AP Lang Unit 4: Nature

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NOTE: Work was interrupted by a lengthy leave due to childbirth.

 

Thu, Jan 26

 

DUE: Any essay re-writes

HMWK: Decide on your research topic by TOMORROW

TODAY: Discussion of research topics and exploration

 

Wed, Jan 25

 

DUE: n/a

HMWK:

• Explore research topics; topic choice due FRIDAY
• Essay re-writes due TOMORROW 

TODAY: FINAL EXAM

 

Part one: Essay

Part two: Vocab

 

Tue, Jan 24

 

DUE: n/a

HMWK:

• Explore research topics; topic choice due FRIDAY
• Essay re-writes due THURS 

TODAY: Vocab review; approaches to timed essays

 

Review of vocab for the final

Review of approaches to timed essays 

 

Mon, Jan 23

 

DUE: n/a

HMWK:

• Begin review of vocab for WED exam
• Start thinking about potential topics for the "Frontiers" research essay
• Re-writing an essay? All re-writes due THURS 

TODAY: Calendar update, grade discussion, syllabus update

 

No final as previously announced. Final is now one day (WED) with 1/2 analytical essay and 1/2 vocab

 

"American Community/Identity" essays returned. Good job, group! Remember to focus on your performance per the scoring guide.

 

Syllabus:

• REMOVE from the reading list:
• Stegner (from Unit 4)
• Abbey (from Unit 4)
• Limerick (from Unit 4)
• Thoreau (from Unit 5)
• Long-form formal essay: Research (from Unit 4) will be pushed to coincide with Unit 5 readings
• Documentary film exploration will begin with commencement of Unit 5 readings

 

Unit 5 "Landmark American Rhetoric" will commence Monday, Jan 30 

 

 

Wed, Jan 11

 

DUE:

• READ in CA: Twain extract from Roughing It 
• In class - rhetorical precis for Twain; 4 reflection Qs on yesterday's seminar on Lewis & Clark

HMWK: Read Turner in CA; Answer "For Journals" and "For Discussion" #1, 2

TODAY: Dialog vs. discussion; author purpose; rhetorical precis

 

Reflection Questions for Lewis and Clark Seminar:

1. What SPECIFIC knowledge did you contribute/ demonstrate in the course of the seminar yesterday?
2. How did you contribute to the seminar format yesterday? (Ask a question to get things going? Keep things going? Encourage someone to expand?)
3. What specific piece of information gave you an “Aha” moment of new clarity and understanding? OR What do you find interesting NOW that you did not BEFORE this morning?
4. What is the difference between discussion in the traditional sense and dialog in the Socratic sense?

 

Question (for discussion): How are the readings in AP Lang providing a window on readings and discussions in US History? Are there ways the puzzle pieces from the two courses are beginning to come together?

 

A revisit of the rhetorical precis:

 

We need to remind ourselves that rhetoric is an attempt to persuade. It is using "all available tools" to influence. Twain, therefore, in Roughing It has a purpose, and uses rhetorical devices and techniques to reach his desired effects. One way to concisely demonstrate you understand author purpose is through the rhetorical precis, which we revisit today.

 

IN CLASS: Use of handouts in the Resources section of the binder to write a rhetorical precis for the Twain extract.

 

Tues, Jan 10

 

DUE: READ in CA the Lewis and Clark journal entries

HMWK:

• READ in CA: Twain extract from Roughing It 

TODAY: Socratic Seminar; Lewis and Clark

 

First half: Socratic Seminar on the journal entries from Lewis and Clark 

Second half: A head-start on the Twain reading for tomorrow

 

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Long-form formal essay "American Community and Identity"

 

Mon, Dec 5

 

DUE:

• New draft of the "ThingsWeCarry" essay 
• LC - pgs 343-345 exercises 3, 4, 5
• In LC - Thoreau "Where I Lived and What I Lived For" 

HMWK:  

• Thoreau prompts 
• Questions for Discussion #5,6
• Questions on Rhetoric and Style #1 (paradox), #3 (denotation/connotation), #4,5,12 (effects of figurative language), #6 (effect of repetitions), #10
• Begin thinking about your long-form essay on American Community/Identity - DUE FRIDAY in full draft form 

TODAY:

• Parallel structure exercise review
• Begin Thoreau discussion
• Review of transcendentalism/romanticism

 

Welcome Miss Bochenek

 

Review and discuss briefly the parallel structure exercises

 

Discuss Throreau with an eye toward tonight's assigned prompts

• Questions for Discussion #5,6 
• Questions on Rhetoric and Style #1 (paradox), #3 (denotation/connotation), #4,5,12 (effects of figurative language), #6 (effect of repetitions), #10 

 

Fri, Dec 2

 

DUE:

• ONE of King's rhetorical techniques (NOT an appeal such as pathos) and explain how his use of the technique helps him achieve his purpose. You can focus on his purpose at a specific point in the letter OR you may focus on his overall purpose.

HMWK:

• REVISE and complete a new draft of the "ThingsWeCarry" essay - bring MONDAY
• COMPLETE in LC - pgs 343-345 exercises 3, 4, 5
• READ in LC Thoreau - "Where I Lived and What I Lived For" 

TODAY:

• Check out Krakauer's Into the Wild
• More parallel structure exercises 

 

The LIBRARIAN is expecting you --- Go to the LIBRARY to check out a copy of Into the Wild by John Krakauer

 

IN CLASS your choice:

• Begin work on exercises 3, 4, and 5 in LC pgs 343-345 - DUE MONDAY
• OR begin reading Thoreau together AS A CLASS, discussing each paragraph as you move thru them

 

Thu, Dec 1

 

DUE: Short-form essay "The Things We Carry"

HMWK:

• WRITE: Select ONE of King's rhetorical techniques (NOT an appeal such as pathos) and explain how his use of the technique helps him achieve his purpose. You can focus on his purpose at a specific point in the letter OR you may focus on his overall purpose. DUE FRI

TODAY: peer review

 

Peer review activities on short-form essay "The Things We Carry"

Take the essays HOME and return with a REVISION on MONDAY

 

Wed, Nov 30

 

DUE:

• Any notes/pre-writing on the short-form essay (for discussion, not a grade)
• At start of class: King, Jr. responses based on weekend hmwk and in-class discussions
• By end of class: Exercises 1 and 2 on BOTH 254 and 343

HMWK:

• COMPLETE short-form essay "The Things We Carry" DUE THU
• COMPLETE Select ONE of King's rhetorical techniques (NOT an appeal such as pathos) and explain how his use of the technique helps him achieve his purpose. You can focus on his purpose at a specific point in the letter OR you may focus on his overall purpose. DUE FRI
• TODAY: Short sentences, fragments, parallel structure, essay investigation

 

TURN IN the reading responses to King, Jr. (#1,3; #1,3,5,7,10,11)

 

Allow the following items to direct work and conversation:

1. Discuss the writing you have done and wish to do on the short-form "The Things We Carry" essay. Investigate the assignment sheet for particulars. Discuss the scoring guide. Ask questions.
2. Look at the exercises in LC that are assigned to be completed at the end of class
1. 254 exercises 1,2
2. 343 exercises 1,2

 

Tue, Nov 29

 

DUE:

• READ in CA King, Jr. - " Letter from Birmingham Jail " (click for version color-coded by rhetorical appeal)
• ANSWER: Q for Rhetorical Anal #5, 7, 10, 11 

HMWK:

• BRING TO CLASS: Any notes and pre-writing you have completed on the short form essay. You can discuss the scoring guide and questions with Miss Bechenek tomorrow.
• COMPLETE: Responses to King, Jr. prompts - base responses on weekend homework AND in-class discussions DUE AT START OF CLASS TOMORROW
• READ in LC pgs 339-342 on Parallel Structures
• COMPLETE in LC pg 343 Exercise 1 (due by END OF CLASS TOMORROW)
• READ in LC pgs 252-254 on Short Simple Sentences and Fragments
• COMPLETE in LC pg 365 Exercise 1 (due by END OF CLASS TOMORROW)
• WRITE: Short-form "Things We Carry" essay DUE THURS
• WRITE:  Select ONE of King's rhetorical techniques (NOT an appeal such as pathos) and explain how his use of the technique helps him achieve his purpose. You can focus on his purpose at a specific point in the letter OR you may focus on his overall purpose. (1 pg) DUE FRIDAY

TODAY:  juxtaposition, allusion, figurative language, repetition, parallel structure in King, Jr

 

Discussion of King, Jr.'s "Letter ..." and hmwk questions

 

1 pg response DUE FRI: Select ONE of King's rhetorical techniques (NOT an appeal such as pathos) and explain how his use of the technique helps him achieve his purpose. You can focus on his purpose at a specific point in the letter OR you may focus on his overall purpose.

 

Mon, Nov 28

 

DUE:

• READ in CA King, Jr. - "Letter from Birmingham Jail" (click for version color-coded by rhetorical appeal)
• ANSWER: Q for Discussion #1,3; Q for Rhetorical Anal #1,3
• READ online O'Brien - opening chapter of The Things They Carried (on Google books) 
  

HMWK:

• READ in CA King, Jr. - " Letter from Birmingham Jail " (click for version color-coded by rhetorical appeal)
• ANSWER:#5, 7, 10, 11

TODAY:  tone, ethos, and allusion in King, Jr.

 

Discussion of King, Jr.'s "Letter ..." and weekend questions

 

Relevant links:

• Excellent site with critical thinking and rhetorical notes on "Letter..."
• The Martin Luther King, Jr. Center for Nonviolent Social Change
• Excellent (yet out-of-date) site from King's College History Dept. w/ links to all things King
• Brief citation exercise (PDF) based on MLK's "Letter ..."
• Two fascinating essay prompts based on concepts in "Letter ..."

 

A traditional rhetorical analysis essay assignment for "Letter ..." looks like the following from the site

http://docs.google.com/viewer?a=v&q=cache:WoQWMquCLgsJ:rnet.rollins.edu/english/pdfs/RAExamples.pdf+letter+from+birmingham+jail+analysis+site:.edu&hl=en&gl=us&pid=bl&srcid=ADGEESg1VSh4AA85RHemFrVE708lDX7sILtMLiWyTaUBsoWvqlCV9Pl8Zu5phSGfFG6gCgyFsk2XPYXYmKeEx7O-VKj8HNB4uLJmXVT_JhUpF3rPsKydD3754bzJNLnstXM4OrOjL4Jv&sig=AHIEtbTNl-y9EkVBlsIYocX1_5jc2Gx8nQ

• Write 4-6 pages analyzing Martin Luther King Jr.ʼs “Letter from a Birmingham
• Jail” for its rhetorical strategy. Imagine that your audience has not read the piece.
• You must explain the content of the letter, as well as discuss the rhetorical
• situation and MLKʼs intentions, audience, ethos, establishment of common
• ground, etc. Be careful not to simply summarize the letter. Talk about how MLK
• makes his argument.

 

 

Wed, Nov 23

 

DUE:n/a

HMWK:

• READ in CA King, Jr. - " Letter from Birmingham Jail " (click for version color-coded by rhetorical appeal)
• ANSWER: Q for Discussion #1,3; Q for Rhetorical Anal #1,3
• Read online O'Brien - opening chapter of The Things They Carried (on Google books)

TODAY: new writing assignments; brief discussion of O'Brien and King preview

 

Discussion of two new writing assignments:

• Short-form essay on the things we carry
• Long-form essay on the meaning of American community and identity

 

Preview of King, Jr. "Letter from Birmingham Jail"

 

Tue, Nov 22

 

DUE:

• READ in CA Rodriguez - "Disunited We Stand"
• READ in CA D'Souza - "In Praise of Empire"
• WRITE and be prepared to DISCUSS: About 1-1 1/2 pages - What would these authors say to one another about the question of American involvement in the reconstruction of Libya? Of Egypt? What would the arguments be on each side? Use quotes from each author to show their respective views.

HMWK: 

• RETRIEVE and READ: from books.google.com the following:
• The Things They Carried by Tim O'Brien
• Read from the first page beginning "First Lieutenant Jimmy Cross carried letters ..." to the end of page 25 "... move out toward the villages west of Than Khe." 
• TAKE NOTES: What are the things carried by the men in O'Brien's novel? What effect does the knowledge of the "things carried" have on your view of the characters?
• TAKE HOME The Language of Composition to read King's "Letter from Birmingham Jail" 

TODAY: Paradox; incorporating rhetorical strategies in class replies

 

Rodriguez’s essay makes use of paradox – an apparent contradiction that is nevertheless true. Consider this quote: “I resent [Bin Laden] most because he has taken away my America at peace, at frenzy, and has replaced it with a nation of uniform opinion and too little sense of its greatness.”

 

Explain the paradox in the quote as a warmup.

 

How does the paradox help the author make his overall main point?

 

The title of the author’s piece is “Disunited We Stand,” which, in itself, is paradoxical. How can a nation stand while disunited? If the citizens of a nation are not united, then logically the nation cannot stand. To be strong as a whole nation requires citizens to join together with purpose and act as a whole. Yet this paradox is in fact part of the author’s argument, stated succinctly in paragraph four: “the strength of America derives from our variety and disparate opinions.” In other words, when Americans express their varied beliefs and opinions, we solidly stand. Rodriguez’s use of paradox to reinforce this idea that America’s strength comes from its varied voices continues later, as he describes “[his] America at peace, at frenzy.” He proposes that as the beehive of America buzzes with apparent disharmony, it is that very energy, excitement, and apparent disunity that creates the strong nation of distinct voices.

 

 

Mon, Nov 21

 

DUE: 

• READ in CA Carnegie - "Wealth"
• READ in LC Hardin - "Lifeboat Ethics: The Case against Helping the Poor" 
• WRITE and be prepared to DISCUSS: Select an aspect of each essay to JUXTAPOSE in 1/2 to one page. (Identify something in each essay that can be compared/contrasted, and conduct a compare/contrast using quotes from each author.) 

HMWK:

• READ in CA Rodriguez - "Disunited We Stand"
• READ in CA D'Souza - "In Praise of Empire"
• WRITE and be prepared to DISCUSS: About 1-1 1/2 pages - What would these authors say to one another about the question of American involvement in the reconstruction of Libya? Of Egypt? What would the arguments be on each side? Use quotes from each author to show their respective views.

PREPARE FOR THE WEEKEND: 

• RETRIEVE and READ FOR WED: from books.google.com the following:
• The Things They Carried by Tim O'Brien
• Read from the first page beginning "First Lieutenant Jimmy Cross carried letters ..." to the end of page 25 "... move out toward the villages west of Than Khe." 
• TAKE HOME The Language of Composition to read King's "Letter from Birmingham Jail" 

TODAY: Juxtaposition and compare/contrast

 

Warmup: Try the last segment on the DICTION handout from last week. Engage all prompts in 5 minutes.

 

Carnegie – Answer each of these questions briefly before we begin our discussion

1. What are the “three modes in which surplus wealth can be disposed of?” List them.
1. Leave it to family/children
2. Contribute to the community – projects for the public good
1. After death
2. During life – charity
2. What is the rich man/woman supposed to do w/ his/her wealth, according to Carnegie?
1. Invest in community
2. Libraries
3. Education
4. DO NOT give wealth freely to the individual – not good for the giver or receiver – but give it to the public
3. How do you think Carnegie would respond to Bill Gates’ statement that we should leave little, if any money to children?

Hardin

1. What are the two primary metaphors in his essay? Do you feel they are effective?
2. What analogies and comparisons does Hardin incorporate?

 

Fri, Nov 18

 

DUE: 

• Log on to the "Language of Composition" site by establishing an account: Click HERE for the "Language of Composition" textbook web site
• Write 1/2-1 pg compare/contrast similar to Alvord's - note that she contrasts physical characteristics, cultural characteristics, and ??? You should juxtapose as she does. Perhaps you juxtapose her text vs. an earlier reading, or an experience you know about, or an experience you've had. Regardless of your choice of discussion, you should hold up two sides for juxtaposition.
• Answer one of the "APPLY" directives from the DICTION handouts. Select EITHER the "lipsticked" prompt or the "dusty ... bald" prompt

HMWK:

• READ in CA Carnegie - "Wealth"
• READ in LC Hardin - "Lifeboat Ethics: The Case against Helping the Poor" 
• WRITE and be prepared to DISCUSS: Select an aspect of each essay to JUXTAPOSE in 1/2 to one page. (Identify something in each essay that can be compared/contrasted, and conduct a compare/contrast using quotes from each author.) 

TODAY: M-C test practice; tone

 

M-C practice test on Kingsolver extract - 15 min

Group investigation/negotiation of replies - 15 min

Correct replies revealed

"Tone" in the extract

 

DICTION handout work - your original sentences

 

 

Thu, Nov 17

 

DUE:

• READ in LC Alvord - "Walking the Path Between Worlds"
• READ as a supplement in LC pgs 21-22
• Question: Does Alvord's essay memories from Luther Standing Bear, "Antigone," or your own personal experience?

HMWK:

• Log on to the "Language of Composition" site by establishing an account: Click HERE for the "Language of Composition" textbook web site
• Write 1/2-1 pg compare/contrast similar to Alvord's - note that she contrasts physical characteristics, cultural characteristics, and ??? You should juxtapose as she does. Perhaps you juxtapose her text vs. an earlier reading, or an experience you know about, or an experience you've had. Regardless of your choice of discussion, you should hold up two sides for juxtaposition.
• Answer one of the "APPLY" directives from the DICTION handouts. Select EITHER the "lipsticked" prompt or the "dusty ... bald" prompt
• LOW PRIORITY (THIS WAS NOT ASSIGNED IN CLASS): ANSWER LC pg 306 #6,7

TODAY: Juxtaposition and compare/contrast

 

Warmup: DICTION handout "thirsting, prowling"

 

Discussion of Alvord essay and the author's use of compare/contrast

Various compare/contrast organizational techniques

Relating Alvord's text to other texts and experiences

 

Wed, Nov 16

 

DUE:

• Hard copy of Sophocles reading Qs
• 1/2 to 1 pg -  Explain how, by acting like a man, Antigone provokes fear and hostility in "Antigone." Use direct quotes from the text for support

HMWK:

• READ in LC Alvord - "Walking the Path Between Worlds"
• READ as a supplement in LC pgs 21-22
• Question: Does Alvord's essay memories from Luther Standing Bear, "Antigone," or your own personal experience? 

TODAY: Quiz day

 

QUIZ on “Oedipus Rex” and “Antigone” – Did you really read them both? Then you should have no trouble.

 

Re-affirmation of “the magic pattern”

1. Claim/assertion
2. RDF/evidence/concrete detail
3. E’s/explanation/elaboration/commentary

 

Example: (Broad claim) A strong indication of Greek values is revealed through the dialog in Sophocles’ play. (More pointed claim) The prologue reveals one: the value Greeks put on the polis, or community as a whole. (RDF/Evidcence) In this segment, Oedipus comes outside the palace in response to wailing of suppliants. He refers to them as “children,” and when he announces himself claims he bears “the famous name” Oedipus. (Explain) This fame was garnered due to his ability to save the city from the terror of the Sphinx. The Priest is confident of Oedipus’ abilities to resolve the plague because Oedipus is “the man surest in mortal ways and wisest in the ways of [Zeus];” he recalls how Oedipus “saved [Thebes] from the Sphinx … it was some god breathed in [Oedipus] to set [Thebes] free.” The Priest refers to Oedipus as "surest" and "wisest," reflecting a trust in Oedipus' purposeful actions. He further acknowledges that when Oedipus solved the seemingly impossible riddle, he must have been god-inspired although no god, as no other mortal had solved it. Oedipus, having liberated the city from destruction, was rewarded with the royal position of king. (Conclusion) At the play's outset he is recognized as great among men and great for the city, thereby demonstrating the Greek value placed on the preservation of the polis.

 

Tue, Nov 15

 

DUE: 

• 1/2 to 1 pg - How are values of Greek society revealed in "Oedipus Rex?" Use direct quotes from the text for support

HMWK:

• Hard copy of Sophocles reading Qs due tomorrow
• 1/2 to 1 pg -  Explain how, by acting like a man, Antigone provokes fear and hostility in "Antigone." Use direct quotes from the text for support

TODAY:

 

Warmup: DICTION handout "lipsticked"

 

Assignments and midterms returned, discussed

 

Lecture/discussion of "Antigone" and issues therein

 

Mon, Nov 14

 

DUE: Sophocles plays and reading Qs

HMWK:

• Hard copy of Sophocles reading Qs due Wed
• 1/2 to 1 pg - How are values of Greek society revealed in "Oedipus Rex"? Use direct quotes from the text for support

TODAY: "Close" reading and inference

 

Warmup: DICTION handout "hugely"

 

Discussion of "Oedipus Rex" and accompanying reading questions

 

Thu, Nov 10

 

DUE: n/a

HMWK: Sophocles plays and reading questions - see prev. lesson

TODAY: Read aloud

 

Students assign characters and read aloud from "Oedipus Rex"

 

Readers occasionally pause to confront reading questions

 

Wed, Nov 9

 

DUE:

• 1/2-1 page response to the question of community and identity in Luther Standing Bear: To what extent does the author consider himself a part of the community of the White Man? According to the author, to what extent is the White Man part of the community of America? Can the Indian and White Man be reconciled, given what the author presents in his text? Your evaluation will depend on how effectively you incorporate quotes from the author's text.

HMWK:

1. READ in OEDIPUS enough to answer # i - iv below
2. READ for MON "Oedipus the King" and "Antigone" in their entirety
3. ANSWER for MON (and wherever possible, use quotes from the original text in your replies)
1. Identify how Oedipus establishes ETHOS in his opening speech.
2. Explain how Oedipus' opening speech reveals Greek values with regard to expectations of a king
3. Explain Oedipus' accomplishments that placed him in role of king; what does this say about Greek values?
4. When Creon attempts to explain why he does not desire the throne, what is his primary rhetorical appeal? Explain
5. Evaluate the varied ways Jocasta (Iocaste) tries to dissuade Oedipus from continuing his path. What appeals does she incorporate, and where?
6. What dramatic irony is present in the play? What situational irony?
7. What seems to be the message from the play to the Greek audience?
8. KICKER: When do you think Jocasta knows?
9. At the opening of Antigone, what bars Antigone from acting as she wishes?
10. What logic is employed by Creon to justify his edict?
11. Identify areas where Antigone employs PATHOS in her arguments with Creon
12. How does LOVE play a role in this play? How does it contribute to the inevitable tragic conclusion?
13. Read the arguments by Haemon to his father. Evaluate the argument between the two men for rhetorical appeals and techniques

TODAY: In-text citation; strategies for pre-reading

 

Students share in pairs responses to Luther Standing Bear.

While reading, students identify what in-text citation strategy/format was used by the other student author

 

Brief discussion of Luther Standing Bear ("leftovers")

 

Begin reading Sophocles' "Oedipus the King" ("Oedipus Rex")

Questions dealing w/ the play's opening scenes:

• Identify how Oedipus establishes ETHOS in his opening speech.
• Explain how Oedipus' opening speech reveals Greek values with regard to expectations of a king
• Explain Oedipus' accomplishments that placed him in role of king; what does this say about Greek values?

 

Tue, Nov 8

 

DUE:

• Select two of the in-class questions to answer fully for tomorrow's class. In the course of EACH REPLY YOU MAKE, use a quote from the original text, and apply correct conventions while incorporating the quote.
• Take home the handout on DICTION and CONNOTATION. Write a brief response to the prompts and bring your sheet to tomorrow's class.

HMWK:

• 1/2-1 page response to the question of community and identity in Luther Standing Bear: To what extent does the author consider himself a part of the community of the White Man? According to the author, to what extent is the White Man part of the community of America? Can the Indian and White Man be reconciled, given what the author presents in his text? Your evaluation will depend on how effectively you incorporate quotes from the author's text.

TODAY: diction in practice; citing authors using in-text quotations

 

Sharing of replies to the diction prompt w/ examples of the "key word" replaced.

 

Question: Given the activity and discussion on diction/connotation, make a statement about the importance of diction and connotation in writing. In your statement, which may be up to three sentences in length, include one or more quotes from today's activity as exemplars.

 

Students gather in groups; each student shares his/her BEST reply from the night before

• NOTE: "Best" in this case is the reply that made best use of a quote from Luther Standing Bear

Listen to the replies - be aware of each student's use of quote(s)

After all students have shared one reply, the group selects one student's reply to "play with"

The group reviews the one student reply and re-words a sentence w/ an in-text citation in TWO ADDITIONAL WAYS using the handout

 

Groups share the three sentences with the class

 

Mon, Nov 7

 

DUE:

• READ the overview for Unit 3 in the syllabus
• READ in CA Luther Standing Bear "What the Indian Means to America"
• ANSWER "For Discussion" #5 and "For Writing" #1

HMWK:

• Select two of the in-class questions to answer fully for tomorrow's class. In the course of EACH REPLY YOU MAKE, use a quote from the original text, and apply correct conventions while incorporating the quote.
• Take home the handout on DICTION and CONNOTATION. Write a brief response to the prompts and bring your sheet to tomorrow's class.

TODAY: Essays of definition; incorporating quotes w/ proper citation

 

Return of Education essays, unit 1-2 reflection; brief discussion

 

While discussing Luther Standing Bear, a focus on using quotes in context with proper citation. For this exercise, the text will be used as will be the handout presenting twelve ways to appropriately cite.

 

Considerations from Luther Standing Bear's "What the Indian Means to America" (from Pearson Education)

1. What does Luther Standing Bear mean when he says about the American Indian that he has "been moulded and sculpted by the same hand that shaped [America’s] mountains, forests, and plains"
2. How does Luther Standing Bear’s view of the American Indian in #1 differ from his view of the white man? Whose hand moulded and shaped the white man? Does Luther Standing Bear indicate this? Is it the same force or not?
3. Do you agree with his assessment that the white man does not understand the American Indian? Are whites incapable of such understanding? What would have to happen to incur such an understanding? Conversely, are American Indians capable of understanding whites? Why or why not?
4. Reread paragraph 10, discuss Luther Standing Bear’s notion of progress. Do you agree with his views or not? Why do you think so?

 

EXAMPLE: The following might be a partial response to #2 above, using quotes from the text within the response itself.

 

The author differentiates between the White Man's relationship to America and the Indian's relationship to the land by pointing out that while the White Man "is too far removed from its formative processes" (paragraph 4) to understand the Indian, the Indian "fits into the landscape" (paragraph 2) shaped by the "hand that fashioned the continent" (ibid). With this difference, Luther Standing Bear emphasizes the way the Indian is an integral part of America. In contrast, the White Man, without generations of communing with the land, still sees the American landscape as a thing to be conquered. This way of viewing the land - as something that must be tamed - holds back the White Man from being one with his new home.