English 1 The Odyssey Webquest

 

TASK 1: The History of Homer

Visit the following link: http://library.thinkquest.org/19300/data/homerhist.htm

On notebook paper, answer the questions on slide #2. Click on each slide and read to find the answer. Craft a response of one to two sentences.

1.      Who was Homer?

2.      Where did he live?

3.      When were these epics composed?

4.      Why does Homeric literature still survive today?

TASK 2: Epic Elements

Visit the following link: http://www3.dbu.edu/mitchell/epic.htm

The Odyssey is an epic. An epic is a long narrative poem on a great and serious subject, related in an elevated style, and centered on a hero on whose actions depends the fate of a tribe, a nation, or the human race. The traditional epics were shaped by a literary artist from historical and legendary materials which had developed in the oral traditions of his nation during a period of expansion and warfare (Beowulf, The Odyssey, The Iliad)

5.      Copy the enumerated characteristics of an epic into your notes.

TASK 3: The Journey of Odysseus

Visit the following link: http://maptal.es/tales/15#step14

Click on the right arrow key to read a summary of the events in The Odyssey. For each page, write the title of the event and one bullet point about the plot, which has been summarized for you. Begin with the “Troy” page and end with “Ithaca.” When you have finished, you should have a total of fourteen entries for TASK 3.

TASK 4: Extension and Enrichment Activities

Visit the following link: http://www.readwritethink.org/classroom-resources/student-interactives/hero-journey-30069.html

Complete your own interactive hero’s journey!

 

English 1: To Kill a Mockingbird Background Website Links

To Kill a Mockingbird Background Website Links

Website #1 – The History of Jim Crow (1-6)

http://maddieross1996.edublogs.org/2011/01/09/the-history-of-jim-crow/

Website #2 – Black Thursday (7-9)

http://en.wikipedia.org/wiki/Wall_Street_Crash_of_1929

Website #3 – American History 1930-1939 (10-16)

http://kclibrary.lonestar.edu/decade30.html

Website #4 – The Scottsboro Boys (17-19)

http://www.law.umkc.edu/faculty/projects/FTrials/scottsboro/SB_acct.html

Website #5 – Harper Lee (20-23)

http://www.kirjasto.sci.fi/harperle.htm

Website #6 – Maycomb County Map (24 & 25)

http://www.swisseduc.ch/english/readinglist/lee_harper/mockingbird/maycomb.html

English 1 Absolutely True Diary of Part-Time Indian Webquest

The Absolutely True Diary of a Part-Time Indian

Introductory Webquest

 

To get the most out of The Absolutely True Diary of a Part-Time Indian, you must have background knowledge about Sherman Alexie, the Spokane Indian Tribe, and the history of Native Americans in the United States. Answering the questions below will help you better understand the culture and appreciate the novel. Use only the websites that we have indicated in order to answer the questions.

Notes on Sherman Alexie:  https://sites.google.com/site/alexiewebsite/teachingnotes

Tribal Enrollment

1.      If you ask the U.S. Census Bureau, state governments, various federal government programs and agencies, and tribal governments who is Indian, why will you get different answers?

      2.      Why are these definitions artificial?

3.      How many tribal governments are federally recognized in the United States today?

Historical Basis for Anger In Alexie’s Work

4.      According to Arnold Krupat, what does Alexie write about?

5.      Krupat notes that Alexie’s purposeful use of rage is strategic, a style of Sartre’s “anti-racist racism.” What do you think “anti-racist racism” is?

6.      Are you surprised to learn that Native Americans as a composite are the only in-country ethnic group that the U.S. has declared war against, 1860-1890? Why or why not?

7.      Seen from a native point of view, why are some of existing reservation seen as P.O.W. (Prisoners of War) camps?

Alexie’s Moral Vision

8.      Based on all Alexie has said, written, and accomplished, how do the author’s describe his moral vision?

9.      How does Alexie send a message of hope and reconciliation to both Indian and non-Indian readers?

The Spokane Indians: http://spokanetribe.com/

10.  Who are the Spokane Indians?

11.  Click on the “About” tab to learn about the tribe’s reservation. In the early existence of the Spokane Tribe, how much land did they have?

12.  When, how, and by whom was the Spokane Indian Reservation created? What do you think the motivation of those in power might have been?

13.  What is the size of the Spokane Indian Reservation today and how many members does the tribe have?

14.  On the map below, circle the

a.       ancestral territory of the Spokane Indians with striped lines                       

                 b.      current territory of the Spokane Indian reservation with a solid shape                    

“Insult or Honor?” The Controversy over Indian Mascots: http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f020810_mascots

 

15.  Why are some Native Americans opposed to high school and college teams using Indian names for their mascots?

16.  What do you think? Are Indian mascots offensive to Native Americans?

“Poverty Compounds Tough Reservation Life for Indian Youths” The Troubled Lives of Native American Teens: http://usatoday30.usatoday.com/news/nation/2005-03-27-reservation-life_x.htm

      17.  What problems have Indian teenagers been facing?

18.  Which of the statistics do you find the most disturbing? Why?

About The Absolutely True Diary of a Part-Time Indian: http://www.fallsapart.com/the_absolutely_true_diary_of_a_part_time_indian/

       19.  In your own words, what is the subject of the novel?

Alexie and Arnold: http://arnoldspirit.wordpress.com/2011/06/03/the-author-sherman-alexie/

 

20.  Is The Absolutely True Diary of a Part-Time Indian a semi-autobiographical work? Why or why not?

21.  What similarities exist between Sherman Alexie and the character Arnold Spirit?

Censorship, Controversy, and The Absolutely True Diary of a Part-Time Indian:

http://westfield.patch.com/articles/new-addition-to-curriculum-sparks-controversy

http://westfield.patch.com/articles/letter-whs-junior-speaks-before-boe-in-support-of-diary

22.  Why do some parents in Westfield, N.J., want The Absolutely True Diary of a Part-Time Indian banned from the town’s high school?

23.  Liz Griesmer is the 11^th grade editor of the literary magazine at Westfield High School. How does she defend Alexie’s book from these attacks?

Reflection

24.  What have you learned today that has made the greatest impression upon you? Please explain why.

 

Scarlet Letter Webquest

The Scarlet Letter of the Law in Puritan New England

                           A webquest modified from Mary K. Bauer’s and Jennifer Frandsen

 Introduction

Often in literature characters are influenced by the religious and social customs of the period in which they live. Researching various aspects of Puritan life during the seventeenth century in America will help you gain insight into the setting, characters, and conflicts you will encounter when we begin reading The Scarlet Letter. You will also see the parallels to modern day life that makes these works of literature timeless.

 

The Task

• In preparation for reading Nathaniel Hawthorne's The Scarlet Letter, you will be expected to research various events and aspects of Puritan life in the 1600s.  You will also explore the author's biography and relate them to the literary themes we will be studying.

• You will use the Web links to obtain information on the following topics:

• Biography of Nathaniel Hawthorne
• Daily Life in Salem in the 1600s
• Puritanism and Government
• Crime and Punishment

The Process

I. Biography of Nathaniel Hawthorne
Answer the following questions about Nathaniel Hawthorne.

1. Give some details about Hawthorne's early life and family.
2. How did his Puritan heritage influence him?
3. How did Hawthorne perceive nature?
4. What was his opinion of women writers?
5. What are some common themes that appear in his works?
6. Compare Hawthorne to a modern author or screenwriter. 

Biography of Nathaniel Hawthorne Web Links
Hawthorne's life 
 

II.  Daily Life in Salem
Answer the following questions about daily life in the 1600s in Puritan New England.

1. Describe the clothing worn by men and women in Salem.  What types of fabrics were used?
2.  How did their clothing support their religious views?
3.  Describe the types of homes that probably existed in Salem. Explain what a palisade is and why it was necessary.
4. Describe the family life of Puritans?
5.  Describe a Puritan meal.
6.  How did their food and eating habits support their religious views?
7. Compare the Puritan daily life to your own.

Daily Life in Salem Web Links

Daily Life in a Puritan Village
Pioneer Houses
Puritan Massachusetts
Puritan Clothing
Puritan Women
Puritan Children
Colonial Daily Life

III.  Puritanism and Government
Answer the following questions about Puritanism. 

1. What are the basic Puritan beliefs?  List at least five.
2. What is predestination?
3. How would Puritans view those of other faiths?
4. Why did Puritans come to the New World?
5. List five forces undermining Puritanism in the 1600s.
6. What is a theocracy and how would it affect the view of Salem residents toward witchcraft? 
7. Compare how Puritan government and ours today. 

Puritanism and Government Web Links
Background on Puritan Theology

The Legacy of Puritanism

IV. Crime and Punishment

You have just entered the seventeenth century of Puritan crime and punishment. You have been found guilty of a crime, and now you will be punished for it. The crime and punishment is up to you; but keep in mind that you are now a Puritan, so you need to share your impressions, ideas, and beliefs concerning events as a Puritan would have witnessed them.

1.      According to the “Articles, Lawes and Orders” that Virginia ministers were required to read to their congregations every Sunday, what was the punishment for failing to attend church?

2.       What was Boston Roger picked up for and what was his punishment?

3.      Give an example of these strict laws being applied to a child.

4.      What was Captain Kemble punished for? Do you believe his punishment was justified? Why or why not?

5.      Which sex crimes were outlawed?

6.      As outraged as you may be by Thomas Grangerford’s behavior, what are your thoughts on the punishment both he and the animals received?

7.      Most early systems of justice were predicated on the concepts of vengeance and deterrence, but how did Colonial practice take the matter a step further?

8.      What were the stocks, bilboes, ducking stools, the brank, whipping posts, pillories, branding and maiming, the gallows, and which crime was associated which each?

Crime and Punishment Web Links
Colonial Crimes and Punishments

 

Huck Finn Webquest

Twain and Huck Finn Webquest Instructions

DIRECTIONS

Follow the directions for each stage of the quest listed below. When you have completed all stages and steps in the Web Quest, submit this document to me, with your notes/responses inserted. Future reading quizzes on the text may ask you to provide information from this activity.

 STAGE 1: Key terms and concepts

You will use the Encyclopedia of Literature available through the Literary Reference Center database to define three of the key terms below. You will receive a grade for your ability to follow these written directions and access the resource without asking questions. To access the resource, you first need to visit galileo.usg.edu and enter the school password, which is duke. Then select the Database A-Z link and enter the database name Literary Reference Center. Select the Literary Reference Center link and then from the Reference Shelf select the Encyclopedia of Literature. You can then type in your terms.

Once you look up the terms, write a definition for each term in your own words, and if the site mentions Mark Twain or Huck Finn, take notes on the information provided about the author and/or text as well.

 

1.  American Realism (for this term, visit the following website: http://public.wsu.edu/~campbelld/amlit/realism.htm

Definition:

Notes:

2.  Picaresque Novel

Definition:

Notes:

3.  Bildungsroman

Definition:

Notes:

4.  Satire

Definition:

Notes:

STAGE 2: Explore Mark Twain’s Life and Times

STEP ONE: Memory Builder Game

Visit the following site, and play the Memory Builder game for His Life: Level 1 and His Times: Level 1. Do not worry about answering the questions correctly. The game is designed to help you learn several key dates and facts about Twain’s life and the society in which he developed as an artist.

To get started, follow the link below, and then click Start Playing.

http://etext.virginia.edu/railton/timeline/

Once you have completed the game, view the comprehensive Level 4 timeline and take notes on the key events available at:

http://etext.virginia.edu/railton/timeline/landing4.html

STEP TWO: Explore illustration as a technique of characterization.

First, Read the following short article about Edward Kemble’s illustrations and how they reflect the prevalent attitudes of Twain’s time and culture:

http://etext.lib.virginia.edu/railton/huckfinn/hfillcomp.html

STEP THREE: Character analysis

Choose two illustrations of characters (you can find them at http://etext.lib.virginia.edu/railton/huckfinn/hfillfrs.html) and write a 2-4 sentence description of each image. Your descriptions should answer the following questions:

1)       What inferences or assumptions can I make about this character based on this drawing?

2)       What stereotypes are reflected in this drawing?  These might be stereotypes of African-Americans, of unmarried middle-aged women, of wild young Caucasian pre-teenage boys, etc.

Description of Image of 1^st Character

Description of Image of 2nd Character

If you still have time, visit the following site which provides helpful historical background information on the background, characters, major themes, etc. in Huck Finn:

http://staff.gps.edu/gaither/Huck%20Finn%20notes.htm#Point%20of%20View

 

Comparison/Contrast Essay

Comparison/Contrast Essay

Sir Ken Robinson’s talk  http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Amy Tan's talk http://www.ted.com/talks/lang/eng/amy_tan_on_creativity.html

Comparison/contrast essay: due Friday, April 1st. Please also post your paper to the blogspot by midnight on Friday, April 1^st http://www.serendipitycindy.blogspot.com/

Requirements: 

    -compare and contrast the talks by Amy Tan and Ken Robinson

    -include an argument for which is more effective and discuss the evaluative criteria that lead you to your conclusion. Consider criteria such as subject, presentation techniques, method of delivery (use of humor, analogies, anecdotes, etc.)

    -750-1000 words

    -MLA format

    -must be typed 

    -late papers will not be accepted

The Great Gatsby 20s Radio Show Podcast!

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