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The importance of understanding culture
Marianismo and Machismo seem like very oppressive guidelines, but it's important to recognize that they were ways of life in this society.

The importance of honor in this novel:
This is a motif that is recurrent throughout CoaDF. It is the main reason why Santiago Nasar was killed, and it is the driving force behind social constructs of masculinity and femininity.

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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?

1. It's important to understand historical backgrounds, as it gives us insight into why some people act the way they do- whether that be in novels or in real life. It comes into play with the production and reception of a novel, as people can better understand the characters. With this novel, it's important to understand Sethe's background, as she was traumatized from slavery and it's cruelty.

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

1. We can approach them from a different perspective, which allows us to understand the writer and the characters. If we put ourselves in the shoes of the characters, we can better understand the differing times and cultures. We must not be limited to our reality.

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?

1. Language shows distinctions, as people from different cultures have different versions of a language, or dialects. By distinguishing language, it helps us break down barriers and acknowledge the past of these people, which is at the very least respectful. It can represent different social distinctions and identities, as people can assimilate languages with their accents or native languages. This in turn gives glimpses into cultures.

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Directions and Resources:

Ideas: one’s perception of reality can become altered and scared when basic human needs are not met.

Texts: AUSCHWITZ AND AFTER, HOPE FOR HARLEM

Reflections: There is emphasis placed on how inhumane people can become in the face of extreme conditions. How could someone in their right mind strip a group of people of their rights and/or Human Resources? It is simply unthinkable, but it has happened time and time again.
It is important to understand how one’s perception of reality leads to their life being affected. If we want change, we must understand different realities, as it gives us insight into different people’s minds.

Questions: How was this perception altered? How did the authors convey this to the audience? Why is this important to take note of?

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

We study TTTC to learn not only about the historical background of the Vietnam War and the lasting effects it had on its soldiers, but we read it to learn about growing up. This story is about a loss of innocence, and a coming of age that has come and gone.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
This novel really makes us put our lives into perspective. The hardships people faced in the Vietnam War still affect many today, and we learn about how to grow as we "lose our innocence.''

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?
It is expressed in vignettes throughout the novel, such as the killing of the baby water buffalo and when Mary Anne Bell disappeared.

4. How does the structure of style of TTTC affect its meaning?
Its style really emphasizes certain aspects of this novel. Lists are long and descriptive, providing great detail. They give insight into how the soldiers' lives were.

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PANEL ANALYSIS 1:
https://docs.google.com/document/d/1QabB6SAFQF-l6n1cib757FvNI7vT6899QNKIYmbdPPY/edit

PANEL ANALYSIS 2:
https://docs.google.com/document/d/14yQehASDQGEuQkLhjmrYHN8JpHwmNipFLcRu3sXE46A/edit

PANEL ANALYSIS 3:
https://docs.google.com/document/d/1-UJa39fVzsxoc6Y5AENBiLABd7dn6m6emqskcJkxfls/edit

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Angela Vicario was the youngest daughter of a family of scant resources. Her father, Poncio Vicario, was a poor man's goldsmith, and he'd lost his sight from doing so much fine work in gold in order to maintain the honour of the house. Purisima del Carmen, her mother, had been a schoolteacher until she married for ever. Her meek and somewhat afflicted look hid the strength of her character quite well. "She looked like a nun," my wife Mercedes recalls. She devoted herself with such spirit of sacrifice to the care of her husband and the rearing of her children that at times one forgot she still existed. The two oldest daughters had married very late. In addition to the twins, there was a middle daughter who had died of nighttime fevers, and two years later they were still observing a mourning that was relaxed inside the house but rigorous on the street. The brothers were brought up to be men. The girls had been reared to get married. They knew how to do screen embroidery, sew by machine, weave bone lace, wash and iron, make artificial flowers and fancy candy, and write engagement announcements. Unlike other girls of the time, who had neglected the cult of death, the four were past mistresses in the ancient science of sitting up with the ill, comforting the dying, and enshrouding the dead. The only thing that my mother reproached them for was the custom of combing their hair before sleeping. "Girls," she would tell them, "don't comb your hair at night; you'll slow down seafarers." Except for that, she thought there were no better-reared daughters. "They're perfect," she was frequently heard to say. "Any man will be happy with them because they've been raised to suffer." Yet it was difficult for the men who married the two eldest to break the circle, because they always went together everywhere, and they organized dances for women only and were predisposed to find hidden intentions in the designs of men.
Angela Vicario was the prettiest of the four, and my mother said that she had been born like the great queens of history, with the umbilical cord wrapped around her neck.

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Hope for Harlem (48)
(1) There’s a new skyline in Harlem,
It’s tall and proud and fine.
At night its walls are gleaming
Where a thousand windows shine.

(5) There’s a new skyline in Harlem
That belongs to you and me
As the dark old ugly houses
Tumble into memory--

Memory of those dingy stairs,
(10) Memory of my helpless prayers,
Memory of the landlord’s stares
When you asked him for a few repairs.

Now there’s a new skyline in Harlem.
It’s rising tall and free--
(15) And if it keeps on rising
There’ll be a brand new me.

Don’t you know it makes a difference
When you got a clean new house?
I used to hear those old rats gnawing.
(20) Now I can’t even hear a mouse.

I used to climb those old steps,
Up dark old creaking stairs--
And sometimes I said a cuss word
Before I said my prayers.

(25) But there’s a new skyline in Harlem,
And I’m thankful when I pray
That the yard is bigger than a parl,
And kids have a chance to play.

That the walls are painted pretty,
(30) And the bathroom has  a shower--
For folks who never thought they’d live
In a house that’s got a tower

A stone to throw
Or a stone to build with?
A brick for a brickbat
Or a brick for a wall?
Stones are better
For building,
Bricks are better
(40) For a wall.

Thirst (70)
There is the thirst of the morning and the thirst of the evening,
the thirst of the day and the thirst of the night.
Upon awakening in the morning, lips move but no sounds comes
out. Anguish fills your whole being, an anguish as gripping as that of
(5) dreams. Is this what it means to be dead? Lips try to speak but the
mouth is paralyzed. A mouth cannot form words when it is dry, with
no saliva. And the gaze drifts off, it is an insane gaze. The others say,
“She’s mad. She’s gone mad during the night.” They summon words
capable of recalling reason. An explanation is owed them, but lips
(10) decline to move. The muscles of the mouth want to attempt articula-
tion and do not articulate. Such is the despair of the powerlessness
that grips me, the full awareness of the state of being dead.
As soon as I hear their clatter, I rush toward the tea canteens. They
are a far cry from the goatskin gourds of the caravan. Liters and liters
(15) of tea but divided into small portions, one per person, and all are still
drinking when I’m already finished. My mouth is not even damp
and words still decline to be spoken. Cheeks are glued to teeth, the
tongue is hard, stiff, the jaws locked, and what persists is the feeling of
being dead, of being dead and knowing it. Dread expands in the eyes.
(20) I feel dread growing in my eyes to the point of madness. Everything
sinks, slips away. Reason no longer exercises control. Thirst. Am I
breathing? I’m thirsty. It is cold, or less cold, I cannot feel it. I’m
thirsty, to the point of shouting it. The finger I run along my gums
feels my mouth’s dryness. My willpower collapses. One obsession
(25) remains: to drink.

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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.
"He stepped back and shot it through the right front knee. The animal did not make a sound... 'Not hardly. Not once.'" (Page 75-76)

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1. Violence can change one's outlook on reality
2. Maturity
3. One's environment can shape one's identity
4. Motif of identity
5. Rebellion and how it can be caused
6. "Rebelling against one's societal standards allows them to develop and discover their genuine identity."

One’s reality can change depending on the circumstances they grow up in. This is marked by the rebellion that is evident in Satrapi’s character since the beginning of the graphic novel, as well as a varying array of speech bubbles and graphic weight. These emphasize the conflicts and circumstances the character is faced with, and show how she is assimilating the events caused by the war. Connected to this is the use of asymmetrical panels as well. Take the time when her movie theater was burned with dozens of people locked inside. The panels around it were not nearly as large as the panel displaying the blaze that killed people. The fire itself is also shown in a ghastly way, with screaming spirits emanating from the fire itself. It shows how chilling this scene is to Satrapi despite the heat.

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1. Social constructs women were subjected to
2. Women are expected to conform to feminine archetypes despite being equally as complex and multifaceted as their male counterparts.
3. Motif of violence
4. Honor

Double standards and gender archetypes affect both men and women in society. This could be narrowed down and compared with TTTC and Mary Anne Bell. Overall, this double standard and need for innocence is what ultimately causes Nasar’s death. Moreover, if one wanted to discuss masculinity, they could turn to Nasar’s murder, and show how it was done by the Vicario brothers, who did it to uphold and restore honor to their family- a task only men would be expected to carry out.

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One's perception of reality can become altered an skewed when basic human needs are not met.

1. Motif of violence
2. The importance of narration
3. Dealing with trauma and the assimilation of events

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What were some global issues you explored in Hughes' poetry?
1. A perception of reality changes when a lack of human needs comes into play.
2. Motif of courage (?)
3. One's perception of reality is heavily influenced by the way other's view them.

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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.
1) Growing up
2) Conflict and war
3) Loss of innocence
4) Doing what you believe is right and what society expects of you.
5) Coping with pain

A global issue apparent in this novel is how women are subjected to stereotypes despite being as multifaceted as their male counterparts. This is underscored by Mary Anne’s description, which is youthful and innocent at first. This is how women are expected to act and be- innocent and youthful. However, when she inevitably changes, she experiences backlash for not fitting into an archetype. This overall is highlighted by this visual imagery (her description).

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Marji Satrapi herself is a character that exemplifies rebellion, maturity, and growth. As a teenager, she would indulge in Western artists and fashion pieces, which were strictly prohibited in Iran during the time of the rebellion. Marji knew this, yet continued her rebellious tendencies. This did get her in trouble, but she continued to rebel against officials and lied to their face- an act thought to be nearly unthinkable. This rebellion gives insight into Satrapi as a person, but also how the rebellion and war shaped her into a new person marked with rebellious tendencies. | The theme of rebellion is quite notable in this work as well, which connects to Satrapi’s character. When she moves away and casts out any memories or tolerance of her old life, such as heritages or religion, she rebels against life as she had known it. She did this not just out of spite, but also because of a newfound freedom to truly express herself without fear of extreme punishment. By surrounding herself with people deemed “undesirable” such as a gay couple, she goes against her previous way of life. The author conveys this by contrasting her old, strict life with her new one in France. When she meets with her parents after a while too, there are notable differences between the two that have grown immensely.  | The sequencing of events in this graphic novel is also important to take note of. This story is told in chronological order, and shows how these events impacted who she became and how she grew and matured as a person. Moreover, her ever changing character in the book gives subtle insights into her rebellion, seen in the ways she dressed and the discarding of the veil when she is around her parents or in France. Moreover, this story is told in first person with drawings done in third person, which aids in providing both authenticity (from first person) and growth (third person).

Loss of innocence caused by the war
Gaining of freedom in France
Her newfound identity
Symbolism in the veil that shielded her from the life she wanted.
Symbolism in the veil that showed her restriction put in place by the government.
Different panel setups Symmetrical vs. Asymmetrical
Text box variances
Rebellion through partying
Rebellion through wearing clothes deemed unfit in her old culture
Rebellion by rejecting God as a child and distancing herself from religion.
Borderless panels
Graphic weight
Chronological order of events that affected her
Dialogue between her parents, her uncle, and her.
Symbolism of people screaming and the violence and madness that would inevitably ensue.

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https://docs.google.com/presentation/d/1TQVuhBOS10pL57H9bfi96URMXy51038SOLtJLLKnNEQ/edit

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?

Notes
Ideas discussed in Harkness I want to remember:

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Reflection
How did you do during the Harkness discussions?
I think I did quite well. My ideas were well developed and I interacted with my teammates well.
Notes
Ideas discussed I want to remember:
1) Mary Anne Bell defied gender norms as well as find her identity.
2) The baby water buffalo being shot in the mouth and nose (as well as other places) represents the loss of innocence as well as being silenced and being denied of your senses/rights.

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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.

(1) There’s a new skyline in Harlem,
It’s tall and proud and fine.
At night its walls are gleaming
Where a thousand windows shine.

(5) There’s a new skyline in Harlem
That belongs to you and me
As the dark old ugly houses
Tumble into memory--

Memory of those dingy stairs,
(10) Memory of my helpless prayers,
Memory of the landlord’s stares
When you asked him for a few repairs.

Now there’s a new skyline in Harlem.
It’s rising tall and free--
(15) And if it keeps on rising
There’ll be a brand new me.

Don’t you know it makes a difference
When you got a clean new house?
I used to hear those old rats gnawing.
(20) Now I can’t even hear a mouse.

I used to climb those old steps,
Up dark old creaking stairs--
And sometimes I said a cuss word
Before I said my prayers.

(25) But there’s a new skyline in Harlem,
And I’m thankful when I pray
That the yard is bigger than a parl,
And kids have a chance to play.

That the walls are painted pretty,
(30) And the bathroom has  a shower--
For folks who never thought they’d live
In a house that’s got a tower

A stone to throw
Or a stone to build with?
A brick for a brickbat
Or a brick for a wall?
Stones are better
For building,
Bricks are better
(40) For a wall.

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How does TTTC connect to other works we've read?
Langston Hughes also talked about growing up a lot in his works, and the struggle of finding one's identity despite undesirable conditions.

How does TTTC connect to our world today?
The conflicts (both internal and external) are still seen today, such as growing up and realizing who you are or conflicts in south eastern Asia.

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Her rebellion could also relate to that of O'Brien's in TTTC, when he debated rebelling against societal norms and running away to Canada.

There's also a motif of violence across this novel, TTTC, and Beloved.

A loss of innocence between this graphic novel and TTTC

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Connections between TTTC and CoaDF can be made, as there are focuses on social constructs pertaining to masculinity and femininity in both.
1. Men were expected to be masculine and go risk their lives for their country. This would enforce their honor. (TTTC)
2. Men were expected to uphold family honor and protect both their family and their honor (CoaDF)
3. Women were expected to conform to male expectations in both novels

There is also a motif of honor in both, listed above in 1 and 2.

There is also a motif of violence explored in both.
1. Murdering Nasar connects to this, and exemplifies the restoration of honor as well.
2. In TTTC, there is violence all around the soldiers- as well as death- that constitutes the Vietnam War.

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1. Importance of Narration between this novel (narration helps Delbo assimilate trauma and take control of her story) and TTTC (O'Brien uses narration to give insight into how his mind and how the war affected him).
2. Motif of violence and trauma in both TTTC and this novel
3. Lack of basic human needs in A&A (i.e. food and water) and in Hughes's Poetry (freedom, proper living conditions, equal education)
4. Distorted reality caused by an environment in both Auschwitz and After and Beloved
5. Motif of Violence in Beloved and this novel as well

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Hughes Writing Portfolio Week 1 https://docs.google.com/document/d/1PIrbCr9q0hQ93QNQ3VXny2R801101jOtCBgMFDzBdEs/edit

Hughes Writing Portfolio Week 2 (Link Here)
https://docs.google.com/document/d/11_GzT92Bkmk_VENAGV9Nk1CIFfUXUOhQ0AWbmpeNBHg/edit

Hughes Pastiche (Link Here)
https://docs.google.com/document/d/1U0xbZZMWw4qu9GV4tA0NzqFvd9Yv3tIPVOT4D4RamyE/edit

IO Outline Form (Link Here)
https://docs.google.com/document/d/1F_n0Of66_P24Pre-d_wYCcowOI6p47PespggBCQ_f7w/edit

Hughes' Written Assignment (Link Here)
https://docs.google.com/document/d/1gdaahGzrL9eiwOv4G1eKyLlVRSq_j1Jyymg-7Cp9L54/edit

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Summer Assignment (Link Here)
https://docs.google.com/presentation/d/1L3feIsBbzaMB7Dm92PWMfAvFiCW9qBTF8HP5JT9u264/edit

Global Issue Harkness Prep Form (Link Here)

"On the Rainy River" Discussion Board Post (Link Here)

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What connections can you make between some of Hughes' poems?
1. Motif of racism
2. Motif of segregation
3. Motif of unequal opportunity
4. Symbolism of a staircase in Theme for English B and Hope for Harlem
5. How racism and lack of opportunity affect's someone's perception of reality

How does Hughes' poems connect to other works we've read?
1. There is a focus on how others perceive the speaker/ protagonist. This can be seen with relations to TTTC
2. There is also a focus on how a lack of opportunity relates to one's perception, which can be a global issue.

How does Hughes' poetry connect to our world today?
1. There is still systemic racism and oppression in this country today, and it must be addressed.
2. Black people are given less opportunities and rights than their white counterparts.

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GROUP IO PPT
https://docs.google.com/presentation/d/1aMyOoYhSjDfVd0obmNhOMZy1TEcErUV7UvnNyk067mM/edit#slide=id.gb8fbab12e8_0_0

Quick Write
https://docs.google.com/document/d/18lHAq1hgd2vLf-SOd1ovlDVMRofWUFJ_knz5bIIwsH8/edit

One-Pager
https://drive.google.com/file/d/19ZZDLJL5O4Wr4MFqbqyUy1EjqPh17EGn/view

Final IO
https://temecula.instructuremedia.com/embed/3c49b056-aa93-42a4-8f3f-b767871a86cd

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Quick Record
https://drive.google.com/file/d/1LbCCmCgYym2DGdqLteDvJte6CZtTPiuI/view

Final IO
For whatever reason, I cannot attach this. If you need me to email a copy of it to you, I totally can do so. I have a copy, but regardless, I cannot even reference this novel next year.

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?
His poetry showed how black people would repeatedly come together to bond over this oppression, and in turn, this made them stronger. They formed groups to protest discrimination, and came together again to fight.

How does art reflect the community from which it comes?
Art is a direct reflection of how someone is feeling. It captures emotions and memories alike, and immortalizes them in a specific medium. In Hughe's petry, he immortalizes community through his poems by retelling how people came together.

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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 to engage with past, present, and future versions of ourselves. These stories can provide an escape from reality, or they can force us to look reality in the eye. I believe stories and folklore alike can help us and generations learn. This way, we can acknowledge the past and the consequences.

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Dialectical Journal
https://drive.google.com/drive/folders/1cXwksRr2jhRMSBwsjXHguSf7e4TLlflP

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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.

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?
Harlem provided hope and a rebirth of culture for black Americans everywhere; it was a rising skyline filled with hope and all things good. People could pursue their dreams in Harlem. People were united by the invisible string that had connected them since slavery, when all black people endured cruelty and discrimination solely because a higher level of melanin.

How does art reflect the community from which it comes?
It has an original sound and style that related to the black culture and artists it came from.

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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?                     Historical context is important because it allows the author to use vocabulary and make references that were okay during that time, but are offensive nowadays. In Beloved, an example of this was white people using the n-word.
Another reason why this is so important is because it can show growth, such as the abolishment of slavery (even though slavery should not have existed in the first place).

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?
Many texts can gain momentum and power over time, and be used to compare and contrast with present day societies. Take To Kill a Mockingbird and/or Beloved, which center around racism and oppression and black people. Effects of the too can still be seen despite segregation and slavery being outlawed.

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

6. How does language represent social distinctions and identities?
The use of slurs shows the prominent racism during the time period Beloved was set in.

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What were some global issues you explored in Hughes' poetry?
1. Masculinity and Sexuality
2. Racism
3. Oppression of women (possibly)
4. Growing up and maturing

One’s perception of reality can become skewed when traumatic experiences occur. This is reinforced by how Sethe believes she did the right thing by killing her daughter. Most people would see it as an act of cruelty and selfishness, but she sees it as an act of love. She wanted to spare her daughter from slavery and the trauma that ensued because of it.

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?
I did all tasks that were assigned, which included making a work of art, highlighting certain excerpts from the text, and testing others on their comprehension of the novel. I think I did quite well, which was reinforced by my team, but I do believe I could have gone deeper.

Notes
Ideas discussed in Harkness I want to remember:
1) Beloved is the reincarnation of Sethe's dead daughter
2) Paul D. had problems dealing with inner trauma and showing his emotions
3) Sethe murdering her child was an act of love
4) POVs switch to emphasize certain motifs and ideas, possibly eliminate bias, and add emotion and complexity.
5) Red ribbon is a symbol for the cruelty of slavery
6) Sethe unwinds when telling Paul D what happened with her daughter
7) Beloved wanted Paul D out of the picture, and did immature things such as kicking him out of the house and threatening him.

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What connections can you make between some of Hughes' poems?
Topics of slavery and racism were discussed, and the bitter feelings that arose because of them. Men were also told to suppress emotions.

How does Hughes' poems connect to other works we've read?
In TTTC, the soldiers had to endure terrible conditions caused by the war so that they could mature and grow. In Hughes' poems, characters had to mature and realize the racism that divided the country.

How does Hughes' poetry connect to our world today?
Racism and segregation is still prevalent today, and though it is not as dramatic, people are still fighting for change. Harlem provided a beacon of hope, and the change provided by BLM can also be seen as a light at the end of a tunnel.

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Hughes Writing Portfolio Week 1 (Link Here)
https://docs.google.com/document/d/1PIrbCr9q0hQ93QNQ3VXny2R801101jOtCBgMFDzBdEs/edit

Hughes Writing Portfolio Week 2 (Link Here)
https://docs.google.com/document/d/11_GzT92Bkmk_VENAGV9Nk1CIFfUXUOhQ0AWbmpeNBHg/edit

Hughes Pastiche (Link Here)
https://docs.google.com/document/d/1U0xbZZMWw4qu9GV4tA0NzqFvd9Yv3tIPVOT4D4RamyE/edit

IO Outline Form (Link Here)
https://docs.google.com/document/d/1F_n0Of66_P24Pre-d_wYCcowOI6p47PespggBCQ_f7w/edit

Hughes' Written Assignment (Link Here)
https://docs.google.com/document/d/1gdaahGzrL9eiwOv4G1eKyLlVRSq_j1Jyymg-7Cp9L54/edit

TPCAST
https://docs.google.com/document/d/1M5niDxRR-NAxe5T9FsNClevaYhOgZviaIAFJ8Ffhf1A/edit

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https://docs.google.com/document/d/1unqlE4M0wrebl-w3096-ESxlrHjz9BuWjBQhj-oVJSw/edit

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https://docs.google.com/document/d/1UpUH6WZS7TSzXrar7ycGUi4L3iM2NDpMwdh3s_QTGns/edit

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https://drive.google.com/drive/folders/1raCryFxM8dsVqApuYc_da0WlSmrRErRs

Includes:
One Day
Days and Memories
The Dummies
The Farewell

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This novel reflects on a soldier's time in the war. He utilizes narration of events, which is key when considering how this helped him assimilate the events in the war. Other elements that are important to note in this piece include the difference in gender norms, how people are affected by violence, the motif of trauma, and the importance of storytelling. He also merges reality with fantasy when he integrates stories that have falsified elements.

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In this collection of poetry, Houston discusses the motifs of segregation, oppression, racism, and how Jim Crowe laws affected black people in America.
This oppression stems from slavery, which Hughes does discuss in poems including The Bitter River. This specific poem uses symbolism and harsh diction to convey how the speaker is feeling, and how the slavery has been a scourge in America for centuries upon centuries. This inhumane treatment did not end with slavery, as many black people were subjected to cruel treatment and oppression. Let’s go to many emotions such as pent-up anger, and this can be seen in poems such as Open Letter to the South, as well as in Explanation of Our Times. Besides this note of emotion, symbolism is used to read other poems to not only give a poetic side to certain aspects of segregation, but to also intertwine this oppression, making it more powerful.

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In this novel, there is a focus on how slavery affected dozens of people’s lives. Key motifs include spiritualism, violence, altered realities, emerging between reality and fantasy, and societal constructs. In 124, which is believed to be haunted by the main character’s, Sethe’s, daughter Beloved, who was murdered not long after she was born. The author takes the reader through the main character’s life, and shows how segregation and oppression led to Sethe’s motives to kill her daughter. She felt like she was supposed to kill her child in order to save her from this oppression and slavery itself. The author gives two sides of the story. One consists of how this was an act of love, and the other shows how this was an active cruelty. It is up to the Reader to distinguish between the two and recognize for themselves which perception of reality is accurate. This in turn relates to a global issue, which is how one’s perception of reality can become altered by their environment.

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Chronicle of a Death Foretold intertwines motifs such as violence, honor, masculinity, femininity, archetypes imposed by society, and death with Santiago Nasar’s murder. Before reading this, it is important to realize that there are clear differences between cultures, and why femininity and masculinity were imposed on men and women in this society. Those Santiago Nasar was evidently not the best person, it is not completely his fault, as this is how he was raised and this was his way of life. Though this doesn’t excuse his actions, it helps the audience understand why he did what he did in some situations. Santiago was killed because he took the virginity of Angela, who had not been wed yet. This was strictly forbidden in this culture. His death resulted because Angela‘s family wanted to restore their owner after their daughter had lost it by having premarital sex. In this work, the author pieces together different viewpoints and narrations of the story, to try and figure out if Santiago was innocent or not. It is up to the author and reader alike to determine for themselves if he was in fact innocent.

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Charlotte Delbo focuses on her excruciating time behind the barbed wire fences of Auschwitz. She implores a stream of consciousness, syntactic choices such as the use of telegraphic sentences, the importance of narration, the motifs of violence, inhumanity, and a lack of human needs. Moreover, she uses foreboding diction throughout different segments of the novel, and this helps build a sense of what she was feeling in this camp.
As the novel continues, the reader is exposed to Charlotte Delbo’s descent into insanity, and how she truly lost a part of her self in Auschwitz.

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Lastly, in this graphic novel, the author discusses their past and what it was like to live in Iran during the height of violence and a divide between cultures. The war had a huge effect on the authors identity, and the audience gains insight into a mind that has been shaped by rebellion and the war. There is an emphasis placed on how one’s reality can be affected by the environment that they are placed in, and how this violence affects Satrapi. Overall, motifs include violence, rebellion, maturity, and how Satrapi was able to develop her own identity and sense of self because of this restrictive society and government.