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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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Intertextuality
How valid is the notion of a "classic" literary text? What makes Persepolis "literary" even though it is a graphic novel? Persepolis is literary in that it conveys a story through rhetorical devices through the medium of a book.

Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution? It provides insight into life before, during, and after the Iranian revolution. It shows the clashing values of fundamentalism and modernism in Iranian society. It shows the transition of the government from an oppressive monarchy to an oppressive theocracy.

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Readers, Writers, Texts
How are we affected by Delbo's memoir and her imperative for us to "Try to look. Try to see"? How were you affected by Auschwitz and After? I was shocked by the graphic descriptions of suffering and death shown in the memoir.

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?
We study literature to learn new ideas and gain new perspectives from others on certain topics. We read TTTC because it provides the experiences of a soldier in the Vietnam War, and the complications and chellenges they faced.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC? We are affected by literary texts in what they tell us and the way they are told. We are affected by TTTC in that we see how the war shapes and takes hold on the soldiers in it, and we feel the suffering and pain that the soldiers go through as they fight.

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC? Meaning is constructed in TTTC through authorial choices and dialogue between characters.

4. How does the structure of style of TTTC affect its meaning? The structure of using vignettes creates a kind of disjointed feeling between each story, yet they still come together to create one big story.

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1. Readers, Writers, Texts

1. Why and how do we study literature?

2. How are we affected by literary texts in various ways?

3. In what ways is meaning constructed, negotiated, expressed and interpreted?

4. How does language use vary among literary forms?

5. How does the structure or style of a literary text affect meaning?

6. How do literary texts offer insights and challenges?

2. Time and Space

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

3. Intertextuality

1. How do literary texts adhere to and deviate from conventions associated with literary forms?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse literary texts share points of similarity?

4. How valid is the notion of a “classic” literary text?

5. How can literary texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?

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Attach the extracts you annotated (Some are on Kami) during our Harkness discussions.

https://web.kamihq.com/web/viewer.html?state=%7B%22ids%22%3A%5B%2215_J1HRx935jpgUg8zDzJjYOkSQxM1IiZ%22%5D%2C%22action%22%3A%22open%22%2C%22userId%22%3A%22101835066182262596857%22%7D&filename=Colin%20Homan%20-%20Charlotte%20Delbo%20Days%20and%20Memory.pdf&kami_user_id=23196102
https://kami.app/gKF-Jh3-5PF
https://kami.app/uAS-TK9-wNt
https://kami.app/Hn5-eAz-3mE
https://kami.app/3ds-e2M-ujg
https://kami.app/skg-fwD-k5M
https://kami.app/QNt-xqx-wrQ

Attach the two extracts you used for your Final IO here.

https://docs.google.com/document/d/1AuVlVWGtxKLKUqW5eztZruttuJIZzMYwgWx09PNu5d8/edit?usp=sharing

Attach any other extracts you might want to use for your real IO.

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Attach some 40 line extracts you have analyzed and may want to use for your IO.
Rat shrugged.

He stepped back and shot it through the right front knee.

The animal did not make a sound. It went down hard, then

got up again, and Rat took careful aim and shot off an ear.

He shot it in the hindquarters and in the little hump at its

back. He shot it twice in the flanks. It wasn't to kill; it was

to hurt. He put the rifle muzzle up against the mouth and

shot the mouth away. Nobody said much. The whole pla-

toon stood there watching, feeling all kinds of things, but

there wasn't a great deal of pity for the baby water buffalo.

Curt Lemon was dead. Rat Kiley had lost his best friend in

the world. Later in the week he would write a long personal

letter to the guy's sister, who would not write back, but for

now it was a question of pain. He shot off the tail. He shot

away chunks of meat below the ribs. All around us there was

the smell of smoke and filth and deep greenery, and the eve-

ning was humid and very hot. Rat went to automatic. He

shot randomly, almost casually, quick little spurts in the

belly and butt. Then he reloaded, squatted down, and shot

it in the left front knee. Again the animal fell hard and tried

to get up, but this time it couldn't quite make it. It wob-

bled and went down sideways. Rat shot it in the nose.

He bent forward and whispered something, as if talking to a pet,

then he shot it in the throat. All the while the baby buffalo

was silent, or almost silent, just a light bubbling sound where

the nose had been. It lay very still. Nothing moved except

the eyes, which were enormous, the pupils shiny black and

dumb.

Rat Kiley was crying. He tried to say something, but then

cradled his rifle and went off by himself.

The rest of us stood in a ragged circle around the baby

buffalo. For a time no one spoke. We had witnessed some-

thing essential, something brand-new and profound, a piece

of the world so startling there was not yet a name for it.

Somebody kicked the baby buffalo.

It was still alive, though just barely, just in the eyes.

"Amazing," Dave Jensen said. "My whole life, I never seen

anything like it."

"Never?"

"Not hardly. Not once."

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1. Culture, Identity, and Community

1. family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. migration, colonialism and nationalism.

2. Beliefs, Values and Education

1.  beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

3. Politics, Power, and Justice

1.  explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights, and peace and conflict

4. Art, Creativity, and the Imagination

1.  explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

5. Science, technology and the environment

1.  explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.

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How traumatic experiences like war and death impact the world view of people?
How the culture one grows up in impacts a person's identity?

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What were some global issues you explored in Auschwitz and After? Consider the Hexagonal Harkness we had and some of the global issues you came up with during that discussion.
How dehumanization impacts a person's view of themselves.
How grief impacts the lives of those affected by it.

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Brainstorm some global issues developed from TTTC.
Loss of Innocence. Choosing between your morals and others expectations. Coping with loss. Gender roles. (Not specific, just ideas to go off of).

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https://docs.google.com/document/d/1u2oaDXpH062Pe5wqV9eZYRuACacOJ78pHcVXtQEC7-8/edit

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Reflection
How did you do during the Harkness discussions? I feel I did well in Harkness discussions, however I do want to work on participating more.

Notes
Ideas discussed I want to remember: Rat Kiley killed the baby buffalo to help to ease himself of the pain of the death of Curt Lemon. The buffalo represented not only the innocence of the soldiers in the war, but of all involved in the war. Rat Kiley feels he didn't deserve to have his friend taken from him, so it seems that he feels like "why should something (the baby buffalo) so innocent live when someone like me loses their best friend."

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How does TTTC connect to other works we've read?

How does TTTC connect to our world today?

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How does Persepolis connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works. It connects to The Things They Carried in its themes of war and death. It connects to Beloved in its themes of identity and belonging. It connects to Chronicle of a Death Foretold in the themes of religion and religious hippocracy.

How does Persepolis connect to our world today? It connects to our world today in that the struggle in the Middle East is yet to be settled, and the struggle for rights persists.

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How does Auschwitz connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works. It connects to Beloved in its themes of dehumanization and finding meaning in life. It connects to The Things They Carried in its themes of trauma and grief.

How does Auschwitz connect to our world today? It connects to todays world as it is a reminder of the horrible events of the past as a warning to the future to prevent this from happening again.

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Summer Assignment (Link Here)
https://docs.google.com/presentation/d/1ybU3u3pNZ6Dd4sTwhD-lnTZLhBZKx34uo_DNu6pTIJU/edit#slide=id.p
Felt analysis overall was decent, could have been stronger and more in depth in places. Felt I was able to connect TTTC with the outside sources faily well.
Vietnam Slides (Link Here)
https://docs.google.com/presentation/d/1CSL0ZJHDvkDmm1fyJT3jT-BdrAURg2UtjkOjYEOc9RY/edit#slide=id.p
There was good information about the Vietnam War. Not sure what else to say about this.
"On the Rainy River" Analysis Paragraph (Link Here)
https://docs.google.com/document/d/1ZdTwoM29fT8Wimdu34P_3Hct6Xcx9vyChA9SUitdjmc/edit
Reflection is written below the paragraph in the document.

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Upload your favorite Quick Record (Arrivals and Departures, Olere/Delbo, or Using Language)
https://temecula.instructuremedia.com/embed/a8234d82-d7c5-47bb-80d2-f121f69d2887
Upload your Final Delbo IO
https://temecula.instructuremedia.com/embed/27eadf4c-2589-4127-88a9-39eb9f78c553

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Why do humans read and write stories? Why do you read and write stories?  Write about a paragraph.
Humans read and write stories in order to teach others experiences that others may not ever experience. Whether that be fantasy worlds or absolute reality. Stories give us the chance to look into the lives of others and dive into different times and places in the world. It gives us the chance to experience things we otherwise might not have been able to witness on our own.

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https://docs.google.com/document/d/1VeqwIRFND-Ql-24paBCfybceaV_hHQIkNCzErXtR_zE/edit?usp=sharing

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Time and Space
Choose 3 out of these 6 questions to answer and reflect on how it relates to our reading and understanding of Hughes' work.

1. How important is cultural or historical context to the production and reception of a literary text? Cultural and historical context is important because it can provide purpose to the text's creation.

2. How do we approach literary texts from different times and cultures to our own? We should approach these texts with the context of the time and the place to help us understand the reason behind the text better.

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?  The meaning of a text changes over time as ideas, ways of thinking, or ways of life change.

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

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Attach your 40 line extract you used for you Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.
The folks with no titles in front of their names

all over the world

are raring up and talking back

to the folks called Mister.

You say you thought everybody was called Mister?

No, son, not everybody.

In Dixie, often they won’t call Negroes Mister.

In China before what happened

They had no intention of calling coolies Mister.

Dixie to Singapore, Cape Town to Hong Kong

the Misters won’t call lots of other folks Mister.

They call them, Hey George!

Here, Sallie!

Listen, Coolie!

Hurry up, Boy!

And things like that.

George Sallie Coolie Boy gets tired sometimes.

So all over the world today

folks with not even Mister in front of their names

are raring up and talking back

to those called Mister.

From Harlem past Hong Kong talking back.

Shut up, says Gerald L.K. Smith.

Shut up, says the Governor of South Carolina.

Shut up, says the Governor of Singapore.

Shut up, says Strydom.

Hell no shut up! say the people

with no titles in front of their names.

Hell no! It’s time to talk back now!

History says it’s time,

And the radio, too, foggy with propaganda

that says a mouthful

and don’t mean half it says—

but is true anyhow:

LIBERTY!

FREEDOM!

DEMOCRACY!

True anyhow no matter how many

Liars use those words.

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What were some global issues you explored in Hughes' poetry? Barring people from doing things based on false beliefs or assumptions, we must recognize the similarities we all have, rather than make judgements and opinions of others based on their differences, people in positions or believe they are in a position of authority don't respect those they believe are "lesser."

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Reflection
How did you do during the Harkness discussions? What feedback did you receive? I did fairly well in the Harkness discussions, the most common feedback I got was to make more connections between the author's rhetorical strategies and their purpose.

Notes
Ideas discussed in Harkness I want to remember:

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What connections can you make between some of Hughes' poems?
Throughout his poems there is a consitent theme that America is not truly "free". There is also a common theme of making their voices heard and not backing down.
How does Hughes' poems connect to other works we've read? Hughes poems connects to TTTC because of the constant struggle that many characters have in these stories.

How does Hughes' poetry connect to our world today? His poetry connects to the racial tensions facing our country today.

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Hughes Writing Portfolio Week 1 (Link Here) https://docs.google.com/document/d/1LYSum8qSpmPaGBvDqc4go6i-XxNDhvsHnJzXoNO-nxU/edit

Hughes Writing Portfolio Week 2 (Link Here) https://docs.google.com/document/d/1sk_GFp7IbXXvR5vjanNY9vDU7vKf7mTG-hVm9cCpfao/edit

Hughes Pastiche (Link Here)
https://docs.google.com/document/d/1eB6qfN63rFch0iIi4xD6w0pXrmJhnMa6pXAWalMzGfk/edit

IO Outline Form (Link Here)
https://docs.google.com/document/d/1RkCEwj7_96-jMToQmPUym2lJPUXvuxPTRQ7MJ9H2b6M/edit
Hughes' Written Assignment (Link Here) https://docs.google.com/document/d/1JI2Hs4P67KsqzV7R-HU-nr9blo5Sr1wqDyxk9atS_m0/edit

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem? It provided a look into the lives and culture of the people of Harlem. It provides a look into the look and environment of Harlem as well.

How does art reflect the community from which it comes?  Art is influenced by those who create it, so the art becomes a representation of the community it comes from.

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Readers, Writers, and Texts

1. How does the structure or style of a literary text affect meaning? Consider how Morrison's stream-of-consciousness, shifting points of view, and use of analepsis and prolepsis impact the meaning of the novel.

The structure of the text affects the meaning in that it affects how the story is told. Analepsis and prolepsis allow for us to see events that occur before and after certain events happen, and how these events have bearing on other events. Stream of conciousness allows us to see the thoughts of our characters, and builds on their characterization.

Time and Space

1. How important is cultural or historical context to the production and reception of a literary text? Consider the story of Margaret Garner, the Fugitive Slave Act, and other historical and cultural phenomena and how that has impacted the creation and reception of Beloved.

Historical context is important to a story to allow for realism and accuracy. It is also important to provide us with a feeling of what it was like to live in historical times.

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Attach your two 40 lined extracts you used for your Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.
“Didn’t he? Like a throne. Was me took him out the shell, you know. He’d
a died if it hadn’t been for me. The hen had walked on off with all the hatched
peeps trailing behind her. There was this one egg left. Looked like a blank,
but then I saw it move so I tapped it open and here come Mister, bad feet and
all. I watched that son a bitch grow up and whup everything in the yard.”
“He always was hateful,” Sethe said.
“Yeah, he was hateful all right. Bloody too, and evil. Crooked feet flapping.
Comb as big as my hand and some kind of red. He sat right there on the tub
looking at me. I swear he smiled. My head was full of what I’d seen of Halle
a while back. I wasn’t even thinking about the bit. Just Halle and before him
Sixo, but when I saw Mister I knew it was me too. Not just them, me too. One
crazy, one sold, one missing, one burnt and me licking iron with my hands
crossed behind me. The last of the Sweet Home men.
“Mister, he looked so…free. Better than me. Stronger, tougher. Son a bitch
couldn’t even get out the shell by hisself but he was still king and I was…”
Paul D stopped and squeezed his left hand with his right. He held it that way
long enough for it and the world to quiet down and let him go on.
“Mister was allowed to be and stay what he was. But I wasn’t allowed to be
and stay what I was. Even if you cooked him you’d be cooking a rooster
named Mister. But wasn’t no way I’d ever be Paul D again, living or dead.
Schoolteacher changed me. I was something else and that something was less
than a chicken sitting in the sun on a tub.”
Sethe put her hand on his knee and rubbed.
Paul D had only begun, what he was telling her was only the beginning
when her fingers on his knee, soft and reassuring, stopped him. Just as well.
Just as well. Saying more might push them both to a place they couldn’t get
back from. He would keep the rest where it belonged: in that tobacco tin
buried in his chest where a red heart used to be. Its lid rusted shut. He would
not pry it loose now in front of this sweet sturdy woman, for if she got a whiff
of the contents it would shame him. And it would hurt her to know that there
was no red heart bright as Mister’s comb beating in him.

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What were some global issues you explored in Beloved? Consider memory, trauma, importance of community, etc. The more detailed you are, the more useful this will be for your IO.
What it means to be a man, like suppressing emotions and masculinity.
Dealing with traumatic events and learning to cope with them.
Collaboration with others to help solve each others issues.

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Attach your Google Slide and notes for your Hexagonal Harkness here.
https://docs.google.com/presentation/d/1pBbZGGTMYlOMA8Zj3GUk71erTMrhdnox5WHwQQwm59o/edit#slide=id.gadc8a33975_1_66

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How does Beloved connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works. It connects to TTTC in the ideas of trauma and masculinity. It connects to some of Hughes's poems in their ideas of community and struggling.

How does Beloved connect to our world today? Ideas of masculinity and dealing with the past are still relevant ideas to this very day.

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Denver or Paul D One-Pager (Link Here) https://docs.google.com/document/d/1nKvhB7djv8quNmornaevNXj5SRWco4YCSUvTVi-AeN8/edit

IO Outline Form (Link Here)
https://docs.google.com/document/d/1L0xUG0_VSSdaR-44hFsF5X5uO-lu01T-2c9GFqgV808/edit

Optional Mastery Opportunity Essay (Link Here)

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Linda Krumholz claims (in "The Ghosts of Slavery: Historical Recovery in Toni Morrison’s Beloved") that finding a voice for the thoughts and experiences of women is central to the "healing," historical recovery theme and structure of the book. According to Krumholz, Morrison’s novel "adapts techniques from modernist novels, such as the fragmentation of the plot and shifting narrative voice, to compel the reader to actively construct an interpretive framework" (109). How does the novel specifically address issues of gender, writing and power? How does the structure and style of the novel give voice to "the thoughts of the women of 124, unspeakable thoughts, unspoken" (Beloved 199)? They address issues of gender through the thoughts of Sethe. The issues of power is shown in the flashbacks to Sweet Home. The structure including shifting perspectives and stream-of-conciousness allow us to see the thoughts, perspectives, and ideas of those in 124.

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Time and Space

1. How does Chronicle offer insight into Columbian culture? Consider what we've learned about with machismo, marianismo, honor and the impact of colonialism.

It shows the roles that are put in place by the means of machismo and marianismo. It shows the importance in restoring and maintaining honor in their society.

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Attach the 8 extracts from the Group IOs that you annotated here. https://web.kamihq.com/web/viewer.html?state=%7B%22ids%22%3A%5B%221icMVYRsYV9FQKH1KK4VsAudlCVKXa1sZ%22%5D%2C%22action%22%3A%22open%22%2C%22userId%22%3A%22101835066182262596857%22%7D&filename=Colin%20Homan%20-%20Chronicle%20Extracts%20for%20Group%20Orals%202020.pdf&kami_user_id=23196102

Attach the two extracts you used for your Final IO here https://docs.google.com/document/d/1vFQQpho05-TEcaigq9gtyMpnof8d6rjnGYUwPZXV8Z8/edit

Attach any other extracts you might want to use for your real IO.

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What were some global issues you explored in Chronicle? Consider honor, morality, perspective, fate, gender norms etc. The more detailed you are, the more useful this will be for your IO.
The impact of tragic events on a person or community. The hypocrisy of people using religion to justify their actions that contradct said religion.

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Attach any of your Harkness notes here. https://web.kamihq.com/web/viewer.html?state=%7B%22ids%22%3A%5B%221icMVYRsYV9FQKH1KK4VsAudlCVKXa1sZ%22%5D%2C%22action%22%3A%22open%22%2C%22userId%22%3A%22101835066182262596857%22%7D&filename=Colin%20Homan%20-%20Chronicle%20Extracts%20for%20Group%20Orals%202020.pdf&kami_user_id=23196102

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How does Chronicle connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works. It connects to TTTC in the importance of truth as it relates to the telling of a story. Ties into themes of trauma found within Beloved.

How does Chronicle connect to our world today? People still go against their beliefs to meet societal norms.

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Group IO PPT (Link Here)
https://docs.google.com/presentation/d/1LTppqg-nUWK6t6LkJL2E05FqSr_3iQCOGsa47JToO-k/edit
Best Quick Write (Link Here)
https://docs.google.com/document/d/1Vuh9xSSYEgb2B_9YaWN8czvySivNvvPF_iDn8ppHkU8/edit
Artistic One-Pager (Link Here)
https://docs.google.com/document/d/14yhcuFsTqfGfzmwWG9GY73RKCJldQMmVRWs7wbyX7n0/edit
Final/Revised IO (Link Here)
https://temecula.instructuremedia.com/embed/828ccea4-3aa5-41d1-9e60-ab0a9f21681d

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https://docs.google.com/document/d/192r-3GTvbfaBh2YUbvVve2etoUwLyVJhsMHivE0Ipuk/edit?usp=sharing