2023-2024 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. ***
teacher note: next time, consider reading Animal Farm prior to Fahrenheit 451.
FIRST SEMESTER
August 23 (half day)
pre-test
August 24
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
August 25 (the internet was down, so we were limited in what we could do)
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
August 28
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
August 29
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
August 30
Learning Target: CCSS.ELA-LITERACY.RL.11-12.2
discuss Anthem ch. 04-06 using the Anthem slideshow and/or student questions and comments, which include things such as the following:
August 31
Learning Target: CCSS.ELA-LITERACY.RL.11-12.5
September 01
no school
September 04
no school
teacher note: next time, consider reading Animal Farm prior to Fahrenheit 451.
FIRST SEMESTER
August 23 (half day)
pre-test
- Since this is part of the pre-test, we briefly discussed the concept of a "dystopia" and talked about a few famous (fictional) examples:
- The Hunger Games / V for Vendetta / 1984 / Ready Player One / Squid Game / The Walking Dead
- Here is the reading schedule for Anthem.
- Some of the best-selling books of all time are about the conflict between independence and control.
- There are many books and movies about these concepts as well, which proves that this is a still a concern for our society.
- freedom ------------- security
- examples:
- airport or sporting event/concert security
- 2nd Amendment
- examples:
- This comes into play in variations, such as where to draw the line when it comes to
- speech (freedom of speech / outlawing offensive speech)
- news (reliable and official / the possibility of "fake news")
- history (reliable / biased)
- cancel culture
- vaccines, masks, lockdowns, etc.
- Have parents either sign the letter or (better yet) email me saying they saw the letter sent home about classroom policies.
- Join Google Classroom using the following code: es5x4fo
- Also recommended: Sign up for Remind (text @onevs to the number 81010)
August 24
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
- dystopian films
- dystopian literature
- dystopian shows
- We speculate that there are probably a few reasons for its popularity:
- It's becoming true, and we realize it; the writers/directors are warning us.
- It's more and more possible due to advances in technology (warfare, bioengineering, spying, etc.).
- It's something we're afraid of happening.
- It's exciting because the storylines are intense (seemingly insurmountable odds against the hero).
- We found that we typically prefer more freedom.
- Is that because we are Americans, or is that normal for all people?
- Also, we recognized that we are used to having the balance shift depending on where we are.
- Consider how we are willing to go through security for various purposes (airport, concert, professional sporting event)
- But not for others (grocery store, school sporting event, etc.)
- We also talked about a new Covid variant that may bring back controversy about masks, vaccines, lockdowns, etc.
- Once again, we are going to have to draw the line as a society between freedom and security...
- resolution writing assignment (due by midnight Monday, August 28)
- student example #2 (notice how this one was only three goals, but there were more then five components -- plus it was more specific/measurable)
- student example #1 (notice the highlighted parts aren't specific or measurable)
August 25 (the internet was down, so we were limited in what we could do)
Learning Target: CCSS.ELA-LITERACY.W.11-12.4
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
- Ayn Rand (author of our first book) lived through communism and hated it.
- I described a part from her partly autobiographical book We the Living that explains how the government forced a family to allow another family to move into their house.
- There was only one bathroom, and the other family had "the right" to walk through the original owner's rooms to get to the bathroom.
- I described a part from her partly autobiographical book We the Living that explains how the government forced a family to allow another family to move into their house.
- So we wanted to consider what "communism" meant according to one of its original philosophers, Karl Marx.
- We spent time trying to determine who gets to define someone's "abilities" or "needs" if we were to live by those practices.
- Would there be fraud if each person could determine his/her own abilities or needs?
- Would there be slavery if the group (society or the government) got to determine those things?
- We spent time trying to determine who gets to define someone's "abilities" or "needs" if we were to live by those practices.
- right vs. wrong, and the "middle ground" (it sounds like our first author would never compromise)
- where rights come from, and the purpose of governments
- 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?
- After brainstorming definitions and examples, we looked it up for some help.
- Why use numbers instead of names?
- Could the author have used just numbers instead of a name and a number?
- Or would that get too confusing with different characters just named using numbers?
- "save" often is used as we would say "except for"
- As you're reading, look for clues about when the story takes place.
August 28
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.
- similarities to 1984
- the orderliness of their life, with everything planned out
- council of vocations
- can't talk about the past
- It's against the law to write.
- primitive beliefs (flat Earth, sun revolves around Earth, bleeding the sick, etc.)
- primitive technology (candle)
- How different this is from our experience.
- We usually don't want to be alone all the time ("lonely, loner," etc.), but many of us value alone time.
- Are there some similarities to our experience?
- How do we feel about fitting in or being like others?
- How do we treat others who are substantially different?
- Are there times and places where we use numbers for people instead of names?
- Why is that, and what is the effect of that?
- Students often make connections to livestock and prisoners (especially during the Holocaust).
- We also talked about the effect of the words we/us instead of I/me.
- It's a seemingly simple change, but it changes everything in the book.
- We don't think in terms of "we" naturally, and I think that's part of the author's point.
- 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 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 and in society
August 29
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.
- discuss Anthem ch. 02-03. Topics included such things as the following:
- 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
- This is similar to the eugenics movement (which started in the USA and then spread to Nazi Germany, by the way...)
- Most of us today feel like this treats human beings like livestock.
- Interestingly, this may still be going on in places around the world, such as how Yao Ming was conceived in China...
- 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
- Compare this to the practice of hunting and burning witches.
- What does the similarity mean about how this society handles saying the Unspeakable Word?
- more about the Unspeakable Word
- Their worst crime, apparently.
- Compare this to what we would think of as the worst crime in our society.
- why people would be worn out at age 40 in this society
- hard work, poor nutrition/medical science, depression, etc.
- exceptions to their laws & principles
- the time of mating
- some are in charge (council of _____)
- their nicknames for each other:
- the Golden One, the Unconquered
- So what are other people?
- the Golden One
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.
discuss Anthem ch. 04-06 using the Anthem slideshow and/or student questions and comments, which include things such as the following:
- what having a process for punishment shows us
- There are at least some others who disobey orders, "break the laws."
- what having rusty locks and no guards shows us
- There must be so few lawbreakers that they don't have tight security on their prison cells.
- the contradictions in their way of thinking in order to survive (e.g. male/female contact for reproduction)
- I made the point that they are trying to exist contrary to human nature (no friendships, no sexual attraction), and that would mean extinction.
- how he is feeling pride for his accomplishments, and that's why he wonders what he looks like
- He no longer assumes he looks like the others.
- Picture of cow, chicken, and hay.
- Which of the two go together?
- video: short clip from Olympics to show 2008 drummers intricately choreographed: 2008 Beijing Olympics Opening Ceremony
- article: Harmony and the Dream
August 31
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.
- Our discussion often includes the following:
- "Destroy the light, and lash Equality until there is nothing left..."
- What does that mean, exactly?
- why they're so scared of the lightbulb:
- wasn't doing what he was supposed to (ordered to)
- worked alone on it
- plans would have to be adjusted
- but also because it would make people's lives easier
- That's the point of all this -- to keep people exhausted and busy all the time because they're easier to control.
- the relationship between one's appearance (e.g posture, visible attitude) and the inner-self
- preference, love, and discrimination
- The word means "the recognition and understanding of the difference between one thing and another."
- Discrimination is not necessarily a negative thing.
- We discriminate all the time.
- We have friends, we have romantic relationships, we have favorite restaurants, we buy products because we value what sets them apart from the others.
- My point: This is another example of Equality's society passing laws that go against human nature.
- "Destroy the light, and lash Equality until there is nothing left..."
September 01
no school
September 04
no school
September 05
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.
discuss Anthem ch. 10-11 using the Anthem slideshow
- Things discussed often include the following:
- Naivety vs. wisdom
- "We" as slavery vs. "We" as choice
- 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)
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 "we" for most of the book vs. "I" at the end (a possible essay question some years).
Discuss Anthem ch. 12 using a 5-Things assignment and the slideshow:
- the names Prometheus, Gaea (and their symbolic meanings)
- the choice of their names as opposed to their given names (really, numbers)
- how their given names were "slave names"
- going back for others
- Does this fit Ayn Rand's ideals?
- Will any/many of them even want to join him?
- "ego" and all the terms connected to it:
- egoist, egotistical, ego-centric, ego-maniac, alter ego
- looked up definitions starting here
- the power of the mind vs. the power of the (stupid) masses
- Could one person or a small number fight against a much larger number?
- freedom
- Is it possible to think of Prometheus and Gaea as "Founding Fathers" or maybe even something like Adam & Eve?
- 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 most of the book, and why is it important that the last chapter is 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 07
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.
Now that we have the perspective from the end of the book, we went back to look at parts of the book's introduction using this handout:
- front:
- her idea for banning the word "I"
- Anthem as a play?
- The scenery would be fairly easy to make...
- the struggle to publish the book
- Did she understand socialism?
- Or if Equality's society is more like the Nazis, is there a similarity between them and socialists?
- It's interesting where the name Nazi comes from...
- back:
- forced labor in every country (here, the draft?)
- Based on this book, how do you think Ayn Rand would have felt about a draft for military service during a war?
- How do you feel about it?
- "the common good"
- Again, this could be a factor in arguments about mandates for masks, vaccines, etc.
- the direction the world was going in 1937
- see the first two paragraphs here
- whether or not she's giving socialism or communism (her word is "collectivism") fair consideration
- forced labor in every country (here, the draft?)
- 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?
- the indomitable human spirit:
- can humans ever be fully conquered, or will some people always resist?
- e.g. North Korea, and how every couple years, someone escapes
- Is the last chapter or so too "preachy"?
- Is it too convenient?
- He finds books that he's still able to read?
- Is the book or the ending unrealistic?
- e.g. Equality is a natural or so great at everything.
- cf. Nikola Tesla or Leonardo da Vinci?
- e.g. Equality is a natural or so great at everything.
- perhaps most importantly:
- Are we more like Equality or more like the collective society he left?
- assignment: Your thoughts about this question.
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.11-12.3
- 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).
- They were quite good, and it was worth our time to briefly reinforce those ideas.
- After that, we determined that notes from Anthem would be due by Wednesday, September 13.
- pre-Fahrenheit 451 questions
- time spent watching TV, social media, reading, etc.
- We looked at the Wikipedia pages for this book and the author in order to get the basics.
- Here's the reading schedule for Fahrenheit 451.
- Something you need to know about the style of writing in some places in this book (e.g. when Montag gets home and finds his wife):
- stream of consciousness
- also used p.13 in the book as an example
- Is it fun to burn?
- If so, why is it fun to burn?
- By the way, what a great way to start a book!
- For comparison, we compared it to the first line of Anthem, which has another interesting way to begin things: "It is a sin to write this."
- Firemen burn things (books, specifically) instead of putting out fires.
- symbols of the firemen:
- meeting Clarisse, his new neighbor
- She's 17, similar to the Golden One in Anthem...
- She asks about reading books instead of burning them, and Montag says that it's illegal to read books.
- We get a sense that we are in a futuristic society (p.4 silent trains; p.8 houses are fireproof) where the rules have changed from what we're used to (again, similar to Anthem).
September 12
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 typically talk about things on the slides, as well as some of the following:
- the name Montag (the name of a paper company, apparently)
- meeting with Clarisse.
- a love interest? They do seem flirty...
- What about their age difference?
- Does it look like there's a man in the moon...?
- Pedestrians and conversation are rare.
- We're already getting a sense of how Bradbury predicts the future could be.
- 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 (i.e. not doctors) who smoke cigarettes.
- Their equipment is interesting. It seems like we have things like that now...
- the TVs and the scripts for reading along
- compare to Dora and other kids' shows that try to include the audience
- But it's also interesting that Mildred wants to just read a script.
- someone else's words, not her own thoughts
- how much money the TVs cost
- in today's dollars, over $20,000 each
- Millie wants another one, and they just had one installed two months ago.
- The rain at the end suggests putting the fire out (raining on the fireman), cleansing.
- Perhaps there's something of a symbolic baptism here, but there will be even better evidence for something like this later on...
September 13
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.
time to read and to discuss p. 024-048.
- We typically talk about things on the slides, as well as some of the following:
- Burning can be fun, but we recognize it as a destructive and devastating force.
- We considered all the knowledge that has been lost in fires over the course of history, for one thing.
- One famous example is the belief that the library of Alexandria was destroyed by fire (although that may not be accurate).
- The woman with the books compared to a witch being burned publicly.
- Or a saint, instead of a witch, if you compare her to the Saint of the Pyre in Anthem...
- They both have a similar impact on the main characters:
- inspiring Equality and Montag to change.
- She mentions Ridley and Latimer, referring to this.
- We talked about what we know of some of the characters and compared them to our lives and our culture:
- Montag:
- unhappy, married but no kids, fireman (authority, feared, destructive)
- doesn't think about things much or deeply until after he meets Clarisse
- Clarisse McClellan:
- 17 years old
- same age as Liberty 5-3000 in Anthem...
- seems more mature than Montag, and therefore probably more mature than the average adult in their society
- spends time watching the moon, tasting the rain, etc.
- We considered for a moment how often (or how rarely) we do these kinds of things and what they do for our perspectives.
- 17 years old
- Millie Montag:
- unhappy/suicidal even, even less thoughtful than Montag
- wants to be literally surrounded by televisions
- We considered whether VR headsets were a cheaper and perhaps even "more efficient" way to do this today.
- After all, they entirely block out our sight of the real world...
- We considered whether VR headsets were a cheaper and perhaps even "more efficient" way to do this today.
- also spends a lot of time listening to the seashell radios
- which we would call AirPods...
- Montag:
- Burning can be fun, but we recognize it as a destructive and devastating force.
- And we found out Clarisse is dead...
- If time allowed, we also checked out a video connected to this article.
- And one more video, this one of nine mini-cheetah robots.
- The technology has gotten a lot better.
- Here are some humanoid versions...
- Where will it go from here...?
- What kinds of good things could they be used for?
- search and rescue, repairs in hazardous places (i.e. radioactive), bomb squad, security or other kinds of work 24/7
- What kinds of evil things could they be used for?
- spying, delivering bombs, carrying sniper rifles...
Assignment: We will have time in class to read p. 048-068 on Thursday.
September 14
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.
- We will have a quiz over p.001-068 tomorrow.
September 15
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, cancel culture, etc.
- QUIZ: p.001-068
- Then we talked about the quiz questions and any other topics from that part of the book, such as these topics:
- similarities between this book and 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
- Other things we talked about if we have time:
- Beatty knew about Clarisse (how she didn't fit in)...
- It sounds like they live in a surveillance state where some police force (firemen, it seems, in this world) spy on the citizens.
- "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.
- cf. PC Principal and PC Babies in South Park.
- The book at the end: Gulliver's Travels
- Satire and why people might not like it (it can be "offensive")
- If time, we discussed something that is connected to themes of this book, particularly how a society like this could come about.
- Some think the following quote is true about human history:
- “Hard times create strong men. Strong men create good times. Good times create weak men. And, weak men create hard times.”
- Here's an article that talks about this, including what it's from, originally.
- Not all agree, however. Here's a different take on it.
- “Hard times create strong men. Strong men create good times. Good times create weak men. And, weak men create hard times.”
- Some think the following quote is true about human history:
- Beatty knew about Clarisse (how she didn't fit in)...
- Next, we got as far as we could reading out loud p. 071-091.
- We typically talk about things on the slides, as well as some of the following:
- 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.
- He's trying to read the Bible, but that stupid toothpaste commercial on the radio keeps interrupting his train of thought.
- We typically talk about things on the slides, as well as some of the following:
September 18
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.
- Most students admitted to not being caught up in the reading, so we spent five minutes preparing a 5-things assignment that we talked about for less than ten minutes.
- We talked about the kinds of things that are on the slides for p.071-091, as well as the following:
- It's not books that we need, but it's something books provide: experience, knowledge, reflection.
- This topic is one of the essay questions on the test.
- More about 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 communication device (called a .22 bullet because of its size and shape) reminds us of AirPods.
- Their plan is to start a revolution...
- Your predictions?
- It's not books that we need, but it's something books provide: experience, knowledge, reflection.
- We talked about the kinds of things that are on the slides for p.071-091, as well as the following:
- After that students had the rest of the hour to read in an effort to get caught up to the reading schedule.
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.
- We talked about the kinds of things that are on the slides for recent sections of the book:
- the relationship between Montag and Faber
- distrusting at first reminds students in English 3 of Beowulf and the Geats meeting with the Danes
- the relationship between parents and children in this book
- Mildred's friends and their children
- Does Montag and Mildred not having children count?
- Clarisse is definitely an exception in their society.
- the effect technology and progress have had on our relationships
- Technology certainly has made things in our lives faster and easier:
- microwaves, water heaters, air conditioning, refrigerators, cars, computers, smart phones, and the list goes on...
- After reflecting on that in general, we considered the rush many people seem to be in today.
- We have so many ways to save time compared to even the recent past, yet we often feel like we have no time...?
- Consider the Amish who have very little of the modern conveniences afforded us by electricity.
- (They still take advantage of fast food restaurants and hospitals, for example.)
- But they do seem happy.
- And consider how many of them choose to remain Amish even after trying our lifestyle (see Rumspringa).
- It seems around 85% of them choose to remain Amish when given the choice.
- Consider the Amish who have very little of the modern conveniences afforded us by electricity.
- We have so many ways to save time compared to even the recent past, yet we often feel like we have no time...?
- Technology certainly has made things in our lives faster and easier:
- the hypocrisy (is that the right word?) of Beatty
- He's apparently read a great deal...
- Yet he seems to hate books.
- the relationship between Montag and Faber
- if time:
- We discussed one of the most important conversations in Fahrenheit 451: that between Montag and Faber about the three things we need most (see slides 44 and following in the slides).
- Our focus was to talk about today and whether we have (or use) these three things. We touched on topics such as the following:
- news coverage that has been wrong
- news coverage (or lack thereof) of stories that seem quite important, such as riots (revolution?) in Iran
- news coverage that is so intensely focused on one topic or else one side of an issue
- comparing the TVs in the book and the quote about how television “tells you what to think and blasts it in” (p.084) to social media, especially Tik Tok, Snapchat, and Twitter which are primarily (or totally) limited to short bursts of information and/or entertainment.
- comparing our freedom (or lack thereof) to the rest of the world, where most of us believe we are much better off than others
- Our focus was to talk about today and whether we have (or use) these three things. We touched on topics such as the following:
- We discussed one of the most important conversations in Fahrenheit 451: that between Montag and Faber about the three things we need most (see slides 44 and following in the slides).
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.
- We talked briefly about the basics about the Book of Job, focusing on the similarities to Montag's situation (which is why Bradbury must have chosen it to be the book Faber reads to Montag).
- terms:
- Notice all the common story lines that he came up with first or early on
- e.g. The Butterfly Effect (which inspired a movie by that name).
- also similar to the movie Back to the Future
- e.g. The Butterfly Effect (which inspired a movie by that name).
- Also notice how the science and the technology are not the point.
- His point usually is the effect these things have on people.
- Comparing this to our discussion yesterday, consider this:
- We have all these devices that save our time (microwaves, cars, computers, the list goes on.)
- Do we feel like we have a lot of extra time as a result?
- Most of us admit to feeling like we don't have nearly enough time...
September 21 (Mr. Bulgrien had a sub since he was on a college visit with the juniors.)
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.
- Students had the class period to read in an effort to keep up with the reading schedule.
September 22
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.
- After the quiz, we had time to talk about it, but that was about it due to the shortened hour.
- Then we did a 5-things assignment to talk about recent parts of the book, which included the following topics:
- Montag being changed:
- the outermost layer (Faber's clothes)
- his body on the outside (washed in the river)
- symbolic baptism, as we talked about before
- and even on the inside (chemical that changes his chemical index)
- Montag's mental state
- unstable? insane?
- whether Beatty truly wanted to die
- For comparison, what would it do to Montag as the hero if he murdered Beatty?
- meeting Granger and the Book People
- the news faking Montag's death
- similar to accusations of fake news these days?
- crossing the street and why it's so dangerous
- compare with a story in the news recently
- It's sad how this part of the book (as well as Clarisse's death) describes things going on right now...
- compare with a story in the news recently
- the war and the destruction of the city
- Notice that the enemy is never named.
- Contemporary audiences probably would have connected it to the USSR.
- But we could connect it to...
- Russia as well?
- China?
- al-Qaida?
- North Korea?
- Iran?
- Notice that the enemy is never named.
- Montag being changed:
September 25
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.
- Students had time to read the interview at the end of our book (p.180-190) and to prepare for a 5-Things discussion, which we did for the last 15 minutes of class.
- p.181: How could a movie based on this book not include Clarisse, Faber, or the mechanical hound?
- For what it's worth, the movie they're talking about does include Clarisse...
- Here's the trailer for it: the 1966 version (not very good, trust me)
- p.182: It's interesting that the author doesn't think ("Not for a moment") that our country is moving more towards what he wrote about.
- Some of us disagree, although we have to point out that this interview was held 20 years ago.
- p.183: "When the government starts actively censoring information..."
- We talked about whether or not we think that has occurred/does occur now.
- COVID policies
- social media
- Trump/Biden controversies
- We talked about whether or not we think that has occurred/does occur now.
- p.184: "no chance for censorship"
- Again, many students disagree and point to examples of speech controversies, cancel culture, etc.
- p.185: the author's writing process
- We're not surprised, and we compared it to what we believe Ayn Rand's writing process was probably like.
- p.187: Beatty's backstory
- Many of us are more likely to feel some/more sympathy for such a character.
- We compared it to knowing about the Joker's backstory through a movie like Joker (2019).
- Many of us speculated about how Bradbury would feel about smartphones these days.
- p.181: How could a movie based on this book not include Clarisse, Faber, or the mechanical hound?
September 26
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- Here's some background on Mr. Gaiman, who seems to be nearly as prolific of a writer as Bradbury.
- Has he written over 500 books?
- Apparently, he is a pen snob, as this is his favorite pen for writing his first drafts :)
- Here's the introduction.
- Some things that stood out to many of us:
- the story about how he got the name
- The alternative title Celsius 232 doesn't quite have the same ring, but it's not that bad...
- the times when he says what the book is about:
- "It was a novel about censorship, they said, about mind control, about humanity."
- "About government control of our lives. About books."
- "It was about how we as humans begin by burning books and end by burning people."
- We looked for some information about book burnings and found this (disturbingly long) list.
- thought provoking:
- "Why do we need the things in books?"
- "Stories are lies after all.... Why should we read them? Why should we care?"
- "And fiction gives us empathy."
- "Fiction is a lie that tells us true things, over and over."
- "Why do we need the things in books?"
- "But it is about more than [all of the things he mentioned earlier]. It is about what you find between its pages" (emphasis added).
- It's important for you to hear what others have to say about the book, but the most important thing is to read it for yourself and see what it says directly to you.
- If time, I shared a story of a debate one of my professors had with a professor from a different college about whether or not the author's intent mattered when it comes to any interpretation of a text.
- He had a brilliant response to the argument put forth by the other side.
- It's important for you to hear what others have to say about the book, but the most important thing is to read it for yourself and see what it says directly to you.
- the story about how he got the name
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.
- We again considered similarities between Fahrenheit 451 and Anthem.
- We discussed the written part of the Fahrenheit 451 test (which is tomorrow):
- Topics include the following:
- the three things Faber tells Montag we need
- and whether we have them today or not
- Millie’s overdose
- Montag’s parlor
- the mechanical hound
- Montag’s sick day
- Clarisse’s conversations with Montag
- awareness (moon, dandelion, rain), school, society
- technology in the book / today
- the old woman who burned herself up (“Play the man, Master Ridley…”)
- the three things Faber tells Montag we need
- Topics include the following:
- We read p.175-179 (the coda) to examine how Bradbury felt about a (the?) major theme of this book:
- censorship based on being offended by the author's original work
- In the future, we will examine some recent news stories about similar concerns with other authors:
- Roald Dahl (Charlie and the Chocolate Factory, and many other famous books)
- news article about him
- R.L. Stine (Goosebumps)
- Roald Dahl (Charlie and the Chocolate Factory, and many other famous books)
September 28
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 29 (many absent and shortened class due to Homecoming)
We watched 5 video clips and discussed the pros and cons of these types of advancements.
- assignment: pro/con chart with at least 10 entries (minimum of 3 on each side)
- video 1 - mini cheetahs
- video 2 - partners in parkour
- video 3 - Spot's got an arm
- video 4 - Uh oh, robot dogs can carry sniper rifles
- video 5 - robot dance
October 02
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- We started with the clip "Behind the Fire" that explained some of the challenges faced with making a movie based on this book.
- Then we started the movie and got to 00:26:00 today.
- assignment: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
October 03
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- the effect of no Millie
- firemen more like police and/or military
- digital books (a nice touch, I think)
- the Internet and social media (called "the Nine" in this movie)
- got to 01:00:00 today
- assignment: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
October 04
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- assignment: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
- the similarities to the book
- such as the sieve and the sand conversation
- differences:
- Omnis, using DNA to transmit knowledge
October 05
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).
- in this case, understanding allegory
- Get a head start on it if you're going to be busy this coming weekend or next week.
- Here's the reading schedule for Animal Farm.
- For comparison, here are the basics of Russian communist (USSR) history
- Russian Revolution PPT (got through all of the slides)
- Assignment: Take notes on these slides: should have minimum 10 items jotted down.
- the October Revolution (aka The Bolshevik Revolution and other names)
- Vladimir Lenin
- how Lenin's body was preserved and put on display after his death
- based political ideas on philosophy of Marxism from Karl Marx
- Leon Trotsky
- Joseph Stalin
- The Great Purge (aka The Great Terror)
October 06
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 looked at the basics about George Orwell's life.
- and about this book
- introduction using these slides
- Animal Farm can be read
- 1.) as a story
- 2.) 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 3.) as how all revolutions go
- start out with lofty goals until reality hits
- then goals/values are often compromised or dropped completely
- If we haven't already, we need to discuss Lord Acton's quote:
- "Power corrupts, and absolute power corrupts absolutely."
- We talked about whether it's true, and whether we see signs of it in small things
- e.g. a person with some power somewhat corrupted by it?
- and in larger things
- e.g. someone with total power is totally corrupted by that?
- And we briefly examine a Nazi official that we'll talk about some when reading Animal Farm:
- Joseph Goebbels (chief propagandist for the Nazis)
- start reading Animal Farm chapter 01 in class.
- We got through most of chapter 01. Students are to finish the chapter for Monday.
October 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.
- (if we haven't yet) Discuss Lord Acton's quote: "Power corrupts, and absolute power corrupts absolutely."
- 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)
- Karl Marx: wrote The Communist Manifesto.
- The first line is this: “The history of all hitherto existing society is the history of class struggles.”
- more famous quotes from Marx:
- “From each according to his ability, to each according to his needs.”
- “Religion is the opium of the people.”
- Compare the wording of "Beasts of England" to that of the Communist International Anthem, "The Internationale."
- the farmer, Mr. Jones = Tsar Nicholas II
- other humans (e.g. Jones's employees) = the bourgeoisie (especially in the sense of owning "the means of production")
- the animals = the proletariat (the working class, those who don't anything of much value other than their ability to do work)
- assignment: read through ch. 03 for next class
October 11
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 typically discuss the following and similar topics:
- Communism and Animalism being anti-religion and why
- Karl Marx: "Religion is the opium of the people."
- more about Marxist-Leninist atheism here
- the 7 Commandments
- ideas originally came from Old Major
- "Commandments" wording from the Bible/religion?
- trying to replace religion?
- "Power tends to corrupt, and absolute power corrupts absolutely."
- Milk, apples, avoiding physical work, etc.
- examples from real life (political scandals, 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
- Still, not all animals are happy about the changes:
- more about Karl Marx's terms (such as Bourgeoisie)
- which animals lean towards the Bourgeoisie and why that is
- perks, easier work, etc.
- which animals lean towards the Bourgeoisie and why that is
- the education of the (young) animals
- the flag of Animal Farm compared to that of USSR
- Communism and Animalism being anti-religion and why
- upcoming quiz: Thursday, Oct. 12 over ch. 01-05
October 11
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.
- Students had time to read in order to stay on our schedule for this book.
- reminder: quiz tomorrow over the first half of the book
October 12 (had a fire drill at beginning of the hour)
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).
- discuss the quiz as well as ch. 04 & 05 (using these slides if time):
- 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...
- Notice the pig gets the better award.
- Squealer as a propaganda minister (cf. Joseph Goebbels of Nazi Germany)
- cf. the concept of the Big Lie
- Is Squealer loyal to Snowball or to Napoleon?
- Really, he's loyal to whoever is in power at the moment.
- the neighboring farms/farmers as symbols for leaders and countries neighboring USSR (Germany, England)
- They don't want word to spread about Animal Farm because they don't want their animals (IRL, people) to overthrow them.
- Napoleon and the dogs
- trained so they would be loyal only to him
- cf. secret police (the most famous secret-police agencies in history may be the Gestapo and the KGB)
- It's interesting to consider who the secret police would be if this were happening in America.
- Whom would they answer to?
- This site says there have been secret police in the USA.
- A little farther down, there are claims that an American president was worried about this...
- It's also worth pointing out that the FBI spied on Martin Luther King, Jr.
- They weren't investigating a crime, exactly.
- Rather, it seems they were trying to scare him or to pressure him to do something.
- A little farther down, there are claims that an American president was worried about this...
- It's interesting to consider who the secret police would be if this were happening in America.
- the windmill
- Napoleon couldn't be for it if Snowball was for it.
- But as soon as Snowball is gone...
- Napoleon couldn't be for it if Snowball was for it.
- Not every animal is happy here (e.g. Mollie).
- How more power has continued to lead to more corruption.
- My advice is to read ch. 06 today and ch. 07 during the first part of class tomorrow.
- We will do a 5-things assignment by the end of the hour tomorrow.
October 13
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 anything from yesterday we didn't have time for
- time to read ch. 06-07
- We'll have a 5-things discussion over those chapters next class
October 16 (no school)
October 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.
- We typically discuss the following and similar topics:
- How more power has continued to lead to more corruption.
- Remember the quote about power and corruption...
- "volunteer" work?
- the windmill falling (and who is to blame)
- Snowball as a scapegdictionary.cambridge.org/us/dictionary/english/scapegoatoat
- trading with humans
- Does this mean the animals are admitting they can't do things on their own?
- changing the rules ("except for" means "exceptions")
- food shortages, and how they cover that up
- This often brings up the topic of Potemkin villages.
- Here's a good image to go along with this concept.
- still around today (this city in North Korea)
- It also is similar to Walter Duranty, an American reporter who lied on behalf of Stalin and the USSR.
- This often brings up the topic of Potemkin villages.
- resistance: chickens dropping their eggs
- compare to forced confessions
- 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.
- 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
- how it led to another change in the rules...
- If we haven't enough already, we also talked about the concept of the Big Lie and who is believed to have come up with the idea (Joseph Goebbels).
- How more power has continued to lead to more corruption.
October 18 (in Baum's room due to PSAT testing)
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.
- Students had time to read ch. 09-10 (end of the book).
- We'll talk about these chapters tomorrow as well as the essay question for the test (which is this Friday).
October 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.
- should be done today
- We typically discuss the following and similar topics:
- Boxer's death
- "reward" for serving Animal Farm / the lies about it
- No animals ever retired?
- How does that compare with our lives, retirement in America?
- It can be complicated:
- Many people invest for their retirement: 401(k), for example.
- Are people happy with Social Security?
- It can be complicated:
- How does that compare with our lives, retirement in America?
- "Four legs good, two legs better!"
- Does this relate to the concept of jingoism?
- "All animals are equal, but some animals are more equal than others."
- the windmill used for the pigs only
- other perks: beer, wear ribbons, others animals step aside
- Boxer's death
- We also spent time discussing the essay question for the test (which is tomorrow):
- 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.
- 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, ch. 1-3 (2 details)
- how they are corrupt in the middle, ch. 4-7 (3 details)
- and how corrupt they are by the very end, ch. 8-10 (3 details).
- A famous quote says, “Power tends to corrupt, and absolute power corrupts absolutely.”
- pigs becoming humans / can't tell the difference
- The story has "come full circle."
- Why doesn't Benjamin ever try to do something to help?
- reducing the laws/commandments down to just one
- Is it better to have too few or too many laws?
- For comparison, this book argues that there are so many laws in America that the average citizen commits "three felonies a day," usually without realizing it.
- Animal Farm is now a republic (which means citizens can vote)?
- but only one candidate?
- It's worth thinking about how many people ever run for president (or other elected offices, for that matter).
- as well as what qualifies them to run for president
- Could I run for president, for example?
- who each of the animals represent in real life (e.g. Old Major = Karl Marx & Valdimir Lenin)
- Orwell's apparent criticism of Winston Churchill (as seen in the comment Mr. Pilkington makes about the "lower classes")
October 20 (end of first quarter)
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.
October 23 (start of second quarter)
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 started out by looking up the basics of Aldous Huxley's life here.
- We also looked at a couple interesting and thought-provoking quotes of his: quote 1, quote 2.
- online access to the book:
- Brave New World .pdf
- Brave New World .html (this version may be easier to read on a phone)
- where the title comes from
- stability as the World State's goal
- maximum stability means minimal freedom...
- how and why Ford and Freud are so important to the society in the book
- major ideas:
- technological advancement vs. human progress
- Does the advancement of technology always make our lives better...?
- liberty vs. control
- stability vs. happiness
- technological advancement vs. human progress
- social divisions (Alpha, Beta, Gamma, Delta, Epsilon) and how they're genetically different by design
October 24
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.
- We spent a few minutes talking about some things we didn't quite get to yesterday, but students had the majority of the class period to read ch. 01.
- Students had the option to have me read out loud and explain as we went because ch. 01 is filled with scientific terms, some even made up for the book.
- Bokanovsky's process (made up)
- Pavlovian conditioning (a graphic of the basic idea, and a joke for those who know what it is)
- other terms: freemartin, viviparous, ectogenesis and soma.
- Students had the option to have me read out loud and explain as we went because ch. 01 is filled with scientific terms, some even made up for the book.
October 25
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.
- Students had the option to have me continue to read out loud and explain as we went.
- We got through ch. 02 and discussed main points using the slides.
- Since we've been reading about conditioning in the book, we started to consider how we have been conditioned in our own lives:
- expectations (college?)
- behavior (politeness, manners, sharing, etc.)
- religious beliefs?
- political views?
- socially (commercials, TV shows, movies, social media...)
- We'll continue to think about this...
- Since we've been reading about conditioning in the book, we started to consider how we have been conditioned in our own lives:
- Here is the reading schedule.
- possible quiz on Friday (half day)
October 26
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.
- Students again had the option to have me continue to read out loud and explain as we went.
- We got through most of ch. 03.
- 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 are more effective than controlling people by force (such as in 1984)
- Soma (which is an real drug...)
October 27 (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.
- Students again had the option to have me continue to read out loud and explain as we went.
- We finished ch. 03 today.
- Lenina is "pneumatic"?
- how in the book no one has to work or wait for anything because there is no challenge and no "delayed gratification"
- 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.
- So... what if we don't have any challenged any more...?
- I asked the class to consider someone who they think has done great things:
- Bernard doesn't like how Lenina is treated as a sex object.
- Lenina's Malthusian belt?
- It'd be like a belt with many contraceptives (e.g. condoms) on it...
- See Malthusianism for the origins of such an idea in the World State.
- glimpses of what happened in history in the book (our future)
- cf. how Anthem and Fahrenheit 451 are in "our future"
- censorship of ideas
- eradication of religions and certain philosophies
October 30
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.
- time to read and then to discuss ch. 04 (part 1 and part 2) using these slides.
- the (desired and necessary) stupidity of the lowest castes
- elevator operator can barely push buttons, is surprised by reaching the roof level, etc.
- economic consumption
- everyone encouraged (really, 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.
October 31
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.
- spent a little bit of time (under five minutes) discussing some interesting quotes (also found in the slides) from George Bernard Shaw, one of the people Bernard Marx is most likely named after:
- A part of eugenic politics would finally land us in an extensive use of the lethal chamber. A great many people would have to be put out of existence simply because it wastes other people's time to look after them.
- I don't want to punish anybody, but there are an extraordinary number of people who I might want to kill.... I think it would be a good thing to make everybody come before a properly appointed board just as he might come before the income tax commissioner and say every 5 years or every 7 years... Just put them there and say: 'Sir,' –or 'madam,'– 'will you be kind enough to justify your existence? If you're not producing as much as you consume or perhaps a little bit more then clearly we cannot use the big organisation of our society for the purpose of keeping you alive. Because your life does not benefit us and it can't be of very much use to yourself.'
- Hitler is a very remarkable man, a very able man... What Hitler should have done was not to drive the Jews out, what he ought to have said was, 'I will tolerate the Jews to any extent on condition that no Jew marries a Jewess, on condition that he marries a German.'
- (if interested) We also answered a student's question by looking here to see where some of the names came from.
- Scroll down to "sources of names and references" for that part.
- being useful to society, even after you're dead
- Reduce, Reuse, Recycle...
- phosphorus recovery
- Malthusian belts (essentially, belts that carry birth control, e.g. either pills or condoms)
- What do you think people would think of someone (especially a woman) with such a belt...?
- The term comes from a guy named Thomas Malthus, who warned against overpopulation.
- 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.
- names of towns and cities, monuments, nursery rhymes, etc.
- Our world could very easily become this world...
- Some things are slightly changed, but not they're not unrecognizable.
- The Lego Movie as a modern version of Brave New World.
- Bernard's group therapy session, which is all about feeling connected to others.
- Feeling unconnected 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.
November 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).
- Bernard and Lenina's relationship
- He wants to take time, get to know her, fall in love, etc.
- She is used to being a sex object, and it seems that's all she wants to be.
- remember her conditioning (and everyone else's, for that matter)
- 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 other people who have strong feelings.
- It's a good way to take Lenina on a date.
- 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)
- What's so bad about Iceland?
- Probably that it's quite isolated from the rest of Europe.
- Maybe it'd be a good place for someone like Bernard who already feels disconnected...
- What's so bad about Iceland?
- 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?
November 02
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).
- After that, students had time to study ch. 01-06 in preparation for the quiz tomorrow.
November 03
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).
QUIZ: ch. 01-06 (first third of the book)
- After discussing the quiz, we talked about ch. 07 using these slides.
- Since it was from the last chapter, we looked up Morgana Rothschild's (the unibrow that distracts Bernard) last name.
- Rothschild family
- There are some interesting conspiracy theories about the family, but we're not sure what to make of those.
- More importantly for our purposes, this is an extremely wealthy (the wealthiest?) and influential (the most influential?) family from the real world.
- similar to how Huxley uses all names in this book:
- Ford, Marx, Lenina, Polly Trotsky, etc., etc.
- similar to how Huxley uses all names in this book:
- aging in our world vs. in the World State
- We talked about this guy who is trying to stay as young as possible for as long as possible.
- using his son's plasma for transfusions
- If time, we talked about medical and technological advancements such as discussed in this article.
- Here's another article discussing some similar scientific breakthroughs.
- using his son's plasma for transfusions
- We talked about this guy who is trying to stay as young as possible for as long as possible.
- 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?
- If we are 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).
- Since it was from the last chapter, we looked up Morgana Rothschild's (the unibrow that distracts Bernard) last name.
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).
- Since the assignment today is fairly long, students had most of the hour to read.
- If time allowed, we talked about it near the end of class.
- read ch. 08, 09, and 10
- If there's time, discuss as much as we can using these slides.
- First, we handled any questions.
- the nursery rhymes
- 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.
- That's as far as we got, but we'll finish talking about the rest of those chapters tomorrow and then have the rest of the hour to read.
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.
- discuss chapter 08-09 using these slides
- John getting his creep on with Lenina's perfume but then resisting temptation when he sees her sleeping there
- words suggesting hive activity at the beginning of chapter 10:
- buzz, hive, etc.
- What's the effect of this, the image it puts in our minds?
- 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 something like a mom coming into the crowded cafeteria to give someone a Thomas the Train lunch box, loudly saying she cut the crust off his sandwich the way he likes it.
- and how it backfires when Bernard brings in Linda and John ("My father!").
- then time in class to read ch. 11
November 08
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.
read and discuss ch. 12 using these slides and/or a 5-things assignment:
- John 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?
- a purpose for life?
- happiness? advancement? refine/grow consciousness and knowledge?
- All of those things (which may be accurate, and at least some of us might agree with those) would not maintain stability.
- 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 pattern:
- Hemingway, Poe, Keats
- There may be exceptions, but there are many of writers who follow that pattern:
- 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 or relationships (e.g. Adele, Taylor Swift, etc.)
- caution: It's rated TV-MA, mainly for sex and nudity.
November 09 (shortened class periods due to Comet Connections)
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. 11-13 (as a preview) using these slides
- the World State's conditioning:
- sex, death, soma, happiness, etc.
- the concept of life being "too easy" or "not expensive enough"
- Is John the Savage right?
- Is he also describing our society today?
- why citizens of the world state cannot relate to Shakespeare
- For comparison, I think Shakespeare's works have stood the test of time (still many versions made to this very day) because his situations are in fact so relatable.
- whether John and Lenina's relationship is more like what we're used to or not
- whether we're trending toward or away from being like the World State
- how much of our popular culture (movies, shows, music, etc.) is all about things the World State would ban since they don't promote stability
- finding a true love, etc.
- John and Lenina's argument
- why John feels he should earn Lenina instead of just get her with no effort
- John's conditioning in conflict with the World State's conditioning
- especially with sex, but also with other major life elements:
- death, drugs, religion, privacy, etc.
- especially with sex, but also with other major life elements:
- the World State's conditioning:
November 10
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.
- We briefly discussed some things that didn't get said last class during our discussion (see Nov. 9 for details).
- For example, we talked about what kinds of things would be of interest about John and Linda:
- the scientific merit of studying John, the Savage
- What could they learn that they don't know?
- nature vs. nurture questions
- If time, we talked about how 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 is genetically from the World State.
- His parents were an Alpha and a Beta.
- Yet he was not conditioned before birth
- cf. rumors about alcohol getting into Bernard's blood surrogate during development
- Nor was he conditioned by the World State after he was born
- cf. sleep teaching and other conditioning (e.g. electric shocks when kid touches a book or a flower)
- John is genetically from the World State.
- and what they could learn about Linda
- effects of quitting soma, youth hormones, pregnancy substitutes, etc.
- natural aging on someone who was genetically from the World State
- the scientific merit of studying John, the Savage
- For example, we talked about what kinds of things would be of interest about John and Linda:
- Then we had time to read.
- Reminder: Here is the reading schedule.
November 13
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.
- answered any questions
- Then students had time to read, keeping up with the reading schedule.
- Before the end of the hour, we discussed Brave New World ch. 14-15 using these slides.
- death conditioning
- a good idea?
- treating patients like numbers
- Linda's life now that she's back in the World State
- soma
- (fake, imaginary) holiday or vacation
- John disrupting the soma distribution
- trying to save them from their addiction
- set them freed
- save them
- Clearly, he's something of a Christ figure here.
- even more connections:
- trying to save them from their addiction
- death conditioning
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.
- answered any questions anyone had
- The Fifth Estate
- current controversy: surveillance & intelligence gathering vs. national security
- A.I.: Artificial Intelligence
- future concern: how we handle A.I. the more advanced it gets
- The Truman Show
- comedy, but current/future concern:
November 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.
- answered any questions anyone had
- talked through the slides for chapters we haven't directly discussed yet
- including the last few slides about "the sayings" in the World State
- After that, students had time to read and/or study as they needed.
November 16
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.
November 17 (had a sub)
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- assignment: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
November 20 (had a sub)
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- assignment: While watching the movie, jot down at least 10 of your reactions/reflections, which will be due after we finish watching the movie.
November 21 (had a sub)
1.) Finish the movie if there is still time left
2.) Read an article about C.S. Lewis and Aldous Huxley -- what they shared (besides dying the same day as JFK...) and how they were different.
- Both feared that technological advancements would mean an end to the bad things in life.
- This may seem good, but consider how the challenges we face make us better when we overcome them.
- assignment: Use the blank space on the back to write a response that shows their reaction to something or some things in the article in such a way that I can tell they thought about it.
- requirements:
- response should be interesting and/or prove you were thinking about it
- response should be a reasonable length (e.g. most of the remaining space with a reasonably sized handwriting)
- requirements:
November 27 (tw0-hour delay schedule due to weather and had a sub due to basketball game in Detroit)
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.
- The version linked here may be easier to read if you're using a phone to read it.
- Look for similarities to the books we’ve already read this year.
- Anthem
- Fahrenheit 451
- Animal Farm
- Brave New World
- On lined paper, jot down an average of 2 per book for a total of 8.
- i.e.. If you can’t find 2 similarities for a book, make up for it by finding more for the other books.
- Keep this story since we will need it tomorrow.
November 28
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).
- metaphor: the city and its people often described in terms of death
- paragraph 01: graveyard, tomb-like, phantoms
- paragraph 03: skeletal (about the leaf, but still, it's mentioned to suggest the same reaction in us)
- paragraph 23: tomb-like houses, tombs, sat like the dead
- Are they dead?
- Or are they just "not really living"?
- paragraph 01:
- buckling concrete walk
- grass seams
- What do these suggest?
- paragraph 07:
- clover-leaf intersection
- major traffic at times (cars, not foot traffic)
- paragraph 21:
- What do you make of the "no profession" response?
- 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.
- paragraph 60:
- the reveal: There's no one in the police car!
- Were there hints along the way?
- Quite a few, actually.
- paragraph 08: the lone car
- paragraph 09: metallic voice
- paragraph 14: only one police car left / down from three cars to one / this lone car
- paragraph 21: said the police car
- etc.
- Quite a few, actually.
- paragraph 62:
- What do you make of this description?
- He put his hand to the door and peered into the back seat, which was a little cell, a little black jail with bars. It smelled of riveted steel. It smelled of harsh antiseptic; it smelled too clean and hard and metallic. There was nothing soft there.
- What do you make of this description?
- paragraph 65:
- Why take him there instead of to a prison?
- paragraph 69:
- What do you make of the wording?
- empty 3x, no sound, no motion, chill November night
- Why have this story take place during the month of November?
- end questions:
- perhaps most importantly:
- What might have happened to people in this society for them to become like this?
- Are we becoming more like this or less like this?
- What might have happened to people in this society for them to become like this?
- perhaps most importantly:
- similarities between this and Fahrenheit 451 due to the same author's viewpoint
- TV all the time
- The character who is the pedestrian reminds us of Clarisse.
- similarities between this and Anthem?
- absence of crime
- Isn't that a good thing?
- It depends on why there's no crime.
- If people have no rights whatsoever, or no freedoms, for example...
- cf. life in North Korea
- What if they just don't ever do anything?
- other than go to work (see paragraph 7) or watch TV at home
- If people have no rights whatsoever, or no freedoms, for example...
- absence of crime
- similarities to Animal Farm?
- unwritten or changing rules
- similarities to Brave New World?
- everyone expected to do the same, think the same, etc.
November 29 (2-hour-delay due to Comet Connections)
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 used this slide show in class to put the following questions on the board:
- What will they look like?
- What will they be made out of?
- How long will it take to make them?
- What will they include or have in them?
- technology that is part of the house
- technology that is inside the house (removable)
- Then we talked about our thoughts for a few minutes.
- picture search for what people think the "house of the future" will look like
- the coffee table of the future (2009)
- the "house of the future" (2013) - may need to open in different browser (e.g. Firefox)
- 3D printed house (2017)
November 30
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.
- As much as time allowed, 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 in this story, and how do we know?
- What happened to the people?
- What happens to the dog?
- the poem:
- By the way, does the name "Mrs. McClellan" ring a bell?
- Clarisse McClellan from Fahrenheit 451...?
- Also, this is not some random poem.
- The house "selected it at random," but the author selected it quite deliberately.
- We summarized the poem in the story and how it fits the story
- The people are gone.
- But we noted how it's not exactly the same as the story:
- For example, the dog misses the humans, and he must take notice of the war
- It killed him, too.
- For example, the dog misses the humans, and he must take notice of the war
- By the way, does the name "Mrs. McClellan" ring a bell?
- What do we learn about the family
- from their silhouettes?
- interesting they still mowed the lawn and worked in garden
- The house doesn't do everything for them.
- kids still play together
- And they were all outside together at the same time.
- This is not like Wall-E.
- laziness vs. more efficient?
- Is there a clear difference or just a fine line between them?
- interesting they still mowed the lawn and worked in garden
- from the dog
- First, how do you feel about the dog?
- What does how it seems to feel about the family tell us about the family (e.g. how they treated the dog)?
- from the house itself ?
- seem to have eaten breakfast together
- go to school, at least one parent went to work
- What do you make of paragraph 13, where the narrator calls the people "gods" (from the house's perspective)?
- Is that the way our technology "thinks" about us?
- Better way to word it, perhaps: How it relates to us?
- play cards with friends
- listen to music, poetry ("cultured")
- appreciated good art (paintings by Picasso and Matisse)
- from their silhouettes?
- personification of the house
- especially paragraph #1 (voice), #2 (sigh), #7 (throat, digested), #36 (trying to save itself), #46 (skeleton, nerves)
- Why is personification especially important in this story?
- There actually are no people left...
- paragraph #50
- Do you find this humorous? or sad? Could it be both?
- What is the author's point with this story?
- Not the same as Fahrenheit 451 (warning about TVs replacing books).
- Perhaps a warning that along with the good things technology brings us, there is also a danger that technology could be used as to make more destructive weapons.
December 01
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
December 04
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
December 05
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
December 06
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
December 07
Learning Target: CCSS.ELA-LITERACY.RL.11-12.1
December 08
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
December 11
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
December 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
December 13
Learning Target: CCSS.ELA-LITERACY.W.11-12.1
December 14
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
December 15
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
December 18
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
December 19
went to the gym to sing Christmas carols with elementary students
December 20-22
EXAMS
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.
- In past years, this is some students' favorite short story of the class.
- Before reading the story, we took a look at the author's Wikipedia page to get the basics of his life.
- We then spent a little while talking about what happiness is, using these slides to give us time to focus our thoughts and write down words and phrases that come to mind:
- our various ways of defining it
- our society's way of defining it
- looking it up in dictionaries
- discussing things we do to get/stay happy
- It also helps to know the definition of the word euphoric or euphoria since that seems to be what the title is hinting at.
- We'll finish it together (or individually) during our next class.
December 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.
- We talked some more about happiness.
- true happiness as well as other things that seem happy (e.g. instant gratification)
- We also compared the concept behind Euphio with soma in Brave New World, perhaps even legalizing drugs in America today.
- whether or not this book is dystopian fiction
- why the author may have compared the people in the house to Buchenwald (paragraph 128)
- the author's message
- overlaps some with part of Brave New World
- dangers of drugs (Soma)
- but also about pursuing what is best for us in the long term
- true happiness, not just feeling happy or having artificial happiness
- overlaps some with part of Brave New World
December 05
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.
- assignment: should take basic notes on back of handout
- "The Machine Stops."
- Here's an audio version. It may be blocked by the school's network.
- Here's another audio option that should work.
- look for the following:
- predictions about technology/society that this author got right (or close), even though he wrote this over 110 years ago
- the message the author seems to be trying to get across to us
- Is it a warning?
- If so, about what?
- other things we discussed:
- your first reactions?
- their names?
- specific word choice
- cell, bee, fungus, etc.
- Kuno talks about the constellation Orion
- how long it's been since Vashti has been out of her room/cell (based on clues within the text)
- how parents' duties end at birth, according to the Book of the Machine
- how the people are is alike all over
- compare that to today
- very different in places, but now with the Internet, we are trending that way...
- compare that to today
- your first reactions?
December 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 finished reading part 1 and discussed a few things about part 1:
- What do we have that are like their "ideas"?
- Are we becoming more like this or less like this?
- After that, students had time to read all or most of part 2.
December 07
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.
- students had time to read part 3
- If time, and if we haven't already done this, we discussed a few things about part 3 as well as the response for this story:
- We used this response (particularly the bulleted list) to talk about the concept of dystopia.
- Notes from this discussion will be included in next class's notes in order to keep it all in one place.
- If time, and if we haven't already done this, we discussed a few things about part 3 as well as the response for this story:
December 08
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.
- the exemption policy
- advice about exemptions
- how the grade is calculated using this formula:
- 1st quarter = 40%
- 2nd quarter = 40%
- exam = 20%
- My advice is to use a semester grade calculator to figure out what you need to get on your exams for each of your classes in order to get your desired grades.
- If you can easily get that score on an exam, take that exam.
- If you would struggle to get that score, then that's a good exam to exempt (if possible).
- Why not allow respirators?
- So why did they allow them earlier?
- Stability?
- So why did they allow them earlier?
- Why allow religion now, all of a sudden?
- And why that religion?
- worth considering:
- How many of our ideas do we get "second hand" (or tenth hand)?
- Consider where (perhaps more importantly, when) our religious beliefs come from...
- similarities to other stories we've read this semester:
- Anthem
- palace of mating?
- isolation
- saint of the pyre?
- unhappy with the situation (like Equality)
- Fahrenheit 451
- Clarisse?
- woman who burns herself?
- unhappy with the situation (like Montag, Faber)
- Brave New World
- stability!
- conditioning
- unhappy with the situation (like John)
- Anthem
- If time, we discussed as much of the following as we could:
- Their entire communication system broke down.
- Imagine what we would be like if the Internet went down and cellphones didn't work.
- This is perhaps more possible than we might like to think: say, if an EMP took all that out...
- How many of us (how few of us) even have landline phones anymore?
- How would we communicate if we had no Internet and no phones...?
- We'd be reduced to what life was like 150 years ago.
- How'd they do it?
- It was all they knew.
- Could we do it?
- If not, what does that say about us?
- How'd they do it?
- This is perhaps more possible than we might like to think: say, if an EMP took all that out...
- Imagine what we would be like if the Internet went down and cellphones didn't work.
- "Courage! Courage!"
- Does anyone have courage at that point?
- how the Machine won't allow euthanasia in order to maintain stability (cf. Brave New World)
- also worth considering:
- What happens to people who have lives that are too easy?
- where they don't have to work for anything (or even do anything)?
- Related to this is a saying that's often seen in memes.
- We considered where we may be in this cycle, assuming this is true.
- What happens to people who have lives that are too easy?
- Their entire communication system broke down.
December 11
Learning Target: CCSS.ELA-LITERACY.W.11-12.10
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- Before reading, we talked about what to look for in this article:
- pro/con
- anything left out or left vague/unexplained
- We noted the good parts of this article, or at least the parts that make it sound appealing
- so many things for free, efficiency, clean, no rent, free time, etc.
- We noted the bad parts, or at least the parts that were left out entirely or else not explained sufficiently (even for a short article):
- What's this about "my bike"?
- I thought I didn't own anything...
- What if there's a schedule conflict?
- I'm sick and have to stay home.
- The meeting in "my" living room goes long?
- Who is going to clean/maintain/repair these things?
- the car I ride in
- my clothes
- my house...
- Isn't it more likely that instead of all having unique food, unique clothes, etc. that we want
- that we'd all have the same things?
- More like prison: uniforms, same food (after waiting in line), etc.
- that we'd all have the same things?
- How did it get like this?
- If there's no money, what is the incentive to do anything?
- Wait, we won't have any privacy?
- What changed at the critical moment when we made the switch from living for entertainment/wasting our time and then living lives devoted to thinking, development, etc.?
- What's this about "my bike"?
- If students were interested, we talked about a few things as we went along, including some side issues:
- Ida Auken (the author of this article)
- the World Economic Forum (the author is a member of two groups within the WEF)
- Klaus Schwab (founder of the WEF)
- the Great Reset (a program espoused by the WEF)
- the Fourth Industrial Revolution
December 12
Learning Target: CCSS.ELA-LITERACY.RL.11-12.9
- Demonstrate knowledge of eighteenth-, nineteenth- and earen.wikipedia.org/wiki/Atlas_Shrugged#:~:text=The%20title%20is%20a%20referencely-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.
- We talked about the book for a few minutes, using the first section in its Wikipedia entry to get the basics.
- We also discussed what the title means.
- looking for things that make it seem realistic or unrealistic
- would people react the same way in real life?
- feel that way about it (e.g. slacking, excuses)
- resort to violence or alcoholism, etc.
- would people react the same way in real life?
- Also, what things stand out when you read it?
December 13
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.
- first reviewed the basics up to where we left off yesterday
- Whatever you write about, explain your thinking.
- Respond to the story by writing your reaction(s) to it.
- Is it realistic or not? Explain.
- Are there any parts that are particularly thought-provoking or interesting? Explain.
- Do you find it to be too much of an exaggeration or propaganda? Explain.
- For what it's worth, this was a common criticism of Rand's works.
- From what I understand, her response was something like this:
- I'm just applying what the communists themselves say they want, all the way back to Karl Marx himself.
- She would say that this story is about what it would like to really operate under those guiding principles.
- other options:
- React to the reason people voted for this system:
- what they were thinking they could do
- also what they didn't expect
- Was it a fair vote?
- React to the way that people feel about new babies being born and the old woman whom they used to like.
- Compare/contrast it with what normally happens in your experience in real life.
- React to the Starnes heirs and what they care about:
- Eric (being loved)
- Gerald (material wealth)
- Ivy (boot licking, i.e. power over others)
- React to the reason people voted for this system:
December 14
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 will read this story tomorrow. Before then, we prepared to read our next short story by discussing the following:
- If we have enough time, it's nice to spend at least a class period discussing the following:
- discussion of this handout for "Harrison Bergeron" discussions:
- different connotations for similar words
- alike/equal
- disability/handicap
- and the relationships between rights/responsibilities
- different connotations for similar words
- It's very important how we define these words in our founding documents.
- For an example, The Declaration of Independence:
- We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.
- What did they mean by men?
- mankind? all humans?
- or would this not include women?
- only people of a certain race?
- notice that slavery was still legal at that time...
- mankind? all humans?
- Does life mean there should be no death penalty?
- No abortion?
- Does "all men are created equal" and they have the right to "life" include the unborn?
- or are fetuses not "men" yet?
- See, it matters a great deal how we define and understand these terms.
- What exactly did they and/or do we mean by liberty?
- Do we mean (as FDR stated) that we should be free from hunger?
- We have the right to 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.
- For an example, The Declaration of Independence:
- Consider how we promote equality:
- laws against discrimination based on gender, race, sexual orientation, etc.
- Affirmative Action
- equal treatment in eyes of the law
- Consider 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.
- Even those who are tend to flock together!
- discussion of this handout for "Harrison Bergeron" discussions:
- If we have enough time, it's nice to spend at least a class period discussing the following:
December 15
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.
- Before reading starting this short story, I told the class about how it seems to have been written as a satire of other dystopian works (perhaps especially Anthem) because of its over-the-top themes and events.
- I think most people who read this miss this (even making a movie out of it)
- For one thing, there are currently 27 Amendments.
- When the story was written, there were only 22 or 23 (depending on exactly when it was written).
- side note: Check out when the amendments were ratified to see how rarely it happens.
- Early on in the story, it is mentioned that there are at least 213!
- Even though this occurs in 2081, that's at least 190 more Amendments...
- When the story was written, there were only 22 or 23 (depending on exactly when it was written).
- Who, for another example, would want things to be this way, really?
- On first glance, it may seem that Vonnegut is "anti-Left, anti-socialist, anti-liberal," and so on, in today's use of those terms.
- But the events in this story seem far too ridiculous, especially so if one considers other works by this author (see the paragraphs 2-3 in this article, which was also linked above).
- Of course 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...
- Then discussed the following:
- More about whether this is satire (making fun of the dystopian genre) or not.
- Most of us agreed that it is.
- waving people around like they're batons...
- actually flying...
- Most of us agreed that it is.
- Again, who would really propose this kind of equality?
- And notice that in the story it's equality of intelligence, athletic ability, and appearance.
- not the kinds of equality socialists and communists actually talk about: income, housing, education, health care, etc.
- And notice that in the story it's equality of intelligence, athletic ability, and appearance.
- If time allows, we also talk more about
- the different kinds of equality, the different degrees of "alikeness," and the differences between equal and alike
- how we promote equality and alikeness
- equality: laws/amendments, public education, etc.
- alikeness: peer pressure, beauty, body image, clothing styles, etc.
- Often more obvious comparisons come up when people talk about changing standards for women for the military or for firefighters.
- And if we have time, we also talk about the good and bad about competition.
- "everyone getting a trophy"
- Is losing good for us?
- Some people think we learn more by losing.
- More about our sport, for example, to adapt in order to compete better next time.
- but also more about ourselves
- Am I a quitter? An excuse-maker? A sore loser?
- Some people think we learn more by losing.
- More about whether this is satire (making fun of the dystopian genre) or not.
December 18
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.
- these characteristics
- in each of the books we read this semester (Anthem, Fahrenheit 451, Animal Farm, Brave New World)
- in each short story
- in the USA right now...?
- related literature:
- most notable/famous/popular (besides what we've already covered):
- Gulliver's Travels (by Jonathan Swift, debatably dystopian)
- The Time Machine (by H.G. Wells)
- We (by Russian writer Yevgeny Zamyatin)
- It Can't Happen Here (by Sinclair Lewis)
- Swastika Night (by Katharine Burdekin)
- That Hideous Strength (by C.S. Lewis)
- Atlas Shrugged (by Ayn Rand)
- A Clockwork Orange (by Anthony Burgess)
- The Lorax (by Dr. Seuss; is this dystopian...?)
- The Giver (by Lois Lowry)
- The Road (by Cormac McCarthy)
- most notable/famous/popular (besides what we've already covered):
- related movies (many of which are also books, of course):
- Here are some of the most recent examples.
- most notable/famous/popular:
- Divergent
- The Hunger Games
- The Maze Runner
- Elysium
- Ready Player One
- Gattaca
- Idiocracy
- The Lego Movie (which I contend is a retelling of Brave New World)
- The Matrix
- Pleasantville (which students typically watch in Later American Studies)
- The Purge
- The Road
- V for Vendetta
- Wall-E
- related TV shows (some of which are also books, of course):
- most notable/famous/popular:
- We don't always have time to talk about it, but there are also a lot of video games in this genre, especially if we consider "post-apocalypse" as dystopian.
- most notable/famous/popular:
- What's really interesting here is to consider why this is such a popular genre right now.
- Is it that we just find it entertaining?
- Or is there some worry that we have as a species about these kinds of things?
- in Google Classroom
- due by Thursday night
December 19
went to the gym to sing Christmas carols with elementary students
December 20-22
EXAMS