Final exam take home section

III. Making Connections

IV. Literary analysis

DBL Synthesis Project
Directions:
Students in groups must agree on the theme of the novel.
To support theme students need to use evidence from the novel (literally and figuratively)
Students must use recycled NBS projects to create their new design

1. Tree Map: MLK's speech "I Have a Dream and Malcolm X "Who Taught You to Hate?"
2. What is the author's message for each speech? How do you know this?
3. What is the connection to A Rasin in the Sun? Which speech's message is closer to Mama's attitude toward's America and which is closer to Walter's?

PARTS TO BE SPOKEN: A Raisin in the Sun

1. What do the furnishings and the state they are in say about the family's lives and their dreams?
2. How does Ruth feel about Walter and how do you know this?
3. Why does Walter give Travis money when Ruth told him no? What can you infer is going on between Walter and Ruth in this scene?
4. What is Walter's dream? Who does he blame for his dream deferred? What does he want from Ruth?
5. Both Walter and Ruth refer to himself/ herself as “colored;" how does this label limit the way they view themselves and each other. (Think Fredrick Douglas, "no longer a slave in mind."
6. How does the three characters’ (Walter, Beneatha, and Ruth) perception of each other defer or limit their dreams?
7. What is Mama's dream and what does her dream symbolize?
8. Why is Mama's plant so important and what might it represent?
9. What connections do you notice between this play and The Great Gatsby?

A. Circle map: what words you think of when you hear America? What values do you believe America stands for?
B. Tree map (rhetoric): Find examples of ethos, pathos, and logos in the 4th of July speech.

1. What does it say about our nation in the 1800s, for it to celebrate freedom and independence, while slavery was legal and widely practiced?
2. How does Douglas align himself with his white audience?
3. In the fourth paragraph, and throughout the speech, what pronoun does Douglass employ when describing the Fourth of July? Why is the repeated use of this pronoun significant? What effect do you think this had on Douglass’s audience?
4. How does Douglass describe the “founding fathers?” (Note specific phrases.) Why do you think he presents this positive portrait?
5. What does Douglass mean when he refers to the “sad sense of disparity” between he and the audience?
6. Why does he say that “This Fourth of July is yours, not mine…”?
7. What details does Douglass share that affirm the “manhood of the Negro race?”
8. How does he feel about having to “prove that we are men…”?
9. How does Douglass answer his own question of “What to the slave is your 4th of July?”
10. Do you feel that this speech is anti-American? Why or why not?
11. Choose what you feel is the most powerful phrase, sentence, or passage from the speech and explain why.

Extra Credit Questions

1. In the first three paragraphs of the speech, what message does Douglass’s choice of language convey? What is his purpose in these first three paragraphs? Is there any disharmony you sense between his words and his true message? Explain.
2. How does Douglass present the founding fathers’ choice to demand their freedom from England? What message do you think he is sending by detailing the Patriot fight for freedom?
3. Why does Douglass say that “America reigns without a rival” in terms of “revolting barbarity and shameless hypocrisy?”
4. Douglass says that “scorching irony, not convincing argument is needed” in regards to considering those enslaved men who are entitled to liberty. What is he trying to say?
5. After reading this speech, what word or phrase comes to mind when now considering the 4th of July?
6. In your opinion, who else should read this speech and why?

5. What is the subject of the piece? How do you know this?
6. What is the author’s attitude toward the subject and how is his attitude revealed?
7. Give two examples, each, of ethos, pathos and logos and explain how the author is attempting to manipulate his audience. (explain this for each example and please use quotes from the story as evidence)
8. Compare Equiano's experiences with the experiences of the people from our videos. Explain the differences and similarities.
9. How does his story and our videos reveal the extent of human cruelty?

Fredrick Douglass
1. What does Douglass mean when he says "you have seen how a man was made a slave now you shall see how a slave was made a man?"
2. In what way does Douglass display defiance and courage?
3. Where does Douglass go for safety and what does Sandy give him for protection? Explain the archetypal connection.
4. What does Covey do when Douglas is defiant? What does this reveal about his character?
5. What metaphor does Douglas use to describe slavery?
6. "I might remain a slave in form, the day has passed forever when I could be a slave in fact" what does Douglas mean by these words?
7. Using a Double bubble map; compare and contrast Equiano and Douglas. Write one or two paragraphs describing the difference in the tone of these stories.

1. Who is the speaker, what assumptions can be made about this person and what bias may they have towards their subject.
2. What may have prompted the author to write this piece? What event led to its
publication or development?
3. What assumptions can you make about the audience? Who was the document created for? Does the speaker voice and language target his audience? Does the speaker evoke: Nation? Liberty? God?
4. What is the speaker’s purpose? In what ways does the author convey this message?
What is his emotional state and how do you know this? How is the speaker trying to spark
a reaction in the audience?What words or phrases show the speaker’s tone? How is this
document supposed to make you feel?

Your city is expanding and has many jobs that must be done; but you can’t, and don’t want to, do all of the work by yourself. Create a NBS object to accomplish the essential
but unpleasant tasks that must be completed.

Criteria
Don't want:

• Flat (1 dimensional)
• Rebellious/mutinous
• Fragile
• Improvident-careless
• Distraction-mental disturbance or distress
• To cause Provocation-something that stirs up action or feeling
• Cunning -sly; crafty
• Malice-ill will
• Expiring-dying
• intelligent
• potent/compelling

Need:

 • 3 dimensional
• NBS
• Compliant/acquiescent
• Compelled to be obedient- driven or forced
• To Render/make the item Cost effective
• Comply/obey all orders
• Afforded/ provide very little up keep
• Cost effective
• Durable/resilient
• Attractive
• Transportable
• Way to stop
 
Please include a diagram of your object label the parts and use the vocabulary words in the criteria list to describe your item and when answering the questions.

1. Define Slavery; what is slavery?
2. List and define all the different kinds of slavery you can think of.
3. Describe the different ways people are enslaved.
4. Based on your definitions, what type of slave might your object represent?
(Explain why)
5. Describe the many ways a slave might escape.
6. Why do you believe there is still slavery? Do you believe slavery will ever be abolished?

The Great Gatsby Project

Character Chart-worksheet

You should have read to chapter 5 & 6 by Monday.
There will be a quiz and book check this week!

Final Julius Caesar questions:
1. What did you learn about human nature after reading Julius Caesar?
2. What connections did you see between Julius Caesar and any other novels you have read in the past?
3. What was your favorite and least favorite part of this unit?
4. What would you like to read next, why?

Translate and act out a scene in Julius Caesar
Due 2/16/2011:
 1. Group one-7: Act 2. Scene I, p. 25-28: line 119-205
2. Group two-2: Act 2. Scene I, p. 30-32: line 248-325
Due 2/17/2011
3. Group three-3: Act 2. Scene II, p. 33-32: line 1-55
4. Group four-7: Act 2. Scene II, p. 36-38: line 60-136
Due 2/18/2011
5. Group five-11: Act 2. Scene III, p. 38-39: line 1-15; Act 3. Scene I, p. 42-45: line 1-88
6. Group six-3: Act 3. Scene I, p. 48-51: line 160-274

Julius Caesar Act 1 worksheet

Julius Caesar Quiz 2

See Ms. Garcia for make up quiz if you were absent.

Have this checked by me on Friday keep to use with homework over the weekend. Turn in with homework on Tuesday.