESOURCE LIST:

1. Angelou, Maya. “Caged Bird.” Poem. Holt McDougal Literature: Teachers’ Edition Grade 9. Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 264-265. Excerpt from a

2. Angelou, Maya. “I Know Why the Caged Bird Sings.” Autobiography Excerpt. Holt McDougal Literature: Teachers’ Edition Grade 9. Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 254-263. Excerpt from a novel

3. Bombara, Toni Cade. “Blues Ain’t No Mockin Bird.” Poem. Holt McDougal Literature:

Teachers’ Edition Grade 9. Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 950-961. Poem

4. Brinkley, Douglas. “Rosa Parks.” Biography Excerpt. Holt McDougal Literature: Teachers’ Edition Grade 9. Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 292-297. Excerpt from a biography

5. Churcher, Sharon. "Don't mention the mockingbird! The reclusive novelist who wrote the

classic novel that mesmerised 40 million readers." Mail Online. Associated Newspapers Ltd, 26 June 2010. Web. 8 Aug. 2013. Article

6. Cullen, Countee. “Incident.” Poem.

7. Dove, Rita. “Rosa.” Poem. Holt McDougal Literature: Teachers’ Edition Grade 9.

Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 298-299. Poem

8. Gladwell, Malcolm. “The Courthouse Ring - Atticus Finch and the Limits of Southern Liberalism.” The New Yorker. 10 Aug. 2009. <http://www.newyorker.com/reporting/2009/08/10/090810fa_fact_gladwell> Article

9. “Gossiper” Chicken Soup for the Teenage Soul. <http://www.inspirationalstories.com/cgi-bin/printer.pl?245> Excerpt from a book

10. Linder, Douglas O. “The Trial of ‘The Scottsboro Boys’.” Web. <http://law2.umkc.edu/faculty/projects/FTrials/scottsboro/SB_acct.html> Article

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11. King Jr., Marin Luther. "I Have a Dream" (speech, Washington, DC, August 28, 1963), Holt McDougal Literature: Teachers’ Edition Grade 9. Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 660-669. Speech

12. “The Origins of Jim Crow.” Jim Crow Museum of Racist Memorabilia. Ferris State University, 2012. Web. 8 Aug. 2013. Article

13. Plessy v. Ferguson – Case Brief Summary. <http://www.lawnix.com/cases/plessy-ferguson.html> Case Summary

14. Roethke, Theodore. “My Papa’s Waltz.” Poem. Holt McDougal Literature: Teachers’ Edition Grade 9. Orlando, Fla.: Houghton Mifflin Harcourt, 2012. 748-751. Poem

15. Schwartz, Maryland. A Southern Belle Primer: Or Why Paris Hilton Will Never Be a Kappa Kappa Gamma. New York: Broadway Books, 2006. Book

16. Sexton, Anne. “Courage.” Poem

17. Terkel, Studs. “‘Why I Quit the Klan’- an Interview with C.P. Ellis.” Interview. <http://www.cjournal.info/CJO/terkelEllisIntervu.htm> Interview


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GRADE LEVEL: 9 LITERARY WORK: To Kill a Mockingbird SUPPLEMENTARY WORK: “I Have a Dream” Lesson 1: Two class periods Aim:

How can a powerful, well developed argument move people to act? Common Core Learning Standards: Standard Grade Standard Number RI. 9-10 1, 2, 3, 4, 5, 6, 8, 9, 10 W. 9-10 1, 3, 4, 9, 10 SL. 9-10 1, 3, 4, 5, 6 L 9-10 1, 2, 4, 6 Instructional Materials:

“Can a Dream Change the World” (9th grade text p. 660) “Meet the Author”(9th grade text p. 661) “I Have a Dream,” by Dr. Martin Luther King (9th grade text p. 662-669) Handout: Argument and Rhetorical Devices (Attachment 12) Handout: Rhetorical Structure and Devices (Attachment 13)

Day One: Motivation: “Can a Dream Change the World” - Before Reading - Show the introductory video trailer at the publisher’s web site thinkcentral.com. Have students open to page 660 in the text and read and respond to the pre-reading QUICKWRITE prompt in their notebooks. Procedures and Pivotal Questions:

Debrief the motivation. How can what begins as a “simple dream” transform the country and the world? What is a dream you have that can improve the world? - Share and discuss.

Have a volunteer read the brief, “Meet the Author” bio on p.661. Distribute the handout Argument and Rhetorical Devices (Attachment 12). Complete the

fill-in notes for Argument as a class. Begin reading “I Have a Dream,” and identify Dr. King’s main argument through his use

of evidence and his opening claim in the first two paragraphs. Day Two: Motivation: Create an answer to an accurate claim. Sample: Today we have the technology to feed everyone in the world, but many people still go hungry. Sample answer: We should use our technology to make sure that starving people are fed.

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Procedures and Pivotal Questions: Debrief the motivation. How can a solid claim lead you into creating a strong argument?

(It makes sense, is logical, etc..) Pre-teach key vocab. from Dr. King’s speech highlights on page 661 of the text. default,

inextricably, legitimate... Fill in the notes on rhetorical structure and devices as a class (Attachment 13). Continue tracing out Dr. King’s argument and use of rhetoric through page 665 as a class. With a partner, finish tracing out Dr. King’s argument and use of rhetorical devices.

Explain the What? How? Why? Strategy. Students will identify rhetorical devices in King’s speech (What?). Then students will record the line numbers and quotations (How?). Finally, students will determine the effect of the rhetorical device (Why?).

Summary: Day One:

What makes a solid argument? What was Dr. King’s claim from his famous speech? Day Two:

What are the three major rhetorical devices used by Dr. King? Why were they so effective? What are some quotes that are especially powerful?

Homework/Extension Activity: Day One: * Develop an argument for your own dream. Write down at least five pieces of evidence to support your claim. Day Two: * Write your own “I Have a Dream Speech” using Dr. King’s speech as a model. Include three rhetorical devices.

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Attachment 12

Argument and Rhetorical Devices

The Elements of an Argument: You’ve heard the word argument all your life. It suggests heated discussions by people with strong feelings and loud voices. However, in formal speaking and writing, an argument is meant to take a position and to express a point of view on an issue. A solid argument is supported by facts and evidence, not emotions. The two major components of an argument are:

#1 the claim - the writer or speaker’s _________________ (position) on an issue.

#2 the support - valid reasons and relevant and sufficient ______________ (evidence).

Strategies for Reading an Argument:

* Look for the claim. Start by looking for clues in the title. The claim is usually made in the introduction but is often driven home strongly in the conclusion. Ask yourself, what does the evidence tell me about this speaker’s point of view?

* Track the evidence. Convincing arguments contain a great amount of evidence and tend to be long. To keep track of how the writer or speaker develops his or her argument, jot down his or her claims and support. Be sure to include facts, statistics, examples, and quotes from experts. Then analyze the overall believability or credibility of the argument. Let’s try it! _________________________________________________________________

“I Have a Dream” by Dr. Martin Luther King, Jr.

What is Dr. King’s Claim?

What is his opening support?

What evidence does he use throughout his speech?

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Attachment 13

Rhetorical Structure and Devices

We are going to look at three different popular techniques that appear in many arguments.

#1 Repetition: Repeating certain words and phrases ______________ (emphasizes) certain ideas. It also creates a rhythm and helps to make key ideas _________________. (memorable)

Ex.

#2 Parallelism: Using similar grammatical _________________ (constructions) to express ideas that are ______________ (related) or ____________ (equal) in importance. This also can help to create a ______________. (rhythm)

Ex.

#3 Analogy: Making a ________________ (comparison) between two subjects that are __________ (alike) in some way.

Ex.

Directions: Review King’s speech and identify rhetorical devices use in the speech and explain the effect of each.

What? How? Why?

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GRADE LEVEL: 9 LITERARY WORK: To Kill a Mockingbird SUPPLEMENTARY WORK: “I Know Why the Caged Bird Sings” Lesson 2: Two class periods Aim:

How can a person teach and inspire others through simple acts and words of kindness? Common Core Learning Standards: Standard Grade Standard Number RL. 9-10 1, 2, 3, 4, 5, 9, 11 RI. 9-10 1, 2, 3, 4, 10 W. 9-10 2, 3, 4, 5, 9, 10 SL. 9-10 1, 4 L 9-10 3, 4, 6 Instructional Materials:

“I Know Why the Caged Bird Sings,” by Maya Angelou (9th grade text page 256-263) “Meet the Author” (9th grade text page 255) Character Analysis (Attachment 14) Read Aloud-Share Aloud work sheet (Attachment 15)

Day One: Motivation: What is a mentor? What are the qualities of a good mentor? - Before Reading - Show the introductory video trailer at the publisher’s website thinkcentral.com. Have students open to page 254 in the text and read and respond to the pre-reading QUICKWRITE prompt in their notebooks. Procedures and Pivotal Questions:

Debrief the motivation. What are some good examples of mentors? What makes these people such trusted role models? - Share and discuss.

Have a volunteer read the brief, “Meet the Author” bio on page 255. Title analysis p. 256 - What does the title mean? What does it suggest? (a person who

gained knowledge... caged suggests trapped, etc.) Stress the point that this is an autobiography.

We are going to start by analyzing the characterization of the narrator’s role model, Mrs. Flowers. Let’s review the elements of characterization? (Appearance, Words, Actions, Thoughts, What others say...)

Read through p. 258 using the Popcorn method, pausing to clarify vocabulary and to ask questions.

Look back at the last paragraph on p. 256 and do a targeted reading. Discuss how Mrs. Flowers’ smile is key to her characterization.

Fill in characterization charts.

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Day Two: Motivation: How important is your neighborhood in influencing who you are and who you will become? Procedures and Pivotal Questions: Debrief the motivation. Share ideas. How is Mrs. Flowers unique within this community?

How is her influence so special on Marguerite? How does she offer a different path in life to Marguerite? Emphasize that this is Maya’s autobiography.

Pre-teach key vocab. on p. 261 of the text. clarity, infuse... Pop Corn reading for pages 259-261 pausing to clarify and ask questions. Have students group up and do a Read Aloud - Think Aloud focusing on Flowers’

characterization and her impact on the narrator. After reading each passage, the readers share their thoughts, as the group members take notes. After each section, switch readers.

Have students conclude by doing a targeted reading of lines 110-129 on p. 261 and lines 183-end on p. 263.

Summary: Day One:

How is Mrs. Flowers characterized so far? What makes her special and different from the rest of Marguerite’s neighbors? What about her makes her a role model? Why is the narrator nervous around her? How does she compare/contrast with Atticus Finch?

Day Two: How did Mrs. Flowers influence Marguerite forever? What about her character is

everlasting? What did she do for Maya that no one else had ever done? What is a lesson we can take from this? What connections can we make to To Kill a Moockingbird?

Homework/Extension Activity: Day One: * Write a journal about a mentor who has helped to make you a better person through seemingly simple acts of kindness. Day Two: * Revise your journal turning it into a finished story on your mentor.

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Attachment 14

Character Analysis

Name: ________________________________ (sketch character in middle)

WORDS: APPEARANCE:

* *

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THOUGHTS:

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ACTIONS:

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Narrator‘s Description (What Others Say / Reputation):

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Attachment 15

Read Aloud-Think Aloud

Think Aloud Notes: (Write a few notes from each “Think Aloud.”)

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*

*

*

*

* Targeted reading #1: page 261 lines 110-129

What does this passage reveal about the conflict that is developing for Marguerite? How does this relate to the conflict she is already experiencing?

*Targeted reading #2: page 263 and lines 183-end Write down two quotes showing that Angelou is reflecting on this experience years later as an adult. Briefly explain each quote. 1.

2.

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GRADE LEVEL: 9 LITERARY WORK: To Kill a Mockingbird SUPPLEMENTARY WORKS: from “Rosa Parks,” by David Brinkley and “Rosa,” by Rita Dove Lesson 3: One class period Aim:

How can dignity help people to accomplish their goals? Common Core Learning Standards: Standard Grade Standard Number RL 9-10 1, 2, 4, 5, 7, 10 RI. 9-10 1, 2, 3, 4, 7, 10 W. 9-10 2, 3, 4, 9 SL. 9-10 1, 2, 4, 6 L 9-10 3, 4, 5, 6 Instructional Materials:

from “Rosa Parks,” by David Brinkley (9th grade text page 294-297) “Rosa,” by Rita Dove (9th grade text page 298) “Meet the Authors” (9th grade text page 293) “After Reading” (9th grade text page 299)

Motivation: Think:Pair:Share: What is dignity? Pair up with your neighbor and create a quick list of people (real or imaginary) who have dignity. Procedures and Pivotal Questions:

Debrief the motivation. What does it mean to have dignity? What are some examples of people or characters who have dignity? Share and discuss.

Have a volunteer read the brief, “Meet the Authors” bio on page 293. Before Reading - Show the introductory video trailer at the publisher’s web site

thinkcentral.com. What do we know about Rosa Parks? Share ideas. Stress the point that Brinkley’s piece

is a biography that gives insight into the person Rosa Parks, not the legend. We are going to focus on how Rosa Parks is characterized in two different pieces: a

biography and a poem. Let’s review the elements of characterization? (Appearance, Words, Actions, Thoughts, What others say...)

Read the biography, selecting volunteers for each paragraph, pausing to clarify vocabulary and to ask questions. Focus on how Brinkley characterizes Parks as strong and dignified.

Have a volunteer read the poem aloud. Stop to discuss and clarify. Have students in triads complete the comprehension, text analysis and comparing genres

on separate paper using the textbook page 299.

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Summary: How is Rosa Parks characterized in each piece? How is she humanized? How does her

strength and dignity shine through? How does this relate to To Kill a Mockingbird? Which character is she like? How so?

Homework/Extension Activity: * Write your own poem on a person of dignity.

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GRADE LEVEL: 10 LITERARY WORK: The Catcher in the Rye RESOURCE LIST:

1. “100 Banned Books.” <http://www.youtube.com/watch?v=DxqbRRQtaLc> Video

2. Aguayo, Terry. “Miami-Dade School Board Bans Cuba Book.” New York Times. 19

June 2006. <http://www.nytimes.com/learning/teachers/featured_articles/20060619monday.html> Article

3. American Museum of Natural History. <http://www.amnh.org>

Website

4. Banned Books Week. Website. <http://www.bannedbooksweek.org>

5. Brooks, Gwendolyn. “We Real Cool Seven at the Golden Shovel.” <http://www.poets.org/viewmedia.php/prmMID/15433> Poem

6. Burns, Robert. “Comin’ thro the Rye.”<http://www.poetryfoundation.org/poem/173057>

Poem

7. “Central Park.” <http://www.centralparknyc.org> Short Story

8. Couric, Katie. “Katie Couric’s Notebook: 'Banned Books Week' (CBS News Online)” 26

October. 2007. <http://www.youtube.com/watch?v=_Ok5e7lf4bQ> Video Clip

9. Frost, Robert. “Nothing Gold Can Stay.”

<http://www.poets.org/viewmedia.php/prmMID/19977> Poem

10. Gilman, Charlotte Perkins. “The Yellow Wallpaper.”

<http://www.gutenberg.org/files/1952/1952-h/1952-h.htm> Short Story

11. Joel, Billy. “Angry Young Man.” 2000 Years the Millennium Concert. 2 May 2000.

Song

12. New York City’s MTA Website: <http://new.mta.info/nyct> Website

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13. Pickhardt, Carl E. Ph.D., “Rebel with a Cause: Rebellion in Adolescence.” 6 December 2009. Psychology Today. Web. 15 July 2013. <http://www.psychologytoday.com/blog/surviving-your-childs-adolescence/200912/rebel-cause-rebellion-in-adolescence> Article

14. Rockefeller Center. <http://www.rockefellercenter.com>

Website

15. Swift, Taylor. “Never Grow Up.” Speak Now. 25 October 2010. Song

16. Tyler, Anne. “Teenage Wasteland.” 1941.

<http://faculty.weber.edu/jyoung/Electronic%20Reserve%203400/Teenage%20Wasteland.pdf> Short Story

17. Vizzani, Ned. “Advice: Teen Angst? Nah!” New York Times Magazine. 17 May 1998.

<http://www.nytimes.com/1998/05/17/magazine/advice-teen-angst-nah.html> Article


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GRADE LEVEL: 10 LITERARY WORK: The Catcher in the Rye SUPPLEMENTARY WORK: Banned Books Website and Videos NY Times Article: “Miami-Dade School Board Bans Cuba Book” Lesson 1 One- Two Class Periods Lesson: In this lesson students view two videos focused on informing the public about banned books and Banned Books Week. A class discussion will ensue followed by an examination and defense of various positions in the argument over a book ban in the Miami-Dade school system. As an extension activity students can then write a letter to the Miami-Dade school board expressing their opinion about the issues raised in the debate. Aim:

In what ways can improving our knowledge about banned books help future readers? Common Core Learning Standards: Standard Grade Standard Number RI. 10 1, 2, 4, 5, 6, 7, 8 W. 10 3, 4, 7, 8 SL. 10 1, 2, 3, 4, 6 L 10 1, 4, 5, 6 Motivation: Show students the short video 100 Banned Books.

<http://www.youtube.com/watch?v=DxqbRRQtaLc> and conduct a class discussion using the following questions:

o What does it mean if a book is banned? o On what grounds might a book be banned? o Who makes the decision regarding book banning? o Did any of the titles in the short video surprise you? Why do you think they are

banned? Show students the second short video “Katie Couric’s Notebook: 'Banned Books Week' (CBS

News Online)” <http://www.youtube.com/watch?v=_Ok5e7lf4bQ> and continue the class discussion using these questions:

o Why was Banned Books week created? o Do you think there are any books that are banned at your school?

Instructional Materials: Video: 100 Banned Books. <http://www.youtube.com/watch?v=DxqbRRQtaLc> Video: “Katie Couric’s Notebook: 'Banned Books Week' (CBS News Online)”

<http://www.youtube.com/watch?v=_Ok5e7lf4bQ> Article: “Miami-Dade School Board Bans Cuba Book.” New York Times. 19 June 2006.

<http://www.nytimes.com/learning/teachers/featured_articles/20060619monday.html> (Attachment 1)

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Website: Banned Books Week. <http://www.bannedbooksweek.org> Procedures and Pivotal Questions: As a class, read and discuss the article “Miami-Dade School Board Bans Cuba Book”

(Attachment 1). Use the following questions to check for understanding: o What is the subject of the book being removed from the Miami-Dade County school

libraries? o Why is the book is deemed “deceptive” by the objecting parent? o How did the school board vote, and who did it oppose in deciding to ban the book? o For what grade levels is the book intended? o What is the purpose of the series in which the book is included? o What is the Pioneers? o What event takes place on July 26 in Cuba, and why might critics object to its

portrayal as a “carnival where people dance and sing”? o Why might the portrayals of the people and events be considered misleading? o Who is Rudy Crew, and how does he defend the book series? o Who is Juan Amador, and what is the basis of his argument against the book? o What action was taken following Mr. Amador’s request to remove the book? o What is the position of the American Civil Liberties Union, and what action does it

plan to take in this case? o What does Howard Simon imply by calling the book ban an “embarrassing black

eye for Miami-Dade County”? o Why does Agustin Barrera support the book ban?

Explain to students that they will further explore the issues presented in the article through a

“fishbowl” discussion. Pre-select students to be grouped together for this activity. Pose 1-2 questions for each group and set a time limit for each group:

o Should parents be allowed to influence what books are made available in public school libraries, or should those decisions be left to the school teachers, librarians and administrators?

o Should the American Civil Liberties Union get involved with the Miami-Dade case? Why or why not?

o Should schools made decisions based mainly on academic concerns, personal issues or politics? Does one always take precedence over the others? In what sorts of cases might one of these considerations be most pressing?

o To what degree might the call for the ban increase interest in the book, “Vamos a Cuba”?

o How might the book ban benefit and/or damage the school and community? o Should children’s books be expected to address all issues related to their subject? Is

it acceptable for children’s books to simplify or gloss over certain issues? What sorts of issues is it not acceptable for children’s books to simplify?

Summary: Are there books in your school library that you feel present an idealistic or unrealistic view of

life in your community or country? If so, would you support having them banned? How might your knowledge of banned books help future students/readers?

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Extension Activity:

Explore the website <http://www.bannedbooksweek.org>. There are many videos, articles and ways to celebrate Banned Books Week. These may inspire creative ways for students to participate in their school.

Have students write letters to the Miami-Dade County school board expressing their opinion about the issues covered in the article and discussed in class.

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Attachment 1 Miami-Dade School Board Bans Cuba Book June 19, 2006 By TERRY AGUAYO

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MIAMI, June 15 — A children's book about Cuba will be removed from Miami-Dade County school libraries because a parent objected to its contents, saying it contains deceptive information and paints an idealistic picture of life in Cuba. The Miami-Dade School Board voted 6 to 3 on Wednesday to ban the book, "Vamos a Cuba," and its English version, "A Visit to Cuba," from its libraries, against the recommendation of two review committees and the school system's superintendent. The book is part of a 24-book series for children in kindergarten through second grade that teaches about travel around the world and different cultures. The other 23 books will also be removed, though the board received no complaints about them. The cover of the book shows smiling Cuban children in the uniform of the Pioneers, the Communist youth group to which every Cuban student must belong. The 32-page book describes July 26, a Cuban national holiday that celebrates a historic day in Fidel Castro's revolution, as a carnival where people dance and sing. Critics also found misleading a page reading, “People in Cuba eat, work, and go to school like you do.” “This is a very simplistic portrayal of all of the countries in the series because it's intended for our youngest readers,” said Joseph Garcia, a spokesman for Miami-Dade County Public Schools and Superintendent Rudy Crew. “Complex subjects like Communism are not addressed.” But Juan Amador, the parent who made the complaint, said the book depicted Cuba as a paradise. “It portrays a life in Cuba that does not exist and omits a lot of facts,” Mr. Amador said. “Such a book should not be accessible to our children.” The controversy began several months ago when Mr. Amador's daughter Yilen, a fourth grader at Marjory Stoneman Douglas Elementary, took the book home. Mr. Amador, a former political prisoner in Cuba, was offended by its contents and requested that it be removed from his daughter's school. The request was reviewed by two committees, one at the school level and one at the district level. Each committee recommended keeping the book, and Mr. Crew affirmed that decision. But Mr. Amador appealed to the school board. The school system owns 49 copies of the book, first bought in 2001. The book, found in 33 Miami-Dade elementary schools, and the others in its series will be replaced as soon as possible with another series of books, Mr. Garcia said. Howard Simon, executive director of the American Civil Liberties Union of Florida, said the ban violated the First Amendment and pointed out that the book was optional reading material and not a required textbook. The A.C.L.U. plans to file a lawsuit next week to challenge the decision. “This is a throwback to the kind of politics we saw in Miami a few decades ago in which the war against Castro was played out as a war against the First Amendment in Miami,” Mr. Simon said. “It's a self-inflicted embarrassing black eye for Miami-Dade County.” But it is not a matter of politics, said Agustin Barrera, the board chairman, who voted to remove the book. It should be taken off the shelves simply because it does not accurately represent life in Cuba, he said. “We want it replaced with a book that talks about the facts of what Cuba is today,” Mr. Barrera said. “Cuba is a dictatorship, and we want the material in our libraries to be factual, not misrepresented.”

Published in the Education section of The New York Times on June 16, 2006

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GRADE LEVEL: 10 LITERARY WORK: The Catcher in the Rye SUPPLEMENTARY WORK: “The Yellow Wallpaper” - Charlotte Perkins Gilman Lesson 2: One Class Period Lesson: This lesson focuses on depression as an illness and how it can be depicted in various forms of literature. This lesson can be taught midway through The Catcher in the Rye or after students have completed the work. Students can discuss the various authors’ treatment of the illness within their literary work while practicing close reading techniques. Aim: How can we closely read passages in order to identify and write about a controlling idea between two literary works? Common Core Learning Standards: Standard Grade Standard Number RL. 10 1, 2, 4, 5, 6, 7, 8 W. 10 3, 4, 7, 8 SL. 10 1, 2, 3, 4, 6 L. 10 1, 4, 5, 6 Motivation:

Describe Holden’s mental state at this point in the novel. Cite examples from the text to support your claim.


Regents Task 3 using an excerpt of “The Yellow Wallpaper” and a poem entitled “The Walls of Depression” (Attachment 2)


Distribute the Task 3 Packet (Attachment 2) to the students and begin discussing/ reviewing close reading strategies.

Close Reading Techniques

Underline/ Highlight key details (anticipate what the important information is in the passage)

Write questions/ comments in the margins (question what you don’t understand and comment on what you do understand)

Identify unknown vocabulary (use context clues to figure out a word’s meaning) Identify literary elements (theme, setting, characterization, conflict, plot, figurative

language) Find the deeper meaning behind the text (think beyond the text by analyzing the

author’s diction)

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Instruct students to closely read passage one using these techniques. Have students then complete the multiple choice questions that correspond to passage one.

Repeat the process for passage two and review the answers to the multiple choice.

Next, direct students to read the writing prompts. Ask students to comment on how their close reading notes may be helpful in completing these tasks. Have students begin working on the writing components of Task 3.

Summary:

How did close reading prove helpful to you today? In what ways was depression depicted similarly in the two passages? In what ways was it

different? How does the poet and Gilman compare to Salinger’s treatment of depression in his

novel? Extension Activity:

Write a well-developed paragraph in which you use ideas from either Passage I or II and The Catcher in the Rye to establish a controlling idea about depression. Develop your controlling idea using specific examples and details from both Passage I or II and The Catcher in the Rye.

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Attachment 2 THE CATCHER IN THE RYE

TASK 3 PRACTICE Directions: On the following pages read Passage I (an excerpt from a short story) and Passage II (poem) about depression. You may use the margins to take notes as you read. Answer the multiple-choice questions on the answer sheet provided for you. Then write your two short constructed responses.

Passage I

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…John is practical in the extreme. He is a physician, and PERHAPS--(I would not say it to a living soul, of course, but this is dead paper and a great relief to my mind)--PERHAPS that is one reason I do not get well faster.

You see he does not believe I am sick! And what can one do?

If a physician of high standing, and one's own husband, assures friends and relatives that there is really nothing the matter with one but temporary nervous depression--a slight hysterical tendency--what is one to do?

My brother is also a physician, and also of high standing, and he says the same thing.

So I take phosphates or phosphites--whichever it is, and tonics, and journeys, and air, and exercise, and am absolutely forbidden to "work" until I am well again.

Personally, I disagree with their ideas. Personally, I believe that congenial work, with excitement and change, would do me good. But what is one to do?

I did write for a while in spite of them; but it DOES exhaust me a good deal--having to be so sly about it, or else meet with heavy opposition.

I sometimes fancy that my condition if I had less opposition and more society and stimulus--but John says the very worst thing I can do is to think about my condition, and I confess it always makes me feel bad.

So I will let it alone and talk about the house…I don't like our room a bit. I wanted one downstairs that opened on the piazza and had roses all over the window, and such pretty old-fashioned chintz hangings! but John would not hear of it.

He said there was only one window and not room for two beds, and no near room for him if he took another.

He is very careful and loving, and hardly lets me stir without special direction.

I have a schedule prescription for each hour in the day; he takes all care from me, and so I feel basely ungrateful not to value it more.

He said we came here solely on my account that I was to have perfect rest and all the air I could get. "Your exercise depends on your strength, my dear," said he, "and your food somewhat on your appetite; but air you can absorb all the time." So we took the nursery at the top of the house.

It is a big, airy room, the whole floor nearly, with windows that look all ways, and air and sunshine galore. It was nursery first and then playroom and gymnasium, I should judge; for the windows are barred for little children, and there are rings and things in the walls.

The paint and paper look as if a boys' school had used it. It is stripped off--the paper--in great patches all around the head of my bed, about as far as I can reach, and in a great place on the other side of the room low down. I never saw a

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worse paper in my life.

One of those sprawling flamboyant patterns committing every artistic sin.

It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide--plunge off at outrageous angles, destroy themselves in unheard of contradictions.

The color is repellent, almost revolting; a smoldering unclean yellow, strangely faded by the slow-turning sunlight.

It is a dull yet lurid orange in some places, a sickly sulphur tint in others. No wonder the children hated it! I should hate it myself if I had to live in this room long.

There comes John, and I must put this away,--he hates to have me write a word.

…John is away all day, and even some nights when his cases are serious. I am glad my case is not serious! But these nervous troubles are dreadfully depressing.

John does not know how much I really suffer. He knows there is no REASON to suffer, and that satisfies him. Of course it is only nervousness. It does weigh on me so not to do my duty in any way!

I meant to be such a help to John, such a real rest and comfort, and here I am a comparative burden already! Nobody would believe what an effort it is to do what little I am able,--to dress and entertain, and other things.

It is fortunate Mary is so good with the baby. Such a dear baby! And yet I CANNOT be with him, it makes me so nervous.

I suppose John never was nervous in his life. He laughs at me so about this wall-paper!

…I wish I could get well faster.

But I must not think about that. This paper looks to me as if it KNEW what a vicious influence it had! There is a recurrent spot where the pattern lolls like a broken neck and two bulbous eyes stare at you upside down.

I get positively angry with the impertinence of it and the everlastingness. Up and down and sideways they crawl, and those absurd, unblinking eyes are everywhere. There is one place where two breadths didn't match, and the eyes go all up and down the line, one a little higher than the other…And it is like a woman stooping down and creeping about behind that pattern. I don't like it a bit. I wonder--I begin to think--I wish John would take me away from here!

It is so hard to talk with John about my case, because he is so wise, and because he loves me so. But I tried it last night. It was moonlight. The moon shines in all around just as the sun does. I hate to see it sometimes, it creeps so slowly, and always comes in by one window or another. John was asleep and I hated to waken him, so I kept still and watched the moonlight on that undulating wall-paper till I felt creepy. The faint figure behind seemed to shake the pattern, just as if she wanted to get out. I got up softly and went to feel and see if the paper DID move, and when I came back John was awake.

"What is it, little girl?" he said. "Don't go walking about like that--you'll get cold."

I though it was a good time to talk, so I told him that I really was not gaining here, and that I wished he would take me away….{Excerpted and adapted from The Yellow Wallpaper by Charlotte Perkins Gilman}

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Passage II

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The Walls of Depression You built these walls around you To try to encage yourself Turning your back on the world Forever refusing all help Your fears they surrounded you Devoured all your soul Left you broken into pieces Impossible to be made whole Your tears they became rivers Until they drowned your body And you just let yourself lie Dying in your own folly The depression it destroyed you Left you empty and closed off Until all memories of us You simply forgot Every night I came to your prison Trying to get you free Trying to reach you But you no longer saw me So I come tonight once again But not to set you free I come to say goodbye But you can’t even hear me Now these bars surround us Behind them we die They keep in our dark secrets We recoil inside They lock all our emotions Then throw away the key The world outside aches for us But the bars don’t let us see We build them to get away Thinking there we will rest But these bars slowly kill us They’re just cages for the depressed We’ll rot in these cells we’ve made We’ll tie up ourselves in chains Because the reason we’re behind these bars {Excerpted and Adapted from an Anonymous poet} Is because inside we’ve gone insane http://www.poems-andquotes.com/dark/poems.php?id=379097

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Multiple Choice Directions: Answer each of the following multiple choice questions based on your reading of Passage I: The Yellow Wallpaper by Charlotte Perkins Gilman.

1. What is John’s profession? A) Lawyer B) Writer C) Dentist D) Physician

2. The primary fixation for the narrator is

A) the passage of people across the lawn

B) the immovable bed C) the wallpaper D) John’s kind words

3. “The Yellow Wallpaper” is written as a

A) series of notes B) dialogue between John and a

physician C) stream of consciousness D) flashback

4. The protagonist suffers from

A) intense headaches B) nervous depression C) cancer D) scarlet fever

5. What does John prevent the narrator from

doing? A) reading B) writing C) painting D) walking

6. What is one major similarly between the

narrator’s room and the wallpaper’s pattern? A) they are both chaotic B) they both do not let in sunlight C) they both have bars D) they both have windows

7. Which of the following is NOT seen by the

narrator within the wallpaper? A) broken necks B) unblinking eyes C) a woman creeping D) vicious animals

8. The woman within the wallpaper who “seemed to shake the pattern, just as if she wanted to get out” (lines 58-59) symbolically represents

A) the narrator B) the husband C) Mary D) the baby

Directions: Answer each of the following multiple choice questions based on your reading of Passage II which is a poem entitled “The Walls of Depression” by an anonymous poet.

9. The subject of the poem seems to be suffering from

A) a broken heart B) heart disease C) depression D) a headache

10. The speaker uses all of the following

imagery to describe how the suffering individual remains isolated EXCEPT

A) walls B) river C) bars D) prison

11. What is the change that takes place in lines

21-24? A) the speaker is giving up B) the suffering individual is cured C) the suffering individual is dying D) the speaker is free

12. The mood of this poem can best be

described as A) lonely B) tense C) soulful D) melancholy

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Directions: Answer the two remaining multiple choice questions based on your reading of Passage I and Passage II.

13. The narrator in “The Yellow Wallpaper” and the suffering individual in the poem both experience a

A) feeling of being trapped by their mental illness

B) feeling of being misunderstood by their family and friends

C) sense of longing for the past D) sense of relief when their

depression is cured

14. As seen in line 23 of the poem the speaker’s attitude and actions toward the suffering individual contrasts the attitude and actions of ___________________ in “The Yellow Wallpaper.”

A) the brother B) the husband C) Mary D) the baby

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Short-Response Questions Directions:

15. Write a well-developed paragraph in which you use ideas from both Passage I (the poem) and Passage II (the short story excerpt) to establish a controlling idea about depression. Develop your controlling idea using specific examples and details from both Passage I and Passage II. 16. Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by one of the authors. Using specific details from either Passage I (the poem) or Passage II (the short story excerpt), in a well-developed paragraph, show how the author uses that element or technique to develop the passage.

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GRADE LEVEL: 10 LITERARY WORK: The Catcher in the Rye SUPPLEMENTARY WORK: Websites: New York City’s MTA, Central Park, Rockefeller

Center, The Museum of Natural History Lesson 3: Two Class Periods Lesson: Web Quest: Catching Holden in NYC- Pairs of students will research information about transportation and specific landmarks in New York City using the links provided in the web quest. Using the information discovered, students will create a travel brochure on New York City depicting each landmark and providing information obtained through research. If students complete this assignment after finishing the novel, they can be even more creative and shape the brochure from Holden’s perspective. Aim: How can we travel on a virtual tour of New York City to gain insight into Holden’s character?

Common Core Learning Standards: Standard Grade Standard Number RL. 10 3, 5 RI. 10 1, 2, 4 W. 10 1, 4, 7, 8 SL. 10 1, 2, 3, 4 L. 10 1, 2, 3, 4 Instructional Materials:

Index cards containing class partnerships and directions to the web quest Computers with internet access (See Attachment 3 for a model of the web quest) Web Quest Questions (Attachment 4)

Motivation:

Ask students: Have you been to New York City? Did you travel with friends or family? Have you ever navigated around the city on your own?

Explain to students that today we will be taking a virtual tour of the sites Holden Caulfield visits on his journey through New York City.

Procedure/ Pivotal Questions:

Have tables arranged so groups of partnered students can work comfortably. Place index cards on desks to indicate partnerships and provide directions to the web

quest. (For example, the teacher may have it linked to his/her own website or on a shared drive)

Once all students have signed on to the computers and have located the web quest, have a student read the Introduction, Task, and the Process aloud.

Distribute Web Quest Questions and have students begin the web quest. Facilitate student

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learning. During Day 2 of the process, help student partnerships create a brochure for NYC

based on the research obtained the day before. Encourage partnerships to determine what information should and should not be included in the brochure. Again, if students have begun reading the novel or have finished it, the product can be altered so that it reflects Holden’s perspective on these landmarks.

Summary:

Discuss something new that you learned about the famous sites and attractions in New York City through our virtual tour.

How does this information help inform us before reading the novel? or Discuss Holden’s perception of these famous sites and attractions as they compare with

your own perception. How does Holden’s character evolve as a result of traveling through the city?

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Attachment 3 Catching Holden in New York City A Web Quest for 10th Grade English

Introduction

Imagine exploring the streets of New York City on your own. As a teenager, chances are you haven’t traveled through the city alone and you might find it quite difficult. In J.D. Salinger’s novel The Catcher in the Rye, the teenage protagonist has the “street smarts” necessary to go on a journey through New York City alone.

Pretend that your friend is planning his first trip into the city and you would like to help your friend by creating a New York City brochure for him to use while traveling. You have already decided on the specific landmarks and transportation information you will include in your brochure.

Task

You and your partner will research information about transportation and specific landmarks in New York City using the links provided for you in this web quest. Using the information you have discovered, you will then create a travel brochure on New York City depicting each landmark and providing information you’ve obtained through your research.

Process

Day 1 • You and your partner will research the following websites and answer the questions in

your web quest packet pertaining to transportation and landmarks in New York City. Remember to take detailed notes since you will need them to create your travel brochure tomorrow!

Central Park

American Museum of Natural History

Rockefeller Center 1

Rockefeller Center 2

Transportation in Manhattan

Day 2 • You and your partner will create a travel brochure on New York City using a Microsoft

Publisher Template. Today you will need the detailed notes you recorded on transportation and landmarks to successfully complete this assignment.

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Evaluation

Your travel brochure will be evaluated using this rubric.

Exemplary Accomplished Developing Beginning

DESIGN LAYOUT

The brochure is in landscape view with three columns and well organized information.

The brochure is in landscape view with three columns and generally organized information.

The brochure is in landscape view with three columns and somewhat organized information.

The brochure is not in landscape view and does not contain three columns and lacks organized information.

SPELLING AND

GRAMMAR

All words are spelled correctly and proper grammar is used.

Most words (especially high- frequency words) arespelled correctly and most grammar is correct.

Most words are spelled correctly (some high- frequency words are incorrect) and some grammar is correct.

Some words are spelled correctly (a large number of high frequency words are incorrect) and grammar errors are frequent.

COMPLETION OF

BROCHURE

The brochure is totally Complete.

The brochure is mostly Complete.

The majority of the brochure is complete.

The brochure lacks most of the requirements.

GRAPHICS/ CLIP ART

The cover has a title and all columns include appropriate graphics.

The cover has a title and most columns include appropriate graphics.

The cover has a title and some columns include appropriate graphics.

The cover has a title and few columns include appropriate graphics.

CONTENT

The brochure contains appropriate written information about New York City and demonstrates a clear understanding of the researched material.

The brochure mostly contains appropriate information about New York City and demonstrates a working knowledge of the researched material.

The brochure some of the time contains appropriate information about New York City and demonstrates some conceptual understanding.

The brochure rarely contains appropriate information about New York City and demonstrates inconsistent recall of facts and understanding of concepts.

Conclusion

After learning about the specific landmarks and various forms of transportation available in New York City try asking yourself why you think J.D. Salinger may have used this as the setting for his novel. What could you anticipate happening to a teenage boy on his own in New York City?

Based on a template from The Web Quest Page

<http://webquest.org/index.php>

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Attachment 4

Web Quest: Catching Holden in NYC Research Questions

Directions: Answer each question based on the information you obtain through the web quest and the linked websites. Central Park:

1. Approximately how long has this area of Manhattan been a “park”? How large is the area?

2. Name two statues found in Central Park and provide some information about them. 3. Name two movies that have been shot in Central Park. 4. What sporting activities take place in Central Park? 5. Provide information about the carousel that can be found in Central Park.

American Museum of Natural History

6. Name two exhibits one may visit at the museum and describe them. 7. If a friend of yours was planning a visit to the museum what information might they

need? (ex: hours of business) 8. Name two permanent exhibitions on display at the museum and what floor they are found

on. 9. What is the Rose Center?

Rockefeller Center

10. Rockefeller Center is home to what other landmarks and organizations? 11. Discuss some the history of Rockefeller Center (ex: who is it named after? how big is it?

etc.) 12. What is a favorite seasonal activity at Rockefeller Center? During which season is this

done? Transportation in Manhattan

13. Name several modes of transportation (ways of traveling) in NYC. 14. Name two bridges or tunnels one can use to enter Manhattan. 15. Describe the subway map. 16. Do you think it would be easy or difficult for you or any 16 year-old to get around in the

city? Explain your answer.

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GRADE LEVEL: 10 LITERARY WORK: Fahrenheit 451 RESOURCE LIST:

1. Anderson, M.T. Feed. Cambridge, MA: Candlewick Press, 2002. Print. (Excerpt) Poem

2. Arnold, Matthew. “Dover Beach.” < http://www.poemhunter.com/poem/dover-beach>

3. Bulfinch, Thomas. Bulfinch’s Mythology: The Age of Fable or Stories of Gods and Heroes. 1855. Mythological information on the phoenix and the salamander. <http://www.greekmythology.com/Books/Bulfinch/B_Chapter_36/b_chapter_36.html>

4. Dickinson, Emily. “We Grow Accustomed to the Dark.”

<http://www.poemhunter.com/poem/we-grow-accustomed-to-the-dark/> Poem

5. Faber & Faber. <http://www.faber.co.uk/about/>

6. Feldman, Noah. “Should the Internet Change Free Speech?” Newsday. 28 September

2012. <http://www.newsday.com/opinion/oped/feldman-should-the-internet-age-change-free-speech-1.4054058> Article

7. “Guy Fawkes.” History Learning Site. <http://www.historylearningsite.co.uk/Guy-Fawkes.htm> Article

8. Holy Bible: New International Version. The Book of Ecclesiastes 3:1, Revelations 22:2. Biblica, 2011. Biblegateway.com Web. 10 August 2013. < http://www.biblegateway.com/passage/?search=Ecclesiastes+1&version=NIV> Religious Text

9. Johnston, Amy E. “Ray Bradbury: Fahrenheit 451 Misinterpreted. L.A.’s August

Pulitzer honoree says it was never about censorship.” 30 May 2007. <http://www.laweekly.com/2007-05-31/news/ray-bradbury-fahrenheit-451-misinterpreted/>

Article

10. Kutcher, Ashton. “Has Texting Killed Romance.” Harper’s Bazaar. 8 December 2010. <http://www.harpersbazaar.com/magazine/feature-articles/ashton-kutcher-relationships-interview-0111>

Article

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11. “Propaganda.” 2011. 10 August 2013. <http://www.propagandacritic.com> Website

12. Townsend, Robert. B. “What is Propaganda?” 2002. 10 August. 2013. < http://www.historians.org/Projects/GIRoundtable/Propaganda/Propaganda8.htm>

Website

13. Vonnegut, Kurt. “Harrison Bergeron.” 1961. <http://www.wordfight.org/bnw/bnw-unit_packet.pdf> Short Story


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GRADE LEVEL: 10 LITERARY WORK: Fahrenheit 451 SUPPLEMENTARY WORK: Websites on Propaganda Lesson 1: Two – three class periods Lesson: After reading Fahrenheit 451 students are introduced to propaganda techniques and then must identify examples in the literary text. Students discuss the examples, and explore the use of propaganda in popular culture. Next, students explore the similarities between the propaganda techniques used in the literary text and in popular culture to explain the commentary the text is making about contemporary society. Finally, students write a persuasive essay in support of a given statement. Aim: What is propaganda, and how can it be used as a powerful tool in society? Common Core Learning Standards: Standard Grade Standard Number RL 10 1, 2, 10 RI. 10 2, 4, 5, 7, 8 SL. 10 1, 2, 4 L 10 1, 4, 6 W. 10 1, 2, 4, 8 Motivation: Show students an image of President Obama’s campaign posters (suggestion: “Hope” poster)

and ask the students to think about the message(s) it conveys. Encourage students to scrutinize all aspects of the image.

Instructional Materials: Townsend, Robert. B. “What is Propaganda?” 2002. Website.

<http://www.historians.org/Projects/GIRoundtable/Propaganda/Propaganda8.htm> “Propaganda.” Website. 2011. 10 August 2013. <http://www.propagandacritic.com> Propaganda Techniques Used in Fahrenheit 451 teacher generated chart (Attachment 5) Political Election Advertisements (Links can be found here:

http://www.readwritethink.org/files/resources/lesson_images/lesson405/2008PoliticalWebSites.html

Propaganda Techniques Used in Online Political Ads teacher generated chart (Attachment 6) Procedures and Pivotal Questions: Day 1 Transition from the motivation into a discussion about political propaganda. Ask students to

think about the reasons leaders and organizations might employ propaganda. Students discuss their thoughts and opinions of propaganda while building on their existing knowledge using information from the website “What is Propaganda?”

Discuss how propaganda is a powerful tool when combined with mass media.

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Review examples of propaganda using the “Propaganda” website and discuss the ideas and examples with the students.

In pairs or small groups, have the students fill out the Propaganda Techniques Used in Fahrenheit 451 chart (Attachment 5) a. Identify an example of each type of propaganda technique used in the text b. Explain what goal each technique is trying to accomplish. c. Consider why the propaganda in the text is not challenged by most people in the society. d. Identify any characters who seem to question the propaganda in the text (ex: Montag,

Faber) and explore the possible reasons for their questioning. To summarize for the day, allow students to share the types of propaganda they found in the

literature As students present their ideas, draw attention to whether students identify the same

propaganda techniques. If there are any differences among the examples or techniques, ask students to consider whether more than one applies. Ask the following questions: a. Why is the propaganda in the text not challenged by most people in the society? b. Which characters do question the propaganda, and what causes their questioning?

Day 2 Recap what was done in class the previous day and transition into today’s focus on

identifying propaganda in contemporary and historical political advertisements Show students two political election advertisements from the internet (Links can be found

here: http://www.readwritethink.org/files/resources/lesson_images/lesson405/2008PoliticalWebSites.html

Use the Propaganda Techniques Used in Online Political Ads handout (Attachment 6) to help students respond to the following questions. For the two selected political advertisements: a. Who are the members of the target audience—women, men, young voters, baby boomers,

senior citizens? b. Is the political ad trying to sell a message (tough/soft on crime, cut/raise taxes,

strong/weak defense, clean up the mess in Washington) or the candidate (has experience, creates new ideas, tells the truth, tells lies, is a loving family member)?

c. How does the political ad use production elements (sound effects, music, camera angles and movement, black and white or in color, special effects, graphics) to sell the message?

d. What kind of propaganda techniques are used in the advertisement? e. What facts are being used in the ads? Who is providing the facts, and where did he/she

get them? f. Is the political advertising effective? Did it get the message across? Will voters vote for

the candidate? Are you convinced? Explain each of your answers. g. Explain the connections between propaganda used in the political ad and propaganda

used in Fahrenheit 451. After completing their work with online ads, invite students to discuss the following

questions: a. What facts are being used in the ads? b. Who is providing the facts and where did they get them?

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c. Is the political advertising effective? Did it get the message across? Will voters vote for the candidate? Are you convinced? Explain each of your answers.

Summary: Ask students to draw connections between the propaganda used in political ads and the

propaganda used in Fahrenheit 451. Students should be able to cite specific evidence from the novel that connects to the information they have learned through this lesson. The connections they make between the details in the novel and the details they choose as the supporting reasons for their position will reveal their understanding and engagement with the text.

Extension Activity: To provide students the opportunity to make connections to propaganda in their own lives,

have students analyze propaganda in print ads and commercials. Students can log their findings in a chart.

After students have completed their investigation of propaganda techniques in the various texts, ask them to apply their new learning by writing a persuasive essay:

Using specific examples of propaganda techniques from the piece of literature you've explored and the online political advertisements, write a well-organized essay that argues in support or against the following statement: "It is essential in a democratic society that young people and adults learn how to think, learn how to make up their minds. They must learn how to think independently, and they must learn how to think together. They must come to conclusions, but at the same time, they must recognize the right of other men to come to opposite conclusions. So far as individuals are concerned, the art of democracy is the art of thinking and discussing independently together." (Institute for Propaganda Analysis. The Fine Art of Propaganda. New York: Harcourt, Brace and Company, 1939). In their persuasive essay, students should

a. structure ideas and arguments in a sustained and logical fashion. b. use specific rhetorical devices to support assertions (e.g., appeal to logic through

reasoning; appeal to emotion or ethical belief; personal anecdote, case study, or analogy). c. clarify and defend positions with precise and relevant evidence, including facts, expert

opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning.

d. address readers' concerns, counterclaims, biases, and/or expectations.

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Attachment 5 Propaganda Techniques Used In Fahrenheit 451

Complete the chart below to help you draw conclusions about the propaganda techniques used in the novel. The first example is done for you.

Example of Propaganda

technique used in F. 451

Type of Propaganda

technique

Goal the propaganda technique is trying to accomplish

“A book is a loaded gun in the house next door. Burn it. Take the

shot from the weapon. Breach

man’s mind.”

Fear

In his effort to convince Montag that book burning is good social policy, Beatty attempts to explain to

him the dangers implicit in books. Montag's responsibility is to protect people from the “loaded

gun” that is literature.

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Attachment 6 Propaganda Techniques Used in Online Political Ads

Complete the chart below to help you draw conclusions about the propaganda techniques used in online political election ads.

Target Audience

What is the ad trying to sell?

Production elements used

to sell the message

Propaganda elements

used to sell the message

Political Ad #1 Title:

Political Ad #2 Title:

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GRADE LEVEL: 10 LITERARY WORK: Fahrenheit 451 SUPPLEMENTARY WORK: Kutcher, Ashton. “Has Texting Killed Romance?” Johnston, Amy E. “Ray Bradbury: Fahrenheit 451 Misinterpreted. L.A.’s August Pulitzer honoree says it was never about

censorship” Lesson 2: One – two class periods Lesson: Students will read and analyze an article regarding the advances in social media and its effects on communication and an additional article explaining Bradbury’s purpose in writing Fahrenheit 451. Students will analyze and discuss similar concepts as they apply to Fahrenheit 451. Aim: How do advances in technology change our lives and the ways in which we communicate

with each other? Common Core Learning Standards: Standard Grade Standard Number RL 10 1, 2, 5, 6 RI. 10 1, 2, 3, 4, 5, 6, 8 SL. 10 1, 2, 3, 4 L 10 1, 2, 3, 4, 5 W. 10 1, 2, 4, 7, 8, 9 Motivation: Discuss social networking. Poll the class asking how many students utilize social media

technology. Ask students about the latest advancements in social networking and have them comment on how this new form has “changed the game.”

Ask students to consider how their relationships might be different without these innovations. Instructional Materials: Kutcher, Ashton. “Has Texting Killed Romance?” Harper’s Bazaar. 8 December 2010.

(Attachment 7) Johnston, Amy E. “Ray Bradbury: Fahrenheit 451 Misinterpreted. L.A.’s August Pulitzer

honoree says it was never about censorship.” 30 May 2007. Procedures and Pivotal Questions: Day 1 Transition from the motivational question and introduce Kutcher’s article “Has Texting

Killed Romance?” Distribute the article to heterogeneously grouped students (4 in a group). Assign, or allow

students to choose, one of the following job titles within the group (jobs are in order of increasing difficulty level): Word Wizard, Meaning Maker, Boss of the Breakdown, The Great Thinker

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Instruct students to read the article as a group first, and then work independently on their assigned job/task questions (Attachment 7). Tomorrow they will share their findings with the group and record key concepts.

Distribute the teacher-generated handout with questions and note chart to each student and have them begin the task.

Day 2 Have the members of each group share their findings within the group. All group members

should take notes on the chart provided. (Attachment 7, page 2) As a class, examine the article “Ray Bradbury: Fahrenheit 451 Misinterpreted. L.A.’s August

Pulitzer honoree says it was never about censorship.” Closely read paragraphs 9-14 and discuss Bradbury’s stance on the influence of television on

society. Have groups reconvene and discuss similarities between Bradbury and Kutcher’s feelings regarding technology.

Students can be assigned or choose a writing assignment based on these classroom readings. Summary: How do advances in technology change our lives and the ways in which we communicate

with each other? How do people attempt to challenge these changes? Extension Activity: 1. Kutcher argues, "The power of a handwritten letter is greater than ever" (paragraph 8). Write

a short essay in which you explore the difference in tone and meaning between an email and a handwritten letter. When is one appropriate and the other inappropriate? Why do we make these distinctions?

2. Aside from romance, what are some other aspects of communication that have changed through digitalization? Using Kutcher's essay as a model, write your own argument either defending or decrying an aspect of technology that has changed the way we communicate with each other.

3. Bradbury has said that his book is about the TV replacing books in society, not about censorship. What types of technologies have replaced books in Bradbury’s future? Do we see this technology today, 60 years after Fahrenheit 451’s publication? Do you think Bradbury was right to fear that modern technology would replace books? Do you think books are appropriately valued in our society?

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Attachment 7 “Has Texting Killed Romance” -Ashton Kutcher

Word Wizard:

1. What are the origins of the word quip? How else can it be used?

2. What does courting (paragraph 4) mean? Where does the word come from?

3. In paragraph 8, Kutcher says that "antiquated art forms are taking on new importance." What is the

definition of antiquated?

4. Kutcher states, "sending sweet nothings on Twitter or Facebook is also fun" (paragraph 6). What are

sweet nothings? How have they changed over time?

5. Kutcher concludes that romance is a willingness to say, "This is me, and I am interested in you

enough to show you my flaws with the hope that you may embrace me for all that I am but, more

important, all that I am not" (paragraph 8). What does the word embrace mean in this context and

what can it mean in a different context?

Meaning Maker:

1. In one sentence, summarize Kutcher’s argument in this piece.

2. How does Kutcher answer the question posed in the title? Has texting killed romance, according to

Kutcher?

3. What possibilities does Kutcher suggest might be the reasons for the popularity of text messaging and

emailing over more traditional modes of communication?

4. In the third paragraph, Kutcher suggests that texting makes a friend into an "impromptu Cyrano."

Who is Cyrano, and what does his name imply?

Boss of the Breakdown

1. What new idea does Kutcher introduce in paragraph 5? Does it contribute to his argument? Explain.

2. In paragraph 3, Kutcher uses quotes and text messages to tell a story and illustrate a point. Is this

method effective? What is he trying to prove with these quotes and texts?

3. What is the overall organizing principle for this essay? Does Kutcher provide a thesis and then

support it, or does he work toward a conclusion? Is this method effective?

The Great Thinker:

Kutcher wrote this essay to make an argument regarding how technology is changing the face of

romance, but there is also an alternative reason behind the publication of this piece. What is that

reason, and how might it affect the reliability or bias of the writer?

Does Kutcher successfully answer the question presented in the title? Why or why not? What would

you add to the argument to improve it?

Is Kutcher qualified to comment authoritatively on this subject? Why or why not? If not, who might

be better qualified and why?

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Share Your Ideas

Word Wizard

Meaning Maker

Boss of the Breakdown

The Great Thinker

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GRADE LEVEL: 10 LITERARY WORK: Fahrenheit 451 SUPPLEMENTARY WORK: Bulfinch, Thomas. Bulfinch’s Mythology: The Age of Fable or

Stories of Gods and Heroes. 1855. Mythological information on the phoenix and the salamander.

Lesson 3: One class period Lesson: Students will research mythological information on the phoenix and the salamander and apply their knowledge toward a deeper understanding of Fahrenheit 451. Aim: How can researching and understanding ancient myths enhance our understanding of modern

literature? Common Core Learning Standards: Standard Grade Standard Number RL 10 2, 3, 5 RI. 10 1, 2, 4 SL. 10 1, 2, 4, L 10 1, 2, 3, 4, 5 W. 10 1, 2, 4, 7, 8, 9 Motivation: Ask students to share their knowledge of an ancient myth or mythological creature. Instructional Materials: Bulfinch, Thomas. Bulfinch’s Mythology: The Age of Fable or Stories of Gods and Heroes.

1855. Mythological information on the phoenix and the salamander. <http://www.greekmythology.com/Books/Bulfinch/B_Chapter_36/b_chapter_36.html>

The Phoenix and the Salamander (Attachment 8) Procedures and Pivotal Questions: In pairs, have students conduct research on the phoenix and the salamander using the

website: http://www.greekmythology.com/Books/Bulfinch/B_Chapter_36/b_chapter_36.html Students should carefully read through the material online and determine together what notes

should be taken on the teacher-generated handout. Together with their partner, students should begin to make connections between the ancient

mythological creatures and Fahrenheit 451. Students can now begin to make assertions as to what these creatures may symbolize in the novel.

Have partners turn their attention to the quotations from the novel on the back of the teacher-generated handout. Students should now analyze these quotations with their newly acquired knowledge of the phoenix and the salamander. Below each quotation students should write an interpretation of the quote which incorporates the symbolic meaning.

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Summary: In what ways have you come to a deeper understanding of Montag’s character through

today’s research and process? Why do you think Bradbury used these particular mythological creatures in his novel? Extension Activity: Have students locate more references to these, or other myths in Bradbury’s work. Have students write a paragraph or a short expository essay in which they analyze the use of

myths in Bradbury’s work.

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Attachment 8

The Phoenix & the Salamander

The Phoenix The Salamander

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Directions: Analyze each quotation with your newly acquired knowledge of the phoenix and the salamander. Below each quotation write an interpretation of the quote which incorporates the symbolic meaning.

References to a phoenix References to a salamander “But he knew his mouth had only moved to say hello, and then when she [Clarisse] seemed hypnotized by the salamander on his arm and the phoenix disc on his chest” (p. 6).

“Part One: The Hearth and the Salamander” –

“Only the man with the Captain’s hat and the sign of the phoenix on his hat, at last, curious, his playing cards in his thin hand, talked across the long room” (p. 26).

“But he knew his mouth had only moved to say hello, and then when she [Clarisse] seemed hypnotized by the salamander on his arm and the phoenix disc on his chest” (p. 6).

“There’s a phoenix car just drove up and a man in a black shirt with an orange snake stitched on his arm coming up the front walk” (p. 52).

“He still did not want outside light. He pulled out his igniter, felt the salamander etched on its silver disc, gave it a flick…” (p. 13).

“He stood in the hall of his house, putting on his badge with the orange salamander burning across it” (p. 19).

“They sat there looking out the front of the great Salamander as they turned a corner and went silently on” (p. 40).

“The salamander devours his tail!” (p. 86).

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GRADE LEVEL: 10 LITERARY WORK: Lord of the Flies RESOURCE LIST:

1. Carey, Benedict. “For the Worst of Us, the Diagnosis May Be ‘Evil’ ” The New York Times. 8 February 2005. http://www.nytimes.com/2005/02/08/health/psychology/08evil.html?_r=0 Article

2. Cash, Johnny. “The Beast in Me.” CASH: American Recordings. Lost Highway, 2002. CD

3. Crain, W.C. “Chapter 7 Kohlberg’s Stages of Moral Development.” Theories of Development. Prentice-Hall.1985. (Excerpt available: <http://faculty.plts.edu/gpence/html/kohlberg.htm>) See Attachments 1 and 2 for teacher generated handouts. Chapter from book

4. Epstein, E. L. Afterword. Lord of the Flies. By William Golding. New York: Putnam

Publishing, 1954. 203-8. Essay

5. Garmston, David. “The Bristol Evacuees.” http://www.bbc.co.uk/history/british/britain_wwtwo/bristol_evacuees_01.shtml Article

6. Golding, William. “Why Boys Become Vicious.” http://teachers.sduhsd.net/cblack/english9h/Goldingarticle.htm Article

7. Holy Bible: New International Version. Genesis: 2, 3 and Book of Revelation, 13 Biblica, 2011. BibleGateway.com. Web 10 July 2013.< http://www.biblegateway.com/> Religious Text

8. McLeod, Saul. “Id, Ego, and Superego.” SimplePsychology.org 2008. Web. 10 July

2013. < http://www.simplypsychology.org/psyche.html> See Attachment 3 for teacher generated handout. Article

9. McLeod, Saul. “Maslow’s Hierarchy of Needs.” SimplePsychology.org 2013. Web. 10

July 2013. < http://www.simplypsychology.org/maslow.html> Article

10. Rich, Frank. “Journal; Lord of the Flies.” The New York Times. 28 March 1998.

http://www.nytimes.com/1998/03/28/opinion/journal-lord-of-the-flies.html Article

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11. Sexton, Ann. “The Evil Seekers.” http://www.poemhunter.com/poem/the-evil-

seekers/ Poem

12. Staples, Brent. “Editorial Notebook: The Littlest Killers.” The New York Times. 6 February 1996. http://www.nytimes.com/1996/02/06/opinion/editorial-notebook-the-littlest-killers.html Editorial


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GRADE LEVEL: 10 LITERARY WORK: Lord of the Flies SUPPLEMENTARY WORK: “Kohlberg’s Stages of Moral Development” Lesson 1: One class period Lesson: Students will read, understand, and discuss Kohlberg’s stages of moral development and draw connections between the theory and the characters in Lord of the Flies. This lesson will provide students with prewriting groundwork. Aim: How can we apply Kohlberg’s stages of moral development to the characters in Lord of the Flies to gain a more thorough understanding of their morals and ethics? Common Core Learning Standards: Standard Grade Standard Number RL. 10 1, 3, 4, 5, 6, 10 RI. 10 1, 2, 3, 4, 10 W. 10 2, 4, 7, 9 SL. 10 1, 2, 4, 6 L 10 1, 2, 4, 6 Motivation: Present students with Heinz’s dilemma on an overhead/smart board Have students independently write a short response to the question posed Discuss the origination of “Heinz’s Dilemma” and have students share their responses Show students the chart in which the responses correspond with levels of moral development. Instructional Materials: Lord of the Flies Heinz’s dilemma (Attachment 9) Lawrence Kohlberg’s Stages of Moral Development handout (Attachment 10) Procedures and Pivotal Questions: Distribute Lawrence Kohlberg’s Stages of Moral Development handout. Read through and

discuss this handout with the class briefly. Explain to students that they will be working in small groups (or pairs) to draw connections

between the theory and the literature Arrange students into twelve small groups/pairs (one group per chapter) Have students work in their groups to do the following:

o Review the information on Kohlberg’s Stages of Moral Development o Make a claim regarding a character’s current stage of moral development o Turn to the group’s assigned chapter in Lord of the Flies o Identify and record 2-3 lines from the text to support the group’s claim o Cooperatively write a short paragraph discussing how Kohlberg’s theory applies to a

character discussed in your group

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Summary: Have several groups read their short paragraphs aloud to the class. How does the application of theories like Kohlberg’s (Maslow’s or Freud’s) help with

our understanding of a literary work?

Extension Activity: Golding has said that the writing of Lord of the Files was "an attempt to trace the defects of society back to the defects of human nature." In the novel, Ralph continuously tries to maintain order and convince the boys to work for the common good, but he can't overcome Jack and his hunters and their lack of a moral code. As the author once commented, "the moral is that the shape of a society must depend on the ethical nature of the individual and not on any political system." Write a paper in which you discuss Lawrence Kohlberg’s stages of moral development and its application to the major characters in Lord of the Flies.

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Attachment 9

Heinz’s Dilemma

In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her. It was a form of radium that a druggist in the same town had recently discovered. The drug was expensive to make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the man's store to steal the drug-for his wife. Should the husband have done that? (Kohlberg, 1963, p. 19)

Heinz’s Dilemma Chart http://college.cengage.com/psychology/nevid/psychology/1e/shared/conceptcharts/ch10/conceptchart_10.1.pdf

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Attachment 10

Kohlberg’s Stages of Moral Development The American psychologist Lawrence Kohlberg theorized that people progressed in their moral reasoning, or ability to discriminate right from wrong, through a series of stages. He believed that there were six identifiable stages which could be more generally classified into three levels: the pre-conventional, conventional, and post conventional (Each level containing two stages). He asserted that his stages were cumulative; each built on understanding and abilities gained in prior stages. According to Kohlberg, moral development is a lifelong task, and many people fail to develop the more advanced stages of moral understanding. Kohlberg claimed that his stages of moral development are universal, applying equally to all human beings across cultural divisions.

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Stage 1: Obedience and punishment orientation; behavior is judged good if it serves to avoid punishment. Child assumes that powerful authorities hand down a fixed set of rules which he or she must unquestioningly obey. (young children) Stage 2: Instrumental purpose orientation; behavior is judged good when it serves personal needs or interests. Children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints. (school-age children)

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Stage 3: “Good boy–nice girl” orientation; conforming with rules to impress others. Adolescents in this stage believe that people should live up to the expectations of the family and community and behave in "good" ways. Good behavior means having good motives and interpersonal feelings such as love, empathy, trust, and concern for others. (early adolescence) Stage 4: Authority or law-and-order orientation; obeying rules and laws because they are needed to maintain social order. Now the emphasis is on obeying laws, respecting authority, and performing one's duties so that the social order is maintained. (teenage years)

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Stage 5: Social contract orientation; viewing rules and laws as based on mutual agreement in the service of the common good. People begin to ask, "What makes for a good society?" They begin to think about society in a very theoretical way, stepping back from their own society and considering the rights and values that a society ought to uphold. (early adulthood) Stage 6: Universal ethical principle orientation; adopting an internal moral code based on universal values that takes precedence over social rules and laws. Kohlberg's conception of justice follows that of great moral leaders such as Gandhi and Martin Luther King. According to these people, the principles of justice require us to treat the claims of all parties in an impartial manner, respecting the basic dignity, of all people as individuals. Thus, for example, we would not vote for a law that aids some people but hurts others. The principles of justice guide us toward decisions based on an equal respect for all. (adulthood)

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Directions: Together with your group, please complete the following:

1. Review the information on Kohlberg’s Stages of Moral Development 2. Make a claim regarding a character’s current stage of moral development. 3. Turn to the group’s assigned chapter in Lord of the Flies 4. Identify and record 2-3 lines from the text to support the group’s claim 5. Cooperatively write a short paragraph discussing how Kohlberg’s theory applies to the

character discussed in your group.

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GRADE LEVEL: 10 LITERARY WORK: Lord of the Flies SUPPLEMENTARY WORK: “The Evil Seekers” - Anne Sexton Lesson 2: One Class Period Lesson: Students will analyze Anne Sexton’s poem “The Evil Seekers” and draw connections to the text of Lord of the Flies. Students will be able to identify, discuss, and write about similar thematic concepts and writing strategies used in both works. This lesson also provides students with the framework necessary for completing a Regents Task 3. Aim: How can Anne Sexton’s message in “The Evil Seekers” help us to understand Golding’s motivation in writing Lord of the Flies? Common Core Standards: Standard Grade Standard Number RL. 10 1, 2, 4, 5, 6, 10 W. 10 4, 6, 7, 8, 9 SL. 10 1, 2, 3, 4, 6 L. 10 1, 2, 3, 4, 5, 6 Motivation: Ask students to think of a favorite song and identify the message of that song. Have students then think about how that message speaks to them and why they like that

particular song or feel connected to it. Materials: Lord of the Flies “The Evil Seekers” by Anne Sexton (Attachment 11) Procedure/Pivotal Questions: Distribute copies of “The Evil Seekers” to the class and read the poem aloud.

Instruct students to read the poem once more independently before turning their attention to

the tasks written below the poem

Before class begins, prepare a list of approximately 5 heterogeneous groups and assign each student in the group task A, B, or C to complete independently. Students who struggle with literary analysis should be given task A, and the most proficient students should be given task C. The tasks are as follows: o Task A: summarize the poem in your own words. What is the author saying to the reader?

Circle all of the words in the poem that relate to good or evil. Identify the theme or message of the poem.

o Task B: Identify the theme of the poem. Annotate the literary devices that Anne Sexton uses to convey this theme. What effect do these devices have on the reader's understanding of this poem?

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o Task C: What is the author's message about human foibles? Notice the poet's use of pronouns in the text. How does the author skillfully use pronouns to move the reader from one section of the poem to the next? What is the effect of this shift? Imagine that this poem is a novel. Draw a line to separate one "chapter" from the next.

Allow students several minutes to complete their assigned task individually. Students should

then move to their assigned heterogeneous group to share their findings and further analyze the poem as it connects to Lord of the Flies.

While in their groups students should discuss their individual responses to the task; find

connections between the theme of the poem and Lord of the Flies; identify a controlling idea connected to the themes of either evil or human foibles that was shared by both the poem and the novel; and identify two literary devices or techniques from each text that best support that controlling idea

Summary: Overall, what seems to be Anne Sexton’s message in “The Evil Seekers”? In what ways does Golding’s work express a similar message? What may have been Golding’s motivation in writing Lord of the Flies? Extension Activity: Have students complete a English Regents Task 3:

o Write a well-developed paragraph in which you use ideas from “The Evil Seekers” and Lord of the Flies to establish a controlling idea about good and evil. Develop your controlling idea using specific examples and details from each work.

o Choose a specific literary element (e.g., theme, characterization, structure, point of view, etc.) or literary technique (e.g., symbolism, irony, figurative language, etc.) used by one of the authors. Using specific details from that literary work, in a well-developed paragraph, show how the author uses that element or technique to develop the work.

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Attachment 11

The Evil Seekers

We are born with luck which is to say with gold in our mouth.

As new and smooth as a grape, as pure as a pond in Alaska,

as good as the stem of a green bean- we are born and that ought to be enough, we ought to be able to carry on from that

but one must learn about evil, learn what is subhuman,

learn how the blood pops out like a scream, one must see the night

before one can realize the day, one must listen hard to the animal within,

one must walk like a sleepwalker on the edge of a roof,

one must throw some part of her body into the devil's mouth. Odd stuff, you'd say.

But I'd say you must die a little,

have a book of matches go off in your hand, see your best friend copying your exam,

visit an Indian reservation and see their plastic feathers,

the dead dream. One must be a prisoner just once to hear

the lock twist into his gut. After all that

one is free to grasp at the trees, the stones, the sky, the birds that make sense out of air.

But even in a telephone booth evil can seep out of the receiver

and we must cover it with a mattress, and then tear it from its roots

and bury it, bury it.

Anne Sexton

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To be completed independently: Task A: summarize the poem in your own words. What is the author saying to the reader? Circle all of the words in the poem that relate to good or evil. Identify the theme or message of the poem. Task B: Identify the theme of the poem. Annotate the literary devices that Anne Sexton uses to convey this theme. What effect do these devices have on the reader's understanding of this poem? Task C: What is the author's message about human foibles? Notice the poet's use of pronouns in the text. How does the author skillfully use pronouns to move the reader from one section of the poem to the next? What is the effect of this shift? Imagine that this poem is a novel. Draw a line to separate one "chapter" from the next.

To be competed as a group: Discuss your individual responses to

the task

Find connections between the theme of the poem and Lord of the Flies

Identify a controlling idea connected

to the themes of either evil or human foibles that was shared by both the poem and the novel

Identify two literary devices or

techniques from each text that best support that controlling idea

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GRADE LEVEL: 10 LITERARY WORK: Lord of the Flies SUPPLEMENTARY WORK: “The Bristol Evacuees” - David Garmston Lesson 3: One- Two Class Periods Lesson: Students will read an article written by British news reporter, David Garmston in order to understand the WWII practice of evacuating children. This lesson will provide students with a backdrop of the time period and allow them to practice reading and writing skills using the SOAPSTone strategy Aim: What was life like for children in Britain during WWII, and how might Golding capitalize on these conditions and incorporate them into his novel Lord of the Flies? Common Core Standards Standard Grade Standard Number RI. 10 1, 2, 3, 4, 5, 6, 7 W. 10 3, 4, 7, 8 SL. 10 1, 2, 4, 6 L. 10 1, 2, 3, 4 Motivation: Instruct students to examine posters and photographs that appeared in the newspapers during

the WWII time period in Britain (Attachment 1). Have each student independently write a short paragraph discussing the messages that these images convey. Be sure students consider the source of the message as well as its intended audience.

Have students share their responses with the class and discuss briefly the wartime practice

during WWII of shipping city children to the country in the hopes that they would be safe during bombing raids.

Materials: Photographs of the WWII era depicting evacuated children/Propaganda posters (Attachment

12) Article: “The Bristol Evacuees” - David Garmston (Attachment 13) Procedure/ Pivotal Questions: Set up five learning stations around the classroom where students will find each segment of

David Garmston’s article along with brief background information on Garmston himself.

Allow five groups of heterogeneously grouped students to rotate around the room and visit each station for about 5 minutes. As a group, students should discuss their responses to the questions posed after each reading.

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Once all groups have visited the five stations and completed their discussions, have students independently complete the SOAPSTone chart based on their understanding of the reading. o SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone) is an acronym for a

series of questions that students can ask themselves after reading a passage, and then answer, as they begin compose a piece of writing. It can be used as a reading or writing strategy.

Summary: Conduct a class discussion in order to summarize some of the key points students have made

using the SOAPSTone method. Be sure student responses delve deeply into the text and provide a thorough understanding of the time period as well as its implications.

Extension Activities: Imagine you are a Bristol evacuee. Write a letter to your parents expressing your thoughts

and feelings about your current living conditions. Use the SOAPSTone strategy to plan your letter.

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Attachment 12 Directions: Examine the following posters and photographs that appeared in the newspapers during the WWII time period in Britain. Write a short paragraph discussing the messages that these images convey. Be sure to consider the source of the message as well as its intended audience.

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Attachment 13

Station 1

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David Garmston has appeared on 'Points West' for a number of years. He brings 20 years of broadcasting experience to The Politics Show. David, who was born in Bristol, is a familiar face in the west country. He made his first tentative steps into journalism when the editor of a newspaper in Cheltenham spotted him and offered him a traineeship. He was sent away to Kent to learn the business of a small weekly newspaper and three years later he qualified as top in the country in the final exams. From there he was offered a job at Bristol's Radio West, before he finally got the call from the BBC. "They offered me 12 days' work on Points West, so I took it. After that I just kept turning up until I became a bit of a fixture and nobody liked to tell me to leave!" Within six months David was the program's assistant editor, the youngest in the country at the time. After an on screen job and switched to being a reporter and later a presenter.

"I have followed local politics for a long time and I am looking forward to having some great debates on the programme. We are brimming with fresh ideas for the show and I am really look forward to bringing politics to the people.

"Every week my colleague Amanda Parr is going to be out reporting live to make sure that the show connects with the things that matter most to people.

"The style is going to be informal and friendly but we are going to be looking at some really important issues and asking some hard questions to the powers that be. And we are going to make sure that viewers have their say too.

Discuss: How might Garmston’s upbringing in Bristol influence his reporting skills later in life?

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Station 2

“The Bristol Evacuees” Part I: Sad parting

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Ray Chaffey's father kissed him goodbye and gave him his final instructions. No matter what happened he must look after his little sister and not be separated from her. Sixty years on from that emotional parting at a railway station in Bristol, Ray has been remembering the war when he was sent away as an evacuee. He was only eight years old and did not want to go. He would rather the family stayed together, even died together, than face a future with strangers. Ray and his sister joined hundreds on the train that was taking them into the safety of the countryside. He remembers they were both wearing new Burberry raincoats. At Ilfracombe, they were taken to a hall and the locals arrived to pick which children would stay with them. 'I was hoping that a nice looking lady walking through the hall would chose us but she walked right past. Soon there were children getting up from the floor and walking off with complete strangers.' The room steadily emptied while Ray and his sister patiently waited for someone to take them. Eventually a woman announced that she would take the little blonde girl. However, Ray knew his duty. I stood up and said to her: 'You'll have to take both of us.' The woman told him not to be silly. However, Ray insisted and held onto his sister for grim death. Finally the woman gave up. Later that afternoon, a 13 year old girl picked them out and took them home to a two up two down cottage occupied by a married couple and their five children. The exhausted evacuees shared beds with the other brothers and sisters. They were safe, but far from home and far from happy. Ray Chaffey is now 68 but the memories of those war time years are as sharp as ever. It is clear that thousands of children who were evacuated in the war are still living with the psychological consequences of a traumatic parting. At the start of the war, Bristol had been regarded as relatively safe. However the blitz began in earnest on the night of 24 November 1940 ,when the Luftwaffe attacked targets across the city. The damage was dreadful. The enemy rained down explosives and incendiary bombs and then dumped barrels of oil onto the flames. The inferno could be seen for 40 miles, and the medieval city centre was destroyed.

Discuss: What were some of Chaffey’s most salient memories of his evacuation? Why do you think these memories have remained with him?

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Station 3

“The Bristol Evacuees” Part II: Places of safety

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Two months earlier, there had been a daytime raid on the aircraft works on the outskirts of Bristol. The factory was near the large new public housing estates in Filton and Horfield. They were home to thousands of children and they were effectively in the front line. In those days, there was no talk of 'smart bombs' and 'collateral damage'. The only way to avoid seeing children killed was to move them. Other cities had already evacuated youngsters to safety, and now it was decided that Bristol was also no place for children. The plans were put into action. Speed, safety and efficiency were the requirements. Perhaps, the nightly explosions of falling bombs had de-sensitised the authorities about the feelings of children. Everybody believed that they were working in the children's best interests but many of the children thought that they were being abandoned. It seems incredible now that four-year-olds were sent off to stay with strangers - for what could be years at a time. The trauma has never been properly assessed, but it is now becoming clear that some of those young lives were seriously blighted. A reunion was recently held for those who had been evacuated from Bristol, and was attended by a few dozen people. The event was aired on local BBC television, and the dam of emotion burst. Dozens wrote in recounting their experiences. Often the letters ran to 20 or more pages, as people poured out their hearts about events that had happened some 60 years ago. Old soldiers have told their stories. Fighter pilots and sailors and infantrymen have been filmed and written about. World War Two has been better documented than any other conflict in history, but the children's story has been largely missed. Some adults have kept their emotions locked away for decades. Rita Cryers, for instance, has just told her family what happened, after 60 years of silence. 'I pushed it right to the back of my mind and let everything else take over. I have never talked about it'. Rita is now in her late sixties but as a shy little girl, she was sent to the Forest of Dean. It is an event that still haunts her. Recently she returned to the village of Bream, where she was evacuated with her brother, Brian. Rita stopped at the house where she was billeted. 'I must have been traumatised. I feel very upset because when I saw it for the first time I was a very small child and it seemed so threatening and scary. I felt cold and very lonely.' Rita feels better now she has been back to lay to rest some of those old ghosts. But she is by no means alone in having been affected all her life. Betty Taylor went to the same village. 'I just feel it was not good for me, and I think the reason I get panic attacks is due to being evacuated. The family I stayed with were warm and kind, but I would never have sent my children away'. Discuss: Think about a young child you know. How do you think he/she would respond to being evacuated?

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Station 4

“The Bristol Evacuees” Part III: Different cultures

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The children from the city not only had to cope with a new family but a different culture. For these city children, the way of life in the countryside seemed primitive. Betty Taylor remembers going into her new home for the first time: 'Having come from a modern house it was like going back in time. The toilet was halfway up the garden. There was no running water. The house was sunless. I was just so homesick, you can't describe that feeling. Mum kept saying to us that she didn't send us away because she did not want us. But each time she came to visit it got worse because I thought she was going to take us home and she didn't.' Of course, some children fared better than others. Some talk of rosy cheeks and country air, and fresh food and plump eiderdowns and lifelong friends. They were the fortunate ones, who swapped a loving home for loving foster parents. June Fryer had a contrasting experience when she was evacuated from Bristol with her two sisters to Cornwall. Her elder sister Margaret was separated from them, but she stuck with 7-year-old Gladys: 'Eventually, we were taken by a childless couple. It turned out they were the harbourmaster and his wife. They had a luxurious bungalow overlooking the harbour. When we got there they bathed us and we had a huge bedroom, just for the two of us. To us it was pure luxury because when we were at home we had to be five in one bedroom. When we got up, we had two boiled eggs with soldiers for our breakfast.' However, those happy days were short lived. A mine killed the harbourmaster and his wife when they were out on a boat. The girls had to be rehoused, and were split up. The older sister, Margaret, was so unhappy that she ran away. Their father was alerted and he came and took them all home to take their chances in the Blitz. Many others drifted back to Bristol, which remained a key target, in the early part of the war, because of the railways, the docks and, crucially, the aircraft factories.

Discuss: In what ways did the cultures of the city and the country clash during this time? Was it equally difficult for the children and the adults to adapt to these conditions?

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Station 5

“The Bristol Evacuees” Part IV: Bad memories

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Somehow the locals lived with the bombs, encouraged by a visit by the King and the Prime Minister. Friends in the United States, who had heard of the terrible bombing, sent food, clothing and money. Tony Hills remembers the sunny day of 25 September 1940, which was to seal his fate for the duration of the war. He was catching bees in a jam jar when the German bombers appeared over his Bristol home, and his mother grabbed him and ran to the Anderson shelter. 'I was to learn that 57 Heinkell bombers dropped 100 tons of bombs in 15 seconds on Filton Aerodrome, killing 60 workers when the works shelters received a direct hit.' His mother decided that he must go, and he left the city on 19 February 1941. 'There were lots of squeezes and tears running down mother's cheeks.' Tony went to Clovelly and was well looked after but never felt loved. He returned to Bristol in the October of 1942, at the age of eight, when the worst of the Blitz was over. It was as middle age approached that the flashbacks started. 'Sometime after I reached the age of 40 I started to have regular dreams about the farm where I stayed. So real, it was as if I was still there.' Ten years ago he went back to Clovelly, to be reunited with the family he had stayed with. It helped him to come to terms with what had happened to him. Until then he had only been able to write about his experiences. He bashed out his thoughts on an old typewriter. Page after page of memories and feelings rushed out. It was a healing experience, and Tony is anxious to help others who have been tormented by the separation from their families. He has organised the reunions and now there is talk of a support group so that the feelings that have been pent up for a lifetime can be released. However, Tony is also sympathetic to many of the host families who took them in. 'It must have been a very trying time for the local people in whose homes we were thrust. It must be realised that in those war years everybody had to experience some discomfort. I think our discomfort was little compared to some children in the war, some of whom never survived.' By the time the conflict ended in 1945, all the children went home, as Bristol and the rest of the country celebrated. Until their evacuation, most of the youngsters had not travelled more than a few miles. Now they returned and some were wise beyond their years. The evacuation of thousands of children from cities all over the country is unique in British history. Over 60 years on, it is worth remembering their part in the war and their share of the suffering.

Discuss: What are some effective ways of coping with traumatic experiences?

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SOAPSTone

“The Bristol Evacuees” Article Letter home to your parents from the perspective of an evacuee

Who is the Speaker? Who is the Speaker? (Who are you? What details will you reveal? Why is it important that the audience know who you are?)

What is the Occasion What is the Occasion? (How does your knowledge of the larger occasion and the immediate occasion affect what you are writing about?)

Who is the intended Audience? Who is the Audience? (What are the characteristics of this group? How are they related to you? Why are you addressing them?)

What is the Purpose? What is the Purpose? (Explain to yourself what you hope to accomplish by this expression of opinion. How would you like your audience to respond?)

What is the Subject? What is the Subject? (Just a few words. What are you talking about?)

What is the Tone? What is the Tone? (What attitude[s] do you want your audience to feel? How will your attitude[s] enhance the effectiveness of your piece? Choose a few words or phrases that will reflect a particular attitude.)

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GRADE LEVEL: 10 LITERARY WORK: A Separate Peace RESOURCE LIST:

1. Axelrod, Julie. “The 5 Stages of Loss and Grief. Psych Central.” 2006. Psychcentral.com. 1 August 2013. <http://psychcentral.com/lib/the-5-stages-of-loss-and-grief/000617>.

2. Fun. “Some Nights.” Some Nights. 2012. CD. Lyrics:

<http://www.metrolyrics.com/some-nights-lyrics-fun.html> Song

3. Hemingway, Ernest. A Farewell to Arms. New York: Scribner, 1957. Print.

Excerpt from the novel.

4. Holy Bible: New International Version. John: 11. Biblica, 2011. BibleGateway.com. Web. 1 August 2013. <http://www.biblegateway.com/passage/?search=john%2011&version=NIV> Religious Text

5. Knowles, John. “A Separate Peace: A Special Time, A Special School.”

<http://www.exeter.edu/libraries/553_4390.aspx> Article

6. Mabe, Chauncey. “Knowles Now Thirty Years After He Wrote A Separate Peace, John

Knowles Is Coming To South Florida To Teach Creative Writing -- Even Though He Says, ``Everybody Knows You Can`t Teach Anyone To Write.`” 15 March 1987. <http://articles.sun-sentinel.com/1987-03-15/features/8701160400_1_autobiography-readers-fiction/2> Article

7. McCloud, Saul. “Erik Erikson.” SimplePsychology.org. 2008. 1 August 2013.

<http://www.simplypsychology.org/Erik-Erikson.html> Article

8. Phillips Exeter Academy. <http://www.youtube.com/watch?v=3KlGxh4BF68>

Video

9. Phillips Exeter Academy. <http://www.exeter.edu> Website

10. Procter, Adelaide Anne. “Envy.” <http://www.poemhunter.com/poem/envy/>

Poem

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11. United States Holocaust Memorial Museum. “BLITZKRIEG (LIGHTNING WAR).” Holocaust Encyclopedia. 1 August 2013. <http://www.ushmm.org/wlc/en/article.php?ModuleId=10005437> Article

12. Williams, M. R. “The Academy in Wartime: Life at the Academy During WWII.” The Exeter Bulletin. July 1942. <http://www.exeter.edu/libraries/553_4413.aspx>. Article


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GRADE LEVEL: 10 LITERARY WORK: A Separate Peace SUPPLEMENTARY WORK: Phillips Exeter Academy Then and Now (Exeter Video and Website, Article: “The Academy in Wartime: Life at the Academy During WWII.” Lesson 1: One class period Aim: In what ways must educational facilities, both public and private, change to adapt to the

needs and values of a time period? Common Core Learning Standards: Standard Grade Standard Number RI. 10 1, 2, 3, 4, 6, 7 SL. 10 1, 2, 4 L 10 1, 2, 4, 5 W. 10 2, 3, 4, 5, 7 Motivation: Chalk talk on boarding schools/prep-schools, use student responses to conduct a class

discussion

Instructional Materials: A Separate Peace “Life at the Academy during WWII” adapted article (Attachment 14) “Phillips Exeter Academy: Then & Now” handout (Attachment 15) Video clip of Exeter now: http://www.youtube.com/watch?v=3KlGxh4BF68 Internet access (smart board) to view Phillips Exeter Academy’s current website:

http://www.exeter.edu Procedures and Pivotal Questions: Bring up the Phillips Exeter Academy’s current website: http://www.exeter.edu on the Smart

board display and explain to students that this is a real school after which the Devon School in A Separate Peace was modeled.

Explain to students that they will be analyzing the ways in which the school has changed over the years to meet the needs of society and of a given time period.

Distribute “Life at the Academy during WWII” article (Attachment 14) and read the article as a class. Be sure to pause periodically and have students underline key information in the article for later use.

Show the video clip of Exeter now: http://www.youtube.com/watch?v=3KlGxh4BF68

Distribute the “Phillips Exeter Academy: Then & Now” handout (Attachment 15) and allow students to work with a partner and identify the major differences between Exeter then and now. Students may share some of their answers with the class.

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Summary: Why must schools make changes to their curriculum, course offerings, programs, etc.? Do you think our school offers any “new” courses that were not offered in the past? Which courses might they be, and why do you think we need to offer them now? In what ways does your school prepare you for the 21st Century world? What ways are you

college and/or career ready? Extension Activity: Have students create a video and/or write an article capturing the essence of what life is like

for a student today at their school. The Exeter video and article can be used as a model. The products can be used in a larger school time capsule project.

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Attachment 14 Life at the Academy During World War II

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Ever since the attack on Pearl Harbor, Academy faculty have considered the problem of the year to be what this school could do to help in the national emergency. This has been the primary concern of the Principal, various departments, and individual teachers for uncounted hours....Almost all people agreed on one point regarding this war--its vast difference from any other war that man has known...It is not only a soldiers' and a sailors' war but a war of scientists and mathematicians, even a combination of all four, a war of the air forces. It was clear that certain measures encouraged in previous wars were not being recommended this time, such as student corps, close-order drill, maneuvers, or trench digging. Soon it became evident, too, that neither the Army nor the Navy was interested in providing pre-service courses in the various branches of military or naval science. The question of what to offer to boys of 16 to 19 years of age who wished to be doing something that really counted found no convincing official answer. The answer was finally given by both the Army and the Navy at the conference of independent boys' schools only a week after Pearl Harbor..... At the meeting, Lt. Col. B.W. Venable, U.S.A., stated that good schooling of mind and body is a source of strength in any field of army activity. He advised that schools continue their programs with as little disruption as possible.... Commander Davis suggested the following fields of instruction to contribute to preparation for naval service: Morse code, plane trigonometry, solid geometry, quadratics, physics, chemistry, shop mathematics, vocational training, elementary navigation, principles of radio, elements of telephone and radio communication. He also emphasized the need for more obedience and self-discipline. Further recommendations asked educators to place greater stress in secondary schools on mathematics and physics so that pupils on completing their studies will be better equipped to take part in the Navy program, without facing the necessity of taking refresher courses in these subjects. Meantime the faculty had come to much the same conclusion. Next year, enrollment in Physics and Advanced Mathematics will undoubtedly be high. In addition, the special course in trigonometry will be continued, and there has been added a course in elementary aeronautics under an instructor who is a licensed pilot and open only to students who have taken or are taking Mathematics 3 and a major course in Physics. The voluntary groups for study and practice which have been run for the past five or six years will continue in meteorology, marksmanship, medicine, First Aid, navigation, Morse code and communication, radio, and conversation in modern languages. Unpaid volunteer groups of students will work on Academy grounds next year as they have this year; and next year the care of dormitory rooms will be entrusted to students. The broad and flexible athletic program of the Academy also seems well adapted to the purposes outlined by the War and Navy Departments. Variety enables each boy to choose the sport which fits him best, and in that sport to develop the competitive spirit, the sense of cooperation and team play, good sportsmanship, and the will to win which has for centuries traditionally made the good soldier. In short, the elements and qualities which the experience of years has demonstrated to be the best basis for the education of youth between the ages of fourteen and nineteen years seem to hold good for war as well as for peace: accuracy, thoroughness, honesty, manliness--each in the fullest possible human conception of the word. (Adapted from an article in The Exeter Bulletin, July 1942 by M.R. Williams)

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Attachment 15

Name:_______________________ Date:____________

Phillips Exeter Academy Then & Now

Directions: After viewing the video and reading the article about life at Exeter, compare the information you’ve learned. In what ways was the school the same as it was in the 1940s and in what ways was it different? Think about changes made to course offerings, teaching methods/style, school year or session changes.

Life at the Academy during WWII Life at the Academy TODAY

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Why must schools make changes to their curriculum, course offerings, programs, etc.? 4. Do you think your school offers any “new” courses that were not offered in the past?

Which courses might they be and why do you think we need to offer them now? 5. In what ways does your school prepare you for the 21st Century world? In what ways

are you college and/or career ready?

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GRADE LEVEL: 10 LITERARY WORK: A Separate Peace SUPPLEMENTARY WORK: McCloud, Saul. “Erik Erikson” Lesson 2: One class period Aim: How can we apply Erikson’s stages of psychosocial development to the characters in A

Separate Peace in order to gain a more thorough understanding of their social interactions development?

Common Core Learning Standards: Standard Grade Standard Number RL. 10 1, 3, 4, 5, 6, 10 RI. 10 1, 2, 3, 4, 10 W. 10 2, 4, 7, 9 SL. 10 1, 2, 4, 6 L 10 1, 2, 4, 6 Motivation: Think about yourself and other teenagers you know. What seems to be the major concerns or

conflicts a teenager experiences?

Discuss student responses and transition discussion into a brief introduction of Erik Erikson and his theory

Instructional Materials: A Separate Peace McCloud, Saul. “Erik Erikson.” SimplePsychology.org. 2008. 1 August 2013.

<http://www.simplypsychology.org/Erik-Erikson.html> Teacher generated handout/chart on Erikson’s Stages of Psychosocial Development

(Attachment 16) Procedures and Pivotal Questions: Explain to students that they will be working in small groups to draw connections between

Erik Erikson’s theory and the novel A Separate Peace. Distribute the following materials to pre-arranged groups of 3-4 students: Erik Erikson’s

Stages of Psychosocial Development handout (Attachment 16) and computer with internet access to the article <http://www.simplypsychology.org/Erik-Erikson.html>

Have students work in their groups to do the following: o Review the information on Erikson’s Stages of Psychosocial Development o Review pages 17 and 46 in the novel o Answer and discuss the group’s responses to the following pivotal questions:

1. Describe the narrator’s behaviors within the context of Erikson’s theory. 2. In what ways is the narrator trying to avoid alienation and become part of a social

group?

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3. Explain why the narrator seems to reject his own sense of logic and instinct when he is with Finny?

4. How have we clearly seen a “loyalty” develop between the narrator and Finny? 5. Do you think Gene is developing a healthy individual identity? Explain.

Cooperatively write a paragraph that discusses how Erikson’s theory applies to a character

discussed in your group. Be sure to cite specific evidence from the text of articles and the novel.

Summary: Have several groups read their paragraphs aloud to the class. How does the application of theories like Erikson’s help with our understanding of a literary

work? Extension Activity: Writing activity during the lesson can be expanded into an essay or short research paper.

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Attachment 16

Erikson’s Theory of Psychosocial Development Erik Erikson’s theory of psychosocial development describes the impact of social experience and social interaction across an individual’s lifespan. According to Erikson, our identity is constantly changing due to new experiences and information we acquire in our daily interactions with others. Erikson also believed that a sense of competence motivates behaviors and actions. Each stage in Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel a sense of mastery. If the stage is managed poorly, the person will emerge with a sense of inadequacy. In each stage, Erikson believed people experience a conflict that serves as a turning point in development. These conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential for personal growth is high, but so is the potential for failure.

Stage Basic Conflict

Important Events

Outcome

Infancy (birth to 18 months)

Trust vs. Mistrust

Feeding Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to

mistrust.

Early Childhood (2

to 3 years)

Autonomy vs. Shame and Doubt

Toilet Training

Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and

doubt.

Preschool (3 to 5 years)

Initiative vs. Guilt

Exploration Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt.

School Age (6 to 11 years)

Industry vs. Inferiority

School Children need to cope with new social and academic demands. Success leads to a sense of competence, while

failure results in feelings of inferiority.

Adolescence (12 to 18

years)

Identity vs. Role

Confusion

Social Relationships

Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self.

Young Adulthood (19

to 40 years)

Intimacy vs. Isolation

Relationships Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships,

while failure results in loneliness and isolation.

Middle Adulthood (40

to 65 years)

Generativity vs.

Stagnation

Work and Parenthood

Adults need to create or nurture things that will outlast them, often by having children or creating a positive change

that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in

shallow involvement in the world.

Maturity (65 to death)

Ego Integrity vs. Despair

Reflection on Life

Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom,

while failure results in regret, bitterness, and despair.

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GRADE LEVEL: 10 LITERARY WORK: A Separate Peace SUPPLEMENTARY WORK: Hemingway, Ernest. A Farewell to Arms. New York: Scribner, 1957. Print. Excerpt from the novel. Lesson 3: One class period Aim: How can a careful reading of outside materials help illuminate the meaning behind the title of

a novel? Common Core Learning Standards: Standard Grade Standard Number RL. 10 1, 2, 3, 4, 5, 9 RI. 10 1, 2, 4, 5 SL. 10 1, 2, 3, 4 L 10 1, 2, 4, 5 W. 10 2, 4, 7, 8, 9 Motivation: Choose a memorable chapter in A Separate Peace and create a name for that chapter. Share student responses and discuss the thought process behind creating chapter titles. Ask students to imagine how an author chooses a title for a novel. What factors must he/she

consider? Instructional Materials: A Separate Peace Hemingway, Ernest. A Farewell to Arms. New York: Scribner, 1957. Print. Excerpt from the

novel. (Attachment 17) Procedures and Pivotal Questions: Transition from the motivational activity to discuss that authors generally have multiple

factors to consider when naming a novel; often times they are influenced by outside resources and internal factors within the literature itself.

Distribute the teacher generated handout containing a Hemingway excerpt. Allow students to work in small groups or pairs to complete the tasks outlined.

In this lesson, students will conduct a title analysis that will enable them to consider outside as well as internal factors that influenced Knowles’ decision for his title. They will explore the possibility of the title as a military term, identify commonalities the text shares with Hemingway’s A Farewell to Arms, and discuss the multi-layered meaning of the title within the context of the novel itself.

Summary: What factors seem to influence an author’s choice in determining a title for their work? Do you think “A Separate Peace” is an appropriate and strong title for the novel? Defend

your answer.

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Extension Activity: Have students write an essay response to the question of why “A Separate Peace” is a fitting

title for the novel. Students can structure the writing into a three body paragraph essay using notes from the lesson and/or outside research.

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Attachment 17 Name:_______________ Date:______________

A Separate Peace Title Analysis

Perhaps the title is a military reference:

The phrase "separate peace" is a military term. Basically, it means that if one nation has an alliance with another nation, it can refuse to fight the other nation's enemy by forming a “separate peace.” This allows allied nations to have the option to stay neutral during war times.

Perhaps the title is a reference to Ernest Hemingway's A Farewell to Arms:

Henry, the protagonist in Hemingway’s novel, escapes his possible death by jumping into a river and swimming away. After this baptismal scene, which is similar to the river scenes in A Separate Peace, Henry says:

Henry then abandons his position as ambulance driver for the Italian army and takes a train to see his lover Catherine. On the train he says:

1. Circle words and phrases in the passages that seem to connect to Gene in some way.

2. In what ways does Henry sound just like Gene?

"Anger was washed away in the river along with any obligations [to the war . . . ]. I would like to have had the [military] uniform off although I did not care much about the outward forms. I had taken off the stars, but that was for convenience. It was no point of honor. I was not against them. I was through. I wished them all the luck. There were the good ones, and the brave ones, and the calm ones and the sensible ones, and they deserved it. But it was not my show any more" (232).

"In civilian clothes I felt a masquerader, I had been in uniform a long time and I missed the feeling of being held by your clothes. [. . .] I had also bought a new hat. I could not wear Sim's hat but his clothes were fine. They smelled of tobacco and as I sat in the compartment and looked out the window the new hat felt very new and the clothes very old. I myself felt as sad as the wet Lombard country that was outside through the window. There were some aviators in the compartment who did not think much of me. They avoided looking at me and were very scornful of a civilian my age. I did not feel insulted. In the old days I would have insulted them and picked a fight. They got off at Gallarate and I was glad to be alone. I had the paper but I did not read it because I did not want to read about the war. I was going to forget the war. I had made a separate peace." (243)

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3. What seems to be the mood in this passage? Do you think Knowles is trying to recreate that same mood in his novel?

4. From the passages we can see how Henry wanted to forget the war in order to create a separate peace for himself. How has Gene tried to create a separate peace for himself?

• Perhaps the title connects to multiple characters throughout the novel. Consider how the title refers to the following:

The feelings experienced

by the boys at the winter carnival?

Leper’s behavior prior to enlisting in

the war

Phineas’ behavior and

actions, especially

regarding his loss

Gene and his inner

struggles of guilt and loss

• Based on our work today, explain how “A Separate Peace” was the perfect title for John Knowles novel.

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GRADE LEVEL: 11 LITERARY WORK: The Crucible RESOURCE LIST:

Atwood, Margaret. “Half-hanged Mary.” Poem

Anti-Japanese poster. (See attached)

Edwards, Jonathan. “Sinners in the Hands of an Angry God.” Enfield, Connecticut. July 8, 1741.

Sermon

Greenwald, Glenn. “The due-process-free assassination of U.S. citizens is now reality” http://www.salon.com/2011/09/30/awlaki_6/ Article

Hawthorne, Nathaniel. “Young Goodman Brown.” http://etext.virginia.edu/etcbin/toccer-new2?id=HawYoun.sgm&images=images/modeng&data=/texts/english/modeng/parsed&tag=public&part=1&division=div1 Short Story

Marshall, George. “Salem, 1950.” http://www.writing.upenn.edu/~afilreis/50s/salem-1950.html Essay

Miles, Hannah. “WWII Propaganda: The Influence of Racism.” http://artifactsjournal.missouri.edu/2012/03/wwii-propaganda-the-influence-of-racism/ Article

Miller, Arthur. “Why I Wrote The Crucible.” The Atlantic. October 21, 1996. Article

Rothschild, Matthew. “The New McCarthyism.” The Progressive. January 2002.

http://progressive.org/0901/roth0102.html Article

Series of newspaper articles on Japanese Internment.

http://www.digitalhistory.uh.edu/learning_history/japanese_internment/newspaper_articles.cfm Articles


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GRADE LEVEL: 11 LITERARY WORK: The Crucible SUPPLEMENTARY WORK: “Salem, 1950” Lesson 1: One class period Aim: How does Marshall use the phrase “spectral evidence” to maximum effectiveness? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 10, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 4, 5, 6 Motivation: Discuss spectral evidence in The Crucible. Why is it so damaging to accept spectral evidence

in court? Instructional Materials: George Marshall's “Salem, 1950.” (Attachment 1) Procedures and Pivotal Questions: Read the piece together as a class. As students read, ask them to make note of the analogy Marshall constructs between the

Salem witch trials and his own case. Marshall argues that phrases such as “un-American,” “subversive,” and “silent diffusion” are

analogous to spectral evidence. What qualities does spectral evidence have that makes us leery of its reliability? What similar

qualities do the above words have? Different qualities? Near the end of the piece, Marshall argues that the government forces people to be either

“stool pigeons” or “jail birds.” Is this a false dichotomy or does his argument have merit? How does the government's reliance on “spectral evidence” lend support to this argument?

Summary: How does the use of the phrase “spectral evidence” help Marshall's argument?

Extension Activity: In the essay, Marshall compares Sen. Joe McCarthy to “hysterical adolescent girls.” Explain

the reason for this comparison.

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Attachment 1 "Salem, 1950," by George Marshall

Published in Masses & Mainstream (vol. 3, no. 7), July 1950 (pp. 62-63)

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I HAVE been re-reading some of the evidence in the trials of the Salem witches of 1692 and am again impressed by the fact that men and women were convicted by "spectral evidence" on the say-so, or the "crying out," of the seventeenth century Rankins, Clarks and McCarthys. In those days this function was performed by hysterical adolescent girls. One could not prove by tangible, rational evidence that one was not out last Wednesday night at a witches' Sabbath or that one was not suspended at the end of that beam of light, because one's "Spectral Shape" could have been there. It is not a far cry from this reasoning to that of the opinion of the U.S. Circuit Court of Appeals in my Un-American Committee Contempt Case. The Court could not find that any so-called propaganda of the National Federation for Constitutional Liberties was "un-American" or "subversive"; but Martin Dies had "cried out" against us four years previously and the court concluded that we might have been engaged in the "silent diffusion of subversive doctrine." Thus, "spectral shapes" were substituted for facts. In refusing to review my case and, in effect, ratifying my going to jail, the Supreme Court would seem to have put its stamp of approval on the substitution of phantoms for reason. If time permitted, I should like to discuss at length this rejuvenated judicial trend of deciding cases on preconceived theories and of keeping from the record the basic facts on which alone a just decision can be made. I shall only mention by way of illustration the McGee case and the various loyalty review cases. During these last few days I have been trying to figure out why I shall be going to jail. What is it that men in their fears are trying to cover up by such phrases as "un-American" and "subversive," "silent diffusion" or "contempt of Congress"? It so happens that our enemies have given us the answer. Dies, in his omnibus smearing speech of 1942, condemned the N.F.C.I. for including in our program a demand for: * the maintenance of the Bill of Rights * the preservation of the Wagner Act * the end of the persecution of labor unions and aliens * the repeal of the poll tax * the defense of the constitutional rights of Communists * the end of the Gestapo activities of the F.B.I. * the abolition of the Un-American Committee. Yes, we stood for this program ten years ago-and still do! The Un-American Committee's objective was to destroy the N.F.C.I. and the militant fight to

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defend and extend constitutional liberties. The Committee's major tactic was to demand the names of those who supported our program so that it could add them to its blacklist. Through this means the Committee hoped to terrorize defenders of civil rights into silence. The Committee, with the support of the courts, has held that a man must choose between being a "stool-pigeon" or a "jail-bird." I still do not believe that our Bill of Rights says this. Someday Congress and the Courts will recognize what Tacitus knew two thousand years ago--"Informers [are] a class of men invented to be the public ruin." I wish there were time to speak on each of the "Hundred Cases" and relate their occurrence at this time to the current drive toward war and fascism. The fight in behalf of each and all of them must be intensified and better organized than ever before. We must find ways of reaching ever-wider sections of the American people on the fundamental issues involved. We can only win when the great mass of the American people speak out and condemn the growing destruction of their constitutional liberties. Speaking for the Civil Rights Congress and myself--we are proud of the fact that we have won the enmity of Rankin and the poll-taxers and of the white-supremacists. The Civil Rights Congress and its thousands of Negro and white members will continue to fight Jim Crow and all its manifestations until the Negro people have won full civil and human rights. They will not stop us! And I assure you that going to jail will not stop me!

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GRADE LEVEL: 11 LITERARY WORK: The Crucible SUPPLEMENTARY WORK: “The New McCarthyism” Lesson 2: One class period Aim: How does the author utilize quotations and dialogue to strengthen his argument? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 4, 6, 11 RI. 11-12 1, 2, 3, 5, 6, 10 W. 11-12 1, 2, 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 3, 4, 5, 6 Motivation: What is the difference in effect between dialogue and narration? Instructional Materials: Matthew Rothschild's “The New McCarthyism” (Attachment 2)

Teacher may want to cut out parts of this article. Procedures and Pivotal Questions: Ask students to read the article in advance. When doing so, they should highlight the quotes

which best help convey the author's purpose. As a whole class, discuss the author's purpose. Why did he write this article? How do we

know? What is his central argument? What does the title refer to? Have several students come to the board and write the quote they found that best helps

support this argument. Try to get as many participants as possible. What do the above quotes have in common? Why does the author choose to use these quotes

instead of narrating the stories? What does each quote contribute to the central argument? Does the author prove his central argument? Summary: Do we live in a new McCarthyist era, based on the evidence presented in the article? Extension Activity: Write a response to the author in which you agree or disagree with his central argument.

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Attachment 2

The New McCarthyism By Matthew Rothschild, January 2002 Issue

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Donna Huanca works as a docent at the Art Car Museum, an avant-garde gallery in Houston. Around 10:30 on the morning of November 7, before she opened the museum, two men wearing suits and carrying leather portfolios came to her door. "I told them to wait until we opened at 11:00," she recalls. "Then they pulled their badges out." The two men were Terrence Donahue of the FBI and Steven Smith of the Secret Service. "They said they had several reports of anti-American activity going on here and wanted to see the exhibit," she says. The museum was running a show called "Secret Wars," which contains many anti-war statements that were commissioned before September 11. "They just walked in, so I went through with them and gave them a very detailed tour. I asked them if they were familiar with the artists and what the role of art was at a critical time like this," she says. "They were more interested in where the artists were from. They were taking some notes. They were pointing out things that they thought were negative, like a recent painting by Lynn Randolph of the Houston skyline burning, and a devil dancing around, and with George Bush Sr. in the belly of the devil." There was a surreal moment when they inspected another element of the exhibit. "We had a piece in the middle of the room, a mock surveillance camera pointed to the door of the museum, and they wondered whether they were being recorded," she says. All in all, they were there for about an hour. "As they were leaving, they asked me where I went to school, and if my parents knew if I worked at a place like this, and who funded us, and how many people came in to see the exhibit," she says. "I was definitely pale. It was scary because I was alone, and they were really big guys." Before the agents left the museum, Huanca called Tex Kerschen, the curator of the exhibit. "I had just put down a book on COINTELPRO," he says, referring to the FBI's program of infiltrating leftwing groups in the 1960s. "Donna's call confirmed some of my worst suspicions. Donna was frightened, and we're all a little bit shocked that they were going to act against a small art space, to bring to bear that kind of menace, an atmosphere of dread. These old moldy charges of 'anti-American,' 'un-American'--they seem laughable at first, like we can't be accused of anything that silly. But they've started coming down with this." The director of the Art Car Museum is James Harithas, who served as the director of the Corcoran Art Museum in Washington, D.C., in the late 1960s. "It's unbelievable," he says of the visit from the G-men. "People should be worried that their freedoms are being taken away right and left." Robert Dogium, a spokesman for the FBI in Houston, says the visit was a routine follow-up on a call "from someone who said there was some material or artwork that was of a threatening nature to the President." He says it was no big thing. "While the work there was not their cup of tea, it

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was not considered of a threatening nature to anybody or terrorism or anything." She is a freshman at Durham Tech in North Carolina. Her name is A.J. Brown. She's gotten a scholarship from the ACLU to help her attend college. But that didn't prepare her for the knock on the door that came on October 26. "It was 5:00 on Friday, and I was getting ready for a date," she says. When she heard the knock, she opened the door. Here's her account. "Hi, we're from the Raleigh branch of the Secret Service," two agents said. "And they flip out their little ID cards, and I was like, 'What?' "And they say, 'We're here because we have a report that you have un-American material in your apartment.' And I was like, 'What? No, I don't have anything like that.' "'Are you sure? Because we got a report that you've got a poster that's anti-American.' "And I said no." They asked if they could come into the apartment. "Do you have a warrant?" Brown asked. "And they said no, they didn't have a warrant, but they wanted to just come in and look around. And I said, 'Sorry, you're not coming in.' " One of the agents told Brown, "We already know what it is. It's a poster of Bush hanging himself," she recalls. "And I said no, and she was like, 'Well, then, it's a poster with a target on Bush's head,' and I was like, nope." The poster they seemed interested in was one that depicted Bush holding a rope, with the words: "We Hang on Your Every Word. George Bush, Wanted: 152 Dead." The poster has sketches of people being hanged, and it refers to the number who were put to death in Texas while Bush was governor, she explains. Ultimately, Brown agreed to open her door so that the agents could see the poster on the wall of her apartment, though she did not let them enter. "They just kept looking at the wall," which contained political posters from the Bush counter-inaugural, a "Free Mumia" poster, a picture of Jesse Jackson, and a Pink Floyd poster with the quotation: "Mother, should I trust the government?" At one point in the conversation, one of the agents mentioned Brown's mother, saying, "She's in the armed forces, isn't she?" (Her mother, in fact, is in the Army Reserve.) After they were done inspecting the wall, one of the agents "pulled out his little slip of paper, and he asked me some really stupid questions, like, my name, my Social Security number, my phone number," she says. "Then they asked, 'Do you have any pro-Taliban stuff in your apartment, any posters, any maps?' "I was like, 'No, I don't, and personally, I think the Taliban is just a bunch of assholes.' " With that, they left. They had been at her apartment for forty minutes. "They called me two days later to make sure my information was correct: where I lived, my phone number (hello!), and my nicknames," she says. Brown says she's "really annoyed" about the Secret Service visit. "Obviously, I'm on some list somewhere."

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Welcome to the New McCarthyism. A chill is descending across the country, and it's frostbiting immigrants, students, journalists, academics, and booksellers. "I'm terrified," says Ellen Schrecker, author of Many Are the Crimes: McCarthyism in America (Princeton University, 1999). "What concerns me is we're not seeing an enormous outcry against this whole structure of repression that's being rushed into place by the Bush Administration." "I've been talking a lot about the parallels between what we're going through now and McCarthyism," says Nadine Strossen, president of the ACLU. "The term 'terrorism' is taking on the same kind of characteristics as the term 'communism' did in the 1950s. It stops people in their tracks, and they're willing to give up their freedoms. People are too quickly panicked. They are too willing to give up their rights and to scapegoat people, especially immigrants and people who criticize the war." Attorney General John Ashcroft is rounding up or interrogating thousands of immigrants in what will go down in history as the Ashcroft Raids. The FBI and Secret Service are harassing artists and activists. Publishers are firing anti-war columnists and cartoonists. University presidents are scolding dissident faculty members. And rightwing citizen's groups are demanding conformity. In this article, I focus on the threats to free speech, which go well beyond the much-publicized attack on Bill Maher of Politically Incorrect. These threats are real. They are frightening people. They are ruining some livelihoods. And they may be just a taste of sour things to come. Barbara Wien worked as a program officer and a conflict resolution trainer at the United States Institute of Peace for five years. She doesn't work there anymore. On September 11, while at an official function of the Institute, Wien spoke out. "I said that I would hope that the United States would not resort to military retaliation and that we need to do a great deal of soul-searching in this country about how U.S. policies might have contributed to the emergence of terrorist policies," she recalls. Her comments were not well received. "My conservative colleagues became outraged, and said, 'You're the most leftwing person we've ever met, and you should not be leading any trainings here. While the buildings are still smoldering, you're blaming the U.S.' " This wasn't the first time Wien had raised hackles inside the Institute, which is, according to its web site, "an independent, nonpartisan federal institution created and funded by Congress to strengthen the nation's capacity to promote the peaceful resolution of international conflict." She had clashed with her colleagues before over U.S. policy regarding sanctions on Iraq, Israel's occupation of the West Bank and Gaza, the Sudan, and the bombing of Belgrade, she says. "There was generally a hostile work environment for my peaceful activism at the Institute," she says. After her colleagues jumped all over her on September 11, Wien objected. "I went to the management and said a pacifist position here is being punished, and they said, 'It's time for you to go, Barbara. You don't fit into the culture,'" she recalls. "Then they basically hounded me for about two weeks for my letter of resignation, so I finally caved under duress."

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Harriet Hentges is the executive vice president of the United States Institute of Peace. "She submitted a letter of resignation to me October 17, and beyond that I don't have a comment," says Hentges. "But we would never make an individual staff member's personal views a litmus test for employment." You are no longer free to patronize a bookstore without fear of government scrutiny. On November 1, the American Booksellers Foundation for Free Expression (ABFFE) sent a disturbing letter to its members. "Dear Bookseller," it begins. "Last week, President Bush signed into law an antiterrorism bill that gives the federal government expanded authority to search your business records, including the titles of the books purchased by your customers. . . . There is no opportunity for you or your lawyer to object in court. You cannot object publicly, either. The new law includes a gag order that prevents you from disclosing 'to any person' the fact that you have received an order to produce documents." The letter recommends that booksellers who get hit with such an order should call their attorney or the foundation, but "because of the gag order . . . you should not tell ABFFE that you have received a court order. . . . You can simply tell us that you need to contact ABFFE's legal counsel." Marsha Rummel of Rainbow Bookstore Cooperative in Madison, Wisconsin, denounces this new government policy as a "terrifying encroachment on the privacy rights of citizens." Noting that "the danger to booksellers is just one small part of this new landscape," she says, "We must collectively take a stand to defend our democratic rights, including the right to protest our government and oppose the war, and the right to read whatever we like." Katie Sierra is a fifteen-year-old sophomore at Sissonville High School in West Virginia. On October 22, she notified her principal, Forrest Mann, that she wanted to form an anarchist club. He denied her request. It was the only club he has ever disallowed, according to the lawsuit Sierra and her mother filed against the school. Sierra had already made up fliers for the club, which she wasn't able to distribute. The fliers said: "Anarchist club. Anarchism preaches to love all humans, not just of one country. Start a newspaper, a food-not-bombs group, a book discussion group. Speak your point of view, and hear others. Please join." The next day, Sierra came to school with a T-shirt on that said, "Racism, Sexism, Homophobia, I'm So Proud of People in the Land of the So-Called Free." The principal suspended her for three days. "I've never been in trouble before," Sierra says. "I was kind of upset at first: How could he? Then I was crying. How could he suspend me for something so ridiculous as that?" On October 29, she was told that before she could come back to school, she would have to

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provide the principal with authorization to obtain her medical records, she would have to meet with a school psychologist, and she couldn't wear T-shirts like the one she wore or organize her anarchist club. At a school board meeting on October 29, the school board president, Bill Raglin, said, "What in the hell is wrong with a kid like that?" Another school board member, John Luoni, accused her of treason, according to her court papers. To make matters worse, says Sierra, Principal Mann mischaracterized her T-shirt in the Charleston Gazette, falsely stating it included statements such as "I hope Afghanistan wins" and "America should burn." As a result, students at school ganged up on her. "I got shoved against lockers," she says. "People made pictures of me with bullet holes through my head and posted them on, like, the doors in the school. They said some really harsh things. It was scary." Sierra and her mother sued the school district but lost in the lower courts and in the state supreme court by a 3-to-2 vote. "We sought an injunction to force the principal to allow her to form the anarchy club and wear her peace T-shirts and void her suspension," her attorney, Roger Forman, says. Forman, a former president of the West Virginia ACLU, says her free speech rights have been violated. Sierra plans to appeal. "I'm really disgusted with the courts right now, and with the school," she says. "I'm being punished for being myself." Because she felt unsafe at Sissonville High, Sierra is now being homeschooled. Until recently, Jackie Anderson was a staff reporter for the Sun Advocate in Price, Utah. She had worked there for three years, and she was encouraged to write editorial columns as part of her job. So, on September 18, she wrote a column that said, "War is not the only action available to us. Seeking justice is action. Making peace is action." The column never ran, though several pro-war columns did. Six days after filing her column, Anderson says she asked her editor, Lynnda Johnson, whom she considered a good friend, why it wasn't running, and Johnson told her to talk to the publisher, Kevin Ashby. "This is not the direction I want my newspaper to go in," he told her, as Anderson recalls it. "Well, I don't know if I can continue to work here, and I certainly can't continue this afternoon," she says she told him, adding that she got permission from her editor to take a personal day. "The next day I went in to work, I was called into the publisher's office, and he asked me to clear my desk," she recalls. "I asked him if I was being fired, and he said, 'No, you quit. I'm accepting your resignation.' And I said, 'I didn't quit.' " Johnson explains the paper's side. "Look, this is a personnel issue," she says. "The bottom line is Jackie Anderson walked out on a production day and said she couldn't work here anymore.

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Period. She quit." As to not running the column, Johnson says, "She was not told it wouldn't run. She was told there were problems with it. I'm not going to discuss this. This was a personnel issue. She said she quit her job and then decided she could unquit at her convenience." Anderson is now collecting unemployment. "My options are very, very limited," she says. "This is a depressed economy. There aren't many other jobs in journalism. And it's put stress on my husband, who is a coal miner, which is why we are very limited as to where we can go." "This was a job that I loved and believed in. I thought journalists were warriors for freedom in at least as significant a way, if not a greater way, than a soldier in the military. If people can lose their jobs for their opinions this early on, then it does not bode well." At least two other journalists have been fired for their columns. Both received some attention in the media. Dan Guthrie worked at the Grants Pass Daily Courier in Oregon for ten years and was a columnist, on and off, for seven of them. "During that time, I'd won quite a few awards, including best columnist in Oregon," he says. But one recent column cost him his job. It was called, "When the Going Gets Tough, the Tender Turn Tail," and it ran September 15. Guthrie was the columnist who said Bush "skedaddled" on September 11. "The picture of Bush hiding in a Nebraska hole" was "an embarrassment," he wrote. "The President's men are frantically glossing over his cowardice." A week later, the publisher fired him, even though the city editor and the editor had signed off on the piece, Guthrie says. "I told them this was going to be hot, and they approved it as it stood." A few days later, the editor, Dennis Roler, issued a front-page apology, entitled, "This Is No Time to Criticize the Nation's Leader: Apology for Printing Column." The final paragraph reads: "In this critical time, the nation needs to come together behind the President. Politics, and destructive criticism, need to be put aside for the country's good. Unfortunately, my lapse in judgment hurt that positive effort, and I apologize." Today, Guthrie is picking up unemployment, and he's almost philosophical about journalism: "You wish newspapers would be better than they are. You think they have this covenant with the First Amendment. But they don't, especially in times of crisis." Tom Gutting worked for the Texas City Sun, and on September 22, he, like Guthrie, criticized Bush for not returning to Washington on September 11. "There was W. flying around the country like a scared child seeking refuge in his mother's bed after having a nightmare," he wrote, adding: "What we are stuck with is a crippled President who continues to be controlled by his advisers. He's not a leader. He's a puppet." The day the piece ran, says Gutting, "the publisher assured me straightaway that he wouldn't fire me." But a few days later, the publisher, Les Daughtry Jr., changed his mind. Daughtry, too, issued a front-page apology, saying Gutting's column was "not appropriate to

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publish during this time." Gutting is unemployed. "I'm still looking for a job," he says. "I'm hoping it will end soon. I think I've been pretty much blacklisted from the small papers the company owns." The St. George, Utah, newspaper, The Spectrum, apologized on November 13 for a cartoon it ran the previous day from Pulitzer prize-winner Steve Benson. The cartoon depicted President Bush dropping bombs that carried scrawled messages, such as "starving millions of Afghans" and "killing innocent civilians." Many local veterans descended on the paper, threatening to cancel their subscriptions if it didn't issue an apology, according to The Salt Lake Tribune. Aaron McGruder, who draws The Boondocks, has seen his strip taken out of many papers after September 11 for its anti-war content. And lesser known cartoonists may be especially vulnerable. Todd Persche drew a cartoon for the Baraboo News Republic in Wisconsin once a week for the last three years. Not anymore. After September 11, he drew a couple of cartoons that got him canned. One said, "When the media keeps pounding on the war drum . . . it's hard to hear other points of view." Another was about Big Brother "turning our civil rights upside down." Persche says, "In these times, they make you feel like you're not a patriot just because you're dissenting." At the moment, professors who criticize the U.S. government aren't being fired as they were during the McCarthy days. But some are being taken to the woodshed. At the University of New Mexico, history professor Richard Berthold made a comment to his class that he now regrets: "Anyone who can blow up the Pentagon gets my vote," he said. The university president has said "he will 'vigorously pursue' disciplinary action" against Berthold, the Chronicle of Higher Education reported. Robert Jensen, associate professor of journalism at the University of Texas at Austin, wrote a column for the Houston Chronicle on September 14 entitled "U.S. just as guilty of committing own violent acts." In it, he said that the terrorist attacks of September 11 "were reprehensible and indefensible . . . but this act was no more despicable [than] the massive acts of terrorism--the deliberate killing of civilians for political purposes--that the U.S. government has committed during my lifetime." For this, Jensen was publicly ridiculed by the school president, Larry R. Faulkner, who wrote a letter to the Houston Chronicle, which was published on September 19. "Jensen is not only misguided, but has become a fountain of undiluted foolishness on issues of public policy," he said. "I've been marginalized on this campus," Jensen says. But he takes pains not to exaggerate the threat against him. "I'm a tenured white male professor at a major university. I'm so protected I have no fears. But an untenured brown professor is not so protected." Jensen worries that untenured faculty may censor themselves, and he and many others are

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concerned about Lynne Cheney's group, the American Council of Trustees and Alumni, which she co-founded in 1995 with Senator Joseph Lieberman, Democrat of Connecticut. That group issued a report after September 11 called "Defending Civilization: How Our Universities Are Failing America, and What Can Be Done About It." It said, "When a nation's intellectuals are unwilling to defend its civilization, they give comfort to its adversaries." And it cited more than 100 examples of what it considers unpatriotic acts by specific academics. "What's analogous to McCarthyism is the self-appointed guardians who are engaging in private blacklisting," says Eric Foner, professor of history at Columbia University. "That's why the Lynne Cheney thing is so disturbing: Her group is trying to intimidate individuals who hold different points of view. There aren't loyalty oaths being demanded of teachers yet, but we seem to be at the beginning of a process that could get a lot worse and is already cause for considerable alarm." We've been here before. From the Alien and Sedition Acts to Lincoln's suspension of habeas corpus and his imprisonment of anti-war editors, from the suppression of speech during World War I and the Palmer Raids to the internment of Japanese Americans during World War II and the repression of the McCarthy days, the government has seized upon times of peril to scapegoat immigrants and to suppress liberties. "We're talking about exactly the same phenomenon," says the ACLU's Strossen. "No analogy is ever perfect, and history doesn't repeat itself exactly, but there's a pattern of the government restricting freedom of expression and running roughshod over traditional protections for the accused," Foner says. "Anybody concerned with freedom of expression and civil liberties should be very, very concerned."

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GRADE LEVEL: 11 LITERARY WORK: The Crucible SUPPLEMENTARY WORK: “Sinners in the Hands of an Angry God” Lesson 3: One class period Aim: How does Edwards use imagery to create a distinct fear of hell? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 3, 4, 5, 6, 9, 11 RI. 11-12 1, 2, 4, 5, 6, 10 W. 11-12 1, 2, 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1,2, 3 4, 5, 6 Motivation: Describe the modern conception of hell. How is this conception typically passed from

person to person? Instructional Materials: Jonathan Edwards' “Sinners in the Hands of an Angry God” (Attachment 3) Handout (Attachment 4) Procedures and Pivotal Questions: As students read the passage, consider asking the following questions: In what context did

Edwards deliver this sermon? Who would have represented Edwards' "ideal" audience? What message does Edwards convey in this passage?

Distribute worksheet. In small groups, have students find specific, powerful images and identify the underlying beliefs associated with those images.

As a whole class, ask: What reactions do Edwards' images attempt to evoke? Summary: How do we know Edwards is trying to evoke fear in his listener? How might this fear be

better evoked if listening to the speech instead of reading it?

Extension Activity: Write a description of a typical audience member for Edwards' sermon. Consider why he

might be particularly susceptible to Edwards' techniques.

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Attachment 3

Sinners in the Hands of an Angry God Jonathan Edwards (1703-1758)

Enfield, Connecticut July 8, 1741

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Their foot shall slide in due time. Deuteronomy 32:35 In this verse is threatened the vengeance of God on the wicked unbelieving Israelites, who were God's visible people, and who lived under the means of grace; but who, notwithstanding all God's wonderful works towards them, remained (as vers 28.) void of counsel, having no understanding in them. Under all the cultivations of heaven, they brought forth bitter and poisonous fruit; as in the two verses next preceding the text. -- The expression I have chosen for my text, their foot shall slide in due time, seems to imply the following things, relating to the punishment and destruction to which these wicked Israelites were exposed. 1. That they were always exposed to destruction; as one that stands or walks in slippery places

is always exposed to fall. This is implied in the manner of their destruction coming upon them, being represented by their foot sliding. The same is expressed, Psalm 73:18. "Surely thou didst set them in slippery places; thou castedst them down into destruction."

2. It implies, that they were always exposed to sudden unexpected destruction. As he that walks in slippery places is every moment liable to fall, he cannot foresee one moment whether he shall stand or fall the next; and when he does fall, he falls at once without warning: Which is also expressed in Psalm 73:18,19. "Surely thou didst set them in slippery places; thou castedst them down into destruction: How are they brought into desolation as in a moment!"

3. Another thing implied is, that they are liable to fall of themselves, without being thrown down by the hand of another; as he that stands or walks on slippery ground needs nothing but his own weight to throw him down.

4. That the reason why they are not fallen already and do not fall now is only that God's appointed time is not come. For it is said, that when that due time, or appointed time comes, their foot shall slide. Then they shall be left to fall, as they are inclined by their own weight. God will not hold them up in these slippery places any longer, but will let them go; and then, at that very instant, they shall fall into destruction; as he that stands on such slippery declining ground, on the edge of a pit, he cannot stand alone, when he is let go he immediately falls and is lost.

The observation from the words that I would now insist upon is this. -- "There is nothing that keeps wicked men at any one moment out of hell, but the mere pleasure of God." -- By the mere pleasure of God, I mean his sovereign pleasure, his arbitrary will, restrained by no obligation, hindered by no manner of difficulty, any more than if nothing else but God's mere will had in the least degree, or in any respect whatsoever, any hand in the preservation of wicked

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men one moment. -- The truth of this observation may appear by the following consideration. 1. There is no want of power in God to cast wicked men into hell at any moment. Men's hands

cannot be strong when God rises up. The strongest have no power to resist him, nor can any deliver out of his hands. -- He is not only able to cast wicked men into hell, but he can most easily do it. Sometimes an earthly prince meets with a great deal of difficulty to subdue a rebel, who has found means to fortify himself, and has made himself strong by the numbers of his followers. But it is not so with God. There is no fortress that is any defence from the power of God. Though hand join in hand, and vast multitudes of God's enemies combine and associate themselves, they are easily broken in pieces. They are as great heaps of light chaff before the whirlwind; or large quantities of dry stubble before devouring flames. We find it easy to tread on and crush a worm that we see crawling on the earth; so it is easy for us to cut or singe a slender thread that any thing hangs by: thus easy is it for God, when he pleases, to cast his enemies down to hell. What are we, that we should think to stand before him, at whose rebuke the earth trembles, and before whom the rocks are thrown down?

2. They deserve to be cast into hell; so that divine justice never stands in the way, it makes no objection against God's using his power at any moment to destroy them. Yea, on the contrary, justice calls aloud for an infinite punishment of their sins. Divine justice says of the tree that brings forth such grapes of Sodom, "Cut it down, why cumbereth it the ground?" Luke 13:7. The sword of divine justice is every moment brandished over their heads, and it is nothing but the hand of arbitrary mercy, and God's mere will, that holds it back.

3. They are already under a sentence of condemnation to hell. They do not only justly deserve to be cast down thither, but the sentence of the law of God, that eternal and immutable rule of righteousness that God has fixed between him and mankind, is gone out against them, and stands against them; so that they are bound over already to hell. John 3:18. "He that believeth not is condemned already." So that every unconverted man properly belongs to hell; that is his place; from thence he is, John 8:23. "Ye are from beneath:" And thither he is bound; it is the place that justice, and God's word, and the sentence of his unchangeable law assign to him.

4. They are now the objects of that very same anger and wrath of God, that is expressed in the torments of hell. And the reason why they do not go down to hell at each moment, is not because God, in whose power they are, is not then very angry with them; as he is with many miserable creatures now tormented in hell, who there feel and bear the fierceness of his wrath. Yea, God is a great deal more angry with great numbers that are now on earth: yea, doubtless, with many that are now in this congregation, who it may be are at ease, than he is with many of those who are now in the flames of hell. So that it is not because God is unmindful of their wickedness, and does not resent it, that he does not let loose his hand and cut them off. God is not altogether such an one as themselves, though they may imagine him to be so. The wrath of God burns against them, their damnation does not slumber; the pit is prepared, the fire is made ready, the furnace is now hot, ready to receive them; the flames do now rage and glow. The glittering sword is

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whet, and held over them, and the pit hath opened its mouth under them.

5. The devil stands ready to fall upon them, and seize them as his own, at what moment God shall permit him. They belong to him; he has their souls in his possession, and under his dominion. The scripture represents them as his goods, Luke 11:21. The devils watch them; they are ever by them at their right hand; they stand waiting for them, like greedy hungry lions that see their prey, and expect to have it, but are for the present kept back. If God should withdraw his hand, by which they are restrained, they would in one moment fly upon their poor souls. The old serpent is gaping for them; hell opens its mouth wide to receive them; and if God should permit it, they would be hastily swallowed up and lost.

6. There are in the souls of wicked men those hellish principles reigning, that would presently kindle and flame out into hell fire, if it were not for God's restraints. There is laid in the very nature of carnal men, a foundation for the torments of hell. There are those corrupt principles, in reigning power in them, and in full possession of them, that are seeds of hell fire. These principles are active and powerful, exceeding violent in their nature, and if it were not for the restraining hand of God upon them, they would soon break out, they would flame out after the same manner as the same corruptions, the same enmity does in the hearts of damned souls, and would beget the same torments as they do in them. The souls of the wicked are in scripture compared to the troubled sea, Isa. 57:20. For the present, God restrains their wickedness by his mighty power, as he does the raging waves of the troubled sea, saying, "Hitherto shalt thou come, but no further;" but if God should withdraw that restraining power, it would soon carry all before it. Sin is the ruin and misery of the soul; it is destructive in its nature; and if God should leave it without restraint, there would need nothing else to make the soul perfectly miserable. The corruption of the heart of man is immoderate and boundless in its fury; and while wicked men live here, it is like fire pent up by God's restraints, whereas if it were let loose, it would set on fire the course of nature; and as the heart is now a sink of sin, so if sin was not restrained, it would immediately turn the soul into fiery oven, or a furnace of fire and brimstone.

7. It is no security to wicked men for one moment, that there are no visible means of death at hand. It is no security to a natural man, that he is now in health, and that he does not see which way he should now immediately go out of the world by any accident, and that there is no visible danger in any respect in his circumstances. The manifold and continual experience of the world in all ages, shows this is no evidence, that a man is not on the very brink of eternity, and that the next step will not be into another world. The unseen, unthought-of ways and means of persons going suddenly out of the world are innumerable and inconceivable. Unconverted men walk over the pit of hell on a rotten covering, and there are innumerable places in this covering so weak that they will not bear their weight, and these places are not seen. The arrows of death fly unseen at noon-day; the sharpest sight cannot discern them. God has so many different unsearchable ways of taking wicked men out of the world and sending them to hell, that there is nothing to make it appear, that God had need to be at the expense of a miracle, or go out of the ordinary course of his providence, to destroy any wicked man, at any moment. All the means that there are of sinners going out of the world, are so in God's hands, and so universally and absolutely subject to his power and determination, that it does not depend at all the less on the mere

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will of God, whether sinners shall at any moment go to hell, than if means were never made use of, or at all concerned in the case.

8. Natural men's prudence and care to preserve their own lives, or the care of others to preserve them, do not secure them a moment. To this, divine providence and universal experience do also bear testimony. There is this clear evidence that men's own wisdom is no security to them from death; that if it were otherwise we should see some difference between the wise and politic men of the world, and others, with regard to their liableness to early and unexpected death: but how is it in fact? Eccles. 2:16. "How dieth the wise man? even as the fool."

9. All wicked men's pains and contrivance which they use to escape hell, while they continue to reject Christ, and so remain wicked men, do not secure them from hell one moment. Almost every natural man that hears of hell, flatters himself that he shall escape it; he depends upon himself for his own security; he flatters himself in what he has done, in what he is now doing, or what he intends to do. Every one lays out matters in his own mind how he shall avoid damnation, and flatters himself that he contrives well for himself, and that his schemes will not fail. They hear indeed that there are but few saved, and that the greater part of men that have died heretofore are gone to hell; but each one imagines that he lays out matters better for his own escape than others have done. He does not intend to come to that place of torment; he says within himself, that he intends to take effectual care, and to order matters so for himself as not to fail.

But the foolish children of men miserably delude themselves in their own schemes, and in confidence in their own strength and wisdom; they trust to nothing but a shadow. The greater part of those who heretofore have lived under the same means of grace, and are now dead, are undoubtedly gone to hell; and it was not because they were not as wise as those who are now alive: it was not because they did not lay out matters as well for themselves to secure their own escape. If we could speak with them, and inquire of them, one by one, whether they expected, when alive, and when they used to hear about hell, ever to be the subjects of misery: we doubtless, should hear one and another reply, "No, I never intended to come here: I had laid out matters otherwise in my mind; I thought I should contrive well for myself -- I thought my scheme good. I intended to take effectual care; but it came upon me unexpected; I did not look for it at that time, and in that manner; it came as a thief -- Death outwitted me: God's wrath was too quick for me. Oh, my cursed foolishness! I was flattering myself, and pleasing myself with vain dreams of what I would do hereafter; and when I was saying, Peace and safety, then sudden destruction came upon me." God has laid himself under no obligation, by any promise to keep any natural man out of hell one moment. God certainly has made no promises either of eternal life, or of any deliverance or preservation from eternal death, but what are contained in the covenant of grace, the promises that are given in Christ, in whom all the promises are yea and amen. But surely they have no interest in the promises of the covenant of grace who are not the children of the covenant, who do not believe in any of the promises, and have no interest in the Mediator of the covenant. So that, whatever some have imagined and pretended about promises made to natural men's earnest seeking and knocking, it is plain and manifest, that whatever pains a natural man takes in

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religion, whatever prayers he makes, till he believes in Christ, God is under no manner of obligation to keep him a moment from eternal destruction. So that, thus it is that natural men are held in the hand of God, over the pit of hell; they have deserved the fiery pit, and are already sentenced to it; and God is dreadfully provoked, his anger is as great towards them as to those that are actually suffering the executions of the fierceness of his wrath in hell, and they have done nothing in the least to appease or abate that anger, neither is God in the least bound by any promise to hold them up one moment; the devil is waiting for them, hell is gaping for them, the flames gather and flash about them, and would fain lay hold on them, and swallow them up; the fire pent up in their own hearts is struggling to break out: and they have no interest in any Mediator, there are no means within reach that can be any security to them. In short, they have no refuge, nothing to take hold of; all that preserves them every moment is the mere arbitrary will, and uncovenanted, unobliged forbearance of an incensed God.

Application The use of this awful subject may be for awakening unconverted persons in this congregation. This that you have heard is the case of every one of you that are out of Christ. -- That world of misery, that lake of burning brimstone, is extended abroad under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell's wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of; there is nothing between you and hell but the air; it is only the power and mere pleasure of God that holds you up. You probably are not sensible of this; you find you are kept out of hell, but do not see the hand of God in it; but look at other things, as the good state of your bodily constitution, your care of your own life, and the means you use for your own preservation. But indeed these things are nothing; if God should withdraw his hand, they would avail no more to keep you from falling, than the thin air to hold up a person that is suspended in it. Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell; and if God should let you go, you would immediately sink and swiftly descend and plunge into the bottomless gulf, and your healthy constitution, and your own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell, than a spider's web would have to stop a falling rock. Were it not for the sovereign pleasure of God, the earth would not bear you one moment; for you are a burden to it; the creation groans with you; the creature is made subject to the bondage of your corruption, not willingly; the sun does not willingly shine upon you to give you light to serve sin and Satan; the earth does not willingly yield her increase to satisfy your lusts; nor is it willingly a stage for your wickedness to be acted upon; the air does not willingly serve you for breath to maintain the flame of life in your vitals, while you spend your life in the service of God's enemies. God's creatures are good, and were made for men to serve God with, and do not willingly subserve to any other purpose, and groan when they are abused to purposes so directly contrary to their nature and end. And the world would spew you out, were it not for the sovereign hand of him who hath subjected it in hope. There are the black clouds of God's wrath now hanging directly over your heads, full of the dreadful storm, and big with thunder; and were it not for the restraining hand of God, it would immediately burst forth upon you. The sovereign pleasure of God, for the present, stays his rough wind; otherwise it would come with fury, and

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your destruction would come like a whirlwind, and you would be like the chaff on the summer threshing floor. The wrath of God is like great waters that are dammed for the present; they increase more and more, and rise higher and higher, till an outlet is given; and the longer the stream is stopped, the more rapid and mighty is its course, when once it is let loose. It is true, that judgment against your evil works has not been executed hitherto; the floods of God's vengeance have been withheld; but your guilt in the mean time is constantly increasing, and you are every day treasuring up more wrath; the waters are constantly rising, and waxing more and more mighty; and there is nothing but the mere pleasure of God, that holds the waters back, that are unwilling to be stopped, and press hard to go forward. If God should only withdraw his hand from the flood-gate, it would immediately fly open, and the fiery floods of the fierceness and wrath of God, would rush forth with inconceivable fury, and would come upon you with omnipotent power; and if your strength were ten thousand times greater than it is, yea, ten thousand times greater than the strength of the stoutest, sturdiest devil in hell, it would be nothing to withstand or endure it. The bow of God's wrath is bent, and the arrow made ready on the string, and justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligation at all, that keeps the arrow one moment from being made drunk with your blood. Thus all you that never passed under a great change of heart, by the mighty power of the Spirit of God upon your souls; all you that were never born again, and made new creatures, and raised from being dead in sin, to a state of new, and before altogether unexperienced light and life, are in the hands of an angry God. However you may have reformed your life in many things, and may have had religious affections, and may keep up a form of religion in your families and closets, and in the house of God, it is nothing but his mere pleasure that keeps you from being this moment swallowed up in everlasting destruction. However unconvinced you may now be of the truth of what you hear, by and by you will be fully convinced of it. Those that are gone from being in the like circumstances with you, see that it was so with them; for destruction came suddenly upon most of them; when they expected nothing of it, and while they were saying, Peace and safety: now they see, that those things on which they depended for peace and safety, were nothing but thin air and empty shadows. The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect over the fire, abhors you, and is dreadfully provoked: his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times more abominable in his eyes, than the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet it is nothing but his hand that holds you from falling into the fire every moment. It is to be ascribed to nothing else, that you did not go to hell the last night; that you was suffered to awake again in this world, after you closed your eyes to sleep. And there is no other reason to be given, why you have not dropped into hell since you arose in the morning, but that God's hand has held you up. There is no other reason to be given why you have not gone to hell, since you have sat here in the house of God, provoking his pure eyes by your sinful wicked manner of attending his solemn worship. Yea, there is nothing else that is to be given as a reason why you do not this very moment drop down into hell.

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O sinner! Consider the fearful danger you are in: it is a great furnace of wrath, a wide and bottomless pit, full of the fire of wrath, that you are held over in the hand of that God, whose wrath is provoked and incensed as much against you, as against many of the damned in hell. You hang by a slender thread, with the flames of divine wrath flashing about it, and ready every moment to singe it, and burn it asunder; and you have no interest in any Mediator, and nothing to lay hold of to save yourself, nothing to keep off the flames of wrath, nothing of your own, nothing that you ever have done, nothing that you can do, to induce God to spare you one moment. -- And consider here more particularly, 1. Whose wrath it is: it is the wrath of the infinite God. If it were only the wrath of man,

though it were of the most potent prince, it would be comparatively little to be regarded. The wrath of kings is very much dreaded, especially of absolute monarchs, who have the possessions and lives of their subjects wholly in their power, to be disposed of at their mere will. Prov. 20:2. "The fear of a king is as the roaring of a lion: Whoso provoketh him to anger, sinneth against his own soul." The subject that very much enrages an arbitrary prince, is liable to suffer the most extreme torments that human art can invent, or human power can inflict. But the greatest earthly potentates in their greatest majesty and strength, and when clothed in their greatest terrors, are but feeble, despicable worms of the dust, in comparison of the great and almighty Creator and King of heaven and earth. It is but little that they can do, when most enraged, and when they have exerted the utmost of their fury. All the kings of the earth, before God, are as grasshoppers; they are nothing, and less than nothing: both their love and their hatred is to be despised. The wrath of the great King of kings, is as much more terrible than theirs, as his majesty is greater. Luke 12:4,5. "And I say unto you, my friends, Be not afraid of them that kill the body, and after that, have no more that they can do. But I will forewarn you whom you shall fear: fear him, which after he hath killed, hath power to cast into hell: yea, I say unto you, Fear him."

2. It is the fierceness of his wrath that you are exposed to. We often read of the fury of God; as in Isa. 59:18. "According to their deeds, accordingly he will repay fury to his adversaries." So Isa. 66:15. "For behold, the Lord will come with fire, and with his chariots like a whirlwind, to render his anger with fury, and his rebuke with flames of fire." And in many other places. So, Rev. 19:15, we read of "the wine press of the fierceness and wrath of Almighty God." The words are exceeding terrible. If it had only been said, "the wrath of God," the words would have implied that which is infinitely dreadful: but it is "the fierceness and wrath of God." The fury of God! the fierceness of Jehovah! Oh, how dreadful that must be! Who can utter or conceive what such expressions carry in them! But it is also "the fierceness and wrath ofalmighty God." As though there would be a very great manifestation of his almighty power in what the fierceness of his wrath should inflict, as though omnipotence should be as it were enraged, and exerted, as men are wont to exert their strength in the fierceness of their wrath. Oh! then, what will be the consequence! What will become of the poor worms that shall suffer it! Whose hands can be strong? And whose heart can endure? To what a dreadful, inexpressible, inconceivable depth of misery must the poor creature be sunk who shall be the subject of this!

3. Consider this, you that are here present, that yet remain in an unregenerate state. That God

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will execute the fierceness of his anger, implies, that he will inflict wrath without any pity. When God beholds the ineffable extremity of your case, and sees your torment to be so vastly disproportioned to your strength, and sees how your poor soul is crushed, and sinks down, as it were, into an infinite gloom; he will have no compassion upon you, he will not forbear the executions of his wrath, or in the least lighten his hand; there shall be no moderation or mercy, nor will God then at all stay his rough wind; he will have no regard to your welfare, nor be at all careful lest you should suffer too much in any other sense, than only that you shall not suffer beyond what strict justice requires. Nothing shall be withheld, because it is so hard for you to bear. Ezek. 8:18. "Therefore will I also deal in fury: mine eye shall not spare, neither will I have pity; and though they cry in mine ears with a loud voice, yet I will not hear them." Now God stands ready to pity you; this is a day of mercy; you may cry now with some encouragement of obtaining mercy. But when once the day of mercy is past, your most lamentable and dolorous cries and shrieks will be in vain; you will be wholly lost and thrown away of God, as to any regard to your welfare. God will have no other use to put you to, but to suffer misery; you shall be continued in being to no other end; for you will be a vessel of wrath fitted to destruction; and there will be no other use of this vessel, but to be filled full of wrath. God will be so far from pitying you when you cry to him, that it is said he will only "laugh and mock," Prov. 1:25,26, etc.

4. How awful are those words, Isa. 63:3, which are the words of the great God. "I will tread them in mine anger, and will trample them in my fury, and their blood shall be sprinkled upon my garments, and I will stain all my raiment." It is perhaps impossible to conceive of words that carry in them greater manifestations of these three things, viz. contempt, and hatred, and fierceness of indignation. If you cry to God to pity you, he will be so far from pitying you in your doleful case, or showing you the least regard or favour, that instead of that, he will only tread you under foot. And though he will know that you cannot bear the weight of omnipotence treading upon you, yet he will not regard that, but he will crush you under his feet without mercy; he will crush out your blood, and make it fly, and it shall be sprinkled on his garments, so as to stain all his raiment. He will not only hate you, but he will have you in the utmost contempt: no place shall be thought fit for you, but under his feet to be trodden down as the mire of the streets.

5. The misery you are exposed to is that which God will inflict to that end, that he might show what that wrath of Jehovah is. God hath had it on his heart to show to angels and men, both how excellent his love is, and also how terrible his wrath is. Sometimes earthly kings have a mind to show how terrible their wrath is, by the extreme punishments they would execute on those that would provoke them. Nebuchadnezzar, that mighty and haughty monarch of the Chaldean empire, was willing to show his wrath when enraged with Shadrach, Meshach, and Abednego; and accordingly gave orders that the burning fiery furnace should be heated seven times hotter than it was before; doubtless, it was raised to the utmost degree of fierceness that human art could raise it. But the great God is also willing to show his wrath, and magnify his awful majesty and mighty power in the extreme sufferings of his enemies. Rom. 9:22. "What if God, willing to show his wrath, and to make his power known, endured with much long-suffering the vessels of wrath fitted to destruction?" And seeing this is his design, and what he has determined, even to show how terrible the unrestrained wrath, the fury and fierceness of Jehovah is, he will do it to effect. There will

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be something accomplished and brought to pass that will be dreadful with a witness. When the great and angry God hath risen up and executed his awful vengeance on the poor sinner, and the wretch is actually suffering the infinite weight and power of his indignation, then will God call upon the whole universe to behold that awful majesty and mighty power that is to be seen in it. Isa. 33:12-14. "And the people shall be as the burnings of lime, as thorns cut up shall they be burnt in the fire. Hear ye that are far off, what I have done; and ye that are near, acknowledge my might. The sinners in Zion are afraid; fearfulness hath surprised the hypocrites," etc.

6. Thus it will be with you that are in an unconverted state, if you continue in it; the infinite might, and majesty, and terribleness of the omnipotent God shall be magnified upon you, in the ineffable strength of your torments. You shall be tormented in the presence of the holy angels, and in the presence of the Lamb; and when you shall be in this state of suffering, the glorious inhabitants of heaven shall go forth and look on the awful spectacle, that they may see what the wrath and fierceness of the Almighty is; and when they have seen it, they will fall down and adore that great power and majesty. Isa. 66:23,24. "And it shall come to pass, that from one new moon to another, and from one sabbath to another, shall all flesh come to worship before me, saith the Lord. And they shall go forth and look upon the carcasses of the men that have transgressed against me; for their worm shall not die, neither shall their fire be quenched, and they shall be an abhorring unto all flesh."

7. It is everlasting wrath. It would be dreadful to suffer this fierceness and wrath of Almighty God one moment; but you must suffer it to all eternity. There will be no end to this exquisite horrible misery. When you look forward, you shall see a long forever, a boundless duration before you, which will swallow up your thoughts, and amaze your soul; and you will absolutely despair of ever having any deliverance, any end, any mitigation, any rest at all. You will know certainly that you must wear out long ages, millions of millions of ages, in wrestling and conflicting with this almighty merciless vengeance; and then when you have so done, when so many ages have actually been spent by you in this manner, you will know that all is but a point to what remains. So that your punishment will indeed be infinite. Oh, who can express what the state of a soul in such circumstances is! All that we can possibly say about it, gives but a very feeble, faint representation of it; it is inexpressible and inconceivable: For "who knows the power of God's anger?"

How dreadful is the state of those that are daily and hourly in the danger of this great wrath and infinite misery! But this is the dismal case of every soul in this congregation that has not been born again, however moral and strict, sober and religious, they may otherwise be. Oh that you would consider it, whether you be young or old! There is reason to think, that there are many in this congregation now hearing this discourse, that will actually be the subjects of this very misery to all eternity. We know not who they are, or in what seats they sit, or what thoughts they now have. It may be they are now at ease, and hear all these things without much disturbance, and are now flattering themselves that they are not the persons, promising themselves that they shall escape. If we knew that there was one person, and but one, in the whole congregation, that was to be the subject of this misery, what an awful thing would it be to think of! If we knew who it was, what an awful sight would it be to see such a person! How might all the rest of the congregation lift up a lamentable and bitter cry over him! But, alas! instead of one, how many is

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it likely will remember this discourse in hell? And it would be a wonder, if some that are now present should not be in hell in a very short time, even before this year is out. And it would be no wonder if some persons, that now sit here, in some seats of this meeting-house, in health, quiet and secure, should be there before tomorrow morning. Those of you that finally continue in a natural condition, that shall keep out of hell longest will be there in a little time! your damnation does not slumber; it will come swiftly, and, in all probability, very suddenly upon many of you. You have reason to wonder that you are not already in hell. It is doubtless the case of some whom you have seen and known, that never deserved hell more than you, and that heretofore appeared as likely to have been now alive as you. Their case is past all hope; they are crying in extreme misery and perfect despair; but here you are in the land of the living and in the house of God, and have an opportunity to obtain salvation. What would not those poor damned hopeless souls give for one day's opportunity such as you now enjoy! And now you have an extraordinary opportunity, a day wherein Christ has thrown the door of mercy wide open, and stands in calling and crying with a loud voice to poor sinners; a day wherein many are flocking to him, and pressing into the kingdom of God. Many are daily coming from the east, west, north and south; many that were very lately in the same miserable condition that you are in, are now in a happy state, with their hearts filled with love to him who has loved them, and washed them from their sins in his own blood, and rejoicing in hope of the glory of God. How awful is it to be left behind at such a day! To see so many others feasting, while you are pining and perishing! To see so many rejoicing and singing for joy of heart, while you have cause to mourn for sorrow of heart, and howl for vexation of spirit! How can you rest one moment in such a condition? Are not your souls as precious as the souls of the people at Suffield, where they are flocking from day to day to Christ? Are there not many here who have lived long in the world, and are not to this day born again? and so are aliens from the commonwealth of Israel, and have done nothing ever since they have lived, but treasure up wrath against the day of wrath? Oh, sirs, your case, in an especial manner, is extremely dangerous. Your guilt and hardness of heart is extremely great. Do you not see how generality persons of your years are passed over and left, in the present remarkable and wonderful dispensation of God's mercy? You had need to consider yourselves, and awake thoroughly out of sleep. You cannot bear the fierceness and wrath of the infinite God. -- And you, young men, and young women, will you neglect this precious season which you now enjoy, when so many others of your age are renouncing all youthful vanities, and flocking to Christ? You especially have now an extraordinary opportunity; but if you neglect it, it will soon be with you as with those persons who spent all the precious days of youth in sin, and are now come to such a dreadful pass in blindness and hardness. -- And you, children, who are unconverted, do not you know that you are going down to hell, to bear the dreadful wrath of that God, who is now angry with you every day and every night? Will you be content to be the children of the devil, when so many other children in the land are converted, and are become the holy and happy children of the King of kings? And let every one that is yet out of Christ, and hanging over the pit of hell, whether they be old men and women, or middle aged, or young people, or little children, now hearken to the loud calls of God's word and providence. This acceptable year of the Lord, a day of such great favour to some, will doubtless be a day of as remarkable vengeance to others. Men's hearts harden, and

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their guilt increases apace at such a day as this, if they neglect their souls; and never was there so great danger of such persons being given up to hardness of heart and blindness of mind. God seems now to be hastily gathering in his elect in all parts of the land; and probably the greater part of adult persons that ever shall be saved, will be brought in now in a little time, and that it will be as it was on the great out-pouring of the Spirit upon the Jews in the apostles' days; the election will obtain, and the rest will be blinded. If this should be the case with you, you will eternally curse this day, and will curse the day that ever you was born, to see such a season of the pouring out of God's Spirit, and will wish that you had died and gone to hell before you had seen it. Now undoubtedly it is, as it was in the days of John the Baptist, the axe is in an extraordinary manner laid at the root of the trees, that every tree which brings not forth good fruit, may be hewn down and cast into the fire. Therefore, let every one that is out of Christ, now awake and fly from the wrath to come. The wrath of Almighty God is now undoubtedly hanging over a great part of this congregation. Let every one fly out of Sodom: "Haste and escape for your lives, look not behind you, escape to the mountain, lest you be consumed."

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Attachment 4 Name _________________________ Directions: As you read the excerpt from Jonathan Edwards’ sermon “Sinners in the Hands of an Angry God,” list the images that he uses, and the underlying religious beliefs that he is expressing through those images.

Image Religious Belief

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GRADE LEVEL: 11 LITERARY WORK: The Great Gatsby RESOURCE LIST: 1. Altman, Daniel. “To Reduce Inequality, Tax Wealth, Not Income.” The New York Times.

18 November 2012. Article

2. Baker, Katie. “The Problem With The Great Gatsby's Daisy Buchanan.” 10 May 2013. The Daily Beast. http://www.thedailybeast.com/witw/articles/2013/05/10/the-problem-with-the-great-gatsby-s-daisy-buchanan.html Essay

3. “Declaration of Sentiments and Resolutions.” Woman's Rights Convention, Held at Seneca Falls, 19-20 July 1848. Speech

4. Fitzgerald, F. Scott. “The Diamond As Big As The Ritz.” The Smart Set. 1922.

Essay

5. Freeland, Chrystia. “Super-Rich Irony.” The New Yorker. 8 October 2012. (attached) Article

6. Henry, Patrick. “Give Me Liberty or Give Me Death.” Speech to the Virginia Convention. http://www.barefootsworld.net/libertyordeath.html Audio of speech

7. Hughes, Langston. “Wealth.” Poem

8. Krugman, Paul. “For Richer.” The New York Times Magazine. 20 October 2002. Article

9. Moyers, Bill. “Plutocrats Then and Now.” http://billmoyers.com/content/plutocrats-then-now/ Chart

10. “The Rich Are Different From You And Me.” The Economist, 29 July 2010.

Article


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GRADE LEVEL: 11 LITERARY WORK: The Great Gatsby SUPPLEMENTARY WORK: “Super-Rich Irony” Lesson 1: One class period Aim: How does Freeland use characterization to make her point about the extremely rich? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1,2,3,4,6,9,10,11 RI. 11-12 1,2,3,4,6,10 W. 11-12 1,2,4,9,11 SL. 11-12 1,3,4,6 L 11-12 1,2,3,4,5,6 Motivation: Have students record the answer to the following question: Does Fitzgerald characterize the

super-rich as generally likeable or generally unlikeable in The Great Gatsby? How do you know?

Instructional Materials: Chrystia Freeland's “Super-Rich Irony” (Attachment 5) Procedures and Pivotal Questions: Distribute the article and ask students to read it (it is long, so you might want to have them do

this in advance). In small groups, students should identify passages in which Mr. Cooperman is characterized

by the author. Each group should make a list of all the ways in which the author characterizes Mr.

Cooperman and identify supporting evidence for these examples. What changes has Mr. Cooperman experienced in his life? What is Freeland's thesis? How is Freeland's characterization of Cooperman central to her thesis? Summary: What makes Mr. Cooperman so unlikeable in this piece? What steps has Freeland taken to insure that the reader doesn't like him? Is her characterization fair?

Extension Activity: How is Mr. Cooperman similar to Jay Gatsby? How is he different?

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Attachment 5 THE POLITICAL SCENE

SUPER-RICH IRONY

Why do billionaires feel victimized by Obama?

BY CHRYSTIA FREELAND, OCTOBER 8, 2012

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One night last May, some twenty financiers and politicians met for dinner in the Tuscany private dining room at the Bellagio hotel in Las Vegas. The eight-course meal included blinis with caviar; a fennel, grapefruit, and pomegranate salad; cocoa-encrusted beef tenderloin; and blue-cheese panna cotta. The richest man in the room was Leon Cooperman, a Bronx-born, sixty-nine-year-old billionaire. Cooperman is the founder of a hedge fund called Omega Advisors, but he has gained notice beyond Wall Street over the past year for his outspoken criticism of President Obama. Cooperman formalized his critique in a letter to the President late last year which was widely circulated in the business community; in an interview and in a speech, he has gone so far as to draw a parallel between Obama’s election and the rise of the Third Reich. The dinner was the highlight of the fourth annual SkyBridge Alternatives Conference, known as salt, a convention orchestrated by the fund manager Anthony Scaramucci; it brings together fund managers with brand-name speakers and journalists for four days of talking and partying. The star guest at the dinner was Al Gore, who was flanked by Antonio Villaraigosa, the mayor of Los Angeles, and the New York hedge-fund investor Orin Kramer, a friend of Gore’s and a top Obama fund-raiser. Discussion that night was wide-ranging. The group talked about Apple, on whose board Gore sits, and Google, where Gore is a senior adviser, as well as climate change and energy policy. The most electric moment of the evening, though, was an exchange between Cooperman and Gore. Heavyset, with a lumbering gait, Cooperman does not look like a hedge-fund plutocrat: Scaramucci affectionately describes him as “the worst-dressed billionaire on planet earth.” Cooperman’s business model isn’t flashy, either. He began his finance career as an analyst of consumer companies at Goldman Sachs, and went on to make his fortune at Omega as a traditional stock-picker. He searches for companies that are cheap and which he hopes to sell when they become dear. (In 1998, Cooperman made a foray into emerging markets, investing more than a hundred million dollars as part of a bid to take over Azerbaijan’s state oil company, but it went badly wrong. His firm lost most of its money and paid five hundred thousand dollars to settle a U.S.-government bribery investigation.) Cooperman had come to the dinner to give Gore a copy of the letter he’d written to President Obama. “I’d like you to read this,” he told the former Vice-President. “You owe me a small favor. I voted for you,” he said, referring to Gore’s Presidential run, in 2000. In the letter, Cooperman argued that Obama has needlessly antagonized the rich by making comments that are hostile to economic success. The prose, rife with compound metaphors and righteous indignation, is a good reflection of Cooperman’s table talk. “The divisive, polarizing tone of your rhetoric is cleaving a widening gulf, at this point as much visceral as philosophical, between the downtrodden and those best positioned to help them,” Cooperman wrote. “It is a gulf that is at once counterproductive and freighted with dangerous historical precedents.” At the dinner, Al Gore was diplomatic when presented with the letter, and asked Cooperman if he would accept higher taxes. Cooperman said that he would—if he was treated with respect, and the government didn’t squander his money. Cooperman asked Gore what he thought the top marginal tax rate should be. Gore’s reply was noncommittal, but he pleased the group by suggesting that no matter who wins in November the victor should surround himself with advisers with experience in the private sector. Kramer, the hedge-fund manager and Obama fund-raiser, was quiet, but others in the room were

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enthusiastic. Villaraigosa gave Cooperman his direct phone number. Barry Sternlicht, the founder of the W hotel chain, and an Obama donor in 2008, said that he agreed totally with Cooperman. Scaramucci, the organizer of the dinner, told me the next day that the guests had witnessed the “activation” of a “sleeper cell” of hedge-fund managers against Obama. “That’s what you see happening in the hedge-fund community, because they now have the power, because of Citizens United, to aggregate capital into political-action committees and to influence the debate,” he said. “The President has a philosophy of disdain toward wealth creation. That’s just obvious, O.K.? We talked about it all night.” He later said, “If there’s a pope of this movement, it’s Lee Cooperman.” The growing antagonism of the super-wealthy toward Obama can seem mystifying, since Obama has served the rich quite well. His Administration supported the seven-hundred-billion-dollar tarp rescue package for Wall Street, and resisted calls from the Nobel Prize winners Joseph Stiglitz and Paul Krugman, and others on the left, to nationalize the big banks in exchange for that largesse. At the end of September, the S. & P. 500, the benchmark U.S. stock index, had rebounded to just 6.9 per cent below its all-time pre-crisis high, on October 9, 2007. The economists Emmanuel Saez and Thomas Piketty have found that ninety-three per cent of the gains during the 2009-10 recovery went to the top one per cent of earners. Those seated around the table at dinner with Al Gore had done even better: the top 0.01 per cent captured thirty-seven per cent of the total recovery pie, with a rebound in their incomes of more than twenty per cent, which amounted to an additional $4.2 million each. Notwithstanding Occupy Wall Street’s focus on the “one per cent,” or Obama’s choice of two hundred and fifty thousand dollars as the level at which taxes on family income should rise, the salient dividing line between rich and not rich is much higher up the income-distribution scale. Hostility toward the President is particularly strident among the ultra-rich. This is the group that has benefitted most from the winner-take-all economy: the 0.1 per cent, whose share of the national income was 7.8 per cent in 2009, according to I.R.S. data. Moreover, even as the shifting tides of the global economy have rewarded the richest while squeezing the middle class, the U.S. tax system has favored the very top, as the tax returns of the Republican Presidential candidate, Mitt Romney, have illustrated. In 2011, Romney paid an effective tax rate of just 14.1 per cent, and his income of $13.7 million places him in the 0.01-per-cent group. When Obama first ran for President, four years ago, Wall Street formed an important and lucrative part of his base: he raised about sixteen million dollars from the financial sector, compared with McCain, who raised about nine million. Employees of Goldman Sachs contributed more to Obama’s campaign than workers at any other firm, on Wall Street or beyond. Like many others in the financial-services industry, Leon Cooperman was impressed when he first saw Obama in action, at a Goldman Sachs event at the Museum of Modern Art, in New York, in May, 2007. Goldman had assembled a group of hedge-fund managers to meet the junior senator from Illinois who had the temerity to challenge Hillary Clinton for the Democratic nomination. Cooperman said he was impressed by Obama’s reply to a question about what he would do to taxes on the rich if he were elected. “ ‘Raise ’em.’ Just like that. ‘Raise ’em,’ ” Cooperman recalled Obama saying. Although he voted for McCain in 2008, Cooperman was not compelled to enter the political debate until June, 2011, when he saw the President appear on TV during the debt-ceiling battle. Obama urged America’s “millionaires and billionaires” to pay their fair share, pointing out that they were doing well at a time when both the American middle class and the American federal treasury were under pressure. “If you are a wealthy C.E.O. or hedge-fund manager in America right now, your taxes are lower than they have ever been. They are lower than they have been since the nineteen-fifties,” the President said. “You can still ride on your corporate jet. You’re just going to have to pay a little more.”

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Cooperman regarded the comments as a declaration of class warfare, and began to criticize Obama publicly. In September, at a CNBC conference in New York, he compared Hitler’s rise to power with Obama’s ascent to the Presidency, citing disaffected majorities in both countries who elected inexperienced leaders. A month before, Cooperman had written a mock, nine-point “Presidential platform,” outlining his political convictions, which he distributed to his investors. In it, he called for a freeze on entitlements, a jump in the retirement age to seventy for everyone except “those that work at hard labor,” and a temporary tax increase for the super-rich to help pay down the debt. He also called for significant spending cuts, so that the growth in government spending could be restricted to one per cent less than the increase in G.D.P. In November, he drafted the letter to the President. It was fifteen hundred words and took him two weeks to write. “I’m not a gifted writer,” Cooperman recalled. “I spent a lot of time using a dictionary and a thesaurus. I wanted to sound intelligent.” He got help from a friend, a former Omega employee. He also showed the letter to his wife, Toby. The letter begins by acknowledging that Obama inherited an “economic mess,” but what Cooperman seems to object to most is not the President’s policies but the “highly politicized idiom” in which the debate surrounding them was being conducted: You should endeavor to rise above the partisan fray and raise the level of discourse to one that is both more civil and more conciliatory.... Capitalism is not the source of our problems, as an economy or as a society, and capitalists are not the scourge that they are too often made out to be. As a group we employ many millions of taxpaying people, pay their salaries, provide them with healthcare coverage, start new companies, found new industries, create new products, fill store shelves at Christmas, and keep the wheels of commerce and progress (and indeed of government, by generating the income whose taxation funds it) moving. To frame the debate as one of rich-and-entitled versus poor-and-dispossessed is to both miss the point and further inflame an already incendiary environment. Evident throughout the letter is a sense of victimization prevalent among so many of America’s wealthiest people. In an extreme version of this, the rich feel that they have become the new, vilified underclass. T. J. Rodgers, a libertarian and a Silicon Valley entrepreneur, has taken to comparing Barack Obama’s treatment of the rich to the oppression of ethnic minorities—an approach, he says, that the President, as an African-American, should be particularly sensitive to. Clifford S. Asness, the founding partner of the hedge fund AQR Capital Management, wrote an open letter to the President in 2009, after Obama blamed “a small group of speculators” for Chrysler’s bankruptcy. Asness suggested that “hedge funds really need a community organizer,” and accused the White House of “bullying” the financial sector. Dan Loeb, a hedge-fund manager who supported Obama in 2008, has compared his Wall Street peers who still support the President to “battered wives.” “He really loves us and when he beats us, he doesn’t mean it; he just gets a little angry,” Loeb wrote in an e-mail in December, 2010, to a group of Wall Street financiers. The purported activation of the fund-manager “sleeper cell” is more than the self-aggrandizement of the super-rich. It is having a material and intellectual impact on the 2012 campaign. Historically, incumbent Presidents have enjoyed a strong fund-raising advantage. Going into this year’s race, President Obama had the further benefit of his record-breaking haul in 2008. Yet the Republican National Committee and Romney, a mechanical campaigner whose ability to inspire passion in the Republican base was widely questioned during the primaries, hold a huge cash advantage over Obama. The biggest shift has been among wealthy businesspeople, particularly in financial services. Romney’s advantage is compounded by the advent of Super pacs in this Presidential campaign, which are not subject to the same contribution limits as parties or candidates. The Republican-aligned Restore Our Future, for instance, has raised ninety-six million dollars this election season, and many of its top donors, who give a million dollars or more, work in finance.

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The President, in Cooperman’s view, draws political support from those who are dependent on government. Last October, in a question-and-answer session at a Thomson Reuters event, Cooperman said, “Our problem, frankly, is as long as the President remains anti-wealth, anti-business, anti-energy, anti-private-aviation, he will never get the business community behind him. The problem and the complication is the forty or fifty per cent of the country on the dole that support him.” Framing the political debate as job creators on one side and the President and the fifty per cent of Americans who are supported by the state on the other was striking at the time. It has become even more so since Mitt Romney was secretly recorded at a closed-door fund-raiser in Florida, in May, saying that forty-seven per cent of Americans don’t pay income taxes, are “dependent on the government,” and will vote for President Obama “no matter what.” Romney’s comment has been widely criticized as a mistake that could cost him the election, with even Republicans accusing their candidate of incompetence. Cooperman’s statement six months earlier shows that Romney’s forty-seven-per-cent remark wasn’t an undisciplined slip by a gaffe-prone politician but, instead, the assertion of a view that is widely held by people of Romney’s class. America’s super-rich feel aggrieved in part because they believe themselves to be fundamentally different from a leisured, hereditary gentry. In his letter, Cooperman detailed a Horatio Alger biography that has made him an avatar for the new super-rich. “While I have been richly rewarded by a life of hard work (and a great deal of luck), I was not to-the-manor-born,” he wrote, going on to describe his humble beginnings in the South Bronx, as the son of working-class parents—his father was a plumber—who had emigrated from Poland. Cooperman makes it known that he gets up at 5:20 a.m. and is at his desk at Omega’s offices in lower Manhattan, on the thirty-first floor of a building overlooking the East River and Brooklyn, by 6:40 a.m. He rarely gets home before 9 p.m., and most evenings he has a business dinner after leaving the office. “I say that I date my wife on the weekends,” he told me one August afternoon at his office. The space is defiantly modest, furnished with nineteen-nineties-era glass coffee tables, unfashionable yellow couches, and family photographs. Cooperman’s pride in his work ethic is one source of his disdain for Obama. “When he ran for President, he’d never worked a day in his life. Never held a job,” he said. Obama had, of course, worked—as a business researcher, a community organizer, a law professor, and an attorney at a law firm, not to mention an Illinois state legislator and a U.S. senator, before being elected President. But Cooperman was unimpressed. “He went into government service right out of Harvard,” he said. “He never made payroll. He’s never built anything.” Cooperman differs from many of his fellow super-rich in one important regard. He understands that he isn’t just smart and hardworking but that he has also been lucky. “I joined the right firm in the right industry,” he said. “I started an investment partnership at the right time.” In the fall of 1963, he enrolled in dental school at the University of Pennsylvania, but within the first week he began to have doubts, and he dropped out soon afterward. “My father, may he rest in peace, was going to work saying, ‘My son, the dentist,’ ” Cooperman said. “It was a total embarrassment amongst his friends.” Cooperman went on to make a series of fortunate choices. Chief among those was entering the financial markets, after graduating in 1967 from Columbia Business School. In the sixties, Wall Street wasn’t yet the obvious destination for the smart and ambitious, but it was on the verge of becoming the most lucrative industry in America. Cooperman became an analyst at Goldman Sachs, at the time a scrappy partnership that had nearly failed during the Great Depression. In 1976, Cooperman was named a partner. He went on to found Goldman’s asset-management business, but, after twenty-five years at the firm, he decided to start his own hedge fund. Between 1991, when Cooperman founded Omega, and the 2008 financial crisis was the best time in history to make a fortune in finance. Cooperman’s partners who

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stayed behind at Goldman Sachs are hardly paupers—and those who stuck around for the 1999 I.P.O. are probably multimillionaires—but the real windfalls on Wall Street have been made by the financiers who founded their own investment firms in the period that Cooperman did. Toby Cooperman grew up five miles away from her husband, in the west Bronx. She asked Cooperman out after they met in French class at Hunter College. Toby has two graduate degrees, in education and as a reading specialist, and works three days a week at a special-needs school in Chatham, New Jersey. “Growing up lower-middle-class Jewish in the Bronx, I never knew a Republican,” Toby Cooperman recalled. “Everybody loved Roosevelt.” She is still a liberal, a position that puts her in the minority in their social circle. “She can be a socialist because she’s married to a capitalist,” Cooperman says of his wife, who is strongly pro-choice and pro-gay marriage. She calls Todd Akin, Rick Santorum, and Rick Perry “morons,” and she worries about the underclass. “I care more about the disadvantaged people of America,” she said, comparing her politics with those of her husband. “I have friends who are very dependent on Medicare.” Even so, Toby, who voted for Obama in 2008, defers to her husband when it comes to taxation, and she admires his letter to Obama. “He used a lot of good words,” she said. The New York Post published an abridged version of the letter, and Cooperman e-mailed it to some of his friends and colleagues. It quickly went viral. Within a couple of weeks, Cooperman was being courted by everyone from CNBC and Fox to Al Jazeera. “I would say, unequivocally, I never got as much response in anything I’ve ever done, in business or outside of business,that I got in that letter,” Cooperman said. Cooperman keeps a bulging manila folder of congratulatory notes in his office at Omega. He received “hundreds and hundreds of e-mails.” According to Cooperman, only one was nasty: “If I knew where you lived, I’d put a bomb in your car.” The folder includes a letter from a former chief of Goldman Sachs and another from a current boss of one of the nation’s top five banks. There are succinct letters of support from fellow Wall Street titans, typed on thick, embossed paper, and signed with a flourish, and long, angry screeds, which warn, as a ninety-two-year-old lawyer from Fort Worth, Texas, put it, that “Barack Obama is a Communist pure and simple, with a determined plan to convert America into a Communistic nation.” Like his wife, Cooperman doesn’t approve of the right’s blurring of the line between church and state, or its stance on gay marriage and abortion. Romney, he told me, has got to “appease the conservative wing of his party. But I don’t think he’s nuts like all those guys are.” Like other plutocrats, Cooperman presents his complaint not as a selfish defense of his pocketbook but as a concern about the degradation of the American dream. Jamie Dimon, the C.E.O. of JP Morgan Chase, who was widely criticized this spring for the firm’s highly risky trade that has led to at least six billion dollars in losses, has echoed Cooperman’s view of the Obama Administration. Speaking on “Meet the Press” in May, Dimon said that he didn’t mind paying higher taxes and wanted “a more equitable society.” But the “anti-business behavior, the sentiment, the attacks on work ethic and successful people” by some Democrats had alienated Dimon so much that he said he would now call himself “a barely Democrat.” “It’s a question of tone,” Cooperman said. “The President makes it sound like the problems of the ninety-nine per cent are caused by the one per cent, and that’s not the case.” Yet some of the harshest language of this election cycle has come from the super-rich. Comparing Hitler and Obama, as Cooperman did last year at the CNBC conference, is something of a meme. In 2010, the private-equity billionaire Stephen Schwarzman, of the Blackstone Group, compared the President’s as yet unsuccessful effort to eliminate some of the preferential tax treatment his sector receives to Hitler’s invasion of Poland. After Cooperman made his Hitler comment, he has said, his wife called him a “schmuck.” But he couldn’t resist repeating the analogy when we spoke in May of this year. “You know, the largest and greatest country in the free world put a forty-seven-year-old guy that never worked a day in his life and made him in charge of the

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free world,” Cooperman said. “Not totally different from taking Adolf Hitler in Germany and making him in charge of Germany because people were economically dissatisfied. Now, Obama’s not Hitler. I don’t even mean to say anything like that. But it is a question that the dissatisfaction of the populace was so great that they were willing to take a chance on an untested individual.” It’s easy to see how even a resolutely unflashy billionaire like Cooperman can acquire a sense of entitlement. In a single hour at his desk one morning in April, the C.E.O.s of two well-known public companies were on the phone to Cooperman lobbying for his support. (He is a major investor in their firms.) Companies courting his investment dollars pick up Cooperman at Teterboro Airport in their private jets to give him a tour of their projects. The Coopermans have chosen an emphatically low-key life style, but when they went to visit a grandchild in Vermont one summer weekend they flew in a private plane. Last July, before he had written the letter, Cooperman was invited to the White House for a reception to honor wealthy philanthropists who had signed Bill and Melinda Gates and Warren Buffett’s Giving Pledge, promising to donate at least fifty per cent of their net worth to charity. At the event, Cooperman handed the President two copies of “Inspired: My Life (So Far) in Poems,” a self-published book written by Courtney Cooperman, his fourteen-year-old granddaughter. Cooperman was surprised that the President didn’t send him a thank-you note or that Malia and Sasha Obama, for whom the books were intended as a gift and to whom Courtney wrote a separate letter, didn’t write to Courtney. (After Cooperman grumbled to a few friends, including Cory Booker, the mayor of Newark, Michelle Obama did write. Booker, who was also a recipient of Courtney’s book, promptly wrote her “a very nice note,” Cooperman said.) When Cooperman told me the story of his lucky escape from dental school, he concluded, “I probably make more than a thousand dentists, summed up.” (A thousand dentists would need to work for a decade—and pay no taxes or living expenses—to collectively earn Cooperman’s net worth.) During another conversation, Cooperman mentioned that over the weekend an acquaintance had come by to get some friendly advice on managing his personal finances. He was a seventy-two-year-old world-renowned cardiologist; his wife was one of the country’s experts in women’s medicine. Together, they had a net worth of around ten million dollars. “It was shocking how tight he was going to be in retirement,” Cooperman said. “He needed four hundred thousand dollars a year to live on. He had a home in Florida, a home in New Jersey. He had certain habits he wanted to continue to pursue. “I’m just saying that it’s not an impressive amount of capital for two people that were leading physicians for their entire work life,” Cooperman went on. “You know, I lost more today than they spent a lifetime accumulating.” One billionaire who is not part of Cooperman’s “sleeper cell” is Warren Buffett. In 1982, Buffett sent Cooperman a note, praising one of the research reports he had written at Goldman Sachs. It hangs on Cooperman’s office wall. Cooperman clearly cherishes the opportunities that the Giving Pledge has given him to spend time with Buffett. He also admires Buffett’s life style, which is similar to his own. But Buffett’s embrace of the rule that bears his name—President Obama’s proposal that no millionaire should pay less than thirty per cent of his income in taxes—sets him apart from his peers. Cooperman pointed out that Buffett had adroitly minimized his personal taxes for many years until his late-life star turn as the President’s favorite billionaire. “I’m more charitable to him than most, because I have enormously high regard for him,” Cooperman said. “There are a lot of people who think he’s become extraordinarily hypocritical. . . . If he thinks it’s so wrong, people say, ‘Well, why doesn’t he just give his money to the government?’” Many billionaires have come to view charity as privatized taxation, paid at a level they determine, and to

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organizations they choose. “All things being equal, you’d rather have control of the money than the government,” Cooperman said. “Even if you’re giving it away, you’d rather give it away the way you want to give it away rather than the way the government gives it away.” Cooperman and his wife focus their giving on Jewish issues, education, and their local community in New Jersey, and he is also setting up a foundation that will allow his children and grandchildren to support their own chosen causes after he dies. Foster Friess, a retired mutual-fund investor from Wyoming who was the backer of the main Super pac supporting the Republican primary candidate Rick Santorum, expounded on this view in a video interview in February. “People don’t realize how wealthy people self-tax,” he said. “If you have a certain cause, an art museum or a symphony, and you want to support it, it would be nice if you had the choice.” The middle class anonymously and nervously pays its thirty-five per cent to the I.R.S., while the super-rich pay fourteen per cent, and are then praised for giving five or ten per cent more to pet causes, often with the perk of having their names engraved above the door. Cooperman repeatedly emphasizes his willingness in principle to pay higher taxes, though he sees nothing wrong with paying at the lowest possible rate the law allows. Although Toby still lives in New Jersey, Cooperman told me that he has moved for most of the year to Florida, “because I had arthritis, and I just needed the warmer weather.” He added, “Not to say there’s no benefit of a zero state income tax versus ten.” Nick Hanauer is a Seattle entrepreneur and venture capitalist who was one of the first investors in Amazon. In a book published this year, he argues that since the Reagan era American capitalists have enjoyed a uniquely supportive set of ideological, political, and economic conditions. Their personal enrichment came to be seen as a precondition for the enrichment of everyone else. Lower taxes for them were a social good, rather than a selfish perk. “If you are a job creator, your fifteen-per-cent tax rate is righteous. If you aren’t, it is a con job,” Hanauer told me. “The idea that the rich deserve to be rich is a very comforting idea if you are rich.” Referring to Obama’s “You didn’t build that” remark, at a rally in Virginia in July, which became a flashpoint with the right, Hanauer said that “the notion that you built it yourself is what you need to believe to feel comfortable with yourself and your desire not to pay too much in taxes.” I asked Cooperman whether Romney should disclose his tax returns. Beyond 2011 and 2010, he has not released any others. “Only a fool pays taxes that you don’t have to pay,” Cooperman said. “So what am I going to learn? He made a lot of money and he paid less taxes than the average person, but he did it from legal means. Does that make me think less of him? It’ll make me think more of him.” Cooperman observed that the smart reaction to Romney’s low effective tax rate would be to ask him for the name of his tax lawyer. Cooperman prides himself both on not being partisan and on his streetwise Bronx kid’s suspicion of politicians in general. But he’s genuinely enthusiastic about Romney. He approves of Romney’s commitment to his family and he admires Romney’s private-sector experience. “He’s an accomplished businessman,” Cooperman said. “The fact that he’s wealthy and successful I think is good, not bad.” Cooperman told me that he thought this was the most important election of his lifetime. In June, he made his biggest ever political contribution, when he wrote a fifty-thousand-dollar check supporting Mitt Romney’s Presidential bid after Romney’s brother, Scott, visited the Omega offices. Now Cooperman is planning another political volley. With his Omega partner Steven Einhorn and fellow-billionaire Ken Langone, the co-founder of Home Depot, he has drafted a second open letter, which he hopes will be co-signed by a large group of self-made billionaires, and published as a newspaper advertisement in some swing states. Cooperman estimates that it will cost around a million dollars, a sum he says the group will

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split. “It’s going to be, you know, ‘We are the one per cent that came from the ninety-nine per cent, and we want to see more of the ninety-nine per cent move in our direction, but we fear the President’s policies discourage that from happening,’ ” Cooperman said. At the salt conference in Las Vegas, there was no shortage of wealthy financiers who shared Cooperman’s view. At a “Titans of Wall Street” panel, Barry Sternlicht, the W hotel-chain founder, appeared with Dan Loeb, the hedge-fund manager who compared Wall Street supporters of Obama to “battered wives,” and who has given three hundred and fifty thousand dollars to Republican Super pacs and thousands more to Republican candidates this campaign cycle. Their session was off the record, but attendees said that the two investors inveighed passionately against the President’s “anti-business” attitude. Another panelist suggested that Sternlicht and Loeb form a pro-business ticket and make a run for the White House. The audience cheered. On the final day, Cooperman delivered a presentation on his top stock picks. A few hours later, the conference concluded in the Bellagio’s grand ballroom, with the most billionaire-friendly speaker of all: Sarah Palin. She strode onto the stage and opened her talk with a rousing greeting, “Hello, one per cent! How y’all doing!”

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GRADE LEVEL: 11 LITERARY WORK: The Great Gatsby SUPPLEMENTARY WORK: “For Richer” Lesson 2: One class period Aim: How does Krugman organize his essay in order to articulate his thesis? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 9, RI. 11-12 1, 2, 3, 4, 5, 6, 10 W. 11-12 4, 5, 9,10 SL. 11-12 1, 3, 4, 5, 6 L 11-12 1,2,3,4,5,6 Motivation: How much money would make you “super-rich”? Wealthy? Simply successful? How do you

arrive at such figures? Instructional Materials: Paul Krugman's “For Richer” (Attachment 6) Procedures and Pivotal Questions: Have students read and annotate article in advance. Divide students into groups in multiples of 5. Assign each group a section in the reading (1-

5; omit section 6). In their groups, students should re-read each section and summarize the argument it contains.

What types of evidence does Krugman use? What does their section accomplish? How does their section inform the argument in the entire piece?

Each group should present and explain its section to the whole class. On the board, create an organizational flow chart as each group explains its section.

At the end, complete the activity for section 6 together as a class. What is Krugman's thesis? Does he achieve his purpose? Summary: Why does Krugman divide the essay the way he does? How does it help his argument?

Extension Activity: After reading the article and completing the activity, evaluate your answers in the motivation. How accurate is your assessment of what it means to be wealthy or super rich in America?

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Attachment 6

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For Richer By Paul Krugman,

Published: October 20, 2002 I.The Disappearing Middle When I was a teenager growing up on Long Island, one of my favorite excursions was a trip to see the great Gilded Age mansions of the North Shore. Those mansions weren't just pieces of architectural history. They were monuments to a bygone social era, one in which the rich could afford the armies of servants needed to maintain a house the size of a European palace. By the time I saw them, of course, that era was long past. Almost none of the Long Island mansions were still private residences. Those that hadn't been turned into museums were occupied by nursing homes or private schools. For the America I grew up in -- the America of the 1950's and 1960's -- was a middle-class society, both in reality and in feel. The vast income and wealth inequalities of the Gilded Age had disappeared. Yes, of course, there was the poverty of the underclass -- but the conventional wisdom of the time viewed that as a social rather than an economic problem. Yes, of course, some wealthy businessmen and heirs to large fortunes lived far better than the average American. But they weren't rich the way the robber barons who built the mansions had been rich, and there weren't that many of them. The days when plutocrats were a force to be reckoned with in American society, economically or politically, seemed long past. Daily experience confirmed the sense of a fairly equal society. The economic disparities you were conscious of were quite muted. Highly educated professionals -- middle managers, college teachers, even lawyers -- often claimed that they earned less than unionized blue-collar workers. Those considered very well off lived in split-levels, had a housecleaner come in once a week and took summer vacations in Europe. But they sent their kids to public schools and drove themselves to work, just like everyone else. But that was long ago. The middle-class America of my youth was another country. We are now living in a new Gilded Age, as extravagant as the original. Mansions have made a comeback. Back in 1999 this magazine profiled Thierry Despont, the ''eminence of excess,'' an architect who specializes in designing houses for the superrich. His creations typically range from 20,000 to 60,000 square feet; houses at the upper end of his range are not much smaller than the White House. Needless to say, the armies of servants are back, too. So are the yachts. Still, even J.P. Morgan didn't have a Gulfstream. As the story about Despont suggests, it's not fair to say that the fact of widening inequality in America has gone unreported. Yet glimpses of the lifestyles of the rich and tasteless don't necessarily add up in people's minds to a clear picture of the tectonic shifts that have taken place in the distribution of income and wealth in this country. My sense is that few people are aware of just how much the gap between the very rich and the rest has widened over a relatively short period of time. In fact, even bringing up the subject exposes you to charges of ''class warfare,'' the ''politics of envy'' and so on. And very few people indeed are willing to talk about the profound effects -- economic, social and political -- of that widening gap. Yet you can't understand what's happening in America today without understanding the extent, causes and consequences of the vast increase in inequality that has taken place over the last three decades, and in particular the astonishing concentration of income and wealth in just a few hands. To make sense of the current wave of corporate scandal, you need to understand how the man in the gray flannel suit has been replaced by the imperial C.E.O. The concentration of income at the top is a key reason that the United States, for all its economic achievements, has more poverty and lower life expectancy than any other major advanced nation. Above all, the growing concentration of wealth has reshaped our political system: it is at the root both of a general shift to the right and of an extreme polarization of our politics.

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But before we get to all that, let's take a look at who gets what. II. The New Gilded Age The Securities and Exchange Commission hath no fury like a woman scorned. The messy divorce proceedings of Jack Welch, the legendary former C.E.O. of General Electric, have had one unintended benefit: they have given us a peek at the perks of the corporate elite, which are normally hidden from public view. For it turns out that when Welch retired, he was granted for life the use of a Manhattan apartment (including food, wine and laundry), access to corporate jets and a variety of other in-kind benefits, worth at least $2 million a year. The perks were revealing: they illustrated the extent to which corporate leaders now expect to be treated like ancien régime royalty. In monetary terms, however, the perks must have meant little to Welch. In 2000, his last full year running G.E., Welch was paid $123 million, mainly in stock and stock options. Is it news that C.E.O.'s of large American corporations make a lot of money? Actually, it is. They were always well paid compared with the average worker, but there is simply no comparison between what executives got a generation ago and what they are paid today. Over the past 30 years most people have seen only modest salary increases: the average annual salary in America, expressed in 1998 dollars (that is, adjusted for inflation), rose from $32,522 in 1970 to $35,864 in 1999. That's about a 10 percent increase over 29 years -- progress, but not much. Over the same period, however, according to Fortune magazine, the average real annual compensation of the top 100 C.E.O.'s went from $1.3 million -- 39 times the pay of an average worker -- to $37.5 million, more than 1,000 times the pay of ordinary workers. The explosion in C.E.O. pay over the past 30 years is an amazing story in its own right, and an important one. But it is only the most spectacular indicator of a broader story, the reconcentration of income and wealth in the U.S. The rich have always been different from you and me, but they are far more different now than they were not long ago -- indeed, they are as different now as they were when F. Scott Fitzgerald made his famous remark. That's a controversial statement, though it shouldn't be. For at least the past 15 years it has been hard to deny the evidence for growing inequality in the United States. Census data clearly show a rising share of income going to the top 20 percent of families, and within that top 20 percent to the top 5 percent, with a declining share going to families in the middle. Nonetheless, denial of that evidence is a sizable, well-financed industry. Conservative think tanks have produced scores of studies that try to discredit the data, the methodology and, not least, the motives of those who report the obvious. Studies that appear to refute claims of increasing inequality receive prominent endorsements on editorial pages and are eagerly cited by right-leaning government officials. Four years ago Alan Greenspan (why did anyone ever think that he was nonpartisan?) gave a keynote speech at the Federal Reserve's annual Jackson Hole conference that amounted to an attempt to deny that there has been any real increase in inequality in America. The concerted effort to deny that inequality is increasing is itself a symptom of the growing influence of our emerging plutocracy (more on this later). So is the fierce defense of the backup position, that inequality doesn't matter -- or maybe even that, to use Martha Stewart's signature phrase, it's a good thing. Meanwhile, politically motivated smoke screens aside, the reality of increasing inequality is not in doubt. In fact, the census data understate the case, because for technical reasons those data tend to undercount very high incomes -- for example, it's unlikely that they reflect the explosion in C.E.O. compensation. And other evidence makes it clear not only that inequality is increasing but that the action gets bigger the closer you get to the top. That is, it's not simply that the top 20 percent of families have had bigger percentage gains than families near the middle: the top 5 percent have done better than the next 15, the

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top 1 percent better than the next 4, and so on up to Bill Gates. Studies that try to do a better job of tracking high incomes have found startling results. For example, a recent study by the nonpartisan Congressional Budget Office used income tax data and other sources to improve on the census estimates. The C.B.O. study found that between 1979 and 1997, the after-tax incomes of the top 1 percent of families rose 157 percent, compared with only a 10 percent gain for families near the middle of the income distribution. Even more startling results come from a new study by Thomas Piketty, at the French research institute Cepremap, and Emmanuel Saez, who is now at the University of California at Berkeley. Using income tax data, Piketty and Saez have produced estimates of the incomes of the well-to-do, the rich and the very rich back to 1913. The first point you learn from these new estimates is that the middle-class America of my youth is best thought of not as the normal state of our society, but as an interregnum between Gilded Ages. America before 1930 was a society in which a small number of very rich people controlled a large share of the nation's wealth. We became a middle-class society only after the concentration of income at the top dropped sharply during the New Deal, and especially during World War II. The economic historians Claudia Goldin and Robert Margo have dubbed the narrowing of income gaps during those years the Great Compression. Incomes then stayed fairly equally distributed until the 1970's: the rapid rise in incomes during the first postwar generation was very evenly spread across the population. Since the 1970's, however, income gaps have been rapidly widening. Piketty and Saez confirm what I suspected: by most measures we are, in fact, back to the days of ''The Great Gatsby.'' After 30 years in which the income shares of the top 10 percent of taxpayers, the top 1 percent and so on were far below their levels in the 1920's, all are very nearly back where they were. And the big winners are the very, very rich. One ploy often used to play down growing inequality is to rely on rather coarse statistical breakdowns -- dividing the population into five ''quintiles,'' each containing 20 percent of families, or at most 10 ''deciles.'' Indeed, Greenspan's speech at Jackson Hole relied mainly on decile data. From there it's a short step to denying that we're really talking about the rich at all. For example, a conservative commentator might concede, grudgingly, that there has been some increase in the share of national income going to the top 10 percent of taxpayers, but then point out that anyone with an income over $81,000 is in that top 10 percent. So we're just talking about shifts within the middle class, right? Wrong: the top 10 percent contains a lot of people whom we would still consider middle class, but they weren't the big winners. Most of the gains in the share of the top 10 percent of taxpayers over the past 30 years were actually gains to the top 1 percent, rather than the next 9 percent. In 1998 the top 1 percent started at $230,000. In turn, 60 percent of the gains of that top 1 percent went to the top 0.1 percent, those with incomes of more than $790,000. And almost half of those gains went to a mere 13,000 taxpayers, the top 0.01 percent, who had an income of at least $3.6 million and an average income of $17 million. A stickler for detail might point out that the Piketty-Saez estimates end in 1998 and that the C.B.O. numbers end a year earlier. Have the trends shown in the data reversed? Almost surely not. In fact, all indications are that the explosion of incomes at the top continued through 2000. Since then the plunge in stock prices must have put some crimp in high incomes -- but census data show inequality continuing to increase in 2001, mainly because of the severe effects of the recession on the working poor and near poor. When the recession ends, we can be sure that we will find ourselves a society in which income inequality is even higher than it was in the late 90's. So claims that we've entered a second Gilded Age aren't exaggerated. In America's middle-class era, the mansion-building, yacht-owning classes had pretty much disappeared. According to Piketty and Saez, in

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1970 the top 0.01 percent of taxpayers had 0.7 percent of total income -- that is, they earned ''only'' 70 times as much as the average, not enough to buy or maintain a mega-residence. But in 1998 the top 0.01 percent received more than 3 percent of all income. That meant that the 13,000 richest families in America had almost as much income as the 20 million poorest households; those 13,000 families had incomes 300 times that of average families. And let me repeat: this transformation has happened very quickly, and it is still going on. You might think that 1987, the year Tom Wolfe published his novel ''The Bonfire of the Vanities'' and Oliver Stone released his movie ''Wall Street,'' marked the high tide of America's new money culture. But in 1987 the top 0.01 percent earned only about 40 percent of what they do today, and top executives less than a fifth as much. The America of ''Wall Street'' and ''The Bonfire of the Vanities'' was positively egalitarian compared with the country we live in today. III. Undoing the New Deal In the middle of the 1980's, as economists became aware that something important was happening to the distribution of income in America, they formulated three main hypotheses about its causes. The ''globalization'' hypothesis tied America's changing income distribution to the growth of world trade, and especially the growing imports of manufactured goods from the third world. Its basic message was that blue-collar workers -- the sort of people who in my youth often made as much money as college-educated middle managers -- were losing ground in the face of competition from low-wage workers in Asia. A result was stagnation or decline in the wages of ordinary people, with a growing share of national income going to the highly educated. A second hypothesis, ''skill-biased technological change,'' situated the cause of growing inequality not in foreign trade but in domestic innovation. The torrid pace of progress in information technology, so the story went, had increased the demand for the highly skilled and educated. And so the income distribution increasingly favored brains rather than brawn. Finally, the ''superstar'' hypothesis -- named by the Chicago economist Sherwin Rosen -- offered a variant on the technological story. It argued that modern technologies of communication often turn competition into a tournament in which the winner is richly rewarded, while the runners-up get far less. The classic example -- which gives the theory its name -- is the entertainment business. As Rosen pointed out, in bygone days there were hundreds of comedians making a modest living at live shows in the borscht belt and other places. Now they are mostly gone; what is left is a handful of superstar TV comedians. The debates among these hypotheses -- particularly the debate between those who attributed growing inequality to globalization and those who attributed it to technology -- were many and bitter. I was a participant in those debates myself. But I won't dwell on them, because in the last few years there has been a growing sense among economists that none of these hypotheses work. I don't mean to say that there was nothing to these stories. Yet as more evidence has accumulated, each of the hypotheses has seemed increasingly inadequate. Globalization can explain part of the relative decline in blue-collar wages, but it can't explain the 2,500 percent rise in C.E.O. incomes. Technology may explain why the salary premium associated with a college education has risen, but it's hard to match up with the huge increase in inequality among the college-educated, with little progress for many but gigantic gains at the top. The superstar theory works for Jay Leno, but not for the thousands of people who have become awesomely rich without going on TV. The Great Compression -- the substantial reduction in inequality during the New Deal and the Second World War -- also seems hard to understand in terms of the usual theories. During World War II Franklin

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Roosevelt used government control over wages to compress wage gaps. But if the middle-class society that emerged from the war was an artificial creation, why did it persist for another 30 years? Some -- by no means all -- economists trying to understand growing inequality have begun to take seriously a hypothesis that would have been considered irredeemably fuzzy-minded not long ago. This view stresses the role of social norms in setting limits to inequality. According to this view, the New Deal had a more profound impact on American society than even its most ardent admirers have suggested: it imposed norms of relative equality in pay that persisted for more than 30 years, creating the broadly middle-class society we came to take for granted. But those norms began to unravel in the 1970's and have done so at an accelerating pace. Exhibit A for this view is the story of executive compensation. In the 1960's, America's great corporations behaved more like socialist republics than like cutthroat capitalist enterprises, and top executives behaved more like public-spirited bureaucrats than like captains of industry. I'm not exaggerating. Consider the description of executive behavior offered by John Kenneth Galbraith in his 1967 book, ''The New Industrial State'': ''Management does not go out ruthlessly to reward itself -- a sound management is expected to exercise restraint.'' Managerial self-dealing was a thing of the past: ''With the power of decision goes opportunity for making money. . . . Were everyone to seek to do so . . . the corporation would be a chaos of competitive avarice. But these are not the sort of thing that a good company man does; a remarkably effective code bans such behavior. Group decision-making insures, moreover, that almost everyone's actions and even thoughts are known to others. This acts to enforce the code and, more than incidentally, a high standard of personal honesty as well.'' Thirty-five years on, a cover article in Fortune is titled ''You Bought. They Sold.'' ''All over corporate America,'' reads the blurb, ''top execs were cashing in stocks even as their companies were tanking. Who was left holding the bag? You.'' As I said, we've become a different country. Let's leave actual malfeasance on one side for a moment, and ask how the relatively modest salaries of top executives 30 years ago became the gigantic pay packages of today. There are two main stories, both of which emphasize changing norms rather than pure economics. The more optimistic story draws an analogy between the explosion of C.E.O. pay and the explosion of baseball salaries with the introduction of free agency. According to this story, highly paid C.E.O.'s really are worth it, because having the right man in that job makes a huge difference. The more pessimistic view -- which I find more plausible -- is that competition for talent is a minor factor. Yes, a great executive can make a big difference -- but those huge pay packages have been going as often as not to executives whose performance is mediocre at best. The key reason executives are paid so much now is that they appoint the members of the corporate board that determines their compensation and control many of the perks that board members count on. So it's not the invisible hand of the market that leads to those monumental executive incomes; it's the invisible handshake in the boardroom. But then why weren't executives paid lavishly 30 years ago? Again, it's a matter of corporate culture. For a generation after World War II, fear of outrage kept executive salaries in check. Now the outrage is gone. That is, the explosion of executive pay represents a social change rather than the purely economic forces of supply and demand. We should think of it not as a market trend like the rising value of waterfront property, but as something more like the sexual revolution of the 1960's -- a relaxation of old strictures, a new permissiveness, but in this case the permissiveness is financial rather than sexual. Sure enough, John Kenneth Galbraith described the honest executive of 1967 as being one who ''eschews the lovely, available and even naked woman by whom he is intimately surrounded.'' By the end of the 1990's, the executive motto might as well have been ''If it feels good, do it.'' How did this change in corporate culture happen? Economists and management theorists are only beginning to explore that question, but it's easy to suggest a few factors. One was the changing structure

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of financial markets. In his new book, ''Searching for a Corporate Savior,'' Rakesh Khurana of Harvard Business School suggests that during the 1980's and 1990's, ''managerial capitalism'' -- the world of the man in the gray flannel suit -- was replaced by ''investor capitalism.'' Institutional investors weren't willing to let a C.E.O. choose his own successor from inside the corporation; they wanted heroic leaders, often outsiders, and were willing to pay immense sums to get them. The subtitle of Khurana's book, by the way, is ''The Irrational Quest for Charismatic C.E.O.'s.'' But fashionable management theorists didn't think it was irrational. Since the 1980's there has been ever more emphasis on the importance of ''leadership'' -- meaning personal, charismatic leadership. When Lee Iacocca of Chrysler became a business celebrity in the early 1980's, he was practically alone: Khurana reports that in 1980 only one issue of Business Week featured a C.E.O. on its cover. By 1999 the number was up to 19. And once it was considered normal, even necessary, for a C.E.O. to be famous, it also became easier to make him rich. Economists also did their bit to legitimize previously unthinkable levels of executive pay. During the 1980's and 1990's a torrent of academic papers -- popularized in business magazines and incorporated into consultants' recommendations -- argued that Gordon Gekko was right: greed is good; greed works. In order to get the best performance out of executives, these papers argued, it was necessary to align their interests with those of stockholders. And the way to do that was with large grants of stock or stock options. It's hard to escape the suspicion that these new intellectual justifications for soaring executive pay were as much effect as cause. I'm not suggesting that management theorists and economists were personally corrupt. It would have been a subtle, unconscious process: the ideas that were taken up by business schools, that led to nice speaking and consulting fees, tended to be the ones that ratified an existing trend, and thereby gave it legitimacy. What economists like Piketty and Saez are now suggesting is that the story of executive compensation is representative of a broader story. Much more than economists and free-market advocates like to imagine, wages -- particularly at the top -- are determined by social norms. What happened during the 1930's and 1940's was that new norms of equality were established, largely through the political process. What happened in the 1980's and 1990's was that those norms unraveled, replaced by an ethos of ''anything goes.'' And a result was an explosion of income at the top of the scale. IV. The Price of Inequality It was one of those revealing moments. Responding to an e-mail message from a Canadian viewer, Robert Novak of ''Crossfire'' delivered a little speech: ''Marg, like most Canadians, you're ill informed and wrong. The U.S. has the longest standard of living -- longest life expectancy of any country in the world, including Canada. That's the truth.'' But it was Novak who had his facts wrong. Canadians can expect to live about two years longer than Americans. In fact, life expectancy in the U.S. is well below that in Canada, Japan and every major nation in Western Europe. On average, we can expect lives a bit shorter than those of Greeks, a bit longer than those of Portuguese. Male life expectancy is lower in the U.S. than it is in Costa Rica. Still, you can understand why Novak assumed that we were No. 1. After all, we really are the richest major nation, with real G.D.P. per capita about 20 percent higher than Canada's. And it has been an article of faith in this country that a rising tide lifts all boats. Doesn't our high and rising national wealth translate into a high standard of living -- including good medical care -- for all Americans? Well, no. Although America has higher per capita income than other advanced countries, it turns out that

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that's mainly because our rich are much richer. And here's a radical thought: if the rich get more, that leaves less for everyone else. That statement -- which is simply a matter of arithmetic -- is guaranteed to bring accusations of ''class warfare.'' If the accuser gets more specific, he'll probably offer two reasons that it's foolish to make a fuss over the high incomes of a few people at the top of the income distribution. First, he'll tell you that what the elite get may look like a lot of money, but it's still a small share of the total -- that is, when all is said and done the rich aren't getting that big a piece of the pie. Second, he'll tell you that trying to do anything to reduce incomes at the top will hurt, not help, people further down the distribution, because attempts to redistribute income damage incentives. These arguments for lack of concern are plausible. And they were entirely correct, once upon a time -- namely, back when we had a middle-class society. But there's a lot less truth to them now. First, the share of the rich in total income is no longer trivial. These days 1 percent of families receive about 16 percent of total pretax income, and have about 14 percent of after-tax income. That share has roughly doubled over the past 30 years, and is now about as large as the share of the bottom 40 percent of the population. That's a big shift of income to the top; as a matter of pure arithmetic, it must mean that the incomes of less well off families grew considerably more slowly than average income. And they did. Adjusting for inflation, average family income -- total income divided by the number of families -- grew 28 percent from 1979 to 1997. But median family income -- the income of a family in the middle of the distribution, a better indicator of how typical American families are doing -- grew only 10 percent. And the incomes of the bottom fifth of families actually fell slightly. Let me belabor this point for a bit. We pride ourselves, with considerable justification, on our record of economic growth. But over the last few decades it's remarkable how little of that growth has trickled down to ordinary families. Median family income has risen only about 0.5 percent per year -- and as far as we can tell from somewhat unreliable data, just about all of that increase was due to wives working longer hours, with little or no gain in real wages. Furthermore, numbers about income don't reflect the growing riskiness of life for ordinary workers. In the days when General Motors was known in-house as Generous Motors, many workers felt that they had considerable job security -- the company wouldn't fire them except in extremis. Many had contracts that guaranteed health insurance, even if they were laid off; they had pension benefits that did not depend on the stock market. Now mass firings from long-established companies are commonplace; losing your job means losing your insurance; and as millions of people have been learning, a 401(k) plan is no guarantee of a comfortable retirement. Still, many people will say that while the U.S. economic system may generate a lot of inequality, it also generates much higher incomes than any alternative, so that everyone is better off. That was the moral Business Week tried to convey in its recent special issue with ''25 Ideas for a Changing World.'' One of those ideas was ''the rich get richer, and that's O.K.'' High incomes at the top, the conventional wisdom declares, are the result of a free-market system that provides huge incentives for performance. And the system delivers that performance, which means that wealth at the top doesn't come at the expense of the rest of us. A skeptic might point out that the explosion in executive compensation seems at best loosely related to actual performance. Jack Welch was one of the 10 highest-paid executives in the United States in 2000, and you could argue that he earned it. But did Dennis Kozlowski of Tyco, or Gerald Levin of Time Warner, who were also in the top 10? A skeptic might also point out that even during the economic boom of the late 1990's, U.S. productivity growth was no better than it was during the great postwar expansion,

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which corresponds to the era when America was truly middle class and C.E.O.'s were modestly paid technocrats. But can we produce any direct evidence about the effects of inequality? We can't rerun our own history and ask what would have happened if the social norms of middle-class America had continued to limit incomes at the top, and if government policy had leaned against rising inequality instead of reinforcing it, which is what actually happened. But we can compare ourselves with other advanced countries. And the results are somewhat surprising. Many Americans assume that because we are the richest country in the world, with real G.D.P. per capita higher than that of other major advanced countries, Americans must be better off across the board -- that it's not just our rich who are richer than their counterparts abroad, but that the typical American family is much better off than the typical family elsewhere, and that even our poor are well off by foreign standards. But it's not true. Let me use the example of Sweden, that great conservative bête noire. A few months ago the conservative cyberpundit Glenn Reynolds made a splash when he pointed out that Sweden's G.D.P. per capita is roughly comparable with that of Mississippi -- see, those foolish believers in the welfare state have impoverished themselves! Presumably he assumed that this means that the typical Swede is as poor as the typical resident of Mississippi, and therefore much worse off than the typical American. But life expectancy in Sweden is about three years higher than that of the U.S. Infant mortality is half the U.S. level, and less than a third the rate in Mississippi. Functional illiteracy is much less common than in the U.S. How is this possible? One answer is that G.D.P. per capita is in some ways a misleading measure. Swedes take longer vacations than Americans, so they work fewer hours per year. That's a choice, not a failure of economic performance. Real G.D.P. per hour worked is 16 percent lower than in the United States, which makes Swedish productivity about the same as Canada's. But the main point is that though Sweden may have lower average income than the United States, that's mainly because our rich are so much richer. The median Swedish family has a standard of living roughly comparable with that of the median U.S. family: wages are if anything higher in Sweden, and a higher tax burden is offset by public provision of health care and generally better public services. And as you move further down the income distribution, Swedish living standards are way ahead of those in the U.S. Swedish families with children that are at the 10th percentile -- poorer than 90 percent of the population -- have incomes 60 percent higher than their U.S. counterparts. And very few people in Sweden experience the deep poverty that is all too common in the United States. One measure: in 1994 only 6 percent of Swedes lived on less than $11 per day, compared with 14 percent in the U.S. The moral of this comparison is that even if you think that America's high levels of inequality are the price of our high level of national income, it's not at all clear that this price is worth paying. The reason conservatives engage in bouts of Sweden-bashing is that they want to convince us that there is no tradeoff between economic efficiency and equity -- that if you try to take from the rich and give to the poor, you actually make everyone worse off. But the comparison between the U.S. and other advanced countries doesn't support this conclusion at all. Yes, we are the richest major nation. But because so much of our national income is concentrated in relatively few hands, large numbers of Americans are worse off economically than their counterparts in other advanced countries. And we might even offer a challenge from the other side: inequality in the United States has arguably

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reached levels where it is counterproductive. That is, you can make a case that our society would be richer if its richest members didn't get quite so much. I could make this argument on historical grounds. The most impressive economic growth in U.S. history coincided with the middle-class interregnum, the post-World War II generation, when incomes were most evenly distributed. But let's focus on a specific case, the extraordinary pay packages of today's top executives. Are these good for the economy? Until recently it was almost unchallenged conventional wisdom that, whatever else you might say, the new imperial C.E.O.'s had delivered results that dwarfed the expense of their compensation. But now that the stock bubble has burst, it has become increasingly clear that there was a price to those big pay packages, after all. In fact, the price paid by shareholders and society at large may have been many times larger than the amount actually paid to the executives. It's easy to get boggled by the details of corporate scandal -- insider loans, stock options, special-purpose entities, mark-to-market, round-tripping. But there's a simple reason that the details are so complicated. All of these schemes were designed to benefit corporate insiders -- to inflate the pay of the C.E.O. and his inner circle. That is, they were all about the ''chaos of competitive avarice'' that, according to John Kenneth Galbraith, had been ruled out in the corporation of the 1960's. But while all restraint has vanished within the American corporation, the outside world -- including stockholders -- is still prudish, and open looting by executives is still not acceptable. So the looting has to be camouflaged, taking place through complicated schemes that can be rationalized to outsiders as clever corporate strategies. Economists who study crime tell us that crime is inefficient -- that is, the costs of crime to the economy are much larger than the amount stolen. Crime, and the fear of crime, divert resources away from productive uses: criminals spend their time stealing rather than producing, and potential victims spend time and money trying to protect their property. Also, the things people do to avoid becoming victims -- like avoiding dangerous districts -- have a cost even if they succeed in averting an actual crime. The same holds true of corporate malfeasance, whether or not it actually involves breaking the law. Executives who devote their time to creating innovative ways to divert shareholder money into their own pockets probably aren't running the real business very well (think Enron, WorldCom, Tyco, Global Crossing, Adelphia . . . ). Investments chosen because they create the illusion of profitability while insiders cash in their stock options are a waste of scarce resources. And if the supply of funds from lenders and shareholders dries up because of a lack of trust, the economy as a whole suffers. Just ask Indonesia. The argument for a system in which some people get very rich has always been that the lure of wealth provides powerful incentives. But the question is, incentives to do what? As we learn more about what has actually been going on in corporate America, it's becoming less and less clear whether those incentives have actually made executives work on behalf of the rest of us. V. Inequality and Politics In September the Senate debated a proposed measure that would impose a one-time capital gains tax on Americans who renounce their citizenship in order to avoid paying U.S. taxes. Senator Phil Gramm was not pleased, declaring that the proposal was ''right out of Nazi Germany.'' Pretty strong language, but no stronger than the metaphor Daniel Mitchell of the Heritage Foundation used, in an op-ed article in The Washington Times, to describe a bill designed to prevent corporations from rechartering abroad for tax purposes: Mitchell described this legislation as the ''Dred Scott tax bill,'' referring to the infamous 1857 Supreme Court ruling that required free states to return escaped slaves.

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Twenty years ago, would a prominent senator have likened those who want wealthy people to pay taxes to Nazis? Would a member of a think tank with close ties to the administration have drawn a parallel between corporate taxation and slavery? I don't think so. The remarks by Gramm and Mitchell, while stronger than usual, were indicators of two huge changes in American politics. One is the growing polarization of our politics -- our politicians are less and less inclined to offer even the appearance of moderation. The other is the growing tendency of policy and policy makers to cater to the interests of the wealthy. And I mean the wealthy, not the merely well-off: only someone with a net worth of at least several million dollars is likely to find it worthwhile to become a tax exile. You don't need a political scientist to tell you that modern American politics is bitterly polarized. But wasn't it always thus? No, it wasn't. From World War II until the 1970's -- the same era during which income inequality was historically low -- political partisanship was much more muted than it is today. That's not just a subjective assessment. My Princeton political science colleagues Nolan McCarty and Howard Rosenthal, together with Keith Poole at the University of Houston, have done a statistical analysis showing that the voting behavior of a congressman is much better predicted by his party affiliation today than it was 25 years ago. In fact, the division between the parties is sharper now than it has been since the 1920's. What are the parties divided about? The answer is simple: economics. McCarty, Rosenthal and Poole write that ''voting in Congress is highly ideological -- one-dimensional left/right, liberal versus conservative.'' It may sound simplistic to describe Democrats as the party that wants to tax the rich and help the poor, and Republicans as the party that wants to keep taxes and social spending as low as possible. And during the era of middle-class America that would indeed have been simplistic: politics wasn't defined by economic issues. But that was a different country; as McCarty, Rosenthal and Poole put it, ''If income and wealth are distributed in a fairly equitable way, little is to be gained for politicians to organize politics around nonexistent conflicts.'' Now the conflicts are real, and our politics is organized around them. In other words, the growing inequality of our incomes probably lies behind the growing divisiveness of our politics. But the politics of rich and poor hasn't played out the way you might think. Since the incomes of America's wealthy have soared while ordinary families have seen at best small gains, you might have expected politicians to seek votes by proposing to soak the rich. In fact, however, the polarization of politics has occurred because the Republicans have moved to the right, not because the Democrats have moved to the left. And actual economic policy has moved steadily in favor of the wealthy. The major tax cuts of the past 25 years, the Reagan cuts in the 1980's and the recent Bush cuts, were both heavily tilted toward the very well off. (Despite obfuscations, it remains true that more than half the Bush tax cut will eventually go to the top 1 percent of families.) The major tax increase over that period, the increase in payroll taxes in the 1980's, fell most heavily on working-class families. The most remarkable example of how politics has shifted in favor of the wealthy -- an example that helps us understand why economic policy has reinforced, not countered, the movement toward greater inequality -- is the drive to repeal the estate tax. The estate tax is, overwhelmingly, a tax on the wealthy. In 1999, only the top 2 percent of estates paid any tax at all, and half the estate tax was paid by only 3,300 estates, 0.16 percent of the total, with a minimum value of $5 million and an average value of $17 million. A quarter of the tax was paid by just 467 estates worth more than $20 million. Tales of family farms and businesses broken up to pay the estate tax are basically rural legends; hardly any real examples have been found, despite diligent searching. You might have thought that a tax that falls on so few people yet yields a significant amount of revenue would be politically popular; you certainly wouldn't expect widespread opposition. Moreover, there has long been an argument that the estate tax promotes democratic values, precisely because it limits the

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ability of the wealthy to form dynasties. So why has there been a powerful political drive to repeal the estate tax, and why was such a repeal a centerpiece of the Bush tax cut? There is an economic argument for repealing the estate tax, but it's hard to believe that many people take it seriously. More significant for members of Congress, surely, is the question of who would benefit from repeal: while those who will actually benefit from estate tax repeal are few in number, they have a lot of money and control even more (corporate C.E.O.'s can now count on leaving taxable estates behind). That is, they are the sort of people who command the attention of politicians in search of campaign funds. But it's not just about campaign contributions: much of the general public has been convinced that the estate tax is a bad thing. If you try talking about the tax to a group of moderately prosperous retirees, you get some interesting reactions. They refer to it as the ''death tax''; many of them believe that their estates will face punitive taxation, even though most of them will pay little or nothing; they are convinced that small businesses and family farms bear the brunt of the tax. These misconceptions don't arise by accident. They have, instead, been deliberately promoted. For example, a Heritage Foundation document titled ''Time to Repeal Federal Death Taxes: The Nightmare of the American Dream'' emphasizes stories that rarely, if ever, happen in real life: ''Small-business owners, particularly minority owners, suffer anxious moments wondering whether the businesses they hope to hand down to their children will be destroyed by the death tax bill, . . . Women whose children are grown struggle to find ways to re-enter the work force without upsetting the family's estate tax avoidance plan.'' And who finances the Heritage Foundation? Why, foundations created by wealthy families, of course. The point is that it is no accident that strongly conservative views, views that militate against taxes on the rich, have spread even as the rich get richer compared with the rest of us: in addition to directly buying influence, money can be used to shape public perceptions. The liberal group People for the American Way's report on how conservative foundations have deployed vast sums to support think tanks, friendly media and other institutions that promote right-wing causes is titled ''Buying a Movement.'' Not to put too fine a point on it: as the rich get richer, they can buy a lot of things besides goods and services. Money buys political influence; used cleverly, it also buys intellectual influence. A result is that growing income disparities in the United States, far from leading to demands to soak the rich, have been accompanied by a growing movement to let them keep more of their earnings and to pass their wealth on to their children. This obviously raises the possibility of a self-reinforcing process. As the gap between the rich and the rest of the population grows, economic policy increasingly caters to the interests of the elite, while public services for the population at large -- above all, public education -- are starved of resources. As policy increasingly favors the interests of the rich and neglects the interests of the general population, income disparities grow even wider. VI. Plutocracy? In 1924, the mansions of Long Island's North Shore were still in their full glory, as was the political power of the class that owned them. When Gov. Al Smith of New York proposed building a system of parks on Long Island, the mansion owners were bitterly opposed. One baron -- Horace Havemeyer, the ''sultan of sugar'' -- warned that North Shore towns would be ''overrun with rabble from the city.'' ''Rabble?'' Smith said. ''That's me you're talking about.'' In the end New Yorkers got their parks, but it was close: the interests of a few hundred wealthy families nearly prevailed over those of New York City's middle class. America in the 1920's wasn't a feudal society. But it was a nation in which vast privilege -- often inherited

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privilege -- stood in contrast to vast misery. It was also a nation in which the government, more often than not, served the interests of the privileged and ignored the aspirations of ordinary people. Those days are past -- or are they? Income inequality in America has now returned to the levels of the 1920's. Inherited wealth doesn't yet play a big part in our society, but given time -- and the repeal of the estate tax -- we will grow ourselves a hereditary elite just as set apart from the concerns of ordinary Americans as old Horace Havemeyer. And the new elite, like the old, will have enormous political power. Kevin Phillips concludes his book ''Wealth and Democracy'' with a grim warning: ''Either democracy must be renewed, with politics brought back to life, or wealth is likely to cement a new and less democratic regime -- plutocracy by some other name.'' It's a pretty extreme line, but we live in extreme times. Even if the forms of democracy remain, they may become meaningless. It's all too easy to see how we may become a country in which the big rewards are reserved for people with the right connections; in which ordinary people see little hope of advancement; in which political involvement seems pointless, because in the end the interests of the elite always get served. Am I being too pessimistic? Even my liberal friends tell me not to worry, that our system has great resilience, that the center will hold. I hope they're right, but they may be looking in the rearview mirror. Our optimism about America, our belief that in the end our nation always finds its way, comes from the past -- a past in which we were a middle-class society. But that was another country.

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GRADE LEVEL: 11 LITERARY WORK: The Great Gatsby SUPPLEMENTARY WORK: “The Rich Are Different From You and Me” Lesson 3: One class period Aim: How does a causation argument work? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 3, 4, 6, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 1, 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 4, 5, 6 Motivation: What factors of a person's upbringing and personality affect his generosity towards others?

From experience, which people are most generous? Instructional Materials: The Economist's “How The Rich Are Different From You and Me” (Attachment 7) Procedures and Pivotal Questions: Discuss motivation. Why might certain factors make people more generous? How can we

test which factors might make people generous? As a class, read the article. How does Dr. Piff conduct his experiment? What factors does he account for? What do Dr. Piff's experiments suggest about what causes generosity? How can we identify

why this relationship is causal? In the final paragraph, possible causal explanations are flipped. Based on the evidence,

which causal relationship is more likely? How do we know? Summary: How does the author establish the causation component of Dr. Piff's study?

Extension Activity: What implications does this article have? How do this article and its conclusions explain Jay Gatsby and his friends?

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Attachment 7

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The rich are different from you and me They are more selfish

July 29th 2010 LIFE at the bottom is nasty, brutish and short. For this reason, heartless folk might assume that people in the lower social classes will be more self-interested and less inclined to consider the welfare of others than upper-class individuals, who can afford a certainnoblesse oblige. A recent study, however, challenges this idea. Experiments by Paul Piff and his colleagues at the University of California, Berkeley, reported this week in the Journal of Personality and Social Psychology, suggest precisely the opposite. It is the poor, not the rich, who are inclined to charity. In their first experiment, Dr Piff and his team recruited 115 people. To start with, these volunteers were asked to engage in a series of bogus activities, in order to create a misleading impression of the purpose of the research. Eventually, each was told he had been paired with an anonymous partner seated in a different room. Participants were given ten credits and advised that their task was to decide how many of these credits they wanted to keep for themselves and how many (if any) they wished to transfer to their partner. They were also told that the credits they had at the end of the game would be worth real money and that their partners would have no ability to interfere with the outcome. A week before the game was run, participants were asked their ethnic backgrounds, sex, age, frequency of attendance at religious services and socioeconomic status. During this part of the study, they were presented with a drawing of a ladder with ten rungs on it. Each rung represented people of different levels of education, income and occupational status. They were asked to place an “X” on the rung they felt corresponded to where they stood relative to others in their own community. The average number of credits people gave away was 4.1. However, an analysis of the results showed that generosity increased as participants' assessment of their own social status fell. Those who rated themselves at the bottom of the ladder gave away 44% more of their credits than those who put their crosses at the top, even when the effects of age, sex, ethnicity and religiousness had been accounted for.

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The prince and the pauper In follow-up experiments, the researchers asked participants to imagine and write about a hypothetical interaction with someone who was extremely wealthy or extremely poor. This sort of storytelling is used routinely by psychologists when they wish to induce a temporary change in someone's point of view. In this case the change intended was to that of a higher or lower social class than the individual perceived he normally belonged to. The researchers then asked participants to indicate what percentage of a person's income should be spent on charitable donations. They found that both real lower-class participants and those temporarily induced to rank themselves as lower class felt that a greater share of a person's salary should be used to support charity. Upper-class participants said 2.1% of incomes should be donated. Lower-class individuals felt that 5.6% was the appropriate slice. Upper-class participants who were induced to believe they were lower class suggested 3.1%. And lower-class individuals who had been “psychologically promoted” thought 3.3% was about right. A final experiment attempted to test how helpful people of different classes are when actually exposed to a person in need. This time participants were “primed” with video clips, rather than by storytelling, into more or less compassionate states. The researchers then measured their reaction to another participant (actually a research associate) who turned up late and thus needed help with the experimental procedure. In this case priming made no difference to the lower classes. They always showed compassion to the latecomer. The upper classes, though, could be influenced. Those shown a compassion-inducing video behaved in a more sympathetic way than those shown emotionally neutral footage. That suggests the rich are capable of compassion, if somebody reminds them, but do not show it spontaneously. One interpretation of all this might be that selfish people find it easier to become rich. Some of the experiments Dr. Piff conducted, however, sorted people by the income of the family in which the participant grew up. This revealed that whether high status was inherited or earned made no difference—so the idea that it is the self-made who are especially selfish does not work. Dr Piff himself suggests that the increased compassion which seems to exist among the poor increases generosity and helpfulness, and promotes a level of trust and co-operation that can prove essential for survival during hard times.

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GRADE LEVEL: 11 LITERARY WORK: One Flew Over the Cuckoo's Nest RESOURCE LIST:

Anderson, Scott. “Greg Ousley Is Sorry for Killing His Parents. Is That Enough?” The New York Times Magazine. July 19, 2012. Article

Bly, Nellie. “Ten Days in a Mad House.” http://digital.library.upenn.edu/women/bly/madhouse/madhouse.html Essay

Emerson, Ralph Waldo. “Self-Reliance.” Essays: First Series. 1841. Essay

Ginsberg, Allen. “Howl.” Poem

Kellogg, Carolyn. “The Reading Life: 'One Flew Over the Cuckoo's Nest' turns 50.” The L.A. Times. February 5, 2012. Article

Keim, Brandon. “The Horrible Psychology of Solitary Confinement.” Wired. July 10 2013. http://www.wired.com/wiredscience/2013/07/solitary-confinement-2/ Article

Kroll, Andy. “How Occupy Wall Street Really Got Started.” Mother Jones. October 17,

2011. Article

“Occupy Wall Street Spreads Worldwide.” The Atlantic. http://www.theatlantic.com/infocus/2011/10/occupy-wall-street-spreads-worldwide/100171/ Article

Thoreau, Henry David. “Where I Lived, and What I Lived for.” Walden. Essay

Tran, Mai. “Parents Ask School District to Ban 'Cuckoo's Nest'.” The L.A. Times. December 3, 2000. Article


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GRADE LEVEL: 11 LITERARY WORK: One Flew Over The Cuckoo's Nest SUPPLEMENTARY WORK: “Ten Days in a Mad House” Lesson 1: One class period Aim: How does Bly's narrative voice establish credibility for her narrative? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 10, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 4, 5, 6 Motivation: What is an investigative journalist? What contemporary issues might require the use of

investigative journalism in order to reveal the truth to the public? Instructional Materials: Nellie Bly's “Ten Days in a Mad House” (Attachment 8) Handout (Attachment 9) Procedures and Pivotal Questions: After first having students read the work individually, assign each student a chapter (chapter

2 is very short and might be skipped or used as a teacher model; there are 17 chapters, so you might have to double up on a few of them depending on class size).

Distribute handouts. Each student should complete the handout for his/her assigned chapter. At the teacher's discretion, students should share their findings either in small groups or as a

whole class. Several patterns should emerge (Bly names names, includes dialogue, includes scrupulous levels of detail, etc.).

Why is it essential for Bly to establish unimpeachable credibility as an investigative journalist?

Summary: Have the student who analyzed chapter 17 present to the whole class. Why is chapter 17

particularly essential? Why does the jury side with her despite the hospital desperately changing its practices?

Extension Activity: At the end of the reading, several other Nellie Bly investigative pieces are included. Assign

one and ask students to evaluate the effectiveness of Bly's narrative voice in the piece.

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Attachment 8 Entire text is 75 pages long and can be found at: HTTP://DIGITAL.LIBRARY.UPENN.EDU/WOMEN/BLY/MADHOUSE/MADHOUSE.HTML

PRICE TWENTY-FIVE CENTS.

Ten Days In a

Mad-House. BY NELLIE BLY.

NEW YORK: IAN L. MUNRO, PUBLISHER, 24 AND 26 VANDEWATER STREET

WHY ARE THE MADAME MORA'S CORSETS

A MARVEL OF COMFORT AND ELEGANCE!

Try them and you will Find

WHY they need no breaking in, but feel easy at once. WHY they are liked by Ladies of full figure. WHY they do not break down over the hips, and

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WHY the celebrated French curved band prevents any wrinkling or stretching at the sides.WHY dressmakers delight in fitting dresses over them. WHY merchants say they give better satisfaction than any others. WHY they take pains to recommend them.

Their popularity has induced many imitations, which are frauds, high at any price. Buy only the genuine, stamped

Madame Mora's. Sold by all leading dealers with this GUARANTEE:

that if not perfectly satisfactory upon trial the money will be refunded. L. KRAUS & CO., Manufacturers, Birmingham, Conn.

INTRODUCTION.

SINCE my experiences in Blackwell's Island Insane Asylum were published in the World I have received hundreds of letters in regard to it. The edition containing my story long since ran out, and I have been prevailed upon to allow it to be published in book form, to satisfy the hundreds who are yet asking for copies.

I am happy to be able to state as a result of my visit to the asylum and the exposures consequent thereon, that the City of New York has appropriated $1,000,000 more per annum than ever before for the care of the insane. So I have at least the satisfaction of knowing that the poor unfortunates will be the better cared for because of my work.

TEN DAYS IN A MAD-HOUSE.

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Attachment 9 NAME: ____________________

Directions: For your assigned chapter, find evidence of Nellie Bly making rhetorical choices in developing her narrative voice. Identify the choices she makes and explain how they build the credibility of her voice.

Example How example establishes credibility

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GRADE LEVEL: 11 LITERARY WORK: One Flew Over the Cuckoo's Nest SUPPLEMENTARY WORK: “Greg Ousley Is Sorry for Killing His Parents. Is That Enough?” Lesson 2: One class period Aim: How does Anderson build the case for Ousley's early release? Is this case convincing? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 4, 6, 11 RI. 11-12 1, 2, 3, 5, 6, 10 W. 11-12 1, 2, 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 3, 4, 5, 6 Motivation: What are the purposes of incarceration? How do we determine whether those purposes have

been achieved? Instructional Materials: Scott Anderson's “Greg Ousley Is Sorry for Killing His Parents. Is That Enough?”

(Attachment 10) Procedures and Pivotal Questions: Discuss the motivation. Try to come to consensus (or conditional consensus) and place these

conditions on display. Distribute article and have students read it in advance. As they read, students annotate the

document, looking for whether they believe Ousley or not, and whether his changes satisfy their own personal conditions for early release.

Why doesn't Anderson come out and openly advocate for Ousley's release? What conditions does Anderson imply are necessary for early release? Does Ousley meet Anderson's conditions?

Summary: Are Anderson's conditions different from your own? How do you justify your own

conditions?

Extension Activity: Have students write an op-ed in which they lay out their own conditions for early release and

argue whether Ousley has met them.

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Attachment 10

Greg Ousley Is Sorry for Killing His Parents. Is That Enough?

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Greg Ousley, who is serving a 60-year sentence for murdering his parents at age 14. By SCOTT ANDERSON Published: July 19, 2012 For 19 years, Greg Ousley has sought to make sense of the event that has haunted and dictated his life, but the answer, if such a simple thing exists, has remained forever beyond his grasp. In its place, he has hunches and half-formed theories. He can lay out a chronology of moments leading up to the event, but some of these are contradictory, others are mere fragments and all are trivial when stacked against what came next. Occasionally, though, he stumbles upon something that is raw and true, like when he describes what happened on the afternoon of Tuesday, Feb. 23, 1993, four days before he murdered his parents. It was a normal day at his junior high school, but when Greg came home, he fought with his parents and defiantly locked himself in his bedroom. Greg’s father, Jobie, knocked on the door for a minute or two, and when that had no effect, he returned to the couch to watch television. In the prison where Greg told me this story, he gave a quick chuckle. “Well, there’s no way my mom was gonna let that stand,” he said, “so after she had a try and I still wouldn’t come out, she got a hairpin and just picked the lock.” Bonnie Ousley found Greg lying on his stomach, refusing to speak or even look at her. She sat on the edge of the bed and began stroking his back. In the telling, Greg slid into present tense, pantomiming his mother’s caress. “And she keeps saying: ‘What’s wrong, honey? What’s going on with you? Talk to me. Just talk to me.’ ” The 14-year-old boy told his mother that he was scared, that all he ever thought about was murder and suicide. “And as soon as I say that, she takes her hand off my back.” Greg, who is now 33, yanked his hand into the air, as if scalded. “She jumps up — ‘You’re just watching too many movies’ — and walks out the room.” His face crumpled. Over the many hours I had spent with him, he rarely showed emotion, and the abruptness with which this came on seemed to startle and embarrass him. He took a minute to compose himself, then said: “I remember lying there thinking: Man, this is just never going to change. Mom and Dad, they are never, ever gonna listen to me. I’ve got no choice, I’ve got to go through with it.” “Go through with it?” I asked. Greg gave a slow shrug of his shoulders. “Kill them.” Four nights later, at about 11:30, Greg went into his parents’ bedroom with a 12-gauge shotgun and shot his father once in the head. Moments later, as his mother rushed for the telephone in the dining room, he killed her with two more shots. Greg then drove the family pickup truck to his best friend’s house three miles away. He told his friend what he had done and swore him to secrecy. Then he drove back to his home around 4 a.m., parked the pickup in the garage, placed the gun in the kitchen doorway and ran to a neighbor’s house to raise the alarm. The story Greg told the police — that he returned home from a late-night joy ride to find the shotgun on

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the floor and his mother lying dead just beyond — had holes in it from the outset, and those holes became gaping once his friend revealed what he knew to investigators. By midafternoon the next day, Greg finally broke down at the Kosciusko County sheriff’s office in Warsaw, Ind., and provided a full confession. “I had been thinking about killing them every time I get mad,” he told his interrogator. “They don’t seem to understand me.” Indicative of either his youth or his mental state at that moment, Greg made a forlorn request of the detective: “Please don’t tell my family.” Despite Greg’s age, his case was swiftly waived into the adult justice system. Facing the possibility of life in prison, he accepted a plea agreement of guilty but mentally ill. In early 1994, Greg, then 15, entered the Indiana penitentiary system to begin serving a 60-year sentence. He was one of the youngest adult inmates in the state’s history. Today there are well more than 2,500 juveniles serving time in adult prisons in the United States — enough, in Indiana’s case, to fill a dedicated Y.I.A. (Youth Incarcerated as Adults) wing at Wabash Valley Correctional Facility. The United States is the only Western nation to routinely convict minors as adults, and the practice has set off a growing disquiet even in conservative legal circles. In 2005, the Supreme Court ruled that the death penalty for juveniles was unconstitutional, and just last month it similarly banned mandatory sentencing of life without parole in juvenile homicide cases. But in this controversy, Greg Ousley is an unlikely representative for sentencing reform. He is not a 16-year-old doing 20 years for his third drug felony or a 13-year-old who found his father’s loaded handgun and shot a playmate. What he is, or was, is a teenage boy who planned and carried out a crime so unthinkable that to most people it is not just a moral transgression but almost a biological one. I first learned of Greg’s crime in the spring of 2009, and I wrote him a letter asking if he would be willing to talk to me. I wasn’t sure what I expected to find, but I wanted to understand how a man who had served 16 years for killing his parents made sense of what he had done and what his life could still be. The first time I saw him, that April, Greg was at Westville Correctional Facility, a sprawling medium-security complex set in the cornfields just east of Valparaiso. He was slighter than I expected — about 5-foot-10, with the wiry frame of a wrestler or a distance runner — and a good deal perkier, possessed of a quick-witted cheerfulness that was out of sync with his surroundings. Even more surprising, given the nature of his crimes, was the setting for our meeting. Rather than speaking in a visitors’ hall or a monitored media room, Greg and I were led to a small conference room where we were allowed to visit, without supervision and Greg free of any restraints, for as long as we wished. “I work across the hall from the superintendent,” Greg explained, “so they all know me.” He pointed out a window to a high fence topped with concertina wire, the innermost ring of Westville’s many barriers to the outside. “And let’s be honest,” he said, “where am I gonna go?” We talked that day for about five hours and nearly as long the next, the first of scores of conversations we would have in person or by phone over the next three years. For a host of reasons, Greg’s story is a confounding one. Despite the media attention they often garner, instances of a child’s murdering a parent or stepparent — juvenile parricide, as it is legalistically known — are among the rarest of homicides, probably accounting for fewer than 75 of the some 15,000 murders committed in the United States in any given year. Seldom are both parents murdered. Perhaps just as confounding as his crime, however, is the journey Greg has taken inside prison. To say that he has spent his entire adulthood behind bars doesn’t begin to capture the isolation he has experienced. While he had frequent visitors in the first few years of his incarceration, that number quickly

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trailed off. By the time of my appearance in April 2009, he had just three or four visitors in the previous decade, none of them family members. I realized after my first two conversations with him that those 9 or 10 hours constituted about half of all his contact with the outside world since he turned 20. Yet during this same period, Greg somehow managed to become a model inmate. After earning his high-school equivalency and attending nearly every anger- and stress-management workshop the penal system had to offer, he pursued a bachelor’s degree in liberal arts through Indiana State University’s correspondence program. In 2004, he graduated magna cum laude. (“I was a bit disappointed with that,” he told me. “I was hoping for summa cum laude, but I screwed up on this one class.”) Just before I met Greg, his appeals lawyer petitioned the prosecutor for a sentence modification, a procedure in which, on a prosecutor’s recommendation, an Indiana judge might amend a sentence and grant an early release for a prisoner whose behavior and record in prison suggest complete rehabilitation. The prosecutor had previously rejected a handwritten appeal from Greg, but in early 2009 he agreed to allow the modification process to move forward, provided that none of the victims’ next of kin — meaning Greg’s two sisters and five aunts and uncles — objected. It suddenly opened up the possibility that, at 30, Greg might be released from prison years before his official eligibility date of March 2019. “I’m really confident it’s going to happen,” he told me at our first meeting. “I have one aunt who might be a problem, but I’m pretty sure everyone else will totally support it.” It was tempting to dismiss this as wishful thinking, except that the corrections officials I spoke with — and no group of professionals is more jaded, working as they do in an environment where nearly everyone is trying to work some angle — appeared to be the biggest supporters of Greg’s campaign. This was evident in the extraordinary freedom we were allowed in our discussions and also in the array of Westville officials, ranging from Greg’s casework manager, Dennis Hood, up to the prison superintendent, William Wilson, who made themselves available to extol the virtues of the bright and personable young man in their midst. “He’s just a great worker,” Hood offered, “enthusiastic, solves problems on his own, never complains. I have no doubt he’ll succeed in whatever he puts his mind to when he’s released.” His former work supervisor, Cindy Estes, was more explicit. “This kid has jumped through every hoop the state has put in front of him,” she told me. “He deserves to come out. There’s absolutely nothing to be gained by keeping him in there for another 10 years.” Along with happy anticipation at the prospect of soon walking out into a world he hadn’t seen in 16 years, Greg was also clear on what he wanted to do there. “I want to work with young people,” he said. “I want to use my life as an example of what can go wrong, of how important it is when you’re that age to get help if you feel things closing in on you.” He recognized the cliché and gave a knowing laugh. “Yeah, I know, me and every other guy in here, right? But in my case, it’s true.” He grew more thoughtful. “It comes down to hope. That’s what I didn’t have at 14. I learned it in here. That’s what I can teach them.” Since Freud, it has been generally assumed that the only way to unlock the mysteries of the psyche is to dissect your childhood, especially the formative influence of your parents. In Greg’s case, that process can quickly sound like the ultimate blame-the-victim excuse. It might also complicate one of his greatest goals, which is to reconcile with his extended family. As a result, he tends to intersperse negative anecdotes about his parents with statements like, “But that doesn’t mean they deserved what I did to them,” or with accounts of better times. He likes to talk about an essay he had to write in the fifth grade, on the person he most admired, and how he chose his mother. “When I was little, she was just the greatest mom around,” he told me, “always playing with me, going to all my sports events. She was just so much fun.”

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He had a far more distant relationship with his father. Greg says Jobie could go days without uttering a single word and can recall only one occasion when he told Greg that he loved him — and this, Greg says, occurred when Jobie was quite drunk. Chancy Schmucker, the friend Greg visited on the night of the murders, used the phrase “good ol’ boy” to describe Jobie. “He’d always be out in that workshed they had there, sitting in his old, ratty armchair, a cigarette in one hand, a can of beer in the other, listening to country music. If Greg and I came in, it was, ‘Hey boys, how’s it going?’ and that was about it.” Although they first met in Indiana, Jobie and Bonnie were transplants from the same impoverished corner of southeastern Kentucky coal country, late travelers on the so-called Hillbilly Highway that, beginning after World War II, saw the mass exodus of poor whites out of Appalachia for the industrial cities of the Midwest. In Kosciusko County, a pleasant stretch of rolling farmland and lakes in northeastern Indiana, they prospered. With Jobie working as a press operator for R. R. Donnelley, a commercial printer in Warsaw, and Bonnie as a packer for Kimble Glass, they were able to provide a comfortable middle-class home for the three children who came along in the 1970s: Angie, Tammy and Greg. Around 1980, they moved into a three-bedroom ranch on a five-acre parcel of farmland two miles south of Pierceton, later adding a large deck in back and an aboveground pool. Greg remembers his early childhood being a content one — long afternoons spent tramping through the surrounding woods with his friends, family vacations to the Indiana Dunes on Lake Michigan and to visit the extended Ousley clan back in Kentucky. It was neither a materially deprived existence nor a physically abusive one. Like most other kids growing up in rural Indiana, Greg got the occasional spanking, administered by his father, but rarely anything more severe than that. Yet even at a young age, he was aware of the profoundly circumscribed orbit in which his family moved. Sociologists have long noted a tendency among many of the Appalachian transplants to the Midwest to remain separate from the larger community. The Ousleys appear to have been an extreme example of this, rarely socializing with anyone other than three sets of relatives, all first cousins of Jobie’s, and all of whom lived nearby. If easy and familiar in some ways, such tight social compacts can lead to a kind of pressure-cooker environment in times of family discord, and by the late 1980s, the Ousleys were living in constant discord. Sometimes the arguments were between Greg’s parents — usually centered on Jobie’s drinking — but more frequently they were between Bonnie and her two teenage daughters, squabbles that occasionally escalated to slapping and hair-pulling. Much of the family strife may have had roots in the sad conditions of Bonnie’s own childhood. Abandoned by her father at a young age, she was barely a teenager when her mother died. Essentially orphaned, she and her two siblings — a sister, one year older, and a brother, a couple of years younger — were sent north to Indiana to live with an aunt. The sorrows didn’t end there. In the early ’70s, her brother was killed in a motorcycle accident. As her own two daughters came of age and prepared to escape the fractious family home, Bonnie’s history of loss seemed to manifest itself in rages at her daughters, interspersed with accusations of abandonment. As the youngest child, Greg was largely an observer to these battles. That ended when first Angie moved out of the house, and then Tammy followed her in the summer of 1991. “That’s when everything with my mom went from tense but manageable to sheer hell,” Greg said. “I remember this one day when Tammy was moving out. She and Mom were fighting again, and I was kind of off in a corner smirking about it, and Tammy turned to me: ‘Don’t laugh, because it’s all going to fall on you now. You’re it.’ And, man, was she right.” Given the small statistical pool from which to draw, the few scholarly studies devoted to juvenile parricide all come with an implied asterisk. But criminologists have isolated a set of characteristics that are likely to be found in the killer’s home. Not all of these markers were present in the Ousley house — Greg was neither physically nor sexually abused, for example — but others certainly were: family strife; social isolation. Perhaps most intriguing are those things often absent from such households: juvenile

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delinquency on the part of the killer and a history of police intervention with the family, both of which were absent from the Ousley home. With his sisters gone from the house, 12-year-old Greg was suddenly burdened with perhaps the most significant parricidal marker of all: a recent event that has made the child/killer the central focus of the parents’ abuse and/or attention. Within months of Tammy’s departure, Greg began telling a seventh-grade friend that he was going to kill his parents. Tony Phillips is a science teacher and coach at Whitko Middle School and an Air Force veteran. He exudes that calm, slightly stern manner that certain troubled kids gravitate toward as a sign of stability and strength. As in other schools across the country, teachers at Whitko find that much of their time is taken up dealing with problems that have little to do with education (“We don’t teach anymore,” Phillips commented on several occasions, “we parent”), and they have become adept at looking for the bruises or body language that might indicate abuse or turmoil in the home. The number of children that Phillips has helped in such situations over the years is a source of pride to him. “Sometimes you have to push a little,” he said, “because kids this age aren’t that communicative. But show you genuinely care, and they’ll usually crack right open.” Phillips might be especially vigilant in this regard because of what he sees as his failure with one particular student two decades ago. From the autumn of 1990 until February 1993, he was Greg’s coach and teacher. Fourteen years after the murders, Phillips remained so troubled by his experience with Greg that he finally took a day off from Whitko to make the 90-minute drive out to Westville to see him. “I think I was hoping for the golden key, so to speak,” he told me. “What didn’t I see? Was there something I didn’t pick up on that could have prevented it?” Phillips first encountered Greg at the beginning of sixth grade, and he remembers him as a bright, polite student. Among the extended clan scattered around the Pierceton area, Ousley boys had a reputation for being star athletes, but Greg had little interest in baseball and was absolutely useless in basketball, the sport in Indiana. With some coaxing, though, Phillips managed to steer him into wrestling, where the small but lithe sixth grader proved something of a standout. By the beginning of seventh grade, though, Greg’s interest in sports had waned, and he was frequently making elaborate excuses to avoid practice. He had started to wear his hair in a mullet and donned the black garb of his favorite heavy-metal bands. To Phillips, none of this was cause for alarm. “Kids at this age are constantly redefining themselves, and what their friends think is more important than anything else,” he said. “So sure, Greg had become more standoffish, he’d decided sports were a waste of time, but what did that mean?” What Phillips couldn’t see was that Greg’s behavior masked a rapidly deteriorating home life, where he was now the sole focus of his mother’s rages. Almost daily, Greg told me, his mother would rip into him about something — his grades, his appearance, his choice of friends — ferocious tirades that often culminated in her telling him, “I know you’re going to leave me just like your sisters did.” Once her anger passed, Bonnie would usually apologize to her son, but after a time Greg didn’t even hear it anymore. “I just knew it was going to happen all over again tomorrow, so what did it mean?” he said. At the same time, he was becoming increasingly convinced that his father’s remoteness was less a sign of disinterest in him than outright disgust: disgust in his physical appearance, disgust in his lack of athletic prowess. Indicative of this, at least in Greg’s mind, was Jobie’s reaction when Greg ran away from home in the fall of 1991 and sought refuge with his sister Angie, who lived 10 miles down the road. “My dad came in his pickup truck to get me,” Greg recalled, “opened the passenger door — ‘Get in’ —

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and that was it. The whole way home, not another word. It was like he didn’t even care enough to be mad at me.” The process by which a disturbed individual moves from generalized despair or anger toward a plan of action is known in the mental-health community as ideation, and by the spring of 1992, Greg was displaying clear signs of it. On one occasion, while his mother hung laundry in the backyard, he took a rifle down from the gun cabinet and aimed it at her head, imagining what would happen if he pulled the trigger. He quickly put the gun away, terrified by his own thoughts. Equally ominous, from a psychological standpoint, was when he decided he needed a more convincing reason to get out of wrestling practice than the excuses he was trading in. His solution was to shoot himself in the foot. Instead of destroying his foot, the antique rifle backfired, leaving him with an intermittent ringing in one ear. Perhaps hastening this ideation process, Greg and his friends had begun getting high, which for 12-year-olds in rural Indiana often meant turning to inhalants: gasoline, paint thinner, model glue. Huffing is well known to cause brain damage in adolescents, and among his group of Whitko pals, Greg quickly developed the reputation of a hard-core huffer. “He’d do anything he could get his hands on,” said his former best friend, Chancy. “I remember him once taking WD-40 and huffing that.” In the early summer of 1992, something occurred that compounded the pressures mounting on the troubled 13-year-old boy. Walking into the family garage one afternoon, he found his mother in a kissing embrace with his father’s best friend. For a time, Greg kept the knowledge to himself: when he finally confronted his mother, she tearfully admitted to the kiss but insisted there was nothing more to it. When Bonnie refused to tell Jobie, as Greg demanded she do, the boy saw that he was stuck, that his father now might very well blame him for having withheld the information from him for so long. Stuck, but also handed a potential weapon. Greg told his mother that if she didn’t get off his back and let him do as he pleased, he would tell his father about “the affair.” “Basically I blackmailed her,” Greg explained. “I know it was an awful thing to do — I knew it even then — but it worked. All of sudden, I felt like I could breathe again, that now I had this escape hatch.” But the episode also marked a turning point in Greg’s relationship with his parents. Whatever respect he still held for them was now gone; his mother was no longer just a “bitch” but a “whore,” his father a clueless cuckold. All manageable, perhaps, as long as Greg could run free, but then on Feb. 20, 1993, the escape hatch slammed shut. In the face of another of his blackmailing demands, Bonnie called her son’s bluff; if Greg wanted to tell his father about the illicit kiss in the garage, he could go ahead. “And that was it,” he recalled. “All I could see was that it was going to be like this forever. Well, at least until I got out of high school and left home, but that was four and a half more years away, so it might as well have been forever.” Over the next week, Greg planned his parents’ murder and told his best friend that it was coming soon. Days before the killings, his thoughts had become so consuming, and so frightening, that he made that last, missed overture to his mother. Two days later, during his third-period study hall, he opened his school notebook and penned a message. “This weekend,” it began, “I am going to kill my parents.” Yet in Greg’s mental reconstruction, even at this late date, there remained one last chance for the whole plan to be scuttled. It came on that Friday afternoon when he shouted an obscenity at his girlfriend and Tony Phillips stopped him. After scolding the eighth grader for using such language at school, Phillips

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detained Greg long enough to ask what was going on with him. “I almost told him right then,” Greg said. “If he or anyone else had just pushed me a little bit more, because I was so upset and scared by what was about to happen, I just know I would’ve crumbled right there.” Instead, Greg gave the stock response of most every 14-year-old boy — “nothing” — and the moment passed. It is this account that Greg related to Phillips on that day in 2007 when his former teacher showed up at Westville hoping to discover the “golden key.” And it is the same account, if more detailed, that he told Phillips and me in November 2009 when we went to Westville together. During the drive back to Kosciusko County after that meeting, Phillips was quiet for a very long time. “You know what’s the scariest aspect to all this?” he finally said. “I don’t remember that conversation at all. Ever since Greg told me about it, I’ve racked my brain trying to remember, but I just can’t.” For the long-term prisoner, hope is a tricky property, something that needs to be constantly monitored and managed. Bereft of it, the inmate can quickly descend into a state of apathetic despair and turn to the fast-at-hand reliefs — drug use, gang allegiance — that all but ensure his stay will be lengthened. But to nurture out too much hope is to invite repeated and crushing disappointment, which can be just a slower way to get to the same place. The proper balance, it seems, is to work toward a goal — reconciliation with a family member, winning a legal appeal — while constantly reminding yourself that it probably won’t happen. At Westville, Greg is allowed to call people on an approved contact list, and after my first visit in 2009 we began staying in touch through weekly hourlong phone conversations. His calls invariably came at precisely the scheduled time, but on those occasions when I was unable to pick up, Greg shrugged off the lost opportunity with equanimity. “No problem,” he would say the following week. “I know you’ve got other things going on.” Through his first few years in prison, Greg’s fear alone acted as something of a distraction, the time eased by occasional visits from his sisters and their young children. Then things became routine, the visits stopped and the enormity of what lay ahead — a minimum of 28 years if he did everything just right; he’d be a man in his 40s when he got out — gradually dawned on him. Greg remembers those as the very worst years, a period when he occasionally turned to prison dope and moonshine for brief relief and when he got written up a number of times for minor infractions. During this period, though, he set out on a painful journey of self-examination, trying to understand what he had done and why. One of the crueler paradoxes of his situation is that if he had been remanded into Indiana’s juvenile justice system, Greg would have received help in this process; Indiana places an emphasis on youthful offenders’ undergoing intensive behavioral and psychological therapy as a way for them to understand their actions and, it’s hoped, correct their course in the future. But Greg entered an adult system where whatever psychological counseling existed was primarily geared toward helping an inmate cope with his incarceration, not examining how he got there in the first place. Going it alone, Greg began putting his thoughts to paper. His first effort, a 40-page handwritten essay begun when he was 19, took him 15 months to write and was titled, “Why I Killed My Parents.” “For a long time,” he wrote, “I searched for the reason of why I did what I did, and today I am finding it. Although there are other things that I remember, but don’t know how to explain yet, basically it all comes down to one thing: acceptance. In my case, it was not being accepted by my parents for trying to be myself.”

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Six years later, at 25, he embarked on a far more mature and pained effort, keeping a journal in which he frequently addressed passages directly to his dead parents. That journal coincided not only with his pursuit of a bachelor’s degree but with something else, as well. It is one of the few aspects of his life Greg is reluctant to discuss, but it seems to hold the key to his fortitude. “I’ve never been particularly religious,” he told me during one of our visits, “and I’ve never really fallen for all that mystical stuff, but I had these two different dreams, about three months apart, where first my father and then my mother came to me. They were so vivid, lifelike, and for the first time since it happened, I could hear their voices, see their faces. And they forgave me. They hugged me, and forgave me for what I did.” Greg paused and kneaded his fingers. “People might think that I’m just letting myself off the hook, but after that, everything changed. I still have the guilt, but I truly believe they have forgiven me, and that’s kind of allowed me to move on, to think about what comes next because I feel that’s what they want now.” In Greg’s memory, it was the best night he ever spent with his parents. He made plans to spend that Saturday night at Chancy’s house, but that day, Greg was confronted by his parents and admitted pocketing the deposit for a canceled school trip and using the money to buy guitar strings for his father’s old guitar. He called Chancy with the news that he was grounded but said he would sneak over later that night once his parents were asleep. The day took an unusual turn when Jobie told Greg to bring out the guitar strings, and father and son together restrung the guitar. Later, as Greg sat strumming in the family room, Jobie came in and briefly listened to him play. “My father said, ‘Wow, you’re pretty good,’ ” Greg recalled. “It was weird, because I couldn’t think of the last time he’d complimented me about anything.” Jobie took up the guitar and taught his son a few chords of an old bluegrass favorite. The two were joined by Bonnie, and for the next several hours, Greg and his parents sat in the family room singing and playing together. “It was so strange,” Greg said, “because this had just never, ever happened before. It was almost like. . . .” He groped for the right words “I don’t know, like on some level he knew, like he was trying to make amends or head it off somehow.” At about 10:30, Jobie and Bonnie went to bed. For the next hour, Greg sat on the couch and stared at the television — it was tuned to an old-movie channel, he recalled, though he has no memory of what was playing — and tried to find a reason to not go through with it. On the one hand, maybe that evening was a sign of better times to come. But weighted against this was a concern so perverse that only an adolescent mind might come up with it: already having a reputation among his friends as a liar, he was sure that if he didn’t do this now, no one would ever believe him about anything again. At about 11:30, he rose from the couch and made for the gun cabinet. Around 4 a.m., Chloe and Michael Neer, the Ousleys’ closest neighbors, were awakened by a frantic pounding on their front door. It was Greg. “He was saying, ‘My mother’s been killed, someone’s killed my mother,’ ” Chloe Neer remembers. Greg was friends with Chloe’s three sons, and after she called 911, she went to hug the sobbing boy. “And as soon as I did, I knew he’d done it,” she told me. “I can’t explain why — a mother’s intuition, I guess — but I just knew.” A 12-gauge slug fired from close range inflicts horrific damage on a human body, and the two that killed Bonnie Ousley — one to her right side, the other to the back of her head — struck with such force that blood and tissue were sprayed on the ceiling and a wall nearly 20 feet away. Police officers found a

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similarly gory scene in the master bedroom where Jobie lay dead. While one aspect of Greg’s story checked out — that he had gone to see his friend Chancy that night — it was just about all that did. Shortly after daybreak, he was transported to the Kosciusko County sheriff’s office in downtown Warsaw, where the authorities faced a legal wrinkle. Under Indiana law, minors can waive their Miranda rights only with parental consent, but with Greg’s parents dead, it meant a legal guardian had to be appointed before the boy could be interviewed. Among the relatives who gathered outside the Ousley household that morning, one of the most distraught was Bonnie’s sister; to several officers, she made a comment that she had lost the only family she had left. At the sheriff’s office, authorities quickly moved to make her and her husband Greg’s guardians, an arrangement that all parties agreed to. The county sheriff was nervous enough about the legality of this maneuver — in Indiana, guardianship can be conferred only by the courts, and no judge had been anywhere near this case yet — that he ordered investigators to halt their questioning. It soon became a moot point, however. By noon, the police had found the notebook in which Greg wrote of killing his parents, and his friend Chancy had related Greg’s account of the killings, details that precisely matched up with the murder scene. Shortly after 3 p.m., Greg broke down and confessed. Two days later, Greg was taken into court for a hearing on whether his case should be routed into the adult legal system. His court-appointed lawyer might have asked for a preliminary psychiatric examination, a procedure that would have at least slowed the process down, but he declined to do so. He might have also asserted that the presence of premeditation — the prosecutor’s chief argument for taking it to adult court — was a particularly poor standard in the context of juvenile parricide; given the physical and psychological power imbalance inherent in child-parent relationships, a not uncommon feature to such murders is premeditation. He declined to do that as well. And so in a single 20-minute hearing held less than 72 hours after the murders, it was decided that the 14-year-old would stand as an adult. Having accepted a plea agreement of guilty but mentally ill, Greg appeared for his sentencing hearing in early January 1994. A panel of three psychological examiners hired by the defense unanimously argued against simple incarceration, urging instead for “treatment which would deal with the traumas and deficiencies noted in his development.” Daniel Hampton, the Kosciusko County deputy prosecutor (he declined to be interviewed for this article), argued for a severe penalty. “Greg,” he stated, “will eventually set an example for other juveniles.” Greg was sentenced to two consecutive 30-year prison terms. In 2009, letters were sent by Greg’s lawyer to Greg’s two sisters and five aunts and uncles asking their views on his modification petition. Of the six relatives who replied, five were in favor of early release, but one, his mother’s sister, was opposed. Greg got the bad news in the form of a letter from the prosecutor, Daniel Hampton: “It is on that basis that the State of Indiana will be objecting to any modification in this case.” When Greg next called, I expected him to be morose. Instead, he was remarkably upbeat. “So maybe it doesn’t all come together the first time out,” he said, “but this starts the process, and eventually it will. I have to believe that. I’ve gone too far to lose hope now.” In fact, he had come up with another idea: a family mediation session. His vision was for a kind of family reunion inside the prison walls, a chance for all his relatives to sit and ask him anything they wanted, to vent, to curse him, whatever. “Even the ones who said, ‘Yeah, sure, let him out,’ I’d like them to come,” he said in one of our phone

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calls. “I want them to see I’m not the crazy 14-year-old kid they remember, because one of the problems here is that I’m frozen in time to them. I need for them to see what I’ve become.” He paused. “And I hope [my aunt] comes, too. I really don’t blame her for opposing my release — I took away the most important person in her life — but if I’ve learned one thing from all this, it’s that you can’t keep things bottled up. Even if it doesn’t sway her one bit, I think it’d help her to see my face.” It took over a year to organize the mediation session. Part of the delay was because Greg was transferred from Westville to another medium-security prison, Miami Correctional Facility, about an hour north of Indianapolis. Another obstacle was the difficulty finding the required outside mediator to officiate. One after another, those approached demurred or simply went silent once they heard the nature of Greg’s crimes. Finally Rick Russell, a family therapist living about an hour away from the prison, agreed to do it, and the mediation session was scheduled for mid-November 2010. When the day arrived, only a single uncle, Jobie’s older brother Eddie, accompanied by his fourth wife, Patricia, made the journey to Miami. Prison visits always have an awkward, forced quality to them, and so it was with the mediation session, the five of us — Greg and Rick Russell, Eddie and Patricia and me — arrayed in a semicircle in a large visitation hall, two prison guards keeping watch from a respectful distance. Greg was intensely anxious in the days leading up to the meeting — he hadn’t seen Eddie since immediately after the murders — and he prepared a kind of soliloquy for the occasion, an accounting of all that had brought him to that awful day. Five or six minutes into the speech, though, it proved too much, and Greg fell apart and began to sob. Russell intervened and advised him to take his time, to let the conversation wander where it wanted to go. Soon the conversation settled into an easier rhythm, one in which the grim recollections were interspersed with happier reminiscences. At one point, while talking about Jobie’s aloofness even when they were kids, Eddie said, “If you could get two words out of Jobie, you were doing real well.” Then he told Greg: “He was proud of you. I know, because he used to brag on you to me. Problem was, he just didn’t know how to express it.” This came to Greg with the force of revelation, appearing to please and sadden him simultaneously. He described that last night with his parents, came to the part where his father took up his old guitar. “He tried to teach me the chords to this old bluegrass song, really pretty song, and all these years I’ve been trying to remember what it was. It kind of went like this.” Greg looked at the group and hummed a few bars. “‘Wildwood Flower,’ ” Eddie said, grinning. “Our father used to play it all the time.” And for the next few moments, he and Greg sat humming the tune together. I returned to the prison the next day and met with Greg alone. He was emotionally exhausted from the experience and was focused on getting some photographs of his parents that Eddie promised to send. “I’ve only ever had this one photo of them,” he said, “but you can’t see their eyes in it, so I feel like I can’t really remember what they look like. I just really want to be able to see their eyes.” When those photos arrived, though, Greg was devastated. “I have only been able to look at them a few times [since] the night I received them,” he wrote to me in an e-mail. “I feel pretty bad, man. It has me feeling all kinds of screwed-up things. Just seeing my parents and really seeing them as real people. I mean there are pictures in there from the early ’80s. They were all happy. We were all happy.” Shortly after that, Greg went quiet for a long time. When our contact resumed, the weekly phone calls became monthly phone calls, my e-mails to him going unanswered for long stretches. “Sorry, man,” he

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offered, when I finally confronted him about it in a phone call, “I’ve just been really busy.” “Busy? In prison?” We shared a laugh — but a soft one lest the hypersensitive prison phone system cut us off. Mark Sevier, a powerfully built man with close-cropped hair, is the superintendent of Miami Correctional. By coincidence, he was an inmate counselor in the winter of 1994 at Wabash Valley, the prison in southwestern Indiana where the 15-year-old Greg Ousley was sent to start serving his 60-year sentence. Sevier was assigned to his case. “I remember when he came in,” Sevier told me. “He was just so young and little — and he’s not a big guy even now — but back then he was like, what, 130 pounds? It was like putting a baby in among all these grown men.” Their new charge presented the Wabash Valley staff with a formidable challenge. All cells at Wabash were two-man units, and while Greg was slated to enter the general population, that population included nearly 200 maximum-security inmates. “We thought very carefully about who to put him in with,” Sevier recalled. “I think we also tapped some of the other guys on the block to watch out for him. It’s better now, because they’ve got a special unit down there to house all the under-age guys who’ve come in, but back then there was nothing like that.” Despite his earlier intentions, Greg hasn’t had another family mediation session since the one in 2010 with his uncle Eddie. As grueling as that meeting was, he felt it helped him gain a new perspective on his parents, especially his father. He now suspects that what he interpreted in his father as disinterest, even disgust, more likely stemmed from a paralyzing self-consciousness. Jobie found solace from this torment by shutting himself away in his workshed. That, and probably he was bone tired. “You know, my parents worked so damned hard,” Greg says, “and they were constantly being moved from one shift to another, so their sleep was always messed up. How much of it was maybe just that they were tired? Even that afternoon when I told my mom that I was scared, maybe it was, ‘O.K., I know this is important, but right at this moment, I just can’t deal.’ But when you’re 13, 14, everything’s about you, you don’t get any of that.” Over the past two years, Greg’s isolation has eased. While he’s yet to be visited by his sisters, he is now in e-mail contact with them and regularly receives letters from two nieces. Chloe Neer, his old neighbor in Pierceton, recently began visiting him in Miami. “I try to get down at least once a month,” she says. As for winning an early release, Greg now knows that is very unlikely, unless there occurs some unforeseeable change of heart by his aunt or by the prosecutor, Daniel Hampton. At the end of my meeting with Sevier, he asked how much more time Greg had to serve. In prisons, both inmates and officers have a habit of thinking of doing time in terms of stamina, as if it were a long-distance race, and when I told Sevier seven years, he briefly pondered before giving a sharp nod. “He can do that. He’s a strong guy.” Strong or not, Greg’s case is a telling one in the national debate over just what is accomplished by sentencing juveniles to long prison sentences. In the case of juvenile parricide, there is an added paradox. Because it is among the most target-specific of crimes, criminologists believe that an abused juvenile who killed a parent is likely to be at low risk of future criminality if he gets treatment and has a strong social support system when he is released. Certainly society might recoil at the notion that a child who murders his parents should be “let off” by a juvenile detention that might end at 18 or 21, but attached to this is the question of when the thirst for punishment becomes counterproductive to all concerned. After all, Greg Ousley, like 95 percent of other prison inmates, is going to come out some day, and is it better for society

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that he do so when he’s in his 30s and still has the potential of patching together a somewhat-normal life, or not until his 40s when his options will be far more limited? This debate seems a long way off in Kosciusko County. In April 2010, two young boys from a rural corner of the county, Colt Lundy, 15, and Paul Gingerich, 12, shot to death Lundy’s stepfather, Phillip Danner. Days later, at the urging of the county prosecutor, Daniel Hampton, the boys’ cases were waived into the adult system, where, facing up to 65 years in prison, both entered plea agreements. On Jan. 4, 2011, almost 17 years to the day that Greg Ousley was sentenced in the same county courthouse, Paul Gingerich was sentenced to 25 years. Considered by prison officials to be too vulnerable for even the youth as adults wing of Wabash Valley prison, Gingerich is currently being temporarily housed at a juvenile facility. He is the youngest adult inmate in Indiana. Scott Anderson is a contributing writer to the magazine and the author of the novel “Moonlight Hotel.” He is at work on a book about World War I. Editor: Joel Lovell

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GRADE LEVEL: 11 LITERARY WORK: One Flew Over the Cuckoo's Nest SUPPLEMENTARY WORK: “Parents Ask School District to Ban 'Cuckoo's Nest'” Lesson 3: One class period Aim: How can we ascertain bias in a seemingly objective piece of journalism? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 3, 4, 5, 6, 9, 11 RI. 11-12 1, 2, 4, 5, 6, 10 W. 11-12 1, 2, 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1,2, 3 4, 5, 6 Motivation: Why do we expect journalism to be unbiased? Is this a realistic or fair expectation? Instructional Materials: “Parents Ask School District to Ban 'Cuckoo's Nest'” (Attachment 11) Procedures and Pivotal Questions: Teacher should conduct a line by line rhetorical analysis of the article, looking for instances

of rhetorical choices that reflect the newspaper's opinion on the issue. Project a copy of the article on a projector and distribute copies of the article to students.

After students have read the article and made note of instances where they detect bias, the teacher should go sentence by sentence on the overhead, and making notations according to what students have found.

Some ideas to look for: Who gets the first word? What types of people advocate banning the book? Are their arguments presented logically and soundly? How are their rebuttals presented? Who gets the last word? What types of diction are employed by the writer that reveal his opinion on the issue?

Summary: Based on the evidence we have gathered, is the L.A. Times for or against banning the book,

or is it neutral? Can you be certain?

Extension Activity: Find another newspaper article on a current topic and complete the same activity

individually.

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Attachment 11

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Parents Ask School District to Ban 'Cuckoo's Nest' December 03, 2000 Mai Tran | Times Staff Writer

Some parents call it glorification of prostitution, murder and obscenity. But educators, academic experts and even other parents see it as a valuable teaching tool. Their debate over "One Flew Over The Cuckoo's Nest," an award-winning novel, is the latest in a continuing battle across the country to ban well-known books. Recommended by the California Department of Education, the novel now is being scrutinized by officials in the Placentia-Yorba Linda Unified School District after complaints by parents. "It teaches how very easy it is to smother somebody," said Anna Marie Buckner, who has three children, ages 7, 8 and 17. "I don't want to put these kinds of images in children's minds. They're going to think that when they get mad at their parents, they can just ax them out." Members of the district's "book challenge review committee," which consists of a dozen parents, teachers and administrators--were handed a copy of the book last week to review. The committee will establish criteria and steps to resolve the issue. It will report its findings in early January, said David Verdugo, the district's executive director of strategic planning and accountability. Written by Ken Kesey, "One Flew Over The Cuckoo's Nest" is a 1962 classic that was made into a movie starring Jack Nicholson in 1975. It portrays life in a hospital for the mentally ill, including profanity and sexual remarks. The book is one of five titles on the district's core 11th-grade reading list. It has been used for seven years without previous problems, Verdugo said. Two teachers plan to assign it next semester to 11th-grade students at Esperanza High School. Eleventh-graders at El Camino Continuation High School also will read it. Esperanza Principal David Flynn said one reason the book has stayed on the school's reading lists is simple: Teens like it. The title was one of Jennifer Hazzard's favorites last year. Now a senior at Esperanza, she said it was funny, and she and other teens could relate to it. Her mother agreed. "The words and scenes don't bother me," said Jennifer, 17, of Anaheim. "It's like TV today. It's not anything different. There are other, worse books, and curse words you hear daily." She said the book gave her insight into mental institutions and that she liked the characters' carefree quality, even though they were ill. She said she'd read it again. "One day, I'll have my kids reading it, too," she said. But Buckner, of Anaheim Hills, said she was disgusted when she read the book after her 17-year-old son mentioned that he was supposed to read it next spring. She filed a two-page complaint at the district office in November and teamed up with Jenelle Cox, a Yorba Linda

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mother, to collect about 150 signatures seeking removal of the book from classrooms. "They can choose the best books, but they keep choosing this garbage over and over again," said Cox, a mother of four children. "It's frustrating." Buckner and Cox say their sons will be reading alternative books that will teach "good morals and values with heroes." Both said they do not have MTV at home and that their sons have never seen an R-rated movie. Experts and other parents agree that children are easily influenced by what they are exposed to, but they say that is what makes proper education about controversial issues all the more important. David Marsh, a professor of education at the University of Southern California, said many universities expect students to know about important literature by the time they enter college. "The idea is to understand the ideas in the books, but not to expose our children to risky behavior, like spending the night at a party where other kids are taking drugs," said Marsh, adding that the book is about making moral choices and forming friendships in difficult places, such as an asylum. Colleen Hayashi of Yorba Linda agrees. She has seen the movie, and her children have read the book in their honors English class. "It's a subject they're going to be exposed to sooner or later," said Hayashi, vice president of her parent-teacher group. "It's not part of the values and morals you want them to hold, but they need to be prepared. The parent has the upper hand to make sure their child is handling it the right way." She said she never had second thoughts about having a teenage daughter read the book and trusted the teachers to present the materials in an appropriate way. Hayashi, referring to profanity in the book, said "The kids hear it on the cameras, and their friends utter it, too . . . It's part of reality."

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GRADE LEVEL: 11 LITERARY WORK: The Things They Carried RESOURCE LIST:

Conrad, Joseph. “Autocracy and War.” 1905. Essay

Faulkner, William. Nobel Prize in Literature Speech. (1950)

http://www.nobelprize.org/nobel_prizes/literature/laureates/1949/faulkner-speech.html Audio

Greenwald, Glenn. “NBC's War For Fun and Profit.”

http://www.salon.com/2012/08/13/nbcs_war_for_fun_and_profit/ Video

Hastings, Michael. “The Runaway General.” Rolling Stone. 22 June 2010.

Article

Huxley, Aldous. “Words and Behavior.” Excerpted Essay

King, Jr., Martin Luther. “Beyond Vietnam – A Time to Break the Silence.” http://www.americanrhetoric.com/speeches/mlkatimetobreaksilence.htm Speech (audio)

McGrath, Ben. “A Soldier's Legacy.” The New Yorker. 4 August 2008. Article

O'Brien, Tim. “Telling Tails.” The Atlantic. 1 August 2009.

Article

Scahill, Jeremy. “Inside America's Dirty Wars.” The Nation. 24 April 2013. Article

Taibbi, Matt. “Explaining the Rolling Stone Cover, by a Boston Native.” Rolling

Stone Blog. 19 July 2013. http://www.rollingstone.com/politics/blogs/taibblog/explaining-the-rolling-stone-cover-by-a-boston-native-20130719 Article


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GRADE LEVEL: 11 LITERARY WORK: The Things They Carried SUPPLEMENTARY WORK: “NBC's War For Fun and Profit” Lesson 1: One class period Aim: What are Greenwald's critiques of the media venerating the military and soldiers? Are his

critiques valid? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 10, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 4, 5, 6 Motivation: Play one or both of the embedded preview videos. They are also available at

http://www.youtube.com/watch?v=qF0pxwvAemQ and http://www.youtube.com/watch?v=pXHImFPhXw4

Ask students to record their impressions of the videos. Instructional Materials: Glenn Greenwald's “NBC's War For Fun and Profit” (Attachment 12) Procedures and Pivotal Questions: Ask a few students to share their reactions to the videos. What impression of the military and

soldiers do the videos create? Distribute article and have students read it. As they read, students should underline critiques

Greenwald makes of the show. At the end, ask students to write a few sentences explaining what they believe Greeenwald thinks of the TV show he critiques.

In small groups or as a whole class, have students make a short list of the critiques Greenwald makes. How does he make these critiques? How do his critiques align with their original impressions of the videos?

Is Greenwald correct? Has the military become America's national religion? Why does Greenwald invoke Adam Smith in the article? Is this effective? Summary: What is wrong with the media's coverage of war, according to Greenwald? What would

O'Brien say about such coverage, specifically as you read “How to Tell a True War Story?”

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Extension Activity: At the end of the article, Greenwald writes: “It’s actually necessary that America have a

network reality show that pairs big, muscular soldiers with adoring D-list celebrities — hosted by a former Army General along with someone who used to be on Dancing with the Stars – as they play sanitized war games for the amusement of viewers, all in between commercials from the nation’s largest corporations. That’s way too perfect of a symbol of American culture and politics for us not to have.” What does he mean that such a reality show is necessary? Is he right?

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Attachment 12

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NBC’s war for fun and profit A new reality show of soldiers and celebrities playing war games showcases our national

religion: military worship By Glenn Greenwald

A new military-themed reality show from NBC, entitled “Stars Earn Stripes,” debuts tonight. The show “enthusiastically melds warfare and fame,” as a Washington Post review today put it. It features eight celebrities (using the loosest definition of that term) — such as husband-of-Sarah Todd Palin, former Superman Dean Cain, and former boy band member Nick Lachey — paired up with “military and law enforcement veterans, including a Green Beret, a SWAT officer, two Marine sergeants, a retired member of the Delta Force and two Navy SEALs”, whom NBC hails as the “Bad Ass Operatives.” They’re all under the “command” of Gen. Wesley Clark, who once actually thought he should be President, as he co-hosts this reality show with former Dancing with the Stars host Samantha Harris (subjecting oneself to the two preview videos below, one wonders how much NBC had to pay to purchase Gen. Clark’s dignity in full: probably more than the Terror group MEK paid him to become its loyal shill). Together, says the LA Times quoting NBC, the “stars” and the Bad Ass Operatives will participate in “missions reminiscent of counterinsurgencies that have taken place all over the world,” with “real bullets” and “real danger.” Just in the first episode, says the Post, “they have to leap out of a helicopter into a lake while weighted down with automatic weapons and full gear; swim to a motorized raft; wade ashore under enemy fire; destroy a lookout tower with a grenade; shoot at paper ‘enemy’ targets with live rounds; wade through mud to seize the enemy’s ammo cache and then, finally, blow it all to kingdom come.” In this maiden episode, one of the Bad Ass Operatives marvels at Todd Palin’s skill in performing one of these tasks, and exclaims: “[He] is an animal! Good God! . . . . He’s just straight-up Rambo!” The Bad Ass then adds: “Next time I go to war, I want Todd Palin on my side.” Another Bad Ass Operative vows to take “Nick Lachey, guy in the boy band, and turn him into Nick Lachey, bad boy guy with a gun.”

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GRADE LEVEL: 11 LITERARY WORK: The Things They Carried SUPPLEMENTARY WORK: “Explaining the Rolling Stone Cover, by a Boston Native” Lesson 2: One class period Aim: Is Taibbi's analysis of the Rolling Stone cover controversy correct? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 4, 6, 11 RI. 11-12 1, 2, 3, 5, 6, 10 W. 11-12 1, 2, 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 3, 4, 5, 6 Motivation: Display a copy of the August 1, 2013 cover of Rolling Stone (One is included in the article). Ask students to record their impressions of the cover. Instructional Materials: Matt Taibbi's “Explaining the Rolling Stone Cover, by a Boston Native.” (Attachment 13) Procedures and Pivotal Questions: Ask a few students to share their reactions to the cover. What impression does the cover give

of the “Boston Bomber?” Why might people object to the cover? Distribute article and have students read it. As they read, students should record answers to

the following two questions: 1) Is Taibbi's characterization of those who are offended by the cover correct? Why or why

not? 2) Does Taibbi adequately dispel both of these criticisms? Does he effectively “win” the

argument if he does so? Taibbi includes other visuals in his essay. Do these other visuals help or hurt his argument? Is Taibbi correct? Are people misinterpreting the cover? Summary: How does Taibbi deconstruct the viewpoint of his opponents? Why is this an effective

argumentative strategy?

Extension Activity: Find an article criticizing the Rolling Stone cover from above. Briefly summarize and either

agree or disagree with its conclusions.

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Attachment 13 Explaining the Rolling Stone Cover, by a Boston Native

By Matt Taibbi

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I grew up in the Boston area, spent my whole early life there. To this day I'm a maniacal fan of Boston sports teams – in fact, I was moved to write this column when (to my great distress) I heard my employers being bashed on the Mut & Merloni show on WEEI, one of Boston's two main sports talk stations, one of the places I turn to not think about the news. I'm from Boston, but I also lived for almost 10 years in Moscow, Russia, where Chechen terrorist attacks were routine and a very real threat to the public on a daily basis. In fact, in the summer of 1999, I missed being blown up in a Chechen bombing of a Moscow subway station by just a few minutes. So I have no love for Chechen terrorists. I also have tremendous sympathy and sadness for the victims in Boston of the recent attack, for the whole city in fact. Having spent such a long period of my life in the shadow of Chechen terrorism in Russia, I was mortified when it seemed that that war had arrived in my hometown. Jahar's World: The Making of a Monster I was particularly upset to learn that Dzhokhar Tsarnaev had spent time at UMass-Dartmouth, a place where my friends and I would ride bikes as kids to shoot baskets or play touch football, back when it was called SMU, or Southern Massachusetts University – the school was right next to my home in Westport, Mass. I felt violated when I saw the TV images of the campus on TV after the attacks, and it's still hard for me to accept that Tsarnaev was ever anywhere near that part of the world, which is so special to me. Anyway, I heard about the Rolling Stone cover controversy before I even saw the cover or read the magazine. I have to admit I was initially a little rattled when emailers told me my employers had "done a sexy photo shoot for Tsarnaev" and "posed him like Jim Morrison." I've known the editors of this magazine for over a decade now and didn't believe this could be true, but people get all kinds of surprises in life – you hear about people married for years before they find out the husband has a cache of Nazi paraphernalia in his basement, or the wife was previously a male state trooper from Oklahoma, or something – so I guess you can never really know. Then I actually saw the Tsarnaev cover, and honestly, I was stunned. I think the controversy is very misplaced. Having had a few days to listen to all of the yelling, the basis of all of this criticism seems to come down to two points: Putting Dzhokhar Tsarnaev on the cover of Rolling Stone automatically glamorizes him, because the cover of Rolling Stone is all by itself a piece of cultural iconography that confers fame and status.

Michael Thurston/AFP/Getty Images

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The photo used in the cover makes Tsarnaev out to be too handsome. He's not depicted with a big red X through his face a la Time magazine's treatment of bin Laden, or with his eyes whited out as in Newsweek's depiction of same, or with a big banner headline like "NOW KILL HIS DREAM" like the one employed by The Economist in its bin Laden cover. He is called a "Monster" in the headline, but the word is too subtle and the font used is too small, making this an unacceptably ambiguous depiction of a terrorist. I think, on the whole, the people leveling these criticisms must not read the magazine, which is understandable. It would be beyond unreasonable to expect everyone in the country to be regularly familiar with the articles in Rolling Stone. On the other hand, pretty much everyone has heard of Rolling Stone, which is where the problem lay, in this gap between the popular image of the magazine and the reality of its reporting. If indeed we were just a celebrity/gossip mag that covered nothing but rock stars and pop-culture icons, and we decided to boost sales and dabble in hard news by way of putting a Jim Morrison-esque depiction of a mass murderer on our cover, that really would suck and we would deserve all of this criticism. But Rolling Stone has actually been in the hard news/investigative reporting business since its inception, from Hunter S. Thompson to Carl Bernstein to Bill Greider back in the day to Tim Dickinson, Michael Hastings, Mark Boal, Janet Reitman and myself in recent years. One could even go so far as to say that in recent years, when investigative journalism has been so dramatically de-emphasized at the major newspapers and at the big television news networks, Rolling Stone's role as a source of hard-news reporting has been magnified. In other words, we're more than ever a hard news outlet in a business where long-form reporting is becoming more scarce. Not everybody knows this, however, which, again, is understandable. But that's where the confusion comes in. It's extremely common for news outlets to put terrorists and other such villains on the covers of their publications, and this is rarely controversial – the issue is how it's done. If the Rolling Stone editors had brought Tsarnaev in to its offices near Rockefeller center, wined and dined him, and then posed him for that Jim Morrison shot, then yes, that would be reprehensible. But that's not what the magazine did. They used an existing photo, one already used by other organizations. The New York Times, in fact, used exactly the same photo on the cover of their May 5 issue.

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But there was no backlash against the Times, because everyone knows the Times is a news organization. Not everyone knows that about Rolling Stone. So that's your entire controversy right there – it's OK for the Times, not OK for Rolling Stone, because many people out there understandably do not know that Rolling Stone is also a hard-news publication. As to the question of why anyone would ever put a terrorist on a cover of a magazine for any reason beyond the opportunity to slash a red X through his face or depict him in crosshairs, there's an explanation for that. Terrorists are a fact of our modern lives and we need to understand them, because understanding is the key to stopping them. But in trying to understand someone like a Tsarnaev, there is a delicate line between empathy and sympathy that any journalist has to be careful not to cross. You cannot understand someone without empathy, but you also have to remember at all times who this person is and what he or she did. I think author Janet Reitman did an excellent job of walking that line, but certainly this kind of approach is going to be inherently troubling to some, because it focuses on the criminal and his motivations and not his victims and their suffering. Which brings us to point No. 2, the idea that the cover photo showed Tsarnaev to be too nice-looking, too much like a sweet little boy. I can understand why this might upset some people. But the jarringly non-threatening image of Tsarnaev is exactly the point of the whole story. If any of those who are up in arms about this cover had read Janet's piece, they would see that the lesson of this story is that there are no warning signs for terrorism, that even nice, polite, sweet-looking young kids can end up packing

Dzhokhar Tsarnaev on the cover of The New York Times.

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pressure-cookers full of shrapnel and tossing them into crowds of strangers. Thus the cover picture is not intended to glamorize Tsarnaev. Just the opposite, I believe it's supposed to frighten. It's Tsarnaev's very normalcy and niceness that is the most monstrous and terrifying thing about him. The story Janet wrote about the modern terrorist is that you can't see him coming. He's not walking down the street with a scary beard and a red X through his face. He looks just like any other kid. I expect there will be boycotts, but I wonder about the media figures calling for them. Did they seek to boycott Time after its "Face of Buddhist Terror" cover? How about Newsweek after its "Children of bin Laden" cover?

Or the New York Times after it used exactly the same photo of Tsarnaev? What about all those times that people like Khomeini and Stalin made it to

Time's "Man of the Year" cover? On the other hand, there will be critics who will say that Rolling Stone is making money off the despair of the Boston victims, and they will be right. But this will also be true of every media outlet that covered the story. (It's even true of the outlets whose pundits are chewing up airtime bashing this magazine this week). That aspect of journalism is always particularly hard to defend, so I won't try. However, it's been suggested, by (among others) Boston Mayor Tom Menino, that Rolling Stone expected this controversy and planned to use the image and the notoriety as a way to gain free publicity. I can't speak for everyone at the magazine, but my belief is that this is not true in the slightest – I know people in the office this week are actually in shock and very freaked out. They didn't expect this at all. It's impossible to become too self-righteous in the defense of something like a magazine when the bottom line of this story is, has been, and always will be that people were cruelly murdered or mutilated through Tsarnaev's horrible act. That truth supercedes all others and always will. So this is a defense of Rolling Stone that I'm not shouting at the top of my voice. What happens to the magazine and its reputation is really of little consequence in the grand scheme of things. But I do think this has mainly been a misunderstanding, one that hopefully will be cleared up in time.

"The Children of Bin Laden" cover of Newsweek Magazine; The Face of Buddhist Terror cover of Time Magazine.

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GRADE LEVEL: 11 LITERARY WORK: The Things They Carried SUPPLEMENTARY WORK: “Autocracy and War” Lesson 3: One class period Aim: How does Conrad use imagery to critique the practice of writing about war? How is this

technique itself ironic? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 3, 4, 5, 6, 9, 11 RI. 11-12 1, 2, 4, 5, 6, 10 W. 11-12 1, 2, 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 3 4, 5, 6 Motivation: Distribute copies of the reading. Ask students to underline or highlight instances in which

Conrad uses imagery. Ask students to record a brief summary of Conrad's argument. Instructional Materials: Joseph Conrad's “Autocracy and War” http://www.online-literature.com/conrad/notes-life-

and-letters/14/

Procedures and Pivotal Questions: Why does Conrad describe print as cold, silent, and colourless? Have students list other images on the board. As each image is listed, ask how it contrasts

with Conrad's portrayal of print. Based on Conrad's descriptions, what methods might be better than print for describing war? What is Conrad saying about the adequacy of using print to describe the horrors of war? Summary: What general point is Conrad trying to make about war by claiming that print is an

inadequate means of describing it? Why is this claim ironic?

Extension Activity: What would O'Brien say to Conrad? Would he agree or disagree? Write a response from

O'Brien to Conrad, addressing his central thesis.

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GRADE LEVEL: 12 LITERARY WORK: Brave New World RESOURCE LIST:

1. Huxley, Aldous. “The Ultimate Revolution - A Blueprint to Enslave the Masses.”

<http://archive.org/details/AldousHuxley--TheUltimateRevolution--ABlueprintToEnslaveTheMasses> Speech

2. Iacocca, Lee. Driving Force: Henry Ford. Time. December 07, 1998. <http://www.time.com/time/magazine/article/0,9171,989769,00.html> <https://sites.google.com/site/deeperbravenewworld/activities/henryfordinbravenewworld> Article

3. Iron Maiden. “Brave New World.” Warner/Chappell Music, Inc., Universal Music

Publishing Group. 2000. http://www.lyricsfreak.com/i/iron+maiden/brave+new+world_20067945.html http://www.youtube.com/watch?v=LPJNKuC1ARw http://www.songfacts.com/detail.php?id=3001 Song, Album cover, Song facts

4. Kotz, Deborah. “The Right Rx for Sadness.” U.S. News & World Report. Vol. 143, Issue 4. August 6, 2007. <http://health.usnews.com/usnews/health/articles/070729/6sad_print.htm> Article

5. Parry, Wynne. “Designing Life: Should Babies Be Genetically Engineered?” Live Science. February 18, 2013 <http://www.livescience.com/27206-genetic-engineering-babies-debate.html> Article

6. Pearce, David. “Brave New World? A Defence of Paradise-Engineering.” BLTC Research. 2007. <http://www.huxley.net/ > Essay

7. Serling, Rod. “Number Twelve Looks Just Like You.” Twilight Zone, Season 5, Episode 17. <http://www.youtube.com/watch?v=UMSF2wUISO4> Television Show

8. Serling, Rod. “The Eye of the Beholder.” Twilight Zone (Remake of series), Season

1, Episode 39. <http://www.youtube.com/watch?v=aeWxpAFKw6A> Television Show

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9. Szewczyk, Warren. “Designer Babies, Designer Morality?” The Student Life. April

12, 2013. <http://tsl.pomona.edu/articles/2013/4/12/lifeandstyle/3883-designer-babies-designer-morality> Article

10. Vonnegut, Kurt. “Harrison Bergeron.” 1961. <http://campus.kellerisd.net/Teachers/16819/Homework%20Review/Eng%202/Harrison%20Bergeron%20Text.pdf> Short story

11. “A Letter to George Orwell.” Taken from Letters of Aldous Huxley, edited by Grover Smith, Harper & Row, 1969. Everbind edition of Brave New World.


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GRADE LEVEL: 12 LITERARY WORK: Brave New World SUPPLEMENTARY WORK: “Harrison Bergeron” Lesson 1: Two class periods Aim: How can we evaluate Kurt Vonnegut’s purpose in creating “Harrison Bergeron” as a satirical

piece of literature?

Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 5, 6 SL. 11-12 1, 3, 4 L 11-12 1, 2, 3, 5, 6 W. 11-12 2, 4, 5, 10 The purpose of these lessons is for students to define satire, identify the elements of satire, distinguish satire from parody, evaluate satire, write a satire, and identify the elements of dystopian literature in preparation to study Brave New World. Day One:

Motivation: Read the following quotation:

"We should think of utopia as a world in which individuals and groups had the freedom, will, energy, and talent to make and remake their lives unencumbered by insufficiency and the fear of violent death." --George Kateb

According to this quotation, what is the meaning of the word utopia? Day Two: Motivation:

What comes to mind when you see this symbol? What emotions do you feel? Instructional Materials: "Harrison Bergeron" by Kurt Vonnegut, Jr. Satire Analysis Handout (Attachment 1)

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Procedures and Pivotal Questions: Day One: Debrief the motivation activity. Ask students if any elements of life today are utopian. Present relevant vocabulary and provide or ask students to provide examples of each concept.

(Specific Saturday Night Live video clips and political cartoons are appropriate examples.)

Distribute handout (Attachment 1). Students will read “Harrison Bergeron” and, in pairs, will answer pivotal questions relating

to specific diction and examples of sarcasm, imitation, and mockery. Whole class discussion: What elements of society are being satirized? Day Two: Discuss motivational activity. Continue reading short story and discussion questions. Students should be mindful of

specific language that the author uses to convey his purpose. Summary: Day One: Why do you think the author chooses these specific elements of society to satirize? Do you think these elements deserve comment? Why or why not?

Day Two: Explain Vonnegut’s use of sarcasm, irony, wit, and parody as satire. What issue and human

behavior is Vonnegut forcing people to examine and then change? How is this short story an example of dystopian literature?

Extension Activity: Day One:

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Find a video or cartoon that is satirical and identify the qualities that make it satirical (irony, sarcasm, mockery, wit, parody, caricature, etc.)

What aspect of society is being satirized and what statement is being made about this aspect of society?

Day Two: Write 1-2 paragraph response that answers the questions:

1. Why is Vonnegut’s purpose in creating this short story? 2. What methods does he use to achieve this purpose? Provide textual examples. 3. Is Vonnegut effective in achieving his purpose? Why or why not?

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Attachment 1 Aim: How can we evaluate Kurt Vonnegut’s purpose in creating “Harrison Bergeron” as a satirical piece of literature?

Do Now: Read the following quotation:

"We should think of utopia as a world in which individuals and groups had the freedom, will, energy, and talent to make and remake their lives unencumbered by insufficiency and the fear of violent death." --George Kateb

According to this quotation, what is the meaning of the word utopia? Satire: Techniques to achieve satire:

1. What is the important of the opening sentence, “The year was 2081, and everyone was finally equal?”

2. Explain the “211th, 212th, 213th Amendments as an example of sarcasm.

3. What are the functions of the agents of “the United States Handicapper General?”

What comes to mind when you see this symbol? What emotions do you feel?

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4. Is this position a mockery of any present day governmental occupations? If so, explain.

5. How is radical mediocrity achieved and enforced?

6. What actual developments, policies, trends involving government-enforced equalizing, and “handicapping,” in America might Vonnegut be parodying in this story?

***Remember: parody is an imitation***

7. How are George and Hazel Bergeron described? What sort of life do they lead?

8. Why is Harrison Bergeron such a threat to society? How old is he? How has he been “handicapped”?

9. What is the significance of the real Harrison suddenly appearing on the TV set where his escape from prison was being reported?

10. What is the meaning of Harrison and the ballerina’s being shot down by Diana Moon Glampers, the Handicapper General? What are the suggestions of her name?

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11. What is the meaning of the last and repetitive words of the Bergerons’, “that one was a doozy”?

12. Is there a moral to this story? What is it?

Summary: Explain Vonnegut’s use of sarcasm, irony, wit, and parody as satire. What issue and human behavior is Vonnegut forcing people to examine and then change? How is this short story an example of dystopian literature?

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GRADE LEVEL: 12 LITERARY WORK: Brave New World SUPPLEMENTARY WORK: “Driving Force – Henry Ford” Lesson 2: One class period Aim: How can we analyze the purpose of Huxley’s inclusion of Henry Ford in Brave New World? Common Core Learning Standards: Standard Grade Standard Number RI. 11-12 1, 4, 5, 6, 7, 8, 10 SL. 11-12 1, 2, 3, 4, 5 L 11-12 1, 2, 4, 6 W. 11-12 2, 4, 5, 6, 8, 9, 10 Henry Ford’s business philosophy shaped America, according to Lee Iacocca’s firsthand account of Ford’s business practices and beliefs. Lee Iacocca was president of Ford, later chairman of Chrysler, and recently founded EV Global Motors.

Motivation: Show a video clip of Henry Ford biography http://www.youtube.com/watch?v=AT4gdODtEzk Ask students to jot down important information about Ford’s success.

Instructional Materials: Henry Ford video clip http://www.youtube.com/watch?v=AT4gdODtEzk Lee Iacocca’s “Driving Force: Henry Ford” (Attachment 2) “Driving Force” Handout (Attachment 3) “Driving Force” Answer Key (Attachment 4) “Designer Babies, Designer Morality?” (Attachment 5)

http://tsl.pomona.edu/articles/2013/4/12/lifeandstyle/3883-designer-babies-designer-morality

Procedures and Pivotal Questions: Debrief the motivation activity. Ask students to provide information about what made Henry

Ford successful. Distribute Lee Iacocca’s “Driving Force: Henry Ford” article and handout (Attachment 2,

Attachment 3). Students will read article and answer questions. Students will highlight or underline information from the article that assisted them in

answering the questions. Summary: In triads, please answer the following: How was Ford’s paternalism similar to the way the World State takes care of its citizens in

Brave New World? How does Huxley include Ford’s real-life contributions as positive aspects in Brave New

World?

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How does Huxley include Ford’s real-life contributions as negative aspects in Brave New World?

Why does Henry Ford play such a prominent role in Brave New World? What messages is Huxley attempting to convey to the reader?

Extension Activity: Students are to read the article about the “manufacturing” of designer babies and evaluate the writer’s argument about if this technological advancement is ethical. “Designer Babies, Designer Morality?”

http://tsl.pomona.edu/articles/2013/4/12/lifeandstyle/3883-designer-babies-designer-morality

Use the Critical Review of Research below to evaluate the argument.

CRITICAL REVIEW OF RESEARCH: Please answer in complete sentences. Your critical review must be typed and double spaced.

1. What is the issue? What is the author’s position? 2. Audience:

Identify the intended audience. Is the tone of the article scholarly, sincere, angry, satiric, humorous, informal,

sentimental, matter-of-fact? How does the author’s use of diction reflect this (these) tone(s)?

3. Purpose of argument: 4. Outline of Author’s Argument:

The topic at hand: ISSUE Author’s belief about it: POSITION Author’s reasons for position: CLAIMS Support for the claims: EVIDENCE

5. Appeal: Logos / Ethos / Pathos? Explain why you think so. 6. Addresses the Opposition?

List opposing arguments considered by the author. Conclusion: Is this an effective argument? Why or why not?

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Attachment 2 Lee Iacocca’s “Driving Force: Henry Ford”

Monday, Dec. 07, 1998 Driving Force: Henry Ford By Lee Iacocca

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The only time I ever met Henry Ford, he looked at me and probably wondered, "Who is this little s.o.b. fresh out of college?" He wasn't real big on college graduates, and I was one of 50 in the Ford training course in September 1946, working in a huge drafting room at the enormous River Rouge plant near Detroit. One day there was a big commotion at one end of the floor and in walked Henry Ford with Charles Lindbergh. They walked down my aisle asking men what they were doing. I was working on a mechanical drawing of a clutch spring (which drove me out of engineering forever), and I was worried that they'd ask me a question because I didn't know what the hell I was doing--I'd been there only 30 days. I was just awestruck by the fact that there was Colonel Lindbergh with my new boss, coming to shake my hand. The boss was a genius. He was an eccentric. He was no prince in his social attitudes and his politics. But Henry Ford's mark in history is almost unbelievable. In 1905, when there were 50 start-up companies a year trying to get into the auto business, his backers at the new Ford Motor Co. were insisting that the best way to maximize profits was to build a car for the rich. But Ford was from modest, agrarian Michigan roots. And he thought that the guys who made the cars ought to be able to afford one themselves so that they too could go for a spin on a Sunday afternoon. In typical fashion, instead of listening to his backers, Ford eventually bought them out. And that proved to be only the first smart move in a crusade that would make him the father of 20th century American industry. When the black Model T rolled out in 1908, it was hailed as America's Everyman car--elegant in its simplicity and a dream machine not just for engineers but for marketing men as well. Ford instituted industrial mass production, but what really mattered to him was mass consumption. He figured that if he paid his factory workers a real living wage and produced more cars in less time for less money, everyone would buy them. Almost half a century before Ray Kroc sold a single McDonald's hamburger, Ford invented the dealer-franchise system to sell and service cars. In the same way that all politics is local, he knew that business had to be local. Ford's "road men" became a familiar part of the American landscape. By 1912 there were 7,000 Ford dealers across the country. In much the same fashion, he worked on making sure that an automotive infrastructure developed along with the cars. Just like horses, cars had to be fed--so Ford pushed for gas stations everywhere. And as his tin lizzies bounced over the rutted tracks of the horse age, he campaigned for better roads, which eventually led to an interstate-highway system that is still the envy of the world. His vision would help create a middle class in the U.S., one marked by urbanization, rising wages and some free time in which to spend them. When Ford left the family farm at age 16 and walked eight miles to his first job in a Detroit machine shop, only 2 out of 8 Americans lived in the cities. By

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World War II that figure would double, and the affordable Model T was one reason for it. People flocked to Detroit for jobs, and if they worked in one of Henry's factories, they could afford one of his cars--it's a virtuous circle, and he was the ringmaster. By the time production ceased for the Model T in 1927, more than 15 million cars had been sold--or half the world's output. Nobody was more of an inspiration to Ford than the great inventor Thomas Alva Edison. At the turn of the century Edison had blessed Ford's pursuit of an efficient, gas-powered car during a chance meeting at Detroit's Edison Illuminating Co., where Ford was chief engineer. (Ford had already worked for the company of Edison's fierce rival, George Westinghouse.) After the Model T's enormous success, the two visionaries from rural Michigan became friends and business partners. Ford asked Edison to develop an electric storage battery for the car and funded the effort with $1.5 million. Ironically, despite all his other great inventions, Edison never perfected the storage battery. Yet Ford immortalized his mentor's inventive genius by building the Edison Institute in Dearborn. Ford's great strength was the manufacturing process--not invention. Long before he started a car company, he was an inveterate tinkerer, known for picking up loose scraps of metal and wire and turning them into machines. He'd been putting cars together since 1891. Although by no means the first popular automobile, the Model T showed the world just how innovative Ford was at combining technology and markets. The company's assembly line alone threw America's Industrial Revolution into overdrive. Instead of having workers put together the entire car, Ford's cronies, who were great tool- and diemakers from Scotland, organized teams that added parts to each Model T as it moved down a line. By the time Ford's sprawling Highland Park plant was humming along in 1914, the world's first automatic conveyor belt could churn out a car every 93 minutes. The same year, Henry Ford shocked the world with what probably stands as his greatest contribution ever: the $5-a-day minimum-wage scheme. The average wage in the auto industry then was $2.34 for a 9-hr. shift. Ford not only doubled that, he also shaved an hour off the workday. In those years it was unthinkable that a guy could be paid that much for doing something that didn't involve an awful lot of training or education. The Wall Street Journal called the plan "an economic crime," and critics everywhere heaped "Fordism" with equal scorn. But as the wage increased later to a daily $10, it proved a critical component of Ford's quest to make the automobile accessible to all. The critics were too stupid to comprehend that because Ford had lowered his costs per car, the higher wages didn't matter--except for making it feasible for more people to buy cars. When Ford stumbled, it was because he wanted to do everything his way. By the late 1920s the company had become so vertically integrated that it was completely self-sufficient. Ford controlled rubber plantations in Brazil, a fleet of ships, a railroad, 16 coal mines, and thousands of acres of timberland and iron-ore mines in Michigan and Minnesota. All this was combined at the gigantic River Rouge plant, a sprawling city of a place where more than 100,000 men worked. The problem was that for too long they worked on only one model. Although people told him to diversify, Henry Ford had developed tunnel vision. He basically started saying "to hell with the customer," who can have any color as long as it's black. He didn't bring out a new design until the

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Model A in '27, and by then GM was gaining. In a sense Henry Ford became a prisoner of his own success. He turned on some of his best and brightest when they launched design changes or plans he had not approved. On one level you have to admire his paternalism. He was so worried that his workers would go crazy with their five bucks a day that he set up a "Sociological Department" to make sure that they didn't blow the money on booze and vice. He banned smoking because he thought, correctly as it turned out, that tobacco was unhealthy. "I want the whole organization dominated by a just, generous and humane policy," he said. Naturally, Ford, and only Ford, determined that policy. He was violently opposed to labor organizers, whom he saw as "the worst thing that ever struck the earth," and entirely unnecessary--who, after all, knew more about taking care of his people than he? Only when he was faced with a general strike in 1941 did he finally agree to let the United Auto Workers organize a plant. By then Alfred P. Sloan had combined various car companies into a powerful General Motors, with a variety of models and prices to suit all tastes. He had also made labor peace. That left Ford in the dust, its management in turmoil. And if World War II hadn't turned the company's manufacturing prowess to the business of making B-24 bombers and jeeps, it is entirely possible that the 1932 V-8 engine might have been Ford's last innovation. In the prewar years there was no intelligent management at Ford. When I arrived at the end of the war, the company was a monolithic dictatorship. Its balance sheet was still being kept on the back of an envelope, and the guys in purchasing had to weigh the invoices to count them. College kids, managers, anyone with book learning was viewed with some kind of suspicion. Ford had done so many screwy things--from terrorizing his own lieutenants to canonizing Adolf Hitler--that the company's image was as low as it could go. It was Henry Ford II who rescued the legacy. He played down his grandfather's antics, and he made amends with the Jewish business community that Henry Ford had alienated so much with the racist attacks that are now a matter of historical record. Henry II encouraged the "whiz kids" like Robert McNamara and Arjay Miller to modernize management, which put the company back on track. Ford was the first company to get a car out after the war, and it was the only company that had a real base overseas. In fact, one of the reasons that Ford is so competitive today is that from the very beginning, Henry Ford went anywhere there was a road--and usually a river. He took the company to 33 countries at his peak. These days the automobile business is going more global every day, and in that, as he was about so many things, Ford was prescient. Henry Ford died in his bed at his Fair Lane mansion seven months after I met him, during a blackout caused by a storm in the spring of 1947. He was 83. The fact is, there probably couldn't be a Henry Ford in today's world. Business is too collegial. One hundred years ago, business was done by virtual dictators--men laden with riches and so much power they could take over a country if they wanted to. That's not acceptable anymore. But if it hadn't been for Henry Ford's drive to create a mass market for cars, America wouldn't have a middle class today. Lee Iacocca was president of Ford, later chairman of Chrysler and last year founded EV Global Motors.

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Attachment 3 “Driving Force” Handout

Aim: How can we analyze the purpose of Huxley’s inclusion of Henry Ford in Brave New World? Do Now: As you view the video clip, please write down important information about Ford’s success.

DIRECTIONS: As you read Lee Iacocca’s article about Henry Ford, please answer the following questions in complete answers. Please highlight or underline where you found the information that helped you answer the questions.

“Driving Force: Henry Ford”

a. How did Ford’s modest agrarian (farming) background influence the type of car he decided to make?

b. How did Ford react to backers who wanted him to do things their way (make a car for the

rich)? c. Why was Ford interested in mass consumption? d. What is Ford’s connection with the interstate highway system? Why? e. According to Iacocca, how is Ford responsible for creating a middle class in America?

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f. In what ways did Ford take care of his workers like a father (paternalism)? Summary: How was Ford’s paternalism similar to the way the World State takes care of its citizens in Brave New World? How does Huxley include Ford’s real-life contributions as positive aspects in Brave New World? How does Huxley include Ford’s real-life contributions as negative aspects in Brave New World? Why does Henry Ford play such a prominent role in Brave New World? What messages is Huxley attempting to convey to the reader?

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Attachment 4 “Driving Force” Answer Key

https://sites.google.com/site/deeperbravenewworld/activities/henryfordinbravenewworld

Driving Force: Henry Ford

a. How did Ford’s modest agrarian (farming) background influence the type of car he decided to make?

a. Ford’s agricultural background provided him with the humility and understanding that conveniences, such as a vehicle, should not be limited to the rich – they should be available to everyone inside of the community.

b. How did Ford react to backers who wanted him to do things their way (make a car for the rich)?

a. Ford understood the want for a “classier”, “chicer” looking car that was and looked solely for the wealthy, so Ford compromised. He designed a sleek, classy car that was affordable.

c. Why was Ford interested in mass consumption? a. Ford was interested in mass consumption because he wanted his vehicle to be available to all of society. He wanted a vehicle versatile enough to fit into every class of the community.

d. What is Ford’s connection with the interstate highway system? Why? a. Ford made sure that the automotive industry grew as a whole along with the cars. He realized that cars required gas stations and the development of gas stations linked interstate highways together.

e. According to Iacocca, how is Ford responsible for creating a middle class in America?

a. Urbanization resulted from the development of the highways and rising wages in the city allowed for people to have spending money.

f. Why did Ford raise his workers’ pay? a. Ford raised his workers’ pay to make the automobile industry flourish and to make the automobile accessible to all.

g. In what ways did Ford take care of his workers like a father (paternalism)? a. Ford provided complete care for his employees and made sure they always had everything they needed. All of Ford’s employees were treated the same and each and every one of them was treated with respect and love.

h. How was Ford’s paternalism similar to the way the World State takes care of its citizens in Brave New World?

a. The world state takes care of their citizens in a similar way to how Ford cares for his employees. The world state ensures that all of its citizens have everything they need and that they are comfortable.

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Attachment 5 “Designer Babies, Designer Morality?”

http://tsl.pomona.edu/articles/2013/4/12/lifeandstyle/3883-designer-babies-designer-morality The Student Life Designer Babies, Designer Morality? LIFE & STYLE By Warren Szewczyk Fri, Apr 12 at 9:46am

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I think everyone has seen enough pictures of Kanye West, Kim Kardashian, and tentatively named baby “North” to know what designer clothes are. But garments are not the only things that come in “designer” varieties. That label can be applied to everything from furniture to jewelry, from accessories to ... babies? That’s a term you may not have heard before: ‘designer baby.’ Simply put, the expression refers to a living human whose genetic makeup, either partially or completely, has been customized to contain certain characteristics and not others. It is a child whose genes have been altered or possibly invented to give it certain physical traits. This idea may reek of a vaguely eugenic, dystopian conception of reproduction, but it’s actually much closer to reality than it is to Orwellian fantasy. In fact, designer babies, in at least some sense of the term, already exist, and the advancement of genetic technologies has brought them closer and closer to everyday practice. Enter the Fertility Institutes. For $18,000, the Institutes can guarantee certain traits for your baby. How? First, they create a series of embryos from a sperm and egg belonging to the couple wishing to conceive. Then they screen the embryos for certain genetic characteristics, from gender to serious debilitating genetic diseases. When they find an embryo that matches the traits the parents have requested, they implant it in the mother to eventually be birthed. The rest of the embryos are discarded. Although the procedure is used only for sex selection and disease prevention at this point, the company claims that soon they will create embryos that have a greater chance of being endowed with particular eye colors, hair colors, and complexions. And while these techniques seem relatively benign, the world of designing embryos quickly gets much cloudier. In fact, scientists can and have created children with three genetic parents instead of two through the process of the mitochondrial transfer. Even though the vast majority of genetic information is found in the nucleus of a cell, small bits of DNA are found in a separate cellular component called mitochondria. Mothers with mitochondrial DNA defects pass them on to their child 100 percent of the time as opposed to only having a certain probability of giving their children defects through nuclear DNA. Accordingly, a procedure was developed to take the nucleus from a mother’s egg, and thus the bulk of her DNA, and implant it in the surrogate egg that contains healthy mitochondria. The result is an embryo that contains genes from three different parents.

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If this isn’t ethically muddled enough, things may become even more unclear in the future. It is conceivable that soon we will have the ability, just as with crops, to genetically modify embryos by literally writing genetic code and inserting it into embryonic DNA. Such embryos would have even more contributors to their genetic makeup―an entire lab full of them, in fact. The implications of altering the genes of human embryos illustrate just how sharp the double-edged sword of creating designer babies truly is. On one hand, the positive effects of potential therapies are virtually limitless. Diseases like Parkinson’s, Alzheimer’s, cancer, depression, and autism all carry genetic predispositions, many of which have been identified. Even violent behavior has been associated with certain genes. These ailments, along with diseases that are completely caused by genes, like Down Syndrome, could be eliminated entirely. Furthermore, we could theoretically engineer biological defenses to communicable diseases like HIV. As genetic sequencing and gene therapy become faster and more inexpensive, such treatments loom larger and larger on the horizon. As with most emerging technologies, on the other hand, there are significant negative consequences that must be wrestled with. The first is actually developing these technologies. Many scientists oppose even treading in such brackish water for the simple reason that they have no idea what they’re getting into. It’s still almost completely unknown how mitochondrial DNA interacts with nuclear DNA. For all we know, the babies created via mitochondrial transfer may have serious problems down the line. Even more troubling, the process of understanding how to genetically modify foods in the past resulted in thousands of mistakes—mistakes that could be easily and ethically discarded. To think that we can cultivate similar techniques in humans without similar mistakes constitutes incredible hubris, and the best solution does not seem to be creating and discarding the errors. Even if we are to imagine that the technology can be created without repercussions, its implementation still carries grave social and moral concerns. Just to choose the sex of a baby currently costs tens of thousands of dollars. How much will it cost to select for the complex gene sets that control intelligence, physical appearance, or emotional stability? If these therapies are even mildly expensive, the middle class and those in poverty most likely will not have access to them. Are we willing to further expand the already massive dearth of opportunities for those with low income? Such considerations don’t even touch on the precariousness involved in the regulation of reproductive rights. If there is one thing scientific progress is poorly equipped to navigate, it is, unfortunately, morality. It seems that advancement occurs whether or not the moral implications are sufficiently understood. In the case of designing babies, the positives are limitless, but it appears that the negatives are, too. If carefully contemplated, gene therapies could offer humanity a range of incredible capabilities and eradicate a host of awful diseases. If approached wildly and wantonly, however, as is common with progress, we may be stepping into moral waters so murky that we’d be better off sticking to dry land.

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GRADE LEVEL: 12 LITERARY WORK: Brave New World SUPPLEMENTARY WORK: “Number Twelve Looks Just Like You” Lesson 3: Two class periods Aim: How can we evaluate the common themes of Brave New World and “Number Twelve Looks

Just Like You” from a feminist perspective? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 7, 9, 11 RI. 11-12 1, 2, 4, 7, 9 SL. 11-12 1, 2, 4, 6 L 11-12 1, 2, 4, 6 W. 11-12 2, 4, 5, 10 The purpose of these lessons is to identify the common themes between The Twilight Zone Episode and Brave New World after students have read the novel. Students will view the two works from a feminist perspective and construct a comparative genre essay using this lens. Motivation: Chalk Talk: What are the themes of Brave New World? Can you think of a modern work (of literature or film) that addresses the same theme(s)? Instructional Materials: "Number Twelve Looks Just Like You" The Twilight Zone Episode Comparison Handout - (Attachment 6)

Procedures and Pivotal Questions: Debrief the motivation activity. Ask students if these themes are relevant today and

why/why not. Present information about the feminist perspective. Students will answer questions based on

reading information about feminist criticism. Students will view The Twilight Zone episode in an interrupted fashion. At specific scene

breaks, video will be stopped so students have an opportunity to write common elements between episode and Brave New World and/or to draw conclusions about how the main female character is portrayed.

Application: In groups, ask students to share their conclusions about the common themes and treatment of women in both works. Group members will record any new information onto their handouts.

Summary: How are these two works alike thematically?

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What conclusions can you draw about the works when examining them through the Feminist Criticism perspective?

Do you think these conclusions were the intentions of the creators or a reflection of the time period? Explain.

Homework/Extension Activity:

A. Write a one-two page response to the following prompt:

1. What common themes does this episode of The Twilight Zone share with those of Brave New World?

2. How is Marilyn like Lenina? How is she different? 3. How are women treated in The Twilight Zone dystopia as compared to the Brave New

World dystopia? Have these women of the future truly been liberated? Use the following questions to help you with answering question 3:

How is the relationship between men and women portrayed? What are the power relationships between men and women (or characters assuming

male/female roles)? How are male and female roles defined? What constitutes masculinity and femininity? Do characters take on traits from opposite genders? How so? How does this change

others’ reactions to them? What does the work reveal about the operations (economically, politically, socially, or

psychologically) of patriarchy? What does the work say about women's creativity?

B. Students can view “The Eye of the Beholder.” Twilight Zone (Remake of series), Season

1, Episode 39 on You Tube and with Brave New World, complete a compare/contrast essay. http://www.youtube.com/watch?v=aeWxpAFKw6

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Attachment 6 Comparison Handout

Common Themes and the Feminist Perspective in Brave New World and “Number Twelve

Looks Just Like You” Do Now: What are the themes of Brave New World? Can you think of a modern work (of literature or film) that addresses the same theme(s)?

S/he – (Source Purdue OWL Writing Lab: http://owl.english.purdue.edu/owl/resource/722/11/)

Feminist criticism is concerned with "...the ways in which literature (and other cultural productions) reinforce or undermine the economic, political, social, and psychological oppression of women" (Tyson). This school of theory looks at how aspects of our culture are inherently patriarchal (male dominated) and "...this critique strives to expose the explicit and implicit misogyny in male writing about women" (Richter 1346). This misogyny, Tyson reminds us, can extend into diverse areas of our culture: "Perhaps the most chilling example...is found in the world of modern medicine, where drugs prescribed for both sexes often have been tested on male subjects only" (83). Feminist criticism is also concerned with less obvious forms of marginalization such as the exclusion of women writers from the traditional literary canon: "...unless the critical or historical point of view is feminist, there is a tendency to under-represent the contribution of women writers" (Tyson 82-83). 1. Paraphrase (do not copy verbatim) the primary concerns of feminist criticism in two-three

sentences:

2. Please take notes of common themes of Brave new World and “Number Twelve Looks Just

Like You” as you are viewing:

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3. After viewing, please read the common aspects of feminist theories and determine if these aspects are present in each work:

Common Aspects of Feminist Theories Brave New World “Number

Twelve Looks Just Like You”

Women are oppressed by patriarchy economically, politically, socially, and psychologically; patriarchal ideology is the primary means by which they are kept so

In every domain where patriarchy reigns, woman is other: she is marginalized, defined only by her difference from male norms and values

All of western (Anglo-European) civilization is deeply rooted in patriarchal ideology, for example, in the biblical portrayal of Eve as the origin of sin and death in the world

While biology determines our sex (male or female), culture determines our gender (masculine or feminine)

All feminist activity, including feminist theory and literary criticism, has as its ultimate goal to change the world by prompting gender equality

Gender issues play a part in every aspect of human production and experience, including the production and experience of literature, whether we are consciously aware of these issues or not (91).

Summary: How are these two works alike thematically? What conclusions can you draw about the works when examining them through the Feminist Criticism perspective? Do you think these conclusions were the intentions of the creators or a reflection of the time period? Explain.

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GRADE LEVEL: 12 LITERARY WORK: Fences RESOURCE LIST:

1. Brantley, Ben. “In the Rush to Progress, the Past Is Never Too Far Behind.” May 11,

2007. <http://www.nytimes.com/learning/teachers/featured_articles/20070511friday.html> Article

2. Brooks, Gwendolyn. “Primer for Blacks.” Poem***

3. Dunbar, Paul Lawrence. “Sympathy.”

Poem***

4. Frost, Robert. “Mending Wall.” Poem

5. “The Harlem Renaissance.” 2013. The History Channel website. August 20, 2013. <http://www.history.comhttp://www.history.com/videos/the-harlem-renaissance-an-artistic-explosion.> Video

6. “Great Migration: The African-American Exodus North.” NPR. September 13, 2010. <http://www.npr.org/templates/story/story.php?storyId=129827444> Radio Broadcast

7. “Great Migration.”

<http://www.google.com/imgres?imgurl=http://www.westmifflinmoritz.com/US%2520History/Civil%2520Rights/Civil%2520Rights%2520Pictures/great%2520migration.jpg&imgrefurl=http://www.westmifflinmoritz.com/US%2520History/Civil%2520Rights/Turn%2520of%2520the%2520Century%2520America.htm&h=1244&w=1356&sz=148&tbnid=Q_DBlOCykwjw3M:&tbnh=96&tbnw=105&prev=/search%3Fq%3Dgreat%2Bmigration%26tbm%3Disch%26tbo%3Du&zoom=1&q=great+migration&usg=__x5sfW_E5ND1Vt83pfztzFwxiyJ0=&docid=XPcgLsFJD0az1M&sa=X&ei=kMMTUsj4Ocz-4APMz4Eo&sqi=2&ved=0CGcQ9QEwBw&dur=65> Image

8. Hughes, Langston. “Harlem.” Poem***

9. King, Jr., Martin Luther. “Birth of a Nation.” Sermon

10. King, Jr., Martin Luther. "Where Do We Go From Here?"

Report Excerpt

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11. Lawrence, Jacob. Migration Series.

<http://www.columbia.edu/itc/history/odonnell/w1010/edit/migration/migration.html> <http://www.phillipscollection.org/migration_series/flash/experience.cfm> Painting Collection

12. Randhawa, Manny. “Chicago newspaper sparked the 'Great Migration': African-Americans flocked to South Side for work during World War I.” MLB.com. August 16, 2013. <http://mlb.mlb.com/news/article.jsp?ymd=20130815&content_id=57092178&vkey=news_mlb&c_id=mlb> Article

13. Richards, Lloyd. “Introduction to Fences.” <http://iosmgr.bishop-hartley.org/bhtextbooks/Fences.pdf> Essay

14. Sandburg, Carl. “A Father Sees a Son Nearing Manhood.” Poem

BOLD-FACED RESOURCES ARE UTILIZED IN THE FEATURED LESSON PLANS ***SEE APPENDIX FOR CLOSE-READING QUESTIONS THAT ACCOMPANY PASSAGE

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GRADE LEVEL: 12 LITERARY WORK: Fences SUPPLEMENTARY WORK: Introduction to Fences by Lloyd Richards Lesson 1: One class period Aim: What conclusions can we draw based on the information presented in Lloyd Richard’s

Introduction and Wilson’s poem? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 4, 6, 9, 11 RI. 11-12 1, 4, 5, 6, 10, 11 SL. 11-12 1, 2, 3, 4, 5, 6 L 11-12 1, 2, 4, 5, 6 W. 11-12 1, 3, 4, 5, 8, 10, 11 Motivation: Brainstorming activity: “What comes to mind when you think of a fence?” Where do people put up fences? Why do people put up fences? Instructional Materials: Lloyd Richard’s Introduction and Wilson’s poem (epigraph)

http://iosmgr.bishop-hartley.org/bhtextbooks/Fences.pdf Close Reading Handout (Attachment 7)

Procedures and Pivotal Questions: Distribute Attachment 7 with Introduction and review how to annotate prose and poetry

passages. Allow students to read and annotate Introduction. Students should make notes next to

important phrases, noting literary elements such as setting, conflict, characterization, theme and various literary techniques.

When students are finished, students will share their notes while the teacher records them to make a class model. August Wilson’s poem will be projected. Students will annotate and look for a connection between the Introduction and the poem.

Use the Critical Reading questions to guide a discussion about the essay and poem.

Summary: What common message(s) does Lloyd Richards’ Introduction and Wilson’s poem convey? Why would these messages be important to convey during this time period? Homework/Extension Activity: Complete the topic sentence: Richard’s Introduction and Wilson’s poem both discuss… Then construct a paragraph in which you analyze the common theme of each work and

provide textual evidence of that theme.

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Attachment 7 Close Reading Handout

Aim: What conclusions can we draw based on the information presented in Lloyd Richard’s Introduction and Wilson’s poem? Do Now: “What comes to mind when you think of a fence?” Where do people put up fences? Why do people put up fences?

1. The first paragraph primary describes which literary element? a. plot b. structure c. setting d. theme

2. What is Richard’s purpose in comparing August Wilson’s storytelling to “ancient

aristocrats” and “modern playwrights”? a. to express that Wilson writes in order to make money from the rich b. to express that Wilson’s work is relevant to all eras of time c. to express that Wilson writes to please the masses d. to express that Wilson’s stories have been told from generation to generation

3. The image “the delicate fabric of an intricate value system” is an example of what literary

technique? a. simile b. personification c. metaphor d. allusion

Why is Richards conveying by using this technique?

4. The phrase “spins yarns” most likely means a. to knit b. to exaggerate c. to dance d. to sing

5. What is the purpose of the rhetorical questions at the end of the Introduction?

a. to spark the reader’s interest b. to explain the themes of the work c. to explain the reason for writing the work d. to gain the reader’s sympathy

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DIRECTIONS: After you have finished answering multiple choice questions, please read and annotate the four-line poem which is an epigraph to the play. Excerpt From August Wilson Meaning: When the sins of our fathers visit us We do not have to play host. We can banish them with forgiveness As God, in His Largeness and Laws. Summary: What common message(s) does Lloyd Richards’ Introduction and Wilson’s poem convey? Why would these messages be important to convey during this time period?

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GRADE LEVEL: 12 LITERARY WORK: Fences SUPPLEMENTARY WORK: “A Father Sees a Son Nearing Manhood” Lesson 2: One-two class periods Aim: How does Sandburg’s poem communicate the universal relationship between a father and

son? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 2, 3, 4, 5, 6, 7, 9, 10, 11 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 3, 4, 5 W. 11-12 1, 3, 4, 5, 8, 10, 11 Motivation: Chalk Talk: What are some of the conflicts between Troy and his sons? Instructional Materials: “A Father Sees a Son Nearing Manhood,” by Carl Sandburg (Attachment 8) Handout – Close-Reading Questions (Attachment 9) Procedures and Pivotal Questions: Debrief the motivation activity. Distribute Attachment 8. Explain the Text Rendering reading strategy. Ask students to

individually read the selection. While reading, students should circle one line that they found to be important, phrase, and one word. After students finish reading, they will be asked to write and then speak about the sentences, phrases, and words they selected.

Text Rendering Share Out: After students have finished independently reading and responding to the questions on the handout, break the class up into triads. Each triad will be given nine (9) minutes to complete the following:

a. Student A speaks for one minute about his chosen sentence. Repeat for students B & C. b. Student A speaks for one minute about his chosen phrase. Repeat for students B & C. c. Student A speaks for one minute about his chosen word. Repeat for students B & C.

Distribute Attachment 9. Students will remain in their triads to answer the close reading questions.

Summary: With which pieces of advice from this poem would Troy most likely agree? What advice would Troy add to this poem?

Homework/Extension Activity: Write a one page eulogy to be read at Troy Maxson’s funeral. Include details from his life

that would help mourners see that “he meant to do more good than he meant to do harm”

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(II.5.134-135). Consider carefully who the speaker of your eulogy is. Often eulogies contain famous and appropriate quotations. Be sure to make reference to a line, phrase, or word from Sandburg’s poem that expresses what you want the character to communicate in the speech.

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Attachment 8 Aim: How does Sandburg’s poem communicate the universal relationship between a father and son?

“A Father Sees a Son Nearing Manhood” -Carl Sandburg

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A father sees a son nearing manhood. What shall he tell that son? “Life is Hard; be steel; be a rock.” and this might stand him for the storms and serve him for humdrum and monotony and guide him amid sudden betrayals and tighten him for slack moments. “Life is a soft loam; be gentle; do easy.” And this too might serve him. Brutes have been gentled where lashes failed. The growth of a frail flower in a path up has sometimes shattered and split a rock. A tough will counts. So does desire. So does rich soft wanting. Without rich wanting nothing arrives. Tell him too much money has killed men and left them dead years before burial: the quest of lucre beyond a few easy needs has twisted good enough men sometimes into dry thwarted worms. Tell him time as a stuff can be wasted. Tell him to be a fool every so often and to have no shame over having been a fool yet learning something out of every folly hoping to repeat none of the cheap follies thus arriving at intimate understanding or a world numbering many fools. Tell him to be alone often and get at himself and above all tell himself no lies about himself whatever the white lies and protective fronts he may use amongst other people. Tell him solitude is creative if he is strong and the final decisions are made in silent rooms. Tell him to be different from other people if it comes natural and easy being different. Let him have lazy days seeking his deeper motives. Let him seek deep for where he is a born natural.

Then he may understand Shakespeare and the Wright brothers, Pasteur, Pavlov, Michael Faraday and free imaginations

bringing changes into a world resenting change. He will be lonely enough to have time for the work he knows as his own.

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Attachment 9 Definitions and Explanations: loam – (line 8) a rich soil lucre – (line 18) money thwarted – (line 20) frustrated; defeated Pavlov – (line 39) Russian scientist who discovered the “conditioned response.” In his most

famous experiment, he trained a dog to expect food whenever a bee rang. He showed that a dog would salivate even when food no longer came at the ringing of the bell.

Michael Faraday – (line 40) a British scientist who discovered electromagnetism. He showed that when a wire passed through a magnetic field, electricity flowed in the wire.

Questions: 1. In which lines does the father tell the son that courage or inner strength is important? What examples can you give of “storms” (line 4) and “sudden betrayals” (line 6)? 2. In which lines does the father tell the son that gentleness or compassion, is important? How is the flower used as a metaphor? How does this advice relate to “be steel; be a rock” in line 3? Explain. 3. In which lines does the father tell the son that it is important to have strong personal goals? What warning, however, does the father give right after this advice? What goals are suggested by the words “rich soft wanting” in line 14? 4. In which lines does the father tell the son that humility is important and that no one should think of himself or herself as perfect? Why does the father believe that humility is important? 5. In which lines does the father tell his son to be true to himself? What are the “white lies” and protective fronts” (line 30)? In which lines does the father tell the son to cultivate his own personal individuality? his own natural talents and abilities? 6. Why does the father mention the well-known figures? 7. In what sense will the son be “lonely” (line 42)? Summary: With which pieces of advice from this poem would Troy most likely agree? What advice would Troy add to this poem?

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GRADE LEVEL: 12 LITERARY WORK: Fences SUPPLEMENTARY WORK: “Birth of a Nation”; “Where Do We Go From Here?” Lesson 3: One class period Aim: How do Martin Luther King Jr.’s public addresses reflect the historical context of Fences? Common Core Learning Standards: Standard Grade Standard Number RI. 11-12 1, 2, 4, 5, 6, 7, 10, 11 SL. 11-12 1, 3, 4, 5 L 11-12 1, 2, 3, 4, 5, 6 W. 11-12 1, 4, 5, 8, 10, 11 Motivation: Show a clip from the documentary “The Harlem Renaissance” from The History Channel.

http://www.history.comhttp://www.history.com/videos/the-harlem-renaissance-an-artistic-explosion.

While viewing, students should record 2-3important facts. Instructional Materials: Film Clip from the History Channel’s “Harlem Renaissance” MLK’s “Birth of a Nation” and “Where Do We Go From Here?” with critical reading

questions (Attachment 10) Procedures and Pivotal Questions: Debrief the motivation activity and make a list of important facts that students recorded. Review the concepts of Subject, Audience, Purpose Distribute MLK’s “Birth of a Nation” and “Where Do We Go From Here?” (Attachment 10) Speeches should be read aloud using Interrupted Reading as a reading strategy. Reading

should be stopped when a particular reading question is addressed. Students should then close read the passage to answer the question. Complete a whole class discussion of the subject, audience, and purpose of each speech. Summary: Think about how MLK communicates his purpose to his audience during this particular time

period. How is August Wilson’s purpose the same as MLK’s purpose? How does Wilson achieve his purpose through his writing?

Extension Activity: Write a response to the following: Why do you think August Wilson chose to create the

setting of Fences as after segregation, during the Great Migration, and before the Civil Rights Movement? Be sure to include some information about each of these time periods and how they impacted Wilson’s play.

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Attachment 10 Please read and annotate the following excerpt from "The Birth of a New Nation," a sermon delivered at Dexter Avenue Baptist Church by Martin Luther King, Jr. on April 7 1957, in Montgomery, Alabama and answer the following questions.

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I want to preach this morning from the subject: "The Birth of a New Nation." And I would like to use as a basis for our thinking together a story that has long since been stenciled on the mental sheets of succeeding generations. It is the story of the Exodus, the story of the flight of the Hebrew people from the bondage of Egypt, through the wilderness, and finally to the Promised Land. It's a beautiful story. I had the privilege the other night of seeing the story in movie terms in New York City, entitled "The Ten Commandments," and I came to see it in all of its beauty-the struggle of Moses, the struggle of his devoted followers as they sought to get out of Egypt. And they finally moved on to the wilderness and toward the Promised Land.

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This is something of the story of every people struggling for freedom. It is the first story of man's explicit quest for freedom. And it demonstrates the stages that seem to inevitably follow the quest for freedom. Prior to March the sixth, 1957, there existed a country known as the Gold Coast. This country was a colony of the British Empire. This country was situated in that vast continent known as Africa. I'm sure you know a great deal about Africa, that continent with some two hundred million people and it extends and covers a great deal of territory… And it is in this spot, in this section of Africa, that we find the Gold Coast, there in West Africa. You also know that for years and for centuries, Africa has been one of the most exploited continents in the history of the world. It's been the "Dark Continent." It's been the continent that has suffered all of the pain and the affliction that could be mustered up by other nations. And it is that continent which has experienced slavery, which has experienced all of the lowest standards that we can think about, and it’s been brought into being by the exploitation inflicted upon it by other nations.

What are some examples of language that MLK uses that are particularly powerful?

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1. To what is the image “stenciled on the mental sheets of succeeding generations” a reference (lines 3-4)?

a. history books b. oral tradition c. one’s memory d. one’s intelligence

2. The first paragraph is primarily developed through the use of what literary technique? a. metaphor b. allusion c. imagery d. contrast

3. The word explicit (line 13)most likely means a. clear b. horrible c. vague d. unimportant

4. The exploitations that occur in a beautifully looking place called the Gold Coast is an example of

a. hyperbole b. comparison c. irony d. figurative language

5. According to this passage, what word best depicts the inciting force that results in a

man’s quest for freedom? a. struggle b. pain c. affliction d. bondage

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Please read and the following excerpt from "Where Do We Go From Here?" Annual Report Delivered by Martin Luther King, Jr. at the 11th Convention of the Southern Christian Leadership Conference on August 16, 1967 in Atlanta, Georgia and answer the following questions.

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And when our organization was formed ten years ago, racial segregation was still a structured part of the architecture of southern society. Negroes with the pangs of hunger and the anguish of thirst were denied access to the average lunch counter. The downtown restaurants were still off-limits for the black man. Negroes, burdened with the fatigue of travel, were still barred from the motels of the highways and the hotels of the cities. Negro boys and girls in dire need of recreational activities were not allowed to inhale the fresh air of the big city parks. Negroes in desperate need of allowing their mental buckets to sink deep into the wells of knowledge were confronted with a firm "no" when they sought to use the city libraries. Ten years ago, legislative halls of the South were still ringing loud with such words as "interposition" and "nullification." All types of conniving methods were still being used to keep the Negro from becoming a registered voter. A decade ago, not a single Negro entered the legislative chambers of the South except as a porter or a chauffeur. Ten years ago, all too many Negroes were still harried by day and haunted by night by a corroding sense of fear and a nagging sense of nobody-ness. (Yeah)

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But things are different now. In assault after assault, we caused the sagging walls of segregation to come tumbling down. During this era the entire edifice of segregation was profoundly shaken. This is an accomplishment whose consequences are deeply felt by every southern Negro in his daily life. (Oh yeah) It is no longer possible to count the number of public establishments that are open to Negroes. Ten years ago, Negroes seemed almost invisible to the larger society, and the facts of their harsh lives were unknown to the majority of the nation. But today, civil rights is a dominating issue in every state, crowding the pages of the press and the daily conversation of white Americans. In this decade of change, the Negro stood up and confronted his oppressor. He faced the bullies and the guns, and the dogs and the tear gas. He put himself squarely before the vicious mobs and moved with strength and dignity toward them and decisively defeated them. (Yes) And the courage with which he confronted enraged mobs dissolved the stereotype of the grinning, submissive Uncle Tom. (Yes) He came out of his struggle integrated only slightly in the external society, but powerfully integrated within. This was a victory that had to precede all other gains.

What are some examples of language that MLK uses that are particularly powerful?

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1. According to the passage, King mentions that Negroes were denied access to all except a. proper education b. restaurants c. places of lodging d. airports

2. The word nobody-ness (line 16) is used to emphasize the Negroes’ sense of a. exploitation b. isolation c. hostility d. pride

3. What is the primary purpose of the second paragraph? a. to express dissatisfaction with the current status of the Negroes b. to provide further evidence of the Negroes oppression c. to provide a contrast to the first paragraph d. to express discouragement

4. What word does not contribute to King’s extended metaphor about segregation? a. architecture b. walls c. wells d. edifice

5. According to King, “what is the victory that had to precede all other gains” (line 32)? a. the Negroes’ integration into society b. the Negro people joining forces with each other c. the issue of segregation being a national concern d. the individual’s ability to empowered with pride

6. What type of narration is primarily used? a. first person b. second person c. third person d. omniscient

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***Appendix – Critical reading questions to be used with various related texts: Please read the poem “Harlem” by Langston Hughes. Answer the following questions based on your reading.

1. What is the primary literary technique that is used in this poem? a. simile b. metaphor c. allusion d. exaggeration

2. Deferred most likely means a. unrealistic b. dead c. stolen d. forgotten

3. What rhetorical question is Hughes asking? a. Are dreams ever achieved? b. Who is responsible for achieving one’s dreams? c. What causes the failure to attain one’s dreams? d. What are the effects of not attaining one’s dreams?

4. The title suggests that the narrator’s dream is to a. become a writer b. become a musician c. move to a better location d. become a chef

5. What emotion is implied by the image or does it explode? a. anger b. depression c. pessimism d. resentment

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Please read the poem “Primer for Blacks” by Gwendolyn Brooks. Answer the following questions based on your reading.

1. According to the speaker, how should one feel about one’s blackness? a. ashamed b. disgruntled c. heroic d. proud

2. According to the speaker, why is there slack in Black?

a. Black people are not given the proper opportunities. b. Black people are too angry to rise up and gain power. c. Black people themselves believe they are inferior d. Black people are physically weaker than white people.

3. Which two stanzas express that the only way for black people to gain power is to have

pride in being black? a. stanzas 1 and 2 b. stanzas 2 and 5 c. stanzas 3 and 4 d. stanzas 1 and 5

4. What is the purpose of the various uses of color in stanza 4?

a. to express that black people are all over the world b. to express that black people come from mixed heritage c. to express that all people regardless of color are equal d. to express the beauty of being black

5. Which line indicates to whom the speaker is addressing?

a. line 7 b. line 22 c. line 48 d. line 52

6. What is the tone of this passage?

a. pride b. disgust c. anger d. empowerment

7. Why is “Primer for Blacks” an appropriate title?

a. Blacks were one of the first groups of people in America b. The speaker feels it is time for blacks to take control. c. The speaker is attempting to teach those who attempt to cover up their blackness. d. The speaker is motivated to encourage blacks.

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Please read the poem “Sympathy” by Paul Laurence Dunbar. Answer the following questions based on your reading.

1. Line 4 is an example of what literary technique? a. simile b. metaphor c. alliteration d. allusion

2. What emotion best describes the caged bird in stanza 1?

a. timidity b. anger c. longing d. peace

3. Cruel bars is an example of what literary technique?

a. hyperbole b. onomatopoeia c. metaphor d. personification

4. Line 11 indicates that the bird would rather be

a. flying in the sky b. building a nest c. sitting in a tree d. singing a song

5. Line 12 implies that

a. the bird has beaten its wings before b. this is the first time the bird has beat its wings c. the bird is old d. the bird is big

6. What word in stanza 3 indicates desperation?

a. bruised b. sore c. free d. plea

7. Why can be inferred about the narrator by his repetition of I know?

a. The narrator is an animal lover. b. The narrator is disgusted by cruelty. c. The narrator has felt oppressed before. d. The narrator has a need to be in a natural environment.

8. Which action of Troy Maxson’s could best be compared to the bird beating its wings?

a. Troy’s playing baseball b. Troy’s drinking with Bono c. Troy’s visits with Alberta d. Troy’s procrastination in building the fence

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GRADE LEVEL: 12 LITERARY WORK: Hamlet RESOURCE LIST:

1. Bacon, Francis. “Of Revenge.” Essays, Civil and Moral. Excerpt from a book

2. Bierman, James. “Now, Mother, what’s the matter?” <http://artsites.ucsc.edu/faculty/bierman/Elsinore/Freud/freudFirst.html> Article

3. Bloom, Howard. “Hamlet.” How to Read and Why. New York: Touchstone, 2000. Print. Chapter from a book

4. Bouguereau, William. "The First Mourning." Painting

5. Carey, Benedict. “Payback Time: Why Revenge Tastes So Sweet.” New York Times. 27 July 2004. <http://www.nytimes.com/2004/07/27/science/payback-time-why-revenge-tastes-so-sweet.html?pagewanted=all&src=pm> Newspaper Article

6. Chandramouli, Anuja. “When Heroes Fall: The Lance Armstrong Tragedy.” BehindIndia.com. 22 Oct. 2012. <http://behindindia.com/india-news-stories/article/lance-armstrong-tragedy-22-10-2012.html http://behindindia.com/india-news-stories/article/lance-armstrong-tragedy-22-10-2012.html> Article

7. Heilbrun, Carolyn. “The Character of Hamlet’s Mother.” Shakespeare Quarterly. Vol. 8, No. 2. Folger Shakespeare Library: Spring, 1957. pp. 201-206. <http://www.jstor.org/stable/2866964>. Essay

8. Kübler-Ross, Elisabeth and David Kessler. “The Five Stages of Grief.” On Grief and Grieving. Excerpt from a book

9. Merchant, Natalie. “Ophelia.” Ophelia. Elektra, 1998. CD. Song

10. Plath, Sylvia. “Mad Girl’s Love Song.” Mademoiselle. August 1953.

<http://allpoetry.com/poem/8498479-Mad_Girls_Love_Song-by-Sylvia_Plath> Poem


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GRADE LEVEL: 12 LITERARY WORK: Hamlet SUPPLEMENTARY WORK: “Five Stages of Grief” Lesson 1: Two class periods Aim: What are the five stages of grief and how can we apply this knowledge to characters in

Hamlet? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 7, 10, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 4, 5, 6 Motivation: Day One: Learning to Look Activity. Tell students that the average museum frequenter spends twenty seconds looking at a piece of art. Ask students to take down as many notes as possible in twenty seconds about the image you will show them. Do not show them the title. Project the painting: "The First Mourning," by William Bouguereau. Ask students to respond to the following questions:

1. What are the general colors used in this piece? 2. Why are these the colors used? 3. Who or what is the central subject of the piece? 4. What do the figures’ postures indicate to you about this piece? 5. What do you think the artist was trying to depict?

Day Two: Ask students to take out their homework and discuss the two quotes they wrote about with a partner. Instructional Materials: "The First Mourning," by William Bouguereau (Attachment 11) “Mourning,” by Umberto Boccioni & “Death in a Sickroom,” by Edvard Munch

(Attachment 12) Elisabeth Kubler-Ross & Ross Kessler’s “Five Stages of Grief” (Attachment 13) Hamlet excerpt: Act I, scene ii (Attachment 14) Procedures and Pivotal Questions: Day One: Debrief the motivation activity. Ask students, how do you know what the artist’s purpose

was in this piece?

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Discuss: Is this a typical depiction of grief? Is there a right way to grieve? Additional/ optional images can be projected before or after this discussion (see Attachment 2).

Distribute Elisabeth Kübler-Ross & Ross Kessler’s “Five Stages of Grief” (Attachment 3). Explain the Read Aloud/Think Aloud active reading strategy. Break students up into small groups and explain that one student should read aloud to the rest of the group and think about the content aloud while reading. The other members of the group should take notes on the thoughts the “reader” has mentioned. Student “readers” should clarify information, ask questions about the content, highlight important sentences, try to determine the meaning of difficult vocabulary, etc. Ask for all students to read at least one part of the selection. After students finish reading the article, they should begin to answer the accompanying questions.

Read Aloud/Think Aloud Share Out: What was the purpose of this activity? What were the advantages/disadvantages to this activity? What were some of the questions you had?

Whole class discussion: Use the Critical Reading questions to guide a discussion about the article.

Day Two: Discuss motivational activity. Ask students to share a few quotations. Note any overlaps.

Segue the discussion to the section about Hamlet’s grief. Distribute Attachment 4, from Act I, scene ii of Hamlet. Ask three students to reread this

section aloud. Break students into groups and ask them to create a three T-chart like the one below in their

notebooks. Give students approximately 10 minutes to work in groups to jot down how each character views Hamlet’s grief.

King Claudius Queen Gertrude Hamlet Debrief activity on the SMART Board/chalkboard. Be sure students provide textual

evidence to support each character’s attitude toward Hamlet’s grief. Summary: Day One: What are the five stages of grief? Is there a right way to grieve? Ultimately, what do

Kübler-Ross & Kessler imply about grief by the end of the article? Day Two: Who seems to be grieving the most in Hamlet? What evidence do you have to support your

opinion? Using information from yesterday’s reading, what stage do you believe each of the characters are in? Provide evidence from the text to support your opinion. How does each of the characters view Hamlet’s grief, including Hamlet himself?

Homework/Extension Activity: Day One: Carefully read/reread Act I, scene ii from Hamlet. Identify and discuss two important

quotations from the reading. Day Two: Finish writing a literary analysis essay using Act I, scene ii from Hamlet. Be sure students

use quotes from the excerpt to support their analysis.

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Attachment 11 "The First Mourning," by William Bouguereau

1. What are the general colors used in this piece? 2. Why are these the colors used? 3. Who or what is the central subject of the piece? 4. What do the figures’ postures indicate to you about this piece? 5. What do you think the artist was trying to depict?

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Attachment 12

The Five Stages of Grief Elisabeth Kübler-Ross & David Kessler

David Kessler is an author, public speaker, and death and grieving expert. He co-wrote two books with famed psychiatrist, Elisabeth Kübler-Ross. One of those books, On Grief and Grieving, is Elisabeth Kübler-Ross’s final legacy, one that brings her life’s work profoundly full circle.

On Death and Dying began as a theoretical book, an interdisciplinary study of our fear of death and our inevitable acceptance of it. It introduced the world to the now-famous five stages: denial, anger, bargaining, depression and acceptance. On Grief and Grieving applies these stages to the process of grieving and weaves together theory, inspiration and practical advice, all based on Kübler-Ross and Kessler’s professional and personal experiences.

Denial, Anger, Bargaining, Depression and Acceptance

The stages have evolved since their introduction and they have been very misunderstood over the past three decades. They were never meant to help tuck messy emotions into neat packages. They are responses to loss that many people have, but there is not a typical response to loss as there is no typical loss. Our grief is as individual as our lives.

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The five stages, denial, anger, bargaining, depression and acceptance are a part of the framework that makes up our learning to live with the one we lost. They are tools to help us frame and identify what we may be feeling. But they are not stops on some linear timeline in grief. Not everyone goes through all of them or in a prescribed order. Our hope is that with these stages comes the knowledge of grief’s terrain, making us better equipped to cope with life and loss.

Denial

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This first stage of grieving helps us to survive the loss. In this stage, the world becomes meaningless and overwhelming. Life makes no sense. We are in a state of shock and denial. We go numb. We wonder how we can go on, if we can go on, why we should go on. We try to find a way to simply get through each day. Denial and shock help us to cope and make survival possible. Denial helps us to pace our feelings of grief. There is a grace in denial. It is nature’s way of letting in only as much as we can handle.

As you accept the reality of the loss and start to ask yourself questions, you are unknowingly beginning the healing process. You are becoming stronger, and the denial is beginning to fade. But as you proceed, all the feelings you were denying begin to surface.

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Anger is a necessary stage of the healing process. Be willing to feel your anger, even though it may seem endless. The more you truly feel it, the more it will begin to dissipate and the more you will heal. There are many other emotions under the anger and you will get to them in time, but anger is the emotion we are most used to managing. The truth is that anger has no limits. It can extend not only to your friends, the doctors, your family, yourself and your loved one who died, but also to God. You may ask, “Where is God in this?

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Underneath anger is pain, your pain. It is natural to feel deserted and abandoned, but we live in a society that fears anger. Anger is strength and it can be an anchor, giving temporary

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structure to the nothingness of loss. At first grief feels like being lost at sea: no connection to anything. Then you get angry at someone, maybe a person who didn’t attend the funeral, maybe a person who isn’t around, maybe a person who is different now that your loved one has died. Suddenly you have a structure – - your anger toward them. The anger becomes a bridge over the open sea, a connection from you to them. It is something to hold onto; and a connection made from the strength of anger feels better than nothing. We usually know more about suppressing anger than feeling it. The anger is just another indication of the intensity of your love.

Bargaining

35 Before a loss, it seems like you will do anything if only your loved one would be spared. “Please God,” you bargain, “I will never be angry at my wife again if you’ll just let her live.” After a loss, bargaining may take the form of a temporary truce. “What if I devote the rest of my life to helping others? Then can I wake up and realize this has all been a bad dream?”

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We become lost in a maze of “If only…” or “What if…” statements. We want life returned to what is was; we want our loved one restored. We want to go back in time: find the tumor sooner, recognize the illness more quickly, stop the accident from happening…if only, if only, if only. Guilt is often bargaining’s companion. The “if onlys” cause us to find fault in ourselves and what we “think” we could have done differently. We may even bargain with the pain. We will do anything not to feel the pain of this loss. We remain in the past, trying to negotiate our way out of the hurt. People often think of the stages as lasting weeks or months. They forget that the stages are responses to feelings that can last for minutes or hours as we flip in and out of one and then another. We do not enter and leave each individual stage in a linear fashion. We may feel one, then another and back again to the first one.

Depression

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After bargaining, our attention moves squarely into the present. Empty feelings present themselves, and grief enters our lives on a deeper level, deeper than we ever imagined. This depressive stage feels as though it will last forever. It’s important to understand that this depression is not a sign of mental illness. It is the appropriate response to a great loss. We withdraw from life, left in a fog of intense sadness, wondering, perhaps, if there is any point in going on alone? Why go on at all? Depression after a loss is too often seen as unnatural: a state to be fixed, something to snap out of. The first question to ask yourself is whether or not the situation you’re in is actually depressing. The loss of a loved one is a very depressing situation, and depression is a normal and appropriate response. To not experience depression after a loved one dies would be unusual. When a loss fully settles in your soul, the realization that your loved one didn’t get better this time and is not coming back is understandably depressing. If grief is a process of healing, then depression is one of the many necessary steps along the way.

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Acceptance is often confused with the notion of being “all right” or “OK” with what has happened. This is not the case. Most people don’t ever feel OK or all right about the loss of a loved one. This stage is about accepting the reality that our loved one is physically gone and recognizing that this new reality is the permanent reality. We will never like this reality or make it OK, but eventually we accept it. We learn to live with it. It is the new norm with which we must learn to live. We must try to live now in a world where our loved one is missing. In resisting this new norm, at first many people want to maintain life as it was before a loved one died. In time, through bits and pieces of acceptance, however, we see that we cannot maintain the past intact. It has been forever changed and we must readjust. We must learn to reorganize roles, re-assign them to others or take them on ourselves.

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Finding acceptance may be just having more good days than bad ones. As we begin to live again and enjoy our life, we often feel that in doing so, we are betraying our loved one. We can never replace what has been lost, but we can make new connections, new meaningful relationships, new inter-dependencies. Instead of denying our feelings, we listen to our needs; we move, we change, we grow, we evolve. We may start to reach out to others and become involved in their lives. We invest in our friendships and in our relationship with ourselves. We begin to live again, but we cannot do so until we have given grief its time.

At times, people in grief will often report more stages. Just remember your grief is as unique as you are. Questions for analysis: 1. Look at the subtitles. What are the five stages of grief? 2. In lines 5 – 10, what do Kübler-Ross & Kessler claim about the five stages of grief? 3. What does denial help grieving individuals to do? 4. What happens as denial fades? 5. How is anger like an anchor? Like a bridge? Why do you think Kübler-Ross & Kessler use

these comparisons? 6. What is the purpose of “If only…” or “What if…” statements during the bargaining stage? 7. Why is depression after a loss a normal reaction? 8. How is the stage of acceptance often confused? 9. What happens when people accept the loss of a loved one? 10. Ultimately, what do Kübler-Ross & Kessler imply about grief by the end of the article?

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Attachment 13 Additional/Optional Images

“Mourning” -Umberto Boccioni

“Death in a Sickroom” -Edvard Munch

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Attachment 14

The following passage is from William Shakespeare’s play, Hamlet. In the passage, King Claudius, Queen Gertrude, and Hamlet discuss Hamlet’s reaction to the recent death of his father, Old King Hamlet. Read the passage carefully. Then write a well-developed essay in which you analyze how Shakespeare portrays the characters and their complex attitudes toward Hamlet’s grief. You may wish to consider such literary devices as diction, tone, allusion, or selection of detail. 5 10 15 20 25 30 35 40

KING CLAUDIUS How is it that the clouds still hang on you? HAMLET Not so, my lord; I am too much i' the sun. QUEEN GERTRUDE Good Hamlet, cast thy nighted colour off, And let thine eye look like a friend on Denmark. Do not for ever with thy vailed lids Seek for thy noble father in the dust: Thou know'st 'tis common; all that lives must die, Passing through nature to eternity. HAMLET Ay, madam, it is common. QUEEN GERTRUDE If it be, Why seems it so particular with thee? HAMLET Seems, madam! nay it is; I know not 'seems.' 'Tis not alone my inky cloak, good mother, Nor customary suits of solemn black, Nor windy suspiration of forced breath, No, nor the fruitful river in the eye, Nor the dejected 'havior of the visage, Together with all forms, moods, shapes of grief, That can denote me truly: these indeed seem, For they are actions that a man might play: But I have that within which passeth show; These but the trappings and the suits of woe. KING CLAUDIUS 'Tis sweet and commendable in your nature, Hamlet, To give these mourning duties to your father: But, you must know, your father lost a father; That father lost, lost his, and the survivor bound In filial obligation for some term To do obsequious sorrow: but to persever In obstinate condolement is a course Of impious stubbornness; 'tis unmanly grief; It shows a will most incorrect to heaven, A heart unfortified, a mind impatient, An understanding simple and unschool'd: For what we know must be and is as common As any the most vulgar thing to sense, Why should we in our peevish opposition Take it to heart? Fie! 'tis a fault to heaven, A fault against the dead, a fault to nature, To reason most absurd: whose common theme Is death of fathers, and who still hath cried, From the first corse till he that died to-day, 'This must be so.' We pray you, throw to earth This unprevailing woe, and think of us As of a father: for let the world take note,

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Do I impart toward you. For your intent In going back to school in Wittenberg, It is most retrograde to our desire: And we beseech you, bend you to remain Here, in the cheer and comfort of our eye, Our chiefest courtier, cousin, and our son. QUEEN GERTRUDE Let not thy mother lose her prayers, Hamlet: I pray thee, stay with us; go not to Wittenberg. HAMLET I shall in all my best obey you, madam. KING CLAUDIUS Why, 'tis a loving and a fair reply: Be as ourself in Denmark. Madam, come; This gentle and unforced accord of Hamlet Sits smiling to my heart: in grace whereof, No jocund health that Denmark drinks to-day, But the great cannon to the clouds shall tell, And the king's rouse the heavens all bruit again, Re-speaking earthly thunder. Come away. Exeunt all but HAMLET HAMLET O, that this too too solid flesh would melt Thaw and resolve itself into a dew! Or that the Everlasting had not fix'd His canon 'gainst self-slaughter! O God! God! How weary, stale, flat and unprofitable, Seem to me all the uses of this world! Fie on't! ah fie! 'tis an unweeded garden, That grows to seed; things rank and gross in nature Possess it merely. That it should come to this! But two months dead: nay, not so much, not two: So excellent a king; that was, to this, Hyperion to a satyr; so loving to my mother That he might not beteem the winds of heaven Visit her face too roughly. Heaven and earth! Must I remember? why, she would hang on him, As if increase of appetite had grown By what it fed on: and yet, within a month-- Let me not think on't--Frailty, thy name is woman!-- A little month, or ere those shoes were old With which she follow'd my poor father's body, Like Niobe, all tears:--why she, even she-- O, God! a beast, that wants discourse of reason, Would have mourn'd longer--married with my uncle, My father's brother, but no more like my father Than I to Hercules: within a month: Ere yet the salt of most unrighteous tears Had left the flushing in her galled eyes, She married. O, most wicked speed, to post With such dexterity to incestuous sheets! It is not nor it cannot come to good:

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You are the most immediate to our throne; And with no less nobility of love Than that which dearest father bears his son,

95 But break, my heart; for I must hold my tongue.

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GRADE LEVEL: 12 LITERARY WORK: Hamlet SUPPLEMENTARY WORK: “Now, Mother, what’s the matter?” Lesson 2: One – two class periods Aim: How can a psychoanalytic lens be applied to Hamlet? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 7, 9, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 4, 5, 6 Motivation: Chalk Talk: What are some topics that are uncomfortable to discuss with/in front of your parents/mother? Instructional Materials: "Now, Mother, what’s the matter?," by James Bierman (Attachment 15) Handout – “Does He Love His Mother” (Attachment 16) Hamlet, dir. Franco Zeffirelli. Perf. Mel Gibson, Glenn Close, Alan Bates, 1990. Film. Hamlet, Act III, scene iv Procedures and Pivotal Questions: Debrief the motivation activity. Ask students, why are certain topics uncomfortable to

discuss with/in front of our parents/mother? Distribute the excerpted version of James Bierman’s “Now, Mother, what’s the matter?”

(Attachment 15). Explain the Interrupted Reading activity. The teacher will begin reading the article aloud, and stop after the first section. Individually, students will be asked to answer the question about that section. Next, a student will read the selection until the next break and students will answer the question that follows. This process will continue until the entire article is read aloud. At the end, students will be asked to jot down questions that they still have.

The class will then review the answers to the questions from the Interrupted Reading activity and address any questions that still exist. What was the purpose of this activity? What were the advantages/disadvantages to this activity? What were some of the questions you had?

Application: In groups, ask students to review the scene in Gertrude’s closet, Act III, scene iv, and complete the graphic organizer, “Does He Love His Mother” (Attachment 16). Debrief as a class.

Play the closet scene from Franco Zeffirelli’s, Hamlet. Discuss student opinions about this version of the scene.

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Summary: What is the Oedipal Complex? What is repression? How would a Freudian analyst argue

against Hamlet’s love for his father?

Homework/Extension Activity: Write a one page response to the following prompt: After reading the article, “Now, Mother,

what’s the matter?,” rereading Act III, scene iv from Hamlet, and watching a film adaptation of that scene, decide whether or not you believe this psychoanalytic lens applies to Shakespeare’s tragedy. Be sure to provide textual support to support your argument.

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Attachment 15

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Now Mother, What’s the matter? Much of twentieth-century psychology has been dominated by the Freudian school of analysis. Leading members of the psychoanalytic community, including Sigmund Freud, himself, and his disciple and biographer, Ernest Jones, have felt compelled to deal with Shakespeare's great tragedy. They have put Hamlet on the couch and scrutinized him with the traditional tools of psychoanalytic psychology. The Sphinx of Modern Literature Sigmund Freud (and Ernest Jones) accepted that the major interest in the character of Hamlet is the reason for his seeming delay. Finding this reason became the principle focus of Freudian criticism of Hamlet. It was as if Freud felt that a cause had to be isolated for this behavior (or lack of it) even if it was too late to effect a cure. The play is built up on Hamlet's hesitations over fulfilling the task of revenge that is assigned to him; but its text offers no reasons or motives for these hesitations and an immense variety of attempts at interpreting them have failed to produce a result. - Sigmund Freud, The Interpretation of Dreams.

According to Freud, what is the principle focus of the Freudian criticism of Hamlet?

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Oedipal Foundations A fundamental basis for all of Freudian psychology resides in the Oedipal feelings which Freud believed were common to all men. The major psychological distinction between one person and another was said to come from the way the person handled those feelings and the way that handling was represented in every day life. Freud is categorical about the existence of the Oedipal impulse. It is the fate of all of us, perhaps, to direct our first sexual impulse towards our mother and our first hatred and our first murderous wish against our father. Our dreams convince us that that is so. King Oedipus, who slew his father Laïus and married his mother Jocasta, merely shows us the fulfillment of our own childhood wishes... Here is one in whom these primeval wishes of our childhood have been fulfilled. While the poet, as he unravels the past, brings to light the guilt of Oedipus, he is at the same time compelling us to recognize our own inner minds, in which those same impulses, though suppressed, are still to be found. - Sigmund Freud, The Interpretation of Dreams It is clear that an innate desire to kill one's father and sleep with one's mother runs contrary to the very fabric of our society. For orthodox Freudian thinkers, the difference between this innate urge and the demands of our civilization is mediated by repression. Either the inappropriate urges are repressed (which risks manifesting itself in psychological illness) or they are transformed into some expression which is useful to society.

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What is the Oedipal complex? What is repression? What happens when urges are repressed?

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Repressing the Roots On the surface, Oedipus Rex and Hamlet seem to be far apart in regard to the protagonist's competition with his own father for his mother's affections. If anything, Hamlet expresses unbending affection and loyalty towards his father, and seems to be motivated throughout the play by the desire to do right by him - even after his death. Freud explains that the fact that Hamlet has fundamental urges which are not visible in the course of the play is a tribute to the energy he has invested in repressing them. Hamlet has evidently repressed entirely any urge to kill his own father. For the Freudian critic, this means not only that he has put more of himself into inhibition, but also that he runs greater risk of mental illness. What we have is a situation where the greater the Oedipal urge, the greater the need to repress it, and the greater the repression, the greater the risk of illness, and the more severe any such illness is likely to be.

What happens when Hamlet represses his desires?

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Hamlet's Mother Killing your father and sex with your mother: of the two, the Freudians believed that the latter produced the greatest feelings of guilt and repulsion. Ernest Jones then goes on to postulate that Hamlet's sexual repression leads to hostile, misogynist behavior regardless of whether the woman is perceived to be virtuous or lascivious. When sexual repression is highly pronounced, as with Hamlet, then both types of women are felt to be hostile: the pure one out of resentment at her repulses, the sensual one out of the temptation she offers to plunge into guiltiness. Misogyny, as in the play, is the inevitable result. - Jones. p. 86.

According to Jones, how does Hamlet’s repression impact his relationships with women?

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The Mystery has been Solved Freudian critics go on to address what they consider the heart of the matter in Hamlet; the reasons for Hamlet's seeming delay in killing Claudius. For them, Claudius represents, in flesh and blood, the embodiment of Hamlet's Oedipal urges. He has actually killed Hamlet's father and is sleeping with his mother. Hamlet is able to do anything -- except take vengeance on the man who did away with his father and took that father's place with his mother, the man who shows him the repressed wishes of his own childhood realized. Thus the loathing which should drive him on to revenge is replaced in him by self-reproaches, by scruples of conscience, which remind him that he himself is literally no better than the sinner whom he is to punish. Here I have translated into conscious terms what was bound to remain unconscious in Hamlet's mind..... - Sigmund Freud, The Interpretation of Dreams. Claudius represents, in flesh and blood, the embodiment of Hamlet's Oedipal urges. Claudius has actually killed Hamlet's father and is sleeping with his mother. Claudius serves as a flesh and blood expression of Hamlet’s own repressed childhood fantasies, and to kill Claudius would be to murder a part of Hamlet’s own inner self already associated with self-loathing.

What does Claudius represent to Hamlet? Why is this so?

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Second Opinions In the early generations, Freudian analysts were, by definition, part of a community which set itself off from other psychologists. Therefore, it is not surprising that much of the support for Sigmund Freud and Ernest Jones' interpretation of Hamlet came from within the psychoanalytic community, and much of the opposition came from outside of it. The response from the psychoanalytic community centered on the universality of the Oedipal complex, as did the attack itself. The Freudian position was that the greater the Oedipal complex, the greater the effort will be to repress it. In the case of Hamlet, the fact that there is no visible evidence that Hamlet harbored the wish to kill his father further argues to the point that such a wish exists and that it is very strong. That it is so thoroughly repressed, say the Freudians, attests to the fact that it constitutes the greatest psychological threat to Hamlet. In the end, the argument becomes one of doctrine. Either you accept the universal role of the Oedipal complex, or you do not. In response to opposition, Freud's contention was that critics who refuse to accept his theory are, themselves, repressing their own oedipal feelings.

Excerpted from “Now Mother, What’s the matter?” by James Bierman

According to Freud, what does he think of those who criticize the Oedipal complex as it relates to Hamlet?

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Attachment 16

HAMLET DOES HE LOVE HIS MOTHER?

Critics who have read Shakespeare’s Hamlet through a psychoanalytic lens believe there is evidence that Hamlet has romantic desire for his mother. After reading and excerpt from James Bierman’s article, “Now, Mother, what’s the matter?,” complete the assignment below.

TEXTUAL EVIDENCE SUPPORTING THE PSYCHOANALYTIC VIEW

HOW?

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GRADE LEVEL: 12 LITERARY WORK: Hamlet SUPPLEMENTARY WORK: “Of Revenge” Lesson 3: One class period Aim: What is Bacon’s view of revenge and how does it connect to Hamlet? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 4, 5, 6 Motivation: Show a clip from the movie The Princess Bride: http://www.youtube.com/watch?v=i3W5GDkgf2w Ask students to respond to the following questions:

1. What is the man's name? 2. What is his purpose? 3. What does he ask of his father's murderer? 4. What does he really want? 5. Why does he kill the six-fingered man? 6. How does this relate to Hamlet?

Instructional Materials: Film Clip from The Princess Bride Francis Bacon’s “Of Revenge” (Attachment 17) Procedures and Pivotal Questions: Debrief the motivation activity. Ask students, what is one of the big ideas/major thematic

topics that fuels this work? Distribute Francis Bacon’s, “Of Revenge” (Attachment 17). Explain the Text Rendering

reading strategy. Ask students to individually read the selection. While reading, students should circle one sentence that they found to be important, one phrase, and one word. After students finish reading, they will be asked to write and then speak about the sentences, phrases, and words they selected.

Text Rendering Share Out: After students have finished independently reading and responding to the questions on the handout, break the class up into triads. Each triad will be given nine (9) minutes to complete the following:

a. Student A speaks for one minute about his chosen sentence. Repeat for students B & C. b. Student A speaks for one minute about his chosen phrase. Repeat for students B & C. c. Student A speaks for one minute about his chosen word. Repeat for students B & C.

Whole class discussion: What does Bacon think about revenge? How do you know that?

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Summary: How can we relate this to Hamlet? According to Bacon, should Hamlet seek revenge? Why

or why not?

Extension Activity: Agree or disagree with Bacon’s argument about revenge. Use quotes from the excerpt and

from Hamlet to support your opinion.

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Attachment 17

HAMLET Revenge

Directions: Text Rendering: While reading the following piece, circle one sentence that you found to be important, one phrase, and one word. Be prepared to share your opinions.

Francis Bacon. (1561–1626). Essays, Civil and Moral. IV

“Of Revenge”

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REVENGE is a kind of wild justice; which the more man’s nature runs to, the more ought law to

weed it out. For as for the first wrong, it doth but offend the law; but the revenge of that wrong

putteth the law out of office. Certainly, in taking revenge, a man is but even with his enemy; but

in passing it over, he is superior; for it is a prince’s part to pardon. And Solomon, I am sure,

saith, It is the glory of a man to pass by an offence. That which is past is gone, and irrevocable;

and wise men have enough to do with things present and to come; therefore they do but trifle

with themselves, that labor in past matters. There is no man doth a wrong for the wrong’s sake;

but thereby to purchase himself profit, or pleasure, or honor, or the like. Therefore why should I

be angry with a man for loving himself better than me? And if any man should do wrong merely

out of ill nature, why, yet it is but like the thorn or briar, which prick and scratch, because they

can do no other. The most tolerable sort of revenge is for those wrongs which there is no law to

remedy; but then let a man take heed the revenge be such as there is no law to punish; else a

man’s enemy is still before hand, and it is two for one. Some, when they take revenge, are

desirous the party should know whence it cometh. This is the more generous. For the delight

seemeth to be not so much in doing the hurt as in making the party repent. But base and crafty

cowards are like the arrow that flieth in the dark. Cosmus, duke of Florence, had a desperate

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saying against perfidious or neglecting friends, as if those wrongs were unpardonable; You shall

read (saith he) that we are commanded to forgive our enemies; but you never read that we are

commanded to forgive our friends. But yet the spirit of Job was in a better tune: Shall we (saith

he) take good at God’s hands, and not be content to take evil also? And so of friends in a

proportion. This is certain, that a man that studieth revenge keeps his own wounds green, which

otherwise would heal and do well. Public revenges are for the most part fortunate; as that for the

death of Cæsar; for the death of Pertinax; for the death of Henry the Third of France; and many

more. But in private revenges it is not so. Nay rather, vindictive persons live the life of witches;

who, as they are mischievous, so end they infortunate.

Explanation:

1. What sentence did you choose? Why did you select that sentence?

2. What phrase did you choose? Why did you select that phrase?

3. What word did you choose? Why did you select that word?

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GRADE LEVEL: 12 LITERARY WORK: The Kite Runner RESOURCE LIST:

1. Arnold, Matthew. Ed. Justus Collins Castleman. “Sohrab and Rustum.” Sohrab and Rustum and Other Poems. <http://www.gutenberg.org/files/13364/13364-h/13364-h.htm>

Poem.

2. Barkin, Dorothy. “The Bystander Effect.” Understanding Ourselves. <http://www.townsendpress.com/uploaded_files/tinymce/writing%20and%20motvn/vv_ch14.pdf> Article

3. Chivers, C. J. “On Taliban Turf, Long Lines of Ailing Children.” The New York Times. 12 Dec. 2007. <http://www.nytimes.com/2007/12/12/world/asia/12afghan.html?_r=1&oref=slogin> Article

4. Latifi, Ali Muhammad. “The Challenges of Adopting Afghan Children.” Generation Progress. 11 August 2010. <http://genprogress.org/voices/2010/08/11/15580/the-challenges-of-adopting-afghan-children/> Article

5. Podelco, Grant. “Artistry in the Air: Kite Flying is Taken to New Heights in Afghanistan.” Radio Free Europe/Radio Liberty. 15 Nov. 2002. <http://www.rferl.org/content/article/1101400.html> Article

6. “A Priest, a Rabbi, and an Imam Are Walking Down the Street.” The Wall Street Journal. 11 Sept. 2003. Advertisement

7. Sadat, M.H. (2004). “Afghan History: kite flying, kite running and kite banning.” Lemar-Aftaab, 3(4), June. <http://afghanmagazine.com/2004_06/articles/hsadat.shtml>

8. Sasso, Sandy. “Our Religious Diversity.” The Indianapolis Star. 6 July 2004.

Article

9. Semple, Kirk. “With Color and Panache, Afghans Fight a Different Kind of War.” The New York Times. 15 Dec. 2007. <http://www.nytimes.com/2007/12/15/world/asia/15kites.html?_r=3&ex=1198386000&en=9928004bbfd7deef&ei=5070&emc=eta1&> Article

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10. Shazad, Asif. “Pakistan Imposes Kite Flying Ban after Strings Laced with Glass Powder Kill 7.” Hindustan Times. 10 March 2006. Article

11. “Some of the Restrictions Imposed by Taliban on Women in Afghanistan.” Revolutionary Association of the Women of Afghanistan (RAWA). www. rawa.org < http://www.rawa.org/rules.htm> Article

12. Tousi, Hakim Abol Qasem Ferdowsi. Tr. Helen Zimmern. “Rostam and Sohrab.” Shanameh (The Epic of Kings). <http://www.iranchamber.com/literature/shahnameh/08rostam_sohrab.php> Article

13. “Malala Yousafzai UN Speech: Girl Shot by Taliban Gives Address.” The New York Times. <http://www.youtube.com/watch?v=5SClmL43dTo> Article


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GRADE LEVEL: 12 LITERARY WORK: The Kite Runner SUPPLEMENTARY WORK: “Our Religious Diversity” Lesson 1: One class period Aim: Does religion unite or divide? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 11 RI. 11-12 1, 4, 5, 6, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 4, 5, 6 W. 11-12 4, 5, 10 Motivation: Show students the advertisement: “A Priest, a Rabbi, and an Imam Are Walking Down the Street.” Ask students to respond to the following questions:

1. At the bottom of the ad is a caption: “Freedom. Appreciate It. Cherish It. Protect It.” Is there a logic to the order of the verbs in this caption?

2. The Ad Council advertisement was published on September 11, 2003, the second anniversary of the September 11 terrorist attacks on America. What is the relationship between this event and the ad’s message?

3. Why does the photograph show the men at the beginning of a long street, turning a corner?

4. Examine the first two sentences of the advertisement. What does a reader expect after reading the first sentence? How does the second sentence address those expectations?

5. What statement is the Ad Council’s advertisement presenting? Instructional Materials: “A Priest, a Rabbi, and an Imam Are Walking Down the Street” – Advertisement

(Attachment 18) Sandy Sasso’s “Our Religious Diversity” (Attachment 19) Procedures and Pivotal Questions: Debrief the motivation activity. Distribute Sandy Sasso’s, “Our Religious Diversity” (Attachment 19). Ask students to read

the article carefully and answer the five questions that follow the reading selection. Break students into groups of three. Explain the Final Word discussion strategy. Each

student in the group will have one minute to respond to one discussion question. Students must reference the text at least once. The last student to speak will summarize the main points, and then have the “Final Word.”

Final Word whole class discussion: Review some of the major discussion points from each group.

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Summary: Does religion unite or divide? How can we relate this topic to The Kite Runner?

Extension Activity: Sasso writes, “Our faith commitments are not threatened through dialogue with other

religious or even secular ideas and values. On the contrary, such encounters enrich us.” Do you agree? Or do you think that learning about other religions often weakens our faith commitments?

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Attachment 18

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Attachment 19

Our Religious Diversity Sandy Sasso

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I remember a hot day in July when my husband, Dennis, and I met a Sikh friend at an Indian restaurant. There we greeted a Muslim physician, a professor of Christian theology, a Methodist pastor, and a congregant from our synagogue. There we were—Jew, Muslim, Sikh, and Christian—sipping sweet Indian tea mixed with milk and spiced with cardamom. Hebrew, Punjabi, and English mixed freely with curried rice and Tandoori cooking. What happened around that lunch table is but a microcosm of what is happening across our country. When the sociologist Will Herberg wrote a seminal book in 1955 titled Protestant, Catholic, and Jew, he was reflecting on what he saw were the primary religious affiliations in the United States. He wrote of ethnic divisions fading against a backdrop of three primary faith expressions that made up the American landscape. We are a country of Christians andJews, but also Muslims, Sikhs, Buddhists, and Hindus, among many religious groups. That landscape has changed significantly since his writing. We can no longer claim to be merely a "Christian" or even a "Judeo-Christian" country. We are a country of Christians and Jews, but also Muslims, Sikhs, Buddhists, and Hindus, among the many religious groups who have made a home in America. Diana Eck in her book A New Religious America affirms that the United States is the most religiously diverse nation in the world. Religious freedom and the separation of church and state enshrined in our Bill of Rights helped to ensure that we would also be the "most religious" nation in the world. Even as our country is home to more religions and is "more religious" than other nations, we have still to decide what the reality of this diversity will mean for America. Despite the increasing variety of religious expressions, few Americans have been to a mosque or Buddhist temple. How can we learn to live together, to understand one another's concerns, if we don't even know each other? How can we build a cohesive national identity without listening to the many voices that make up our nation? We are abysmally ignorant about the religious and cultural traditions of our neighbors. Religion is often the cause of division and tension. If we are to make it a source of strength and a resource for a critical discussion of values, then we will need not simply to agree to tolerate one another, to live together because we have no other choice, but to understand each other and how we are different. So much of the so-called public prayer offered at civic occasions fails to respect and speak for the diverse public for whom it is offered. Too often the words spoken in the name of God who includes us all are insensitive and exclusive. Our public schools have been reluctant to teach religion for fear that teaching will become preaching. We do not need doctrinal instruction in our schools, but we do need to teach youth about religions in a way that does not seek to promote conversion but to advance knowledge. We are abysmally ignorant about the religious and cultural traditions of our neighbors, and that ignorance has led not merely to misunderstandings but to prejudice, hateful rhetoric, and overt violence. To be a truly pluralistic nation, and not merely a diverse one, we need to learn from one another, to appreciate our differences and to value our distinctiveness. Our faith commitments are not threatened through dialogue with other religious or even secular ideas and values. On the

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contrary, such encounters enrich us. Through the study of world religions, my own faith has been expanded and deepened. And because I believe that no one faith has a monopoly on God, that we are all created in divine image, viewing the divine through the eyes of others has broadened my own comprehension of God. There is a lot of talk about religion, but not the right kind of talk. We spend our time and efforts arguing about placing religious symbols in our public squares, bringing prayer back to the schools and the Ten Commandments to the lawns of courthouses. We should spend more time and effort learning about one another, honoring the many traditions that make up the spiritual fabric of our nation. The founders of our country learned that at the heart of independence was interdependence, the ability not only to co-exist but to cooperate with one another. The challenge today is to respond to a new call to interdependence and cooperation among the diverse faces and faiths that are the new America.

Questions: 1. The literal meaning of the word enshrined is “put in a shrine.” Why does this word

choice seem particularly apt given Sasso’s argument?

2. In her essay, Sasso argues that America needs to become “a truly pluralistic nation, and not merely a diverse one.” Based on your understanding of Sasso’s argument, what’s the difference between a pluralistic nation and a diverse one?

3. As evidence to support her view, Sasso mentions the Bill of Rights and the nation’s

founders, but she doesn’t cite any religious documents and leaders. Why?

4. What is the relationship between Sasso’s opening paragraph and her argument?

5. In her essay, Sasso refers to debates over prayers on civic occasions and in schools. If her argument is calling for more teaching of religion, why does she object to public prayer?

Discussion Questions:

6. Sasso suggests that “we do need to teach youths about religion in a way that does not seek to promote conversion but to advance knowledge.” Can a school really teach religion in the way that Sasso suggests? How?

7. Sasso writes that “no faith has a monopoly on God.” Do you agree? Why or why not?

8. How does Sasso appeal to American ideals? To what American ideals does she appeal?

Why does she do this?

Does religion unite or divide? Explain your opinion.

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GRADE LEVEL: 12 LITERARY WORK: The Kite Runner SUPPLEMENTARY WORK: “The Bystander Effect” Lesson 2: One – two class periods Aim: What is the bystander effect and how can we apply it to The Kite Runner? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 11 RI. 11-12 1, 4, 5, 6, 10 W. 11-12 4, 5, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 4, 5, 6 Motivation: Read the two quotes by Martin Luther King, Jr. Select one and do the following:

1. Interpret the quotation. 2. State whether you agree or disagree with the quotation. 3. Provide an example to support your opinion.

“In the end, we will remember not the works of our enemies but the silence of our friends.” “Our lives begin to end the day we become silent about things that matter.” Instructional Materials: Dorothey Barkin’s “The Bystander Effect” (Attachment 20) Procedures and Pivotal Questions: Review definitions given to students the night before – intervene: interfere; phenomena:

facts; apathy: indifference; diffusion: spreading thin; paralysis: inability to act Debrief the motivation activity. Ask students, when is it right to keep silent? Distribute Dorothy Barkin’s “The Bystander Effect” (Attachment 20). Ask students to read

the article silently and annotate the handout by answering the questions: Who? What? Where? When? Why? for the Kitty Genovese example.

Have students complete a Think, Pair, Share to answer the corresponding multiple choice questions.

Whole class discussion: Use the multiple choice questions to review the article. Discussion Questions:

o Have you ever been influenced by the bystander effect? What was the situation? How did you explain your own response?

o The author writes, “Bystanders look to others for cues as to what is happening. Frequently other witnesses, just as confused, try to look calm.” Have you seen examples of this happening? Why would people try to look calm during an emergency?

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o One witness to the Trenton rape said, “We thought, well, it might turn out to be her boyfriend or something like that.” If the rapist had been her boyfriend—or her husband—should that have affected whether witnesses interfered? Why or why not?

Summary: Who was Kitty Genovese? What is the bystander effect? What does moral diffusion mean?

Why are people in a group less likely to help out in an emergency situation?

Homework/Extension Activity: Carefully reread the rape scene from The Kite Runner. Answer the following question in two

thorough paragraphs with textual evidence. Should Amir have intervened when Assef and his friends abused Hassan?

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Attachment 20

The Bystander Effect Dorothy Barkin

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It is a pleasant fall afternoon. The sun is shining. You are heading toward the parking lot after your last class of the day. All of a sudden, you come across the following situations. What do you think you’d do in each case? Situation One: A man in his early twenties dressed in jeans and a T- shirt is using a coat hanger to pry open a door of a late-model Ford sedan. An overcoat and a camera are visible on the back seat of the car. You’re the only one who sees this. Situation Two: A man and woman are wrestling with each other. The woman is in tears. Attempting to fight the man off, she screams, “Who are you? Get away from me!” You’re the only one who witnesses this. Situation Three: Imagine the same scenario as in Situation Two except that this time the woman screams, “Get away from me! I don’t know why I ever married you!” Situation Four: Again imagine Situation Three. This time, however, there are a few other people (strangers to you and each other) who also observe the incident. Many people would choose not to get involved in situations like these. Bystanders are often reluctant to intervene in criminal or medical emergencies for reasons they are well aware of. They fear possible danger to themselves or getting caught up in a situation that could lead to complicated and time-consuming legal proceedings. There are, however, other, less obvious factors which influence the decision to get involved in emergency situations. Complex psychological factors, which many people are unaware of, play an important part in the behavior of bystanders; knowing about these factors can help people to act more responsibly when faced with emergencies. To understand these psychological phenomena, it is helpful to look at what researchers have learned about behavior in the situations mentioned at the beginning of this article. Situation One: Research reveals a remarkably low rate of bystander intervention to protect property. In one study, more than 3,000 people walked past 214 staged car break-ins like the one described in this situation. The vast majority of passers-by completely ignored what appeared to be a crime in progress. Not one of the 3,000 bothered to report the incident to the police. Situation Two: Another experiment involved staging scenarios like this and the next situation. In Situation Two, bystanders offered some sort of assistance to the young woman 65 percent of the time. Situation Three: Here the rate of bystander assistance dropped down to 19 percent. This demonstrates that bystanders are more reluctant to help a woman when they believe she’s fighting with her husband. Not only do they consider a wife in less need of help; they think interfering with a married couple may be more dangerous. The husband, unlike a stranger, will not flee the situation. Situation Four: The important idea in this situation is being a member of a group of bystanders. In more than fifty studies involving many different conditions, one outcome has been consistent:

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bystanders are much less likely to get involved when other witnesses are present than when they are alone. In other words, membership in a group of bystanders lowers the likelihood that each member of the group will become involved. This finding may seem surprising. You might think there would be safety in numbers and that being a member of a group would increase the likelihood of intervention. How can we explain this aspect of group behavior? A flood of research has tried to answer this and other questions about bystanders in emergencies ever since the infamous case of the murder of Kitty Genovese. In 1964 in the borough of Queens in New York City, Catherine “Kitty” Genovese, 28, was brutally murdered in a shocking crime that outraged the nation. The crime began at 3 a.m. Kitty Genovese was coming home from her job as manager of a bar. After parking her car in a parking lot, she began the hundred-foot walk to the entrance of her apartment. But she soon noticed a man in the lot and decided instead to walk toward a police call box. As she walked by a bookstore on her way there, the man grabbed her. She screamed. Lights went on and windows opened in the ten-story apartment building. Next, the attacker stabbed Genovese. She shrieked, “Oh, my God, he stabbed me! Please help me! Please help me!” From an upper window in the apartment house, a man shouted, “Let that girl alone!” The assailant, alarmed by the man’s shout, started toward his car, which was parked nearby. However, the lights in the building soon went out, and the man returned. He found Genovese struggling to reach her apartment—and stabbed her again. She screamed, “I’m dying! I’m dying!” Once more lights went on and windows opened in the apartment building. The attacker then went to his car and drove off. Struggling, Genovese made her way inside the building. But the assailant returned to attack Genovese yet a third time. He found her slumped on the floor at the foot of the stairs and stabbed her again, this time fatally. The murder took over a half hour, and Kitty Genovese’s desperate cries for help were heard by at least thirty-eight people. Not a single one of the thirty-eight who later admitted to having witnessed the murder bothered to pick up the phone during the attack and call the police. One man called after Genovese was dead. Comments made by bystanders after this murder provide important insight into what group members think when they consider intervening in an emergency. These are some of the comments: “I didn’t want my husband to get involved.” “Frankly, we were afraid.” “We thought it was a lovers’ quarrel.” “I was tired.” The Genovese murder sparked a national debate on the questions of public apathy and fear and became the basis for thousands of sermons, editorials, classroom discussions, and even a made-for-television movie. The same question was on everybody’s mind—how could thirty-eight people have done so little? Nine years later, another well-publicized incident provided additional information about the psychology of a group witnessing a crime. On a summer afternoon in Trenton, New Jersey, a twenty-year-old woman was brutally raped in a parking lot in full view of twenty-five employees of a nearby roofing company. Though the workers witnessed the entire incident and the woman repeatedly screamed for help, no one came to her assistance. Comments made by witnesses to the rape were remarkably similar to those made by the bystanders to the Genovese murder. For example, one witness said, “We thought, well, it might turn out to be her boyfriend or something like that.” It’s not surprising to find similar excuses for not helping in cases involving a group of bystanders. The same psychological principles apply to each. Research conducted since the Genovese murder indicates that the failure of bystanders to get involved can’t be simply dismissed as a symptom of an uncaring society. Rather, the “bystander effect,” as it is called by social

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scientists, is the product of a complex set of psychological factors. Two factors appear to be most important in understanding the reactions of bystanders to emergencies. First is the level of ambiguity involved in the situation. Bystanders are afraid to endanger themselves or look foolish if they take the wrong action in a situation they’re not sure how to interpret. A person lying face down on the floor of a subway train may have just suffered a heart attack and be in need of immediate medical assistance—or he may be a dangerous drunk. Determining what is happening is especially difficult when a man is attacking a woman. Many times lovers do quarrel, sometimes violently. But they may strongly resent an outsider, no matter how well-meaning, intruding into their affairs. When a group of bystanders is around, interpreting an event can be even more difficult than when one is alone. Bystanders look to others for cues as to what is happening. Frequently other witnesses, just as confused, try to look calm. Thus bystanders can mislead each other about the seriousness of an incident. The second factor in determining the reactions of bystanders to emergencies is what psychologists call the principle of moral diffusion. Moral diffusion is the lessening of a sense of individual responsibility when someone is a member of a group. Responsibility to act diffuses throughout the crowd. When a member of the group is able to escape the collective paralysis° and take action, others in the group tend to act as well. But the larger the crowd, the greater the diffusion of responsibility, and the less likely someone is to intervene. The more social scientists are able to teach us about how bystanders react to an emergency, the better the chances that we will take appropriate action when faced with one. Knowing about moral diffusion, for example, makes it easier for us to escape it. If you find yourself witnessing an emergency with a group, remember that everybody is waiting for someone else to do something first. If you take action, others may also help. Also realize that any one of us could at some time be in desperate need of help. Imagine what it feels like to need help and have a crowd watching you suffer and do nothing. Remember Kitty Genovese.

Multiple Choice Questions: Circle the letter of the word or phrase that best completes each of the following questions. 1. In the following sentence, “Imagine the same scenario as in Situation Two except that this

time the woman screams, ‘Get away from me! I don’t know why I ever married you!’”, the word scenario means a. question. b. relationship

c. sequence of events. d. quotation

2. In the following sentences, “First is the level of ambiguity involved. . . . Bystanders are

afraid to endanger themselves or look foolish . . . in a situation they’re not sure how to interpret.”, the word ambiguity means a. argument. b. uncertainty c. lack of interest d. crowding

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3. Which sentence best expresses the central point of the entire selection?

a. People don’t want to get involved in emergencies. b. Kitty Genovese was murdered because no one came to her assistance or called the police. c. People don’t care what happens to others. d. Understanding why bystanders react as they do in a crisis can help people act more

responsibly.

4. Which sentence best expresses the main idea of paragraph 27? a. A number of factors, not a simple lack of caring, keeps bystanders from getting involved. b. Bystanders always have the same excuses for not helping. c. There has been research on bystanders since the Genovese murder. d. The “bystander effect” is a symptom of an uncaring society.

5. Bystanders are most likely to help a. a woman being attacked by her husband. b. a woman being attacked by a stranger c. when property is being stolen d. in any emergency when others are around

6. According to the author, when there is a group of bystanders,

a. everyone is more likely to help b. it is easier to understand what is happening c. the people in the group do not influence each other at all d. each is more likely to act after someone else takes action.

7. The author supports her statement that “bystanders are much less likely to get involved when other witnesses are present” with a. opinions b. quotations from experts c. research and examples d. no evidence

8. The reading suggests that people tend to believe a. theft is justified b. loss of property is worse than bodily harm c. bodily harm is worse than loss of property d. rape is worse than murder

9. From the article, we can conclude that Kitty Genovese’s killer

a. knew his victim b. was unaware of the witnesses c. stabbed her too quickly for her to get help d. kept attacking when he realized no one was coming to help her

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10. The main purpose of this article, as suggested in the closing paragraphs, is to

a. inform people of the existence of the phenomenon called “the bystander effect” b. inform readers that Kitty Genovese and others like her could have been saved if

bystanders had taken action c. entertain readers with vivid stories involving crisis situations d. persuade people to recognize the bystander effect and be on guard against it in their own

lives

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GRADE LEVEL: 12 LITERARY WORK: The Kite Runner SUPPLEMENTARY WORK: “Malala Yousafzai UN Speech: Girl Shot by Taliban Gives Address”/

“Some of the restrictions imposed by Taliban on women in Afghanistan” Lesson 3: One - two class periods Aim: How are women in the Middle East affected by Taliban rule? Common Core Learning Standards: Standard Grade Standard Number RL. 11-12 1, 3, 4, 6, 11 RI. 11-12 1, 4, 5, 6, 10 SL. 11-12 1, 3, 4, 5 L 11-12 1, 4, 5, 6 W. 11-12 4, 5, 10 Motivation: Read and respond to questions about the document, “Some of the restrictions imposed by Taliban on women in Afghanistan.” (Attachment 21) Instructional Materials: “Some of the restrictions imposed by Taliban on women in Afghanistan” (Attachment 21) Video – “Malala Yousafzai UN Speech: Girl Shot by Taliban Gives Address” “Malala Yousafzai UN Speech: Girl Shot by Taliban Gives Address” (Attachment 22) Handout – “Women in The Kite Runner” (Attachment 23) Procedures and Pivotal Questions: Debrief the motivation activity. Distribute Attachment 22. Ask students to quickly read through the questions. Play students the following video: “Malala Yousafzai UN Speech: Girl Shot by Taliban

Gives Address.” As students watch and follow along with the text, ask them to answer the questions. http://www.youtube.com/watch?v=5SClmL43dTo

Partner students up to complete the questions. Remind students to give textual evidence when appropriate. Debrief as a class.

Summary: What are some restrictions the Taliban has placed on women? Who is Malala Yousafzai?

What is her argument in her UN address?

Homework/Extension Activity: Analyze the women in The Kite Runner. Complete Attachment 23.

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Attachment 21

Some of the restrictions imposed by Taliban on women in Afghanistan The following list offers only an abbreviated glimpse of the hellish lives Afghan women are forced to lead under the Taliban, and cannot begin to reflect the depth of female deprivations and sufferings. Taliban treat women worse than they treat animals. In fact, even as Taliban declare the keeping of caged birds and animals illegal, they imprison Afghan women within the four walls of their own houses. Women have no importance in Taliban eyes unless they are occupied producing children, satisfying male sexual needs or attending to the drudgery of daily housework. Jehadi fundamentalists such as Gulbaddin, Rabbani, Masood, Sayyaf, Khalili, Akbari, Mazari and their co-criminal Dostum have committed the most treacherous and filthy crimes against Afghan women. And as more areas come under Taliban control, even if the number of rapes and murders perpetrated against women falls, Taliban restrictions --comparable to those from the middle ages-- will continue to kill the spirit of our people while depriving them of a humane existence. We consider Taliban more treacherous and ignorant than Jehadis. According to our people, "Jehadis were killing us with guns and swords but Taliban are killing us with cotton." Taliban restrictions and mistreatment of women include the:

1- Complete ban on women's work outside the home, which also applies to female teachers, engineers and most professionals. Only a few female doctors and nurses are allowed to work in some hospitals in Kabul.

2- Complete ban on women's activity outside the home unless accompanied by a mahram (close male relative such as a father, brother or husband).

3- Ban on women dealing with male shopkeepers.

4- Ban on women being treated by male doctors.

5- Ban on women studying at schools, universities or any other educational institution. (Taliban have converted girls' schools into religious seminaries.)

6- Requirement that women wear a long veil (Burqa), which covers them from head to toe.

7- Whipping, beating and verbal abuse of women not clothed in accordance with Taliban rules, or of women unaccompanied by a mahram.

8- Whipping of women in public for having non-covered ankles.

9- Public stoning of women accused of having sex outside marriage. (A number of lovers are stoned to death under this rule).

10- Ban on the use of cosmetics. (Many women with painted nails have had fingers cut off).

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11- Ban on women talking or shaking hands with non-mahram males.

12- Ban on women laughing loudly. (No stranger should hear a woman's voice).

13- Ban on women wearing high heel shoes, which would produce sound while walking. (A man must not hear a woman's footsteps.)

14- Ban on women riding in a taxi without a mahram.

15- Ban on women's presence in radio, television or public gatherings of any kind.

16- Ban on women playing sports or entering a sport center or club.

17- Ban on women riding bicycles or motorcycles, even with their mahrams.

18- Ban on women's wearing brightly colored clothes. In Taliban terms, these are "sexually attracting colors."

19- Ban on women gathering for festive occasions such as the Eids, or for any recreational purpose.

20- Ban on women washing clothes next to rivers or in a public place.

21- Modification of all place names including the word "women." For example, "women's garden" has been renamed "spring garden".

22- Ban on women appearing on the balconies of their apartments or houses.

23- Compulsory painting of all windows, so women can not be seen from outside their homes.

24- Ban on male tailors taking women's measurements or sewing women's clothes.

25- Ban on female public baths.

26- Ban on males and females traveling on the same bus. Public buses have now been designated "males only" (or "females only").

27- Ban on flared (wide) pant-legs, even under a burqa.

28- Ban on the photographing or filming of women.

29- Ban on women's pictures printed in newspapers and books, or hung on the walls of houses and shops.

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Apart from the above restrictions on women, the Taliban has:

- Banned listening to music, not only for women but men as well.

- Banned the watching of movies, television and videos, for everyone.

- Banned celebrating the traditional new year (Nowroz) on March 21. The Taliban has proclaimed the holiday un-Islamic.

- Disavowed Labor Day (May 1st), because it is deemed a "communist" holiday.

- Ordered that all people with non-Islamic names change them to Islamic ones.

- Forced haircuts upon Afghan youth.

- Ordered that men wear Islamic clothes and a cap.

- Ordered that men not shave or trim their beards, which should grow long enough to protrude from a fist clasped at the point of the chin.

- Ordered that all people attend prayers in mosques five times daily.

- Banned the keeping of pigeons and playing with the birds, describing it as un-Islamic. The violators will be imprisoned and the birds shall be killed. The kite flying has also been stopped.

- Ordered all onlookers, while encouraging the sportsmen, to chant Allah-o-Akbar (God is great) and refrain from clapping.

- Ban on certain games including kite flying which is "un-Islamic" according to Taliban.

- Anyone who carries objectionable literature will be executed.

- Anyone who converts from Islam to any other religion will be executed.

- All boy students must wear turbans. They say "No turban, no education".

- Non-Muslim minorities must distinct badge or stitch a yellow cloth onto their dress to be differentiated from the majority Muslim population. Just like what Nazis did with Jews.

- Banned the use of the internet by both ordinary Afghans and foreigners. And so on... Many of the anti-women rules that Taliban practiced were first of all the rules formulated and practiced by Rabbani-Massoud government after they came to power in 1992, but no one talk about them and it is painful that today even they are called the champions of women's rights!! From: http://www.rawa.org/rules.htm

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Questions: 1. Overall, what is the attitude of the first paragraph? Provide evidence to support your point. 2. What does the following quotation mean: “Jehadis were killing us with guns and swords but

Taliban are killing us with cotton”?

3. Which restrictions are you most offended by? Why?

4. Why does the Revolutionary Association of the Women of Afghanistan (RAWA) include the additional restrictions the Taliban has placed on Afghanis?

5. Based on the above restrictions, what can you conclude about women’s roles in Afghanistan?

6. As Afghanistan continues to recover from the effects of the Soviet occupation, civil war, and U.S. war on terror, why do you think women’s rights activists argue that women’s rights should be a priority in developing the new government?

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Attachment 22 Malala Yousafzai’s speech at the United Nations

Malala Yousafzai is a Pakistani school pupil and education activist. In 2009, Yousafzai wrote a blog under a pseudonym for the BBC detailing her life under Taliban rule, their attempts to take control of the valley, and her views on promoting education for girls. The following summer, a New York Times documentary was filmed about her life. On October 9, 2012, Yousafzai was shot in the head and neck in an assassination attempt by Taliban gunmen while returning home on a school bus.

The assassination attempt sparked a national and international outpouring of support for Yousafzai. United Nations Special Envoy for Global Education launched a UN petition in Yousafzai's name, using the slogan "I am Malala" and demanding that all children worldwide be in school by the end of 2015. On 12 July 2013, Yousafzai spoke at the UN to call for worldwide access to education.

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In the name of God, The Most Beneficent, The Most Merciful. Honourable UN Secretary General Mr Ban Ki-moon, Respected President General Assembly Vuk Jeremic Honourable UN envoy for Global education Mr Gordon Brown, Respected elders and my dear brothers and sisters; Today, it is an honour for me to be speaking again after a long time. Being here with such honourable people is a great moment in my life. I don't know where to begin my speech. I don't know what people would be expecting me to say. But first of all, thank you to God for whom we all are equal and thank you to every person who has prayed for my fast recovery and a new life. I cannot believe how much love people have shown me. I have received thousands of good wish cards and gifts from all over the world. Thank you to all of them. Thank you to the children whose innocent words encouraged me. Thank you to my elders whose prayers strengthened me. I would like to thank my nurses, doctors and all of the staff of the hospitals in Pakistan and the UK and the UAE government who have helped me get better and recover my strength. I fully support Mr Ban Ki-moon the Secretary-General in his Global Education First Initiative and the work of the UN Special Envoy Mr Gordon Brown. And I thank them both for the leadership they continue to give. They continue to inspire all of us to action. Dear brothers and sisters, do remember one thing. Malala day is not my day. Today is the day of every woman, every boy and every girl who have raised their voice for their rights. There are hundreds of Human rights activists and social workers who are not only speaking for human rights, but who are struggling to achieve their goals of education, peace and equality. Thousands of people have been killed by the terrorists and millions have been injured. I am just one of them.

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So here I stand... one girl among many. I speak – not for myself, but for all girls and boys. I raise up my voice – not so that I can shout, but so that those without a voice can be heard. Those who have fought for their rights: Their right to live in peace. Their right to be treated with dignity. Their right to equality of opportunity. Their right to be educated. Dear Friends, on the 9th of October 2012, the Taliban shot me on the left side of my forehead. They shot my friends too. They thought that the bullets would silence us. But they failed. And then, out of that silence came, thousands of voices. The terrorists thought that they would change our aims and stop our ambitions but nothing changed in my life except this: Weakness, fear and hopelessness died. Strength, power and courage was born. I am the same Malala. My ambitions are the same. My hopes are the same. My dreams are the same. Dear sisters and brothers, I am not against anyone. Neither am I here to speak in terms of personal revenge against the Taliban or any other terrorists group. I am here to speak up for the right of education of every child. I want education for the sons and the daughters of all the extremists especially the Taliban. I do not even hate the Talib who shot me. Even if there is a gun in my hand and he stands in front of me. I would not shoot him. This is the compassion that I have learnt from Muhammad-the prophet of mercy, Jesus christ and Lord Buddha. This is the legacy of change that I have inherited from Martin Luther King, Nelson Mandela and Muhammad Ali Jinnah. This is the philosophy of non-violence that I have learnt from Gandhi Jee, Bacha Khan and Mother Teresa. And this is the forgiveness that I have learnt from my mother and father. This is what my soul is telling me, be peaceful and love everyone. Dear sisters and brothers, we realise the importance of light when we see darkness. We realise the importance of our voice when we are silenced. In the same way, when we were in Swat, the north of Pakistan, we realised the importance of pens and books when we saw the guns. The wise saying, “The pen is mightier than sword” was true. The extremists are afraid of books and pens. The power of education frightens them. They are afraid of women. The power of the voice of women frightens them. And that is why they killed 14 innocent medical students in the recent attack in Quetta. And that is why they killed many female teachers and polio workers in Khyber Pukhtoon Khwa and FATA. That is why they are blasting schools every day. Because they were and they are afraid of change, afraid of the equality that we will bring into our society. I remember that there was a boy in our school who was asked by a journalist, “Why are the Taliban against education?” He answered very simply. By pointing to his book he said, “A Talib doesn't know what is written inside this book.” They think that God is a tiny, little conservative being who would send girls to the hell just because of going to school. The terrorists are misusing the name of Islam and Pashtun society for their own personal benefits.

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Pakistan is peace-loving democratic country. Pashtuns want education for their daughters and sons. And Islam is a religion of peace, humanity and brotherhood. Islam says that it is not only each child's right to get education, rather it is their duty and responsibility. Honourable Secretary General, peace is necessary for education. In many parts of the world especially Pakistan and Afghanistan; terrorism, wars and conflicts stop children to go to their schools. We are really tired of these wars. Women and children are suffering in many parts of the world in many ways. In India, innocent and poor children are victims of child labour. Many schools have been destroyed in Nigeria. People in Afghanistan have been affected by the hurdles of extremism for decades. Young girls have to do domestic child labour and are forced to get married at early age. Poverty, ignorance, injustice, racism and the deprivation of basic rights are the main problems faced by both men and women. Dear fellows, today I am focusing on women's rights and girls' education because they are suffering the most. There was a time when women social activists asked men to stand up for their rights. But, this time, we will do it by ourselves. I am not telling men to step away from speaking for women's rights rather I am focusing on women to be independent to fight for themselves. Dear sisters and brothers, now it's time to speak up. So today, we call upon the world leaders to change their strategic policies in favour of peace and prosperity. We call upon the world leaders that all the peace deals must protect women and children's rights. A deal that goes against the dignity of women and their rights is unacceptable. We call upon all governments to ensure free compulsory education for every child all over the world. We call upon all governments to fight against terrorism and violence, to protect children from brutality and harm. We call upon the developed nations to support the expansion of educational opportunities for girls in the developing world. We call upon all communities to be tolerant – to reject prejudice based on cast, creed, sect, religion or gender. To ensure freedom and equality for women so that they can flourish. We cannot all succeed when half of us are held back. We call upon our sisters around the world to be brave – to embrace the strength within themselves and realize their full potential. Dear brothers and sisters, we want schools and education for every child's bright future. We will continue our journey to our destination of peace and education for everyone. No one can stop us. We will speak for our rights and we will bring change through our voice. We must

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believe in the power and the strength of our words. Our words can change the world. Because we are all together, united for the cause of education. And if we want to achieve our goal, then let us empower ourselves with the weapon of knowledge and let us shield ourselves with unity and togetherness. Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice and ignorance. We must not forget that millions of children are out of schools. We must not forget that our sisters and brothers are waiting for a bright peaceful future. So let us wage a global struggle against illiteracy, poverty and terrorism and let us pick up our books and pens. They are our most powerful weapons. One child, one teacher, one pen and one book can change the world. Education is the only solution. Education First.

Questions for consideration: 1. Why does Malala Yousafzai start her address by thanking people? 2. What happened to Malala Yousafzai in October 2012? Why did that incident occur? 3. What was “born” from her incident with the Taliban? 4. What is she speaking about in her address to the United Nations? 5. Who are some of the famous figures she alludes to? Why does she reference these figures in

her address?

6. Why is the “pen mightier than the sword”? 7. Of what does Yousafzai claim the Taliban is afraid? 8. What issues does Yousafzai focus on in her speech? 9. Why does Yousafzai repeat the phrases “We call upon” and “We must not forget? What is

the impact of each phrase? 10. Why does Yousafzai use the phrase, “Dear brothers and sisters”?

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Attachment 23

The Kite Runner Women in Afghanistan

Part A.: Find passages in The Kite Runner that discuss the female characters listed below. Explain who the female is, what her function is in the novel, and what the passages tell you about the role of women in Afghanistan. CHARACTER/

PASSAGE DESCRIPTION

Amir’s Mother (ch. 3)

Sanaubar (ch. 2)

Homaira (ch. 8)

Soraya (ch. 13)

Jamila Taheri (ch. 13)

Maryam (ch. 19)

Part B.: Refer to your notes on the female characters and your knowledge of the Taliban’s treatment of women to respond to the questions below. 1. Consider the differences among the female characters in the novel and women in

Afghanistan under the Taliban. How have women’s rights and women’s roles changed through the generations? What has remained the same?

2. There are few female influences in Amir’s life, particularly when he is a child. How do you think this influences his experiences and development?

3. How do Afghan women, like Soraya, fare in America? Are they any better off than they

were in Afghanistan before the Taliban seized power? 4. There is a noticeable absence of women in the novel. How is this significant?

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