2017-2018 One vs. Society - Plans
*** Dates in the past are what we did those days. Dates in the future are what we have planned, and the plans may change. ***
August 23 [half day]
Distribute Anthem (we'll start it soon -- it's a good idea to get a head start)
PPT about classroom policies (slides about this class) as well as the policy about not having cell phones out during class.
August 24
Pre-test
PPT: One vs. Society - Introduction with Quotes (slides 1-7)
We had a good discussion about the topics brought up by the quotes:
August 25
Intro. to class; classroom policies (slides about homework, cellphones, passes, etc.)
PPT: One vs. Society - Introduction with Quotes (slides 8-end)
We checked out some biographical information about our first author here.
PPT: Introduction to Ayn Rand. (We stopped when we got to the Anthem slides.)
August 23 [half day]
Distribute Anthem (we'll start it soon -- it's a good idea to get a head start)
PPT about classroom policies (slides about this class) as well as the policy about not having cell phones out during class.
August 24
Pre-test
PPT: One vs. Society - Introduction with Quotes (slides 1-7)
We had a good discussion about the topics brought up by the quotes:
- right vs. wrong, and the "middle ground"
- where rights come from, and the purpose of governments
- the value of things such as wages, "fair" wages, minimum wages, etc.
- should pro athletes be paid more than soldiers or teachers?
- whether or not inventions, for example, or other things of value come from individuals or from society at large
- whether or not we're happy if we don't help others and don't get help from others (and if that's what individualism really is or not).
- and we discussed how one's outlook on these issues would affect many things in life.
August 25
Intro. to class; classroom policies (slides about homework, cellphones, passes, etc.)
PPT: One vs. Society - Introduction with Quotes (slides 8-end)
We checked out some biographical information about our first author here.
PPT: Introduction to Ayn Rand. (We stopped when we got to the Anthem slides.)
Anthem ~ 8 days
August 28
Finish intro. to Anthem (starting where we left off with the Anthem slides in this slideshow)
We also talked about what an anthem is. After brainstorming definitions and examples, we looked it up for some help.
August 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
August 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
Video: short clips from this to show the number of people involved and the intricate choreography: 2008 Beijing Olympics Opening Ceremony
Article: Harmony and the Dream
In addition to using the Anthem slideshow, we discussed Anthem ch. 02-03 using a "5 things worth talking about" in-class assignment:
Assignment: Read ch. 04-06
August 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
Discuss Anthem ch. 04-06: In addition to using the Anthem slideshow, we discussed the following and similar things:
August 28
Finish intro. to Anthem (starting where we left off with the Anthem slides in this slideshow)
We also talked about what an anthem is. After brainstorming definitions and examples, we looked it up for some help.
- How is this book an anthem? What is it praising? If it's religious, what is its god?
- How different this is from our experience. We don't want to be alone all the time ("lonely, loner," etc.), but many of us value alone time.
- Why use numbers instead of names? Could the author have used just numbers instead of a name + a number?
- "save" often is used as we would say "except for"
- When the story takes place, and how we know that.
August 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Practice quiz over ch. 01
- Questions/comments from ch.01
- Now that we've experienced the book some, let's go back to check out the introduction.
August 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Video: short clips from this to show the number of people involved and the intricate choreography: 2008 Beijing Olympics Opening Ceremony
Article: Harmony and the Dream
In addition to using the Anthem slideshow, we discussed Anthem ch. 02-03 using a "5 things worth talking about" in-class assignment:
- the Golden One (preference, and clues that she's not like others -- description of her hair, etc.)
- "love" in this society -- the Palace of Mating, why Equality doesn't like it, and why he's glad Liberty hasn't been there
- the Saint at the Pyre (compared to whom our ancestors used to burn at the stake -- similarities?)
- the Unspeakable Word
- why people would be worn out at age 40 in this society
- Exceptions to their laws (really, principles) at the time of mating
- Their names for each other: the Golden One, the Unconquered (so what are other people?)
Assignment: Read ch. 04-06
August 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text (individuality, pride, creativity, etc.)
Discuss Anthem ch. 04-06: In addition to using the Anthem slideshow, we discussed the following and similar things:
- How Equality thinks he must share his invention -- he is NOT 100% for himself.
- How and why he's curious about his appearance when he has a reason to feel pride -- must be different from others to feel pride in self
- How the condition of their prisons shows us the level of their compliance
- Is electricity the greatest discovery/invention ever? (Think of all the things we use it for, and the ways it saves us time and effort. It's really quite astounding to realize how much we rely on it.)
September 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
Assignment: Read ch. 10-11
September 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
Discuss Anthem ch. 07-11 using the Anthem slideshow
Assignment: Read ch. 12 in Anthem
September 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
September 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (We used what we know to propose possible answers for questions that the text doesn't answer.)
- Respond to these in writing. Part of this in-class assignment involved answering one of the questions out loud.
- Who made this society this way? How could this have happened?
- If this is in the future, why don't they have at least our current level of technology?
- How do you visualize this world when you read the book?
- Why do you think Equality doesn’t lie to save himself?
- Why do you think Equality thinks he must share his invention with the others?
Assignment: Read ch. 10-11
September 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). The effect of waiting until near the end to find the word I.
Discuss Anthem ch. 07-11 using the Anthem slideshow
- Naivety vs. wisdom
- We as slavery vs. We as choice
- Destroy the light, and lash Equality until there is nothing left...
- Relationship between appearance (e.g posture, visible attitude) and the inner-self
- Preference, love, and discrimination
- Discrimination not as a negative: the recognition and understanding of the difference between one thing and another.
- How difficult it is to communicate effectively without the words I, me and my.
- The home from the Unmentionable Times as a symbolic connection -- they're effectively living in the Unmentionable Times.
- We as a monster (in the context of the book)
- I as a god (in the context of the book)
Assignment: Read ch. 12 in Anthem
September 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). The effect of "we" for most of the book vs. "I" at the end (essay question).
- The names Prometheus, Gaea
- Going back for others (why risk it?)
- "ego" and all the terms connected to it: egoist, egotistical, ego-centric, ego-maniac, alter ego -- looked up definitions starting here.
- The choice of their names as opposed to their given names (really, numbers); how their given names were "slave names"
- The power of the mind vs. the power of the (stupid) masses
- Freedom (Prometheus as a new Founding Father)
- The indomitable human spirit - can humans ever be fully conquered, or will some people always resist?
- (e.g. North Korea, and how every few months or years, someone escapes)
- In what way does the love relationship between Equality 7-2521 and the Golden One violate the fundamental beliefs of this society? What are some guidelines the society has in place with the aim of thwarting romantic relationships between individuals?
- What is the effect of the use of the word “we” throughout the book? Why is it important that the last chapters are the only place where the word “I” exists in the book?
- “To fully control a man, dictators must not only enslave his body, but also destroy his mind.” Discuss how the leaders in Anthem seek to accomplish both of these tyrannical goals.
September 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
September 11
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
September 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
I summarized the first paragraph by saying that
Fahrenheit 451 ~ 11 days
September 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
September 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
September 15
Learning Target: CCSS.ELA-LITERACY.WHST.11-12.1.A
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- "From each according to his ability, to each according to his need"
- and introducing "The Twentieth-Century Motor Company," from Atlas Shrugged by Ayn Rand.
- also, what things stand out when you read it?
- React to the reason people voted for this system: what they were thinking they could do and what they didn't count on (p.7, 1st paragraph)
- React to the way that people feel about new babies being born and the old woman whom they used to like (first two paragraphs of p.5)
- React to the Starnes heirs and what they care about (p. 5-6): Eric (being loved), Gerald (material wealth), and Ivy (boot licking, i.e. power over others)
September 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- Especially relevant was in this section:
I summarized the first paragraph by saying that
- they were hungry, and they didn't know when (or if) they would ever get more supplies,
- so they had to figure out a way to get as much food ("corn") as they could.
- So they gave each family a certain amount of corn and said, "You're on your own now."
- They also divided up the land by family according to how many people were in each household: more people, more land.
- They put orphans with other families so no one was alone.
- This ended up working very well because it made people more productive, and they planted way more corn than before.
- And people were happier.
- The women now went willingly into the fields to work.
- They had their children with them to work, whereas before they would act sick or weak, and it would have been called cruel if they were forced to work (even though now they worked by choice).
- In this paragraph, Bradford explains the way it was before they left people to be responsible for themselves.
- He says their experience of sharing everything, which they tried for several (sundry) years -- and with good people, too (godly and sober men), proves how wrong (vanity) the idea (conceit) that Plato's and other ancients praised.
- Their idea was to take property away from individuals and to share it as a community (commonwealth).
- They thought this would make people happier and more productive.
- In reality, this community living made people confused, unhappy, and unproductive.
Fahrenheit 451 ~ 11 days
September 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Pre-Fahrenheit 451 questions (time spent watching TV, Facebook/Twitter/texting, reading)
- Article: Mythologist of Our Age (notice all the common story lines that he came up with first, e.g. The Butterfly Effect)
- Pictures: various book covers for Fahrenheit 451 editions
- Something you need to know about the style of writing in this book: stream of consciousness
September 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- A pleasure to burn? (a great first line for this book)
- The name Montag.
- Meeting with Clarisse.
- Love interest (despite their age difference)?
- Pedestrians and conversation are rare.
- Whether or not Montag is happy; whether or not he's in love (how he seems very defensive about both)
- What is hidden behind his ventilator grille?
- What is (the only thing) illegal in this society?
- The descriptions of Montag's bedroom (tomb, mausoleum, etc.)
- How that reflects on his relationship with his wife (described as "this woman" rather than his wife or Mildred).
- Mildred's overdose, and why they don't need doctors to treat her.
- The technicians are described as mechanics who smoke cigarettes.
- The TVs and the scripts for reading along (compare to Dora and other kids' shows that try to include the audience).
- How much money the TVs cost (in today's dollars, $18,460 each, and they just had one installed two months ago)
- The rain at the end suggesting putting the fire out, cleansing, baptism.
September 15
Learning Target: CCSS.ELA-LITERACY.WHST.11-12.1.A
- Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
- Due Thursday, Sept. 21, by midnight, on Google Classroom
September 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- The old woman inspiring Montag, Clarisse's death affecting him further...
- Montag's fear of the mechanical hound... (notice how the author sprinkles in details so we know what it's capable of)
- Details about Clarisse's school
- Montag has something hidden in the vent at home...
- The woman with the books compared to a witch (or a saint, if you compare it to Anthem)
- ... and what she says. [We talked quite a bit about this part.]
- Montag's marriage -- can't even remember when/where he met his wife. He wouldn't cry if she died...
- And we found out Clarisse is dead...
- We also scrolled down to watch a video connected to this article.
- And one more video, this one of a cheetah robot.
- The technology has gotten a lot better.
- Where will it go from here...?
September 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Political correctness, "offended," censorship, etc.
Discuss Fahrenheit 451 p. 48-68:
Similarities to Anthem:
- the subconscious mind is not OK with what's going on (screaming at night in A, Mildred and others' overdoses)
- the saint at the pyre similar to the woman with the books
- career options (Does Montag really have a choice?)
- it's strange/wrong to ask questions or want to learn (Clarisse)
- stability / happiness
- early schooling
- Beatty knew about Clarisse...
- "We're the happiness boys..."
- Books arguing -- confusing, offensive, etc.
- Political correctness (PC) and being offended by everything -- that's what led to the burning of books in this story.
- The book at the end: Gulliver's Travels
- Satire and why people might not like it (it can be "offensive")
September 20
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Consider similarities to Anthem.
- The need for a teacher to help understand complicated things.
- Mildred: "Who's more important, me or that Bible?" We talked about the Bible (and other books) as influences for good or for bad.
- The sieve in the sand = trying to read but having everything "fall out the bottom."
- Denham's Dentifrice: stream of consciousness.
- We're getting a sense of Montag's thoughts in this section -- scrambled, distracted, can't focus.
- It's not books that we need, but it's something books provide: experience, knowledge, reflection.
- (This is one of the response questions on the test) The three things Faber says we need -- Do we have them today?
- Faber: "Those who don't build must burn."
- Now Faber will be Montag's teacher.
- Their plan to start a revolution... Your predictions?
September 21
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- After discussing the quiz, we went to the library to read because it was extremely hot in my classroom.
- We'll do some intense review of the book on Monday since we aren't talking much about it today and won't have class at all tomorrow.
- Test on Friday, September 29.
September 22 (No class due to Homecoming assembly)
September 25
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Discuss Fahrenheit 451 p. 113-136:
- Montag destroying his own house. Therapy? (Compared earlier descriptions of bedroom [tomb] to this chapter's.)
- Beatty: Montag is like Icarus. Got some knowledge, and he thought he could do more with it than he really could -- it burned him.
- Why crossing the street is really dangerous for Montag: numb leg + fast/reckless drivers.
- (Remember: that's how Clarisse was killed.)
- War parallels: personal (Montag vs. old Montag); small scale (Montag vs. his society); large scale (his society vs. another country)
- Facing a problem vs. running from (or burning) it, as is Beatty's advice.
- Was Beatty suicidal? Or did Montag just murder him?
September 26
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- Red Scare, censorship, and "double-edged prosperity" (are we so comfortable that we're worse off?)
- Also looked at the basics of The Korean War and a map of Asia to get the basics about the war that was going on when Bradbury was writing this book.
- Compared to other genres of literature, science fiction is very young.
- Why would it come about in the 1800's? (Its emergence coincides with the Industrial Revolution.)
- Good science fiction is not just fantasy, although that's a part.
- It'll include science and technology (big TVs, faster cars, mechanical hound, hand scanners on doors, voice doorbells, automated toaster, fireproof houses)
- But also philosophical statements.
- how technology changes human interaction, less time for thought, does being comfortable mean we will be happy?
- In other books:
- Hunger Games -- are we entertained by violence?
- Jurassic Park -- just because we can do something, should we?
- Authors mentioned in this article that I think many will like:
- Robert Heinlein (Stranger in a Strange Land)
- C.S. Lewis (his space trilogy, especially That Hideous Strength)
- Margaret Atwood (The Handmaid's Tale)
- Other examples of sci-fi making philosophical/political statements about our current world rather than just the future:
- Wall-E (gettin' off your butt)
- Jurassic Park (genetic engineering)
- The Island (cloning)
- Elysium (poverty/discrimination)
- Both are about creating life through the means of artificial intelligence.
- Should we? And if we do, would it be moral to use them as slaves? For amusement?
Assignment: Read p. 160-179
September 27
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Go over short essay question topics (# of significant details needed on the test):
- Explain the three things Faber tells Montag we need (3)
- Millie’s overdose (5)
- Montag’s parlor (2)
- The mechanical hound (3)
- Montag’s sick day (3)
- Clarisse’s conversations with Montag (2)
- Technology in the book / today (2, but with more discussion about how things have changed)
- The old woman who burned herself up (3, what's happening, what is she alluding to, and how did her statement come true)
September 28 (juniors gone on college visit)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- How could someone make a movie about this book without Clarisse, Faber, or the mechanical hound?
- It's interesting that Bradbury thinks we're not becoming like the society in Fahrenheit 451.
- Would you agree?
- Likewise, he says we have no forms of censorship in our country.
- Is political correctness related to censorship? And what about students on some college campuses protesting certain speakers, not allowing them to even speak?
- What do you think of Bradbury's method of writing? It seems he sets his imagination free, and it writes the story for him.
- "You can't [be the boss of your characters.] That's bad writing. They must control you. They plot me. I never control."
- And later in the interview: "But I didn't really choose [the books remembered by the book people.] My subconscious picked for me."
- Do you get the sense that his book was written that way? (Compare it to Anthem, for instance.)
- Does it change how you feel about Beatty when you know more of the character's past?
- We found out his mother died from cancer, his father committed suicide, his love life fell apart -- and books didn't help.
September 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
October 02
Learning Target: CCSS.ELA-LITERACY.RL.11-12.6
- Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
- For comparison, here are the basics of Russian communist (USSR) history--Russian Revolution PPT
Assignment: Read chapter 01
October 03
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- as a story
- as history (the story is an allegory for Russia from just before the communist revolution in 1917 to the start of the Cold War in 1945)
- and as how all revolutions are (start out with lofty goals until reality hits -- then goals/values are often compromised or dropped completely)
Intro. to Animal Farm:
- Orwell never uses the words Communism, Russia, Germany, or the names Marx, Stalin, Lenin, or Trotsky
- Orwell reduces the scale to that of a farmyard because he wants the readers to take a closer look at the politics and the consequences of Communism (anywhere – not just in Russia).
- Allegorical relationships: Manor Farm (Imperial Russia, before 1917 revolution), Old Major (Marx, Lenin), Mr. Jones (Tsar Nicholas), etc.
- Karl Marx: wrote The Communist Manifesto.
- The first line is this: “The history of all hitherto existing society is the history of class struggles.”
- Karl Marx: “Religion is the opium of the people.”
- Another famous quote from Marx (which we've seen a few times already): “From each according to his ability, to each according to his needs.”
- Compare the wording of "Beasts of England" to that of the Communist International Anthem, "The Internationale."
October 04
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
Ray Bradbury: "The Pedestrian"
- Similarities between this and Fahrenheit 451
- Similarities between this and Anthem (absence of crime -- isn't that a good thing? I guess it depends on why there's no crime. No rights whatsoever?)
- Metaphor: the city and its people often described in terms of death (graveyard, tomb-like, phantoms). Are they dead, or at least not really living?
- Mr. Mead as a museum specimen, an insect with a needle thrust through his chest -- like other things we put in museums, he is ancient, rare, and strange compared to everyone else in his society.
- What might have happened to them to become like this?
- Are we becoming more like this?
October 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Communism and Animalism being anti-religion and why.
- Karl Marx: "Religion is the opium of the people."
- The 7 Commandments
- "Power tends to corrupt, and absolute power corrupts absolutely."
- Milk, apples, avoiding physical work, etc.
- How things are basically going better on the farm, as of right now.
- Still, not all animals are happy about the changes: the cat, Benjamin, and Mollie, for example.
- The education of the (young) animals.
- The flag of Animal Farm compared to that of USSR.
October 06 (school canceled early due to power outage)
October 09
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- How more power has continued to lead to more corruption. (Remember the quote about power and corruption.)
- The awards for animal heroes.
- Notice the pig gets the better award. It's good to be in charge.
- Check out Colonel Gaddafi's medals...
- Squealer as a propaganda minister (cf. Joseph Goebbels of Nazi Germany)
- Squealer -- loyal to Snowball or Napoleon? Really, loyal to those in power at the moment.
- The neighboring farms/farmers as symbols for leaders and countries neighboring USSR (Germany, England)
- Napoleon and the dogs -- trained so they would be loyal only to him -- secret police (KGB)
- The windmill -- Napoleon couldn't be for it if Snowball was.
- But as soon as Snowball is gone...
- Not every animal is happy here (Mollie)
October 10
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- "Volunteer" work?
- The windmill (and who is to blame)
- Snowball as a scapegoat
- Trading with humans -- does this mean the animals are admitting they can't do things on their own?
- Changing the rules
- Food shortages -- and how they cover that up
- Resistance -- chickens dropping their eggs
- No more singing "Beasts of England"
- It's a song about getting a better future or rebelling against those in charge.
- The pigs don't want the allow that sentiment now that they're in charge.
- The pigs want the animals to be loyal to Animal Farm as it is, not as it could be.
October 11
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Many more examples of the quote proving true: “Power corrupts, and absolute power corrupts absolutely.”
- Lies on paper (evidence) are hard to argue against.
- Changing the commandments as another example of corruption.
- Frederick's backstabbing of Napoleon (cf. Hitler attacking Russia despite the non-aggression pact).
- Napoleon's hangover.
- And how it led to another change in the rules.
Assignment: Read ch. 09 & 10
October 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Review for the test, including discussing the essay question:
- A famous quote says, “Power tends to corrupt, and absolute power corrupts absolutely.”
- In an essay on lined paper using complete sentences, explain the two parts of the quote -- before the comma and then after the comma (10 points).
- Then explain how this quote relates to the book Animal Farm using several specific examples.
- Start with how the pigs are somewhat corrupt in the beginning of the revolution (2 details for 10 points), how they are corrupt in the middle of the book (3 details for 15 points), and how corrupt they are by the very end of the book (3 details for 15 points).
October 13
Learning Target: CCSS.ELA-LITERACY.W.11-12.2
- Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
1984 ~ 19 days (not counting days off)
Slides from class.
On-line text of 1984.
October 16
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
1984 introduction activity: We talked for a while about the big ideas in 1984:
Would you act differently if you were on video cameras all the time?
- Think about our buses and cameras in the halls.
- If you can’t prove something, did it/could it have happened?
- (A dream, something that only you saw, God/creation?)
- Abortion (Pro-Life / Pro-Choice)
- Immigration (Illegal aliens, or illegal immigrants / Undocumented workers, or undocumented Americans)
- Holding two opinions/beliefs that cannot coexist.
- With regards to abortion: the “sanctity of human life” & “the woman’s right to choose.” It cannot be both.
- At least two of the national slogans are all double-think phrases.
- War is peace
- Freedom is slavery
- Ignorance is strength
- Loaded language: "Victory Mansions," Victory etc., "Big Brother" (family member, lookin' out for you because he cares?),
- Hate Week -- quite a celebration...
- "Big Brother is watching you" -- a menacing reminder under these huge posters.
- Telescreens = TV but also camera (Skype, FaceTime)
- Thought Police? So thoughts are crimes? You can get arrested/executed for your thoughts?
October 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Discuss the rest of 1984: part 1, chapter 01:
- Newspeak: a new language designed to control thought/communication by eliminating precise terms
- Discussed the map of the world of 1984.
- The four ministries (that are concerned with creating their opposites): Truth, Peace, Love, and Plenty
- The Speakwrite -- a dictation device; a perfect tool for spying on people...
- Violence at the movies -- desensitizing people to the violence.
- How the Two-Minutes Hate works, and why (keeps people angry at something besides B.B, and even angry with everyone else).
- The Jr. Anti-Sex League. What's the problem with sex? (The Party doesn't want love or trust between any people.)
- Just how little evidence Winston has for believing he can trust O'Brien.
- Inner Party (less than 5%), the Party (20% or so), the Proles (the remaining 75-80%)
- Emmanuel Goldstein -- the #1 enemy; the population rallies around hating him.
October 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- Time to catch up / get ahead in 1984.
October 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
- So after the conversation, I gave the class time to read.
- We'll discuss 1984 part 1, chapters 02-05 tomorrow.
October 20
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Topics included such things as the following:
- The relevance of Winston's dreams; the disappearance of his mother and sister; meeting O'Brien "where there is no darkness" and what that means (no secrets? nothing hidden?).
- Parenting, The Spies and brainwashing -- why the Parsonses are afraid of their own kids.
- Group exercises -- community, health (for the sake of the country), and also the reader knows that they can see into his room.
- Similarities to Animal Farm (comrade, indoctrination of the young, etc.)
- Who is this Big Brother guy? What's his real name?
- Why Winston said "Shakespeare" when he woke up. (Not sure why Winston would, but I think Orwell is giving us a cue to look for something related to Shakespeare in the near future.)
- Why does Winston touch his toes for the first time? (Because he's worried about standing out when the woman on the telescreen called him out for not trying hard enough.)
- "Who controls the past controls the future: Who controls the present controls the past." Can you explain this?
- Discussed Syme and his job; his "friendship" with Winston.
- The memory holes.
- How the instructions Winston gets never admit that they change the past. "Correcting errors."
- Examples of doctoring photos from real life.
- Comrade Ogilvy -- We talked about why Winston rewrites this article, but also about how he is completely made up. As soon as the person who made him up dies, as far as anyone could tell, Ogilvy would be a real as what we would consider historical figures -- Charlemagne, Julius Caesar ... Jesus.
- More about controlling language to control thought/communication: How can we say we have a right to our freedom if we don't know words like freedom? Remember Anthem: "I love you" was impossible to communicate without "I."
- The man at the next table, talking like a duck; his eyes/glasses and what that means.
- Parsons' daughter and how she has been trained so well (by age 7) that she reported a man for suspicious behavior based on not having seen shoes like the ones he was wearing. This is why the "amateur spies" are more dangerous.
- In order to personalize how about 30 people Winston knew personally have been vaporized, we started listing 30 people we know to experience just how many people that would be and how that would change our lives.
- Talked about rationing in the book (e.g. chocolate, razor blades) as well as in real life (e.g. gasoline).
- Why are there shortages of these things when there are documents and statistics that say they made much more? Compare that to how jobs numbers are reported. How could we independently verify them?
- "Voluntary subscriptions" (i.e. donations) and how they're not really voluntary, another connection to Animal Farm (volunteer work on Sundays).
October 23 [no school – catch up / get ahead]
October 24
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
The Party's control of, fear of, sexuality.
- Loyalty to the Party vs. to another
- Why prostitution is tolerated
- The Junior Anti-Sex League (and artsem)
- Winston's wife -- their habits, their relationship, etc.
- 85% proles, 15% controlling the population (really less than that, because many are unhappy like Winston)
Jones, Aaronson and Rutherford:
- The truth
- The proof
- The effect of such proof
October 25
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- We see here how there is a major shift in the story between part 1 & part 2 -- they really are different parts rather than just different chapters.
- 2+2=5 (trying to change reality)
- The paperweight as a symbol of something the Party hasn't changed yet.
- Pay attention to what is going through Winston's mind whenever he's looking at the paperweight.
- The dark-haired girl is following him!
- The Thought Police and their methods.
- The way the author creates a sense of hopelessness at the end of Part 1.
October 26
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Winston's dreams - how they seem to be coming true (O'Brien trustworthy, the Golden Country, Julia taking her clothes off...)
- How different they are than our experience (Winston wants Julia to have slept with more people) and why (it means that more people are unhappy with Big Brother and the Party -- it's political for them.
- Her cover/disguise as a member of the Junior Anti-Sex League, and how good it was compared to how obvious it is that Winston isn't happy with the Party.
- How Orwell writes about Winston wanting to look in Julia's eyes but only being able to get away with holding her hand while looking into the prisoner's eyes, meaning Winston and Julia are just as much prisoners in Oceania...
- The bird's singing as symbolic of freedom, especially when the characters think about how different it is from them.
October 27
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
We talked about these and similar topics:
- Irony: Junior Anti-Sex League and Julia's behavior
- Winston's reaction after the bomb and what that shows about his love for Julia
- Reasons the Party controls sex: 1.) it creates a relationship they can't control 2.) it uses up energy they want for the Party
- Whatever the Party cannot control, it twists and corrupts; examples include children and sex.
- The paperweight as a symbol of Winston's and Julia's relationship. Remember this...
October 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- The disappearance of Syme
- How and why the Party instills fear in their own citizens
- Why Winston's health is improving
- Nursery rhymes used for remembering history (cf. Greek myths used to remember history in an illiterate population)
- Why so many people go along with / allow the Party to do what it does when virtually no one likes it
- Is B.B. even real?
- Does historical accuracy matter? Does it affect us today?
- The power of love. What it can and can't do.
- And most importantly, whether it's possible to really affect other people's feelings (and not just their actions)
October 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Winston's faith in his guess that O'Brien can be trusted. (What could he say if O'Brien asks why Julia is here...?)
- Torture, confession and betrayal -- Winston and Julia believe they will always love each other, no matter what the Party makes them say or do.
- How and why the Inner-Party members have it so much better.
- Essentially, Winston and Julia are signing up to be a sleeper cell.
- (We started the audio book at track 9, 4:06 and stopped at 19:49/slide 127/p.158 in the 1984 cover.)
- Used a map to visualize his geographical descriptions.
- The three divisions of society: high, middle, low // Inner Party, Party, Proles // our terms?
November 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
- We listened to the audio book in class.
November 02
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- The three superpowers: Oceania, Eurasia, East Asia
- What would these be in our world?
- Not exactly the same, but pretty similar?
- What would these be in our world?
- "Balance of Power"?
- Are poverty and ignorance of the masses necessary for the few in power to remain in power?
- i.e. Do those in charge want a large number of the population to be uneducated?
- Continuous warfare leads to dependency on the government.
- Small privileges keep the Party and Inner-Party members happy since they have it better than the group(s) below them.
- How few people really "run" the country? Or the world?
- Is it as small as just one group of people?
- Some people think the Bilderberg Group may be running at least a large portion of the world.
- Check out their activities and goals...
- The three classes of people and how each group never changes what it wants, no matter where they are in the world or when they are in history.
- Is inequality a good thing?
- Is equality a good thing?
- I think it matters how we define "equality" here.
- Compare with what our authors have said. Compare with what our politicians say.
November 03 (half day)
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- The ways those in power lose power (and why the Party will always remain in power).
- Why hereditary institutions don't last long compared to adoptive institutions.
- Newspeak terms: crimestop, blackwhite, doublethink
- Before Orwell's novel was accepted by the Book-of-the-Month Club, it was suggested that he cut the long excerpts from Goldstein's book.
- Orwell refused, believing that “a book is built up as a balanced structure and one cannot simply remove large chunks.”
- They slept around the clock from being worn out (90-hour work week) and confused by the 12-hour clock.
- Why Winston doesn't do anything to help protect Julia or to get revenge when the Thought Police punch her.
- Mr. Charrington is basically a spider who made a web: This has been an elaborate trap. What kind of planning would go into a snare like this?
- Earlier foreshadowing: Mr. Charrington offered to sell the picture to Winston; Julia planned to clean behind the picture for "bugs."
November 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Thoughtcrime as the worst crime -- why?
- Room 101 -- what we associate with that, how little Winston knows about it (and how we're in the same position), how much characters fear it
- Ampleforth and Parsons are here as well, and Julia, although she's in a different cell.
- O'Brien is a member of the thought police.
- This has all been an elaborate trap.
- Is it possible to want more pain?
- Maybe in theory, when you're not feeling pain.
- But what about when you're experiencing extreme agony. Is it possible to want more for the sake of letting someone else suffer less?
- Winston says no.
November 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- We talked a lot about O'Brien and his dedication, his methods, and his motivations.
- It seems clear that Winston is being drugged and revived, beaten and allowed to heal, in order for them to wear him down. (We discussed torture, water boarding, and breaking down people's defenses with methods such as good cop/bad cop, reality distortion, and lack of sleep/food/etc.)
- The Party's goal will be to make sure that Winston loves Big Brother.
- Winston's goal will be to die (there's no way around that) hating Big Brother.
- Room 101: what we associate with that term, and how the author makes sure we only know what Winston knows to build suspense.
- The coral paperweight as a symbol of the past and of their life together -- how easily it was smashed, and how small it really was (no chance).
- Parsons and his doublethinking (Down with B.B., yet he believes he'll get a fair trial, and he's proud of his daughter for turning him in)
- Pain. Theories about pain and taking on more for someone's benefit go out the window when you're really in great pain.
- They've gotten him to do/say what they want and to think what they want (2+2=5), but they haven't gotten him to feel what they want. Yet...
- O'Brien as a doctor, curing Winston; as a priest, forgiving and purifying him. Similar to the teachings of Jesus, too.
- O'Brien has been watching Winston for the past 7 years...
- Again: the Party's goal will be to make sure that Winston loves Big Brother before he dies...
November 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
November 09
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Why would O'Brien write the book?
- Power as a means vs. power as the ends (i.e. "the ends justify the means" = use power to do good things for people OR power is itself the goal = we're not trying to do good things for others -- we just want to be in control)
- Are the laws of nature dependent on human perception?
- How was he able to know what Winston was thinking, even down to specific words (e.g. solipsism) some times?
- O’Brien: “If you want a picture of the future, imagine a boot stamping on a human face – forever.”
- Who did this to Winston?
- O’ Brien?
- “No, Winston. You reduced yourself to it.” Really?
- Why Winston has an inexplicable feeling of trust for O'Brien
- His suggestions over the telescreen when he was sleeping (for years)?
- It's not enough to obey Big Brother. You must love him.
- Next time: Room 101...
November 10
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
We talked about these and similar things:
- What's your uncontrollable fear?
- Don't let the Thought Police find out...
- How Winston's desire to have them do it to Julia instead is "what was needed of him."
- How really wanting that to happen to her has changed his relationship with her -- we see it when they meet again.
- Winston is now like Jones, Aaronson and Rutherford -- the Chestnut Tree Cafe, etc.
- Chess and war -- the relationship between the 'game' and the report on the radio
- Why are they so similar?
- The symbolism of the flowers being cut off by the wind.
- Winston echoing Julia's words -- similar to the Thought Police on the telescreen when they are arrested.
- Happy memories from his childhood are "false memories" -- as if there was no happiness before Big Brother...
- Is he really dead at the end? Or was he dreaming that?
- He loves Big Brother. Big Brother has won, and Winston has lost.
- They CAN control your feelings.
- How it isn't pleasant, but how it's the only ending that really makes sense.
- Once things get that bad, they cannot be fixed.
- Compare to the quote we associated with Animal Farm: "Power corrupts, and absolute power corrupts absolutely."
- There's no way to stop something that is all-powerful and all-corrupt.
- The Party is absolutely corrupt, and it has absolute power.
- It has power over the present, the past and the future.
- It has power over the individual's actions, thoughts and feelings.
November 13
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- Most of our time was spent working on a translation of some famous lines and speeches into Newspeak.
- Here's the assignment. Here is a list of Newspeak words.
November 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American (or British) literature, including how two or more texts from the same period treat similar themes or topics.
Discuss Afterword (especially the parts about our next book, Brave New World)
Discuss the possible essay questions on tomorrow's test:
- Discuss and explain at least five details that prove that life will go on as usual in Oceania after Winston’s defeat. (e.g. How did the Party make sure Winston is not a threat, and how will they make sure he cannot inspire anyone else to rebel?)
- Clearly the novel still has relevance even though the year 1984 has passed. Discuss and explain at least five reasons why.
- Discuss and explain at least five ways in which the Party makes itself stronger by influencing the children and the youth of Oceania.
November 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
November 16
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
- Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
Introduction to Brave New World (slides 1-37, as much as we have time for today).
- Where the title comes from; stability as the World State's goal; how and why Ford and Freud are so important to the society in the book.
- Major ideas: technological advancement vs. human progress; liberty vs. control; stability vs. happiness
- Social divisions (Alpha, Beta, Gamma, Delta, Epsilon) and how they're genetically different -- by design.
- Bokanovsky's process, Pavlovian conditioning, and other terms: freemartin, viviparous, ectogenesis and soma.
November 17
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Both feared that technological advancements would mean an end to the bad things in life -- the challenges that make us better when we overcome them.
- I asked the class to consider someone who they think has done great things -- a family member or friend, a famous person, or even a fictional character.
- Then I pointed out how all of them (at least the vast majority) have had to overcome major challenges; it is overcoming those challenges that made those people what they became.
Assignment: read ch. 02
November 20
Learning Target: CCSS.ELA-LITERACY.RL.11-12.4
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
- Conditioning certain kids to dislike books and flowers
- Your time and money are not your own -- they belong to the society.
- Hypnopedia
- This conditioning (brainwashing, really) makes them prejudiced from the very beginning.
- This is more effective than Newspeak in 1984...
We then watched a short video about how we've all been trained similarly.
In-class writing assignment: answer your choice of one of the following questions:
- How else have you been trained in your lifetime?
- How can we put knowing this to our advantage (personally, with children, larger groups, or even society wide)?
- You can work with a partner or two on this.
NOV 21
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Normally, we would tell little kids who were ... being inappropriate... to stop it.
- In this society, the boy who doesn't want to do that is taken in to get his mind checked.
- These students on the tour are surprised to hear that it used to be considered immoral to sleep around.
- Some main characters are introduced in this chapter:
- Bernard Marx, Lenina Crowne, Henry Foster, and the World Controller, Mustapha Mond.
- And Bernard doesn't fit in with the other Alphas.
- What happens in a society based on stability and sameness when someone doesn't quite fit in?
- "Everyone belongs to everyone else."
- The Ford Flivver
- Ectogenesis and conditioning > controlling people by force (1984)
- Soma (which is an real drug...)
THANKSGIVING BREAK [Time to catch up / get ahead]
November 27
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
Discuss Brave New World ch. 04 (part 1 and part 2) using these slides.
November 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
NOV 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
We spent a little while talking about what happiness is:
Assignment: (Friday)
November 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
Assignment: read Brave New World ch. 07
DEC 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
Assignment: "The Euphio Question": answer #7 and then choose two more from #2-6.
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
Discuss Brave New World ch. 04 (part 1 and part 2) using these slides.
- The (desired, necessary) stupidity of the lowest castes.
- Economic consumption -- everyone encouraged (forced) to contribute to the economy.
- Bernard Marx's apparent inferiority (cf. Napoleon Complex) and how he compensates for it by being rude to those "beneath" him.
- This could lead to instability since he's feeling so emotional about it.
- How Helmholtz Watson compares to Bernard -- similar/different.
November 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Being useful to society, even after you're dead.
- Reduce, Reuse, Recycle...
- phosphorus recovery
- Malthusian belts (essentially, belts that carry birth control, e.g. condoms)
- And what we'd think of someone (especially a woman) with such a belt...
- The term comes from a guy named Thomas Malthus.
- Charing T (cf. Charing Cross) and other examples of things we're familiar with being twisted in this society
- Such as “All men are physico-chemically equal” (cf. “All men are created equal”).
- Another example: Orgy porgy (cf. Georgie Porgie)
- The point: this is our world, and it hasn't completely changed.
- Some things are slightly changed, but not they're not unrecognizable. Our world could very easily become this world...
- The Lego Movie as a modern version of Brave New World.
- Bernard's group therapy session, which is all about feeling connected to others.
- Not feeling connected is a major problem in their world, comparable to feeling suicidal or being addicted to drugs or alcohol, major destructive feelings and habits in our world.
NOV 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
We spent a little while talking about what happiness is:
- our various ways of defining it
- our culture's way of defining it
- looking it up in dictionaries
- discussing things we do to get/stay happy
Assignment: (Friday)
November 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Bernard and Lenina's relationship
- Why would Bernard even want to see the savages?
- It's a good way to take Lenina on a date. He's one of the few who have access to the Reservation.
- Perhaps it's also because he doesn't fit in back in the World State.
- He must wonder what it'd be like to live among people who have feelings.
- Why does Bernard already know so much more about the savages than Lenina?
- He's an Alpha +, and she's just a Beta.
- He is well educated, and she has just been taught what she needs to know in order to do her job -- a complex job, but still just what she needs to know.
- The Director's lapse (it seems he cared about that girl who went missing).
- The Director's threat to send Bernard to Iceland (at least partly to scare him into not telling anyone about the lapse)
- We'll find out what happened to the Director's friend...
- Bernard's insistence on not using soma, and then why he gives in.
- How technologically advanced/behind are the savages?
Assignment: read Brave New World ch. 07
DEC 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Aging in our world vs. in the World State
- We talked about medical and technological advancements such as discussed in this article.
- It's interesting how Huxley wrote this book so long ago, yet it seems he saw accurately where we were headed in many ways.
- Are we closer to the savages or to the World State? Are we in the middle? Are we moving towards one of them?
- How the introduction of John changes everything in the novel.
- An outsider's perspective on the World State.
- Ammunition for Bernard against the Director of Hatcheries and Conditioning.
- John's reaction to Lenina, and how it's similar to Bernard's (not like Henry Foster or other "normal" men in the World State).
Assignment: "The Euphio Question": answer #7 and then choose two more from #2-6.
December 04
Learning Target: CCSS.ELA-LITERACY.RL.11-12.3
- Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Why Linda didn't fit in with the savages -- we talked about how women here today would feel about someone like Linda...
- Word choice: "Linda" instead of "mother" because Linda finds the M word offensive.
- John's relationships with the works of Shakespeare and how he quotes the plays when he's emotional.
- John as a Christ figure.
- Foreshadowing: Bernard warns John not to be too excited about the World State when he hasn't seen it yet...
Assignment: read Brave New World ch. 11
DEC 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- The scientific merit of studying John, the Savage.
- What could they learn that they don't know?
- Think nature vs. nurture questions.
- We talked about who identical twins switched at birth are perhaps the best way to study this.
- It's interesting that there are so many similarities between identical twins (who have exactly the same DNA, the same "nature") who were raised in different households (different "nurture").
- Here are just a few examples.
- It's interesting to think about how much of our lives are determined by our genetics.
- Consider this in your own life.
- Consider this in Brave New World.
- John getting his creep on with Lenina's perfume but then resisting temptation when he sees her sleeping there.
- Words suggesting hive activity: buzz, hive, etc. at the beginning of chapter 10.
- The Director's attempt to embarrass Bernard, and how it backfires when Bernard brings in Linda and John ("My father!").
- Is there a modern situation that would be similar?
- Perhaps a mom coming to give someone a Thomas the Train lunch box, saying she cut the crust off his sandwich the way he likes it.
- Anti-aging measures in the World State -- and why
- We talked about the appeal of having fewer years but more quality of life...
- John's reaction to Lenina: similar to Bernard's, but also to ours (and Romeo and Juliet?).
- Bernard's plan to bring the savages back...
- How we react to Bernard in this section (especially since he's using John)
- How we react to John.
- Death conditioning -- how and why.
- And we talked about the wisdom of doing this. Would this be better than how we handle death?
- Linda's use of soma to escape reality.
- Bernard's not writing out the word "mother" (m----)
- Is it safe to experiment with / observe John in the World State? Will this lead to instability?
- How/why Fanny changes her mind about Bernard.
DEC 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
We also watched a related clip about the coffee table of the future, even though this is more about the present than the future by now...
Picture search for what people think the "house of the future" will look like.
Read Ray Bradbury's "There Will Come Soft Rains"
Assignment: answer three of the questions at the end.
We also discussed the following:
- How much of an influence Ray Bradbury has had, even with just this story alone.
- What seems to have happened, and how do we know? What has happened to the people?
- How is the house automated, and what does that tell us about the family?
- Note that the family does not seem to be lazy (compare with Wall-E) or mean to each other, violent to others, etc.
- The only thing we really know about them is what they were doing when they were killed, and that is the dad was mowing the lawn, the mom was gardening (so they were presumably married), and the kids were playing catch with each other.
- We summarized the poem in the story and how it fits the story (the people are gone) but noted how it's different (the dog, for example, misses the humans, and he must take notice of the war -- it killed him, too).
- The dog; the silhouettes, the house itself (personification)
- Laziness vs. more efficient.
- Is there a clear difference or just a fine line between them?
DEC 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- .John is tired of being used by Bernard.
- The Arch-Community Songster of Canterbury? What is our equivalent?
- Bernard hangs with John to become famous -- What happens when John bails on Bernard?
- Similarities/differences between John + Lenina and Romeo + Juliet.
- The article Mustapha Mond is reading about how growth, improvement, goals, etc., are important for life.
- Why is this a dangerous idea that he won't allow to be published?
- Why John likes Helmholtz.
- Does he seem to like Helmholtz better than Bernard? If so, why?
- Why no one in the World State can understand Romeo and Juliet.
- And how John puts his book away like a guy removing his pearls before swine.
- Helmholtz's opinion that it takes a lot of pain to become a great writer.
- There may be exceptions, but there are many of writers who follow that rule: Hemingway, Poe, Keats.
- How they don't understand love in the World State because of their conditioning. They think it's a joke.
- Compare that to how much of our popular songs are about love (e.g. Adele)
DEC 08
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Sexual tension between John and Lenina.
- This is based on their very different experiences and expectations.
- For one thing, John wants to earn her love. He wants to do something for her, in her honor.
- This sounds like some ideas in the concept of chivalry.
Time to read it in class.
We discussed some of the author's techniques, such as the following:
- What he says before the shift ("That being said...") vs. what he says after it.
- Selected word choice: breathless alarm, specter, incessant punditry, irresponsible headlines, etc.
- The use of facts (numbers).
SIP #2 is due Tuesday, December 19 by midnight.
December 11
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- The insensitivity of the children at the Hospital for the Dying when Linda is dying.
- And why we often want to be there when our loved ones pass.
- More similarities between John and Jesus:
- basically starting a riot because he cares about what's best for people
- arrested peacefully
- his friend is tempted to deny knowing him
- holding his arms out in a voluntary crucifix (coming up later)
- This doesn't mean the author was an Christian. Actually, he was an agnostic.
- Still, he clearly has connected his character John to Jesus symbolically here.
- Often authors will include a Christ figure in a story that involves redemption or hope.
Assignment: read Brave New World ch. 16 and 17
- SIP #2 due by Tuesday
December 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
- Stability > happiness
- Comparison to Anthem
- Why it'd be dangerous to have everyone be Alphas.
- The optimum population = 8/9
- Comparison to 1984 (Proles)
- Being sent to an island -- punishment or reward?
- Religious belief and conditioning.
- Would you be religious (or irreligious) if it wasn't for your "conditioning," your upbringing?
- Is a life of ease as bad as a life of hardship?
- Is having things easy actually good for us?
- Some of the most famous lines in the book: John says, "But I don't want comfort. I want God, I want poetry, I want real danger, I want freedom, I want goodness. I want sin."
Assignment: read Brave New World ch. 18 (end of book) for Thursday
- SIP #2 due by Tuesday
December 13 (7th hour cancelled due to bad roads)
- SIP #2 due by Tuesday
December 14 (snow day)
- SIP #2 due Tuesday
December 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.
Discuss Brave New World ch. 18 (end of book) using these slides.
- More similarities between John and Jesus (holding his arms in the cross position, etc.)
- John's self-flagellation - why he does that and relationships to other things (fasting; a character in The Da Vinci Code).
- Some of the humor: "Mr. Savage," coccyx, and The Fordian Science Monitor (cf. The Christian Science Monitor, a newspaper that's still around today).
- Everyone's curiosity (and insensitivity) toward John -- the whip, the orgy, his regret, and his death.
- The choices John had besides death...
- Then we talked about the many sayings throughout the book:
- what they mean
- how many are twists of things we're familiar with
- and how they're poetic and/or well thought out (based on their beliefs)
- SIP #2 due by Tuesday
December 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.10
- By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
December 19
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
"Harrison Bergeron"
== Due to the snow days, we didn't have enough time to do all of this as planned:
Discussion of the Handout for "Harrison Bergeron" discussions:
- Different connotations for similar words (alike/equal) (disability/handicap) and the relationships between (rights/responsibilities).
- It's very important how we define these words in our founding documents.
- Does life mean there should be no death penalty? No abortion?
- What exactly do we mean by liberty? Do we mean (as FDR stated) that we should be free from hunger?
- And the pursuit of happiness -- but within what bounds?
- There are many other words in this paragraph that have different meanings if we interpret them even slightly differently.
- How we promote equality: laws against discrimination based on gender, race, sexual orientation, etc.; Affirmative Action; equal in eyes of the law, etc.
- How we promote "alikeness": peer pressure; changing styles (girls' boots, hair styles, etc.) and opinions to fit in; no one wants to be an outcast, and even those who are tend to flock together.
- Who, for example, would want things to be this way, really?
- And the human spirit can overcome a great deal, but Harrison Bergeron seems to be way too awesome, even for a story like this.
- Especially since he's only 14 at the time.
- More about whether this is satire (making fun of the dystopian genre) or not. Most of us agreed that it is.
- (Again, who would really propose that kind of equality? And notice that it's equality of intelligence, athletic ability, and appearance, not equality of income, housing, education, health care, etc. Plus there's the whole flying thing...)
- More about the different kinds of equality, the different degrees of "alikeness," and the differences between equal and alike.
- More about how we promote equality and alikeness -- laws/amendments, peer pressure, public education, etc.
- Some of the more obvious comparisons come up when people talk about changing standards for women for the military or for firefighters.
December 20
Post-test
December 21
EXAM
Upcoming (if time):
"Amusing ourselves to death"