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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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1. As we read "Chronicle of a death Foretold" we can really see firsthand how the roles of men and women in this society affects everyone and what they do. For machismoness, men are put on a pedestal of being the best and being the one who provides for the family. At the same time women are put down and are only seen as care takers of the house and the expectation they have would to be pretty and have babies.

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Intertextuality
1. Persepolis is considered "literary" because of the messages that she portrays in her book. She explores the ideas of childhood trauma well into her adulthood years. As readers we get to see her grow and how her view of the world changes over time.

Time and Space
1. The insight that Persepolis gave me into the life of an Iranian was that before the revolution their society was somewhat just like the western world. We all had similar ideas in terms of socialization and gender norms but again overtime it changed because of the new rules that have implemented.

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1. How do we approach literary texts from different times and cultures of our own?
We approach literary texts from other eras and different cultures  by having an open mind and understanding what these cultures hardships were for them to be struggling in society.

2. How does literary texts reflect, represent, or form a part of cultural practices?
Literary texts reflect parts of cultural practices because with these texts it lets people of culture to be able to express themselves in times of happiness or oppression. With these texts people in the future are able to comprehend what is happening during this time.

3. To what extent do literary text change over time?
Over change literary text can change over time due to mass production which companies can have multiple versions of the text so then it can change.

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1. We as readers were affected by Delbo's memoir because we could see her firsthand experiences she had as a prisoner in Auschwitz. Since we as people who look back on history we can view these traumatic events as events that we could not believe that it had actually happened but thanks to these resources we can read about the experiences they had. I am affected by this text by really taking into thought about how much pain these people went through just because of who they are. I could of not even comprehend what they went through.

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

We study literature because when we read and analyze text we as society and humans can learn and grow from mistakes we have made in the past. With TTTC we can learn a soldiers mindset throughout the Vietnam war and see how actions back then can affect us now.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
We are affected by literary texts in TTTC because with the texts we can see how the soldiers react and learn from them.

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?
Meaning is expressed in TTTC by having O'Brien express his feelings of war in very descriptive diction and imagery and much more elements to expand his ideas.

4. How does the structure of style of TTTC affect its meaning?
Structure of style in TTTC affect it's meaning because with the style we can see how O'Brien copes with the trauma of war.

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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

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Let America Be America Again

By: Langston Hughes

Let America be America again.

Let it be the dream it used to be.

Let it be the pioneer on the plain

Seeking a home where he himself is free.

(America never was America to me.)  5

Let America be the dream the dreamers dreamed—

Let it be that great strong land of love

Where never kings connive nor tyrants scheme

That any man be crushed by one above.

(It never was America to me.)      10

O, let my land be a land where Liberty

Is crowned with no false patriotic wreath,

But opportunity is real, and life is free,

Equality is in the air we breathe.

(There's never been equality for me,   15

Nor freedom in this "homeland of the free.")

Say, who are you that mumbles in the dark?

And who are you that draws your veil across the stars?

I am the poor white, fooled and pushed apart,

I am the Negro bearing slavery's scars. 20

I am the red man driven from the land,

I am the immigrant clutching the hope I seek—

And finding only the same old stupid plan

Of dog eat dog, of mighty crush the weak.

I am the young man, full of strength and hope, 25

Tangled in that ancient endless chain

Of profit, power, gain, of grab the land!

Of grab the gold! Of grab the ways of satisfying need!

Of work the men! Of take the pay!

Of owning everything for one's own greed!

I am the farmer, bondsman to the soil.

I am the worker sold to the machine.

I am the Negro, servant to you all.

I am the people, humble, hungry, mean—

Hungry yet today despite the dream.

Beaten yet today—O, Pioneers!

I am the man who never got ahead,

The poorest worker bartered through the years.

Yet I'm the one who dreamt our basic dream

In the Old World while still a serf of kings,

Who dreamt a dream so strong, so brave, so true,

That even yet its mighty daring sings

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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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Panel Analysis

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Extract 1 (From “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... 40

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

Extract 1

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

Extracts for IO

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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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Global issues that we explored in Chronicles would be the pressures of society on an individual.

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Global issues that we explored in this graphic novel would be gender normalcy's, the weight of society on an individual, and pressures of society on a women.

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The global issues that I looked over this unit was the issues of discrimination and racism that is prevalent in our world.

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1. The global issues that we explored in this piece is the struggles of acceptance in society.

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Brainstorm some global issues developed from TTTC.
1. Pressures of society on an individual
2. Going against societal norms.

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Harkness Notes

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Notes

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During Harkness sessions I feel that I did my best in trying to explain my thoughts to the prompt that was given to us. But in the end I did wish that I would speak more but I was shy.

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Reflection
How did you do during the Harkness discussions?
During Harkness I think I did somewhat well, I could of added more input on the discussion so I will do better next time.
Notes
Ideas discussed I want to remember:  How adults wouldn't care for other people's well beings.

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Hughes Writing Portfolio Week 1
https://docs.google.com/document/d/1jpad0Q5ZY6M9H_ZBRLb1ynYox_WyDxgtIGu84jZ4Iig/edit?usp=sharing
Hughes Writing Portfolio Week 2
https://docs.google.com/document/d/1mQwZkr_Y06rMgKlD2XfFuYyDEIiUOZU_av3kQ5lNhZA/edit?usp=sharing
Hughes Pastiche
https://docs.google.com/document/d/1ec_4pnaAQLWmLxzh8LYZ6mCzzJvjttmVFNqV9uosA-8/edit?usp=sharing
Official IO Form
https://docs.google.com/document/d/1q-uhTSL7ioX2CKqqqxPQR5DpGrUbPEVu3ol_R1uuYVE/edit?usp=sharing

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How does TTTC connect to other works we've read?
We have not read any other works yet.

How does TTTC connect to our world today?
War or other traumatizing events would sit and live in our minds for the rest of our life.

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1. Chronicle connects to Beloved in terms of the characterization of the characters, the writing styles, and how they both have somewhat similar themes are are prevalent in the works. For example, the global issues of the pressures of society on an individual can be seen through the Vicario twins. They want to show their machismoness to the community by killing Santiago. For this act they are willing to kill someone to prove how manly they are, but at what cost?

2. Chronicle connects to our world today by again the men in society are seen as the ones who take care of the family and such but in reality, the women do more for the household depending on what the situation is. We can see men today wanting the approval of other males by hunting, working out, or doing things to please others.

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1. We can connect Persepolis in our other works such as Auschwitz and After because we can see how an authority figure over time can have so much impact over a society. We see this by many individuals lives change over time because of war. We can also connect the two books with the disconnect that people have with each other, over religion and who they are as a person.

2. Persepolis connects to our world today because we see the effects that this revolution had over the Iranian people. Women before had much more freedoms but today their freedoms are very limited and restricted.

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Some connections I can make between his poems and his other works is that he always connects his ancestry African roots to show is culture side.

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1. Auschwitz to me at the moment it really does not connect to any works that we have read.
2. Auschwitz connects to our world today since we still see people being  persecuted and killed for what they believe in and who they are.

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Summer Assignment (https://docs.google.com/presentation/d/180yUTWYQsWkeYmyxNrrJiDkyq7-QbhUYJvxuUkDxhP0/edit#slide=id.p)

Vietnam Slides (Link Here)
https://docs.google.com/presentation/d/1-z9wnXnJ2Rn-4IRxwSkH95945gn1VxTkgeTawZVJzE4/edit?usp=sharing
"On the Rainy River" Analysis Paragraph (Link Here)
https://docs.google.com/document/d/1i-MpID_trr5iBGv2KrJrThUZUOF8FD9ToMNCMZrF5xA/edit

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Why do humans read and write stories? Why do you read and write stories?  Write about a paragraph.
Us humans read and write stories for humans or society in the future can learn from us and our mistakes. When they read from us they can see how they can make the society they live in a better place.Another reason could be

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Quick Write

Upload your Final Delbo IO

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Dialectical Journal

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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 analysis and prolepsis impact the meaning of the novel.

The structure of the literary text affects the meaning of the work as a whole to really show the reader what the characters are feeling since Morison uses the stream of consciousness throughout the novel. With this perspective we can really analyze the text and what Morrison is trying to reveal to the reader.
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.

Culture and historical context is of course important in this piece of text so we can have knowledge of how Sethe's life is as a former slaves. We can also understand why Sethe is filled up with so much hate and agony as a women in this society because of all the pressures she has to do and what rules to follow as well.

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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.

40 Line Extract

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The Global Issues that we explored in this unit was the love of a mother, pressures of society, and what being a women meant during this time of slavery.

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Attach your Google Slide and notes for your Hexagonal Harkness here

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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.
Beloved connects to other works that we read in terms of being black in America. For example we can tie it back to Langston Hughes poem "The Negro Mother". With comparing these two texts we can really see the parallelism of how black women are treated in America and what expectations they had as mothers to their children.

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Denver or Paul D One-Pager (Link Here)

IO Outline Form (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?
The novel "Beloved" address issues of gender in this book by showing the reader what kinds of pressure women had as a mother in this society. They were pressured to have goods and be a devoted mom but at the same time we can see how this pressure can really affect them mentally to the point of breaking down. We see this by Sethe killing her own baby since she could not take the pressures of the society she lived in.