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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.

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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?

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?
Literary texts can reveal a lot about another culture. The language used, ideas conveyed, and context can give readers knowledge about the specific culture or origin of the text. In Hughes’ poems, readers can really develop an understanding of the cultural identity of black Americans because of their rich history and shared social struggle. We get insight on how they were treated and how they viewed their oppression and struggle for racial equality.

4. How does the meaning and impact of a literary text change over time?
The meanings and impacts of literary texts can change over time because social contexts and situations change over time as well. The way the text is interpreted depends on the reader’s view and thus can change over time. But the message that the text conveys is still constant when applying the context in which it was written. For example in Hughes’ poems, we can see how he analyzes the issue of slavery, oppression, and racial inequality. Although this issue isn’t as prevalent today, it is still here and we can acknowledge it in his poems.

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

6. How does language represent social distinctions and identities?
Language varies between cultures, peoples, areas, and by analyzing it, one can gain knowledge about the text. For example, in Hughes’ poems he utilizes Ebonics, African American English that is different from the a English used today. It has a distinct style that stemmed from their history and it is part of their identity.

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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?

Literature helps us gain a deeper understanding of the world around us and exposes us to other people, customs, and ideas. TTTC integrated gender/societal norms, war, truth, burdens, and identity into a series of vignettes that conveyed the complexities of war.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
Literary texts make us more open to the possibilities as well as the realities of life and give insight into overarching themes that can be useful for the long term. TTTC provides a different viewpoint on life and individuals and shows how war has severe impacts. It also makes us question our own identity and how our burdens and decisions play a role in its composition

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?
In TTTC, O’Brien makes up stories, blurring the distinction between reality and fiction, in order to convey his emotions and recreate his experiences as best he can. He lets readers know about how some stories aren’t completely true, making them question his credibility and ultimately contemplate the true meaning of the book.

4. How does the structure of style of TTTC affect its meaning?
TTTC is a series of short vignettes that each tell different stories, including stories from different perspectives and different people. O’Brien uses a narrative style that’s also contemplative and reminiscent in order to mirror that same energy onto his readers. In some areas, the syntax is short and to the point and in other places, it’s overly descriptive.

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Attach the 8 extracts from the Group IOs that you annotated here.

Attach the two extracts you used for your Final IO here

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

Group IO Extracts

Final IO Extracts and Form

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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.

Selecting and Annotating Extracts

Freedom’s Plow

Keep your hand on the plow! Hold on!

If the house is not yet finished,

Don’t be discouraged, builder

If the fight is not yet won,

5      Don't be weary, soldier!

The plan and the pattern is here,

Woven from the beginning

Into the warp and woof of America:

ALL MEN ARE CREATED EQUAL.

10    NO MAN IS GOOD ENOUGH

TO GOVERN ANOTHER MAN WITHOUT

THAT OTHER'S CONSENT.

BETTER DIE FREE,

THAN LIVE SLAVES.

15    Who said those things? Americans!

Who owns those words? America!

Who is America? You, me!

We are America!

To the enemy who would conquer us from without,

20    We say, NO!

To the enemy who would divide

and conquer us from within,

We say, NO!

FREEDOM!

25    BROTHERHOOD!

DEMOCRACY!

To all the enemies of these great words:

We say, NO!

A long time ago,

30    An enslaved people heading toward freedom

Made up a song:

Keep Your Hand On The Plow! Hold On!

That plow plowed a new furrow

Across the field of history.

35    Into that furrow the freedom seed was dropped.

From that seed a tree grew, is growing, will ever grow.

That tree is for everybody,

For all America, for all the world.

May its branches spread and its shelter grow

40   Until all races and all peoples know its shade.

The Bitter River

There is a bitter river

Flowing through the South.

Too long has the taste of its water

Been in my mouth.

5    There is a bitter river

Dark with filth and mud.

Too long has its evil poison

Poisoned my blood.

I've drunk of the bitter river

10    And its gall coats the red of my tongue,

Mixed with the blood of the lynched boys

From its iron bridge hung,

Mixed with the hopes that are drowned there

In the snake-like hiss of its stream

15    Where I drank of the bitter river

That strangled my dream:

The book studied-but useless,

Tool handled-but unused,

Knowledge acquired but thrown away,

20    Ambition battered and bruised.

Oh, water of the bitter river

With your taste of blood and clay,

You reflect no stars by night,

No sun by day.

25    The bitter river reflects no stars-

It gives back only the glint of steel bars

And dark bitter faces behind steel bars:

The Scottsboro Boys behind steel bars,

Lewis Jones behind steel bars,

30    The voteless share-cropper behind steel bars,

The labor leader behind steel bars,

The soldier thrown from a Jim Crow bus behind steel bars,

The 150 mugger behind steel bars,

The girl who sells her body behind steel bars,

35    And my grandfather's back with its ladder of scars

Long ago, long ago - the whip and steel bars-

The bitter river reflects no stars.

"Wait, be patient," you say.

"Your folks will have a better day."

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

On the Rainy River

I could've done it. I could've jumped and

started swimming for my life. Inside me, in my chest, I felt

a terrible squeezing pressure. Even now, as I write this, I

can still feel that tightness. And I want you to feel it—the wind

coming off the river, the waves, the silence, the wooded frontier.             5

You're at the bow of a boat on the Rainy River. You're

twenty-one years old, you're scared, and there's a hard

squeezing pressure in your chest.

What would you do?

Would you jump? Would you feel pity for yourself?                 10

Would you think about your family and your childhood and

your dreams and all you're leaving behind? Would it hurt?

Would it feel like dying? Would you cry, as I did?

I tried to swallow it back. I tried to smile, except I was

crying.                                     15

Now, perhaps, you can understand why I've never told

this story before. It's not just the embarrassment of tears.

That's part of it, no doubt, but what embarrasses me much

more, and always will, is the paralysis that took my heart.

A moral freeze: I couldn't decide, I couldn't act, I couldn't                 20

comport myself with even a pretense of modest human dig-

nity.

All I could do was cry. Quietly, not bawling, just the

chestchokes.

At the rear of the boat Elroy Berdahl pretended not to             25

notice. He held a fishing rod in his hands, his head bowed

to hide his eyes. He kept humming a soft, monotonous lit-

tle tune. Everywhere, it seemed, in the trees and water and

sky, a great worldwide sadness came pressing down on me,

a crushing sorrow, sorrow like I had never known it before.                 30

And what was so sad, I realized, was that Canada had be-

come a pitiful fantasy. Silly and hopeless. It was no lon-

ger a possibility. Right then, with the shore so close, I un-

derstood that I would not do what I should do. I would not

swim away from my hometown and my country and my life.            35

I would not be brave. That old image of myself as a hero, as

a man of conscience and courage, all that was just a thread-

bare pipe dream. Bobbing there on the Rainy River, looking

back at the Minnesota shore, I felt a sudden swell of help-

lessness come over me, a drowning sensation, as if I had...

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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.

- morals versus honor (Pablo vs Pedro)
- fate vs free will
- machismo in Latin America
- familial duty

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What were some global issues you explored in Hughes' poetry?

- Social inequality can result in stronger cultural and communal ties
- in the face of social inequality, community is crucial
- time and perseverance is key for change
- social inequality can lead to shared identity and unity not limited to those oppressed

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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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Brainstorm some global issues developed from TTTC.

- the impact that war has on identity
- the power of individual conscience vs governmental influence
- individual conscience vs societal/gender norms
- impact that societal pressure has on identity

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Four Corners Discussion Notes:
Individuals who know something and do nothing (bystanders) are just as responsible as those who commit unjust acts.

- I agree with this but it depends on the situation. Sometimes bystanders cant do anything because there could be serious consequences. But if there is nothing stopping them from doing something about the situation, then they’re essentially allowing it to happen
Authority figures are reliable and trustworthy individuals dedicated to making the world a better place.

- No they can be corrupt and be only thinking about their own personal gain - dictators and a lot of politicians

Bystander Effect Journal

Harkness Notes Chapter 1&2

Harkness Notes Chapter 3

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?
I got an 8 on the harkness individual assessment and I think I improved from the previous harknessess. I want to improve on connecting my points and analysis back to the global issue and the theme of the poem. I want to improve more on using specific textual evidence

Notes
Ideas discussed in Harkness I want to remember:

Techniques
- metaphors and symbolism like in the “Bitter River”, “Freedom’s Plow”, and “Hope for Harlem”
- imagery and connotations to develop contrasts
- syntax

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Reflection
How did you do during the Harkness discussions?
I want to use more references of the text and analyze the text more instead of just talking about the text as a whole

Notes
Ideas discussed I want to remember:
O’Brien used symbolism throughout his book to highlight underlying themes - baby buffalo represented the loss of innocence ; the rainy river represented internal conflict
He also used paradox, especially in the Sweetheart of the Song Tra Bong

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Assessments and Reflections

Group IO PPT (Link Here)

Best Quick Write (Link Here)

Artistic One-Pager (Link Here)

Final/Revised IO (Link Here)

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What connections can you make between some of Hughes' poems?
Most of his poems relate to the African American identity and demonstrate connections because of their shared struggle for racial equality and emancipation as slaves. He also uses a lot of metaphors and symbolism throughout his poems, such as in “Freedom’s Plow”, “The Bitter River”, “Hope for Harlem”, etc

How does Hughes' poems connect to other works we've read?
His poems connect to TTTC by examining social issues relating to societal norms and defiance of established institutions. In TTTC, O’Brien was defiant of going to war and the government, whereas in Hughes’ poems, he shows how black Americans oppose slavery and racial oppression
They both examine identity- O’Brien finds his own identity and struggles with inner conflict
Black Americans create their own identity and culture based off of their history and experiences

How does Hughes' poetry connect to our world today?
His poems still relate today because although there have been major improvements to equality, there is still racial injustice. With the BLM movement and police brutality, the racism in America is clear and it is a continuance from the previous history of slavery.

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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 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.

How does Chronicle connect to our world today?

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Hughes Writing Portfolio Week 1 (Link Here)

Hughes Writing Portfolio Week 2 (Link Here)

Hughes Pastiche (Link Here)

IO Outline Form (Link Here)

Hughes' Written Assignment (Link Here)

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Summer Assignment (Link Here)
Reflection

Global Issue Harkness Prep Form (Link Here)

"On the Rainy River" Discussion Board Post

In this excerpt of On the Rainy River, O’Brien depicts his disbelief at the draft notice by maintaining an arrogant tone and utilizing specific affirmative diction to assert his superiority over the soldiers and disapproval of the war. After O’Brien received the draft notice for the Vietnam war, he was undoubtedly in shock considering that being a soldier meant abandoning the life he was familiar with and committing to an unknown future. To introduce his opinion about serving in the war, O’Brien conveys his one predominant thought- that he was “too good” for the war. He further elaborated on what “good” meant in the context of the war by utilizing words such as “too smart”, “too compassionate” and “too everything”. By describing himself using these affirmative adjectives, he essentially demonstrates his belief of superiority over the soldiers. O’Brien implies that he’s the exact opposite of the stereotypical person who should be fighting in the Vietnam war, conveying his view that soldiers are substandard and therefore are forced to fight. To further develop his claims of prestige, O’Brien justifies his previous statement of being “too good” by listing his various accomplishments including his scholarship to Harvard. By narrating his frantic thoughts immediately after opening the draft notice, he envelopes the reader into his own perception of becoming a soldier, including feelings of panic and horror. Additionally, he externalizes his utter disbelief about the draft letter with thoughts such as “it couldn’t happen” and “I was above it”, even chalking it up to “a foul-up in paperwork”. With such phrases, O’Brien reiterates his sense of superiority regarding the war and readers are able to observe the shock he felt. It’s clear that he’s in disbelief and denial about being drafted and consequently, uses these defensive coping techniques to handle the dread of going to Vietnam. O’Brien’s feelings of being “too good” coupled with his general disapproval of the war form his justification as to why he shouldn’t have to leave and fight, especially in something he doesn't believe in. These thoughts develop into a deep inner conflict that will become life-altering later in the chapter. In this excerpt, O’Brien outlines his internal feelings about whether he should go to war, debating factors such as the promising future he would be potentially losing, ultimately conveying his hatred of the war and belief that soldiers should be people who are less successful and support the war.

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?
Hughes showed the rich and historical African American culture and how slavery and oppression created a tight knit community and kinship bonds. In Hope for Harlem, he shows how the city was revolutionary in its ideas and treatment of black Americans. The speaker was clearly better off in Harlem as seen by the metaphor of the “clean new house” as opposed to his previous old and dirty house. It shows improvement from slavery

How does art reflect the community from which it comes?
Art is a form of expression and individuals use it to communicate their feelings, morals, ideas, identity, and culture. In communities that are defined by shared identity, such as African Americans, art reflects their common struggles, history, culture, and identity. By looking at the art specific to communities, we can see their unique style and message that they convey

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Why do humans read and write stories? Why do you read and write stories?  Write about a paragraph.

Humans write stories for many different reasons depending on their personal lives. One may write a story to express their bottled up emotions while another may write a story as an outlet for their creativity and imagination. Many people write stories to educate readers, to highlight certain issues, or to suggest a message about life. The purpose for writing is reliant on the person and what their goal is.
Humans read stories as a way to connect with others and to gain contrasting viewpoints or opinions about life. They may read stories to entertain themselves or to educate themselves. Personally, I read stories because they provide meaningful insight that u can relate back to my own life and experiences.

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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.

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.

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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.

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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.

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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.

How does Beloved connect to our world today?

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Denver or Paul D One-Pager (Link Here)

IO Outline Form (Link Here)

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)?

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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?

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

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

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 Auschwitz and After? Consider the Hexagonal Harkness we had and some of the global issues you came up with during that discussion.

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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.

How does Auschwitz connect to our world today?

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Attach any of your Harkness notes here.

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Upload your favorite Quick Record (Arrivals and Departures, Olere/Delbo, or Using Language)

Upload your Final Delbo IO

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Attach your dialectical journal here

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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?

Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution?

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Attach the panels you found most fascinating and that you discussed during our final Harkness here

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What were some global issues you explored in Persepolis? Consider the Harkness discussion and other ideas that came up during class discussion.

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Attach any of your Harkness notes here.

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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.

How does Persepolis connect to our world today?