Tuesday, May 23, 2017

Week Nine

Tuesday Meeting
Original cartoon by Tony Lopes
See more at Stoney Toons
Image from Sophia Literaria

Much Ado about Nothing is the text we will use for the in-class Final Exam, so you need to be very familiar with it. To help, today we will screen Kenneth Branagh's version of play.
If you are/were unable to come to class on Tuesday, May 24, search the film in our library's Streaming Media Project  HEREFor copyright reasons, you can only watch the film on campus. Otherwise, check the film information so you can rent it, watch it on YouTube, etc. HERE
2. Discussing the Final Exam. Once you have decided what question you want to answer, check the work you should complete for Journals 8, 9, 10, and 11. Instructions and Prompts for Journals

Online Work for Week Nine

Note: items marked with an asterisk will count as your hour of online attendance for Week Nine.


By tonight at 10pm: first draft of Essay 3 for me to give you feedback. 

Tuesday, May 30th: Submit a PRINT version of Essay 3 to me by the end of class. 
  1. Review an introductory presentation on Much Ado about Nothing HERE.
  2. Review Much Ado about Nothing's Main Characters' Status, Alliances, and Relationships HERE.
  3. *Complete Journal 8. You will need the play for evidence. If you do not have Much Ado about Nothing, check the e-book HERE.
              _______________________________________________

    Tuesday, May 16, 2017

    Week Eight

    Tuesday Meeting
    Iron Mask and Collar for Punishing Slaves, Brazil, 1817-1818
    Source: Jacques Arago, Souvenirs d'un aveugle. Voyage autour du monde... par M. J. Arago (Paris, 1839-40), 
    vol. 1, facing p. 119.
    From The Atlantic Slave Trade and Slave Life in the Americas
    by Jerome Handler and Michael Tuite
    Sponsored by the Virginia Foundation for the Humanities and the University of Virginia Library.
    "Did you speak to him? Didn't you say anything to him? Something!" [said Sethe.]
    "I couldn't, Sethe. I just... couldn't" [said Paul D.]
    "Why!"
    "I had a bit in my mouth."
       --From Toni Morrison, Beloved (84). 
    This image is one of the many representations of a series of masks, bridles, and mouth bits created to silence women and slaves. For more, see the blog U.S. Slave HERE (Warning: nasty images). To see how the tradition continues, if much abated, HERE. (Thanks to HiccupsS for the link!) 

    One of the many reasons why Butler's and especially Morrison's storytelling is important, therefore, is that they reclaim the power of language and representation for those who have been denied such a voice. Thus, Kindred touches on many "unspoken" issues that define present American culture. What follows is a list of a few of them.

    1. Critical Thinking and Discussion: Major Themes in Kindred HERE
    2. Writing the Introduction for an essay on Kindred
    • Instructions for Essay 3 HERE (notice I have added a question)
    Buckner Topsy Turvy 1901 doll.  Image and historical context below from Black Legacy Images.
    Oral history of the doll: A slave mother designed this type of doll for her children because slave children were not allowed to play with white dolls. When white people were present slave children always had to play with the black doll. The black doll was the only legal doll black children could play with in America during slave times.
















    Online Work for Week Eight
    1. *By Tuesday, May 23 at 10PM. Write the first draft of Essay 3 and post it in your one document in Google Groups. I will read and give feedback only to those drafts submitted on time. 
    2. Complete the Quiz on Literary Terms III on Blackboard based on THIS PRESENTATION




    Tuesday, May 9, 2017

    Week Seven

    Tuesday Meeting

    “The Plantation Police, or Home-Guard, Examining Negro Passes on the Levee Road Below New Orleans" by F.B. Schell.
    From Emancipation 150: Local Lives and National Events 

    1. Understanding the development of character and of conflict in Kindred. Instructions HERE.

    2. Integrating evidence from Kindred into a body paragraph. For this exercise, you will need a copy of the novel and the handout on signal phrases on page 46 of the class packet. Instructions HERE.


    Online Work for Week Seven

    Note: items marked with an asterisk will count as your hour of online attendance for Week Seven.
    1. *Complete Journal 7: “The Storm,” “The Rope,” and “Epilogue”
    2. Complete the Quiz for "The Storm" and "The Rope" on Blackboard.
    3. Complete the Quiz on Literary Terms II on Blackboard based on THIS PRESENTATION.
    4. Need to discuss you midterm grade and suggest a plan of action for the rest of the semester? Fill  out this form

    Pass for a  slave named Barney from The Civil War in Missouri

    Tuesday, May 2, 2017

    The Votes Are IN!

    2:15 Class

    Congratulations, Browning House, for winning Best Essay!

    The winner of Best Paragraph is Anabel (the voting was split for everyone else).

    5:45 Class

    Congratulations, Butler House, for winning Best Essay!

    The winners of Best Paragraph are Joseph, Karina, and Arlene.

    Thank you, everybody, for your hard work!

    Monday, May 1, 2017

    Week Six: Backgrounds for Kindred

    Tuesday Meeting

    Today we begin exploring the novel Kindred by Octavia E. Butler. This novel is partly set in Maryland before the American Civil War. To really understand the kind of world Dana, our protagonist, is time-traveling to, we need to do a bit of research on slavery in the United States.
    “Caution!! Colored People of Boston” Anti-Slavery Poster (1851)
    from The Boston Public Library

    The modern epoch was founded on European imperialism and African slavery. Both these systems were organized racially. The theft of labor and life, of land and resources, from millions of Africans and Native Americans, and from Asians and Pacific Islanders as well,  financed the rise of Europe and made possible both its subsequent mercantilism and its later industrialism. Conquest, imperial rule, and the chattelization of labor (principally but not entirely African labor) divided humanity into Europeans and "others." Ferocious and unending cultural and psychic energies were expended to sustain this schism, which was also constantly challenged and undermined in innumerable ways.
       --Howard Winant. New Politics of Race : Globalism, Difference, Justice: 205.

    A. Background for Kindred I: Slavery in the United States

    Part I:
      1. On the list below, find the topic that matches your assigned number
      1. Punishment 
      2. Slave Breeding
      3. House Slaves 
      4. Field Slaves 
      5. Education  
      6. Family Life  
      7. Whipping

      2. Visit the Spartacus Educational site Slavery in the United States at http://spartacus-educational.com/USAslavery.htm Scroll down until you see the topic “Slave Life.” Click on your topic.
      3. Read the entire page for your topic. On a piece of paper, summarize what you have read in about 250 words.

      Part II:
      I will put you in a group so all seven aspects of slavery are represented. Take about 2 minutes to tell the others what you have learned, using the summary to help you remember key ideas. The point is to acquire as much general information about slavery as possible in a short period of time. As you listen, write down the ideas that made the strongest impression on you.

      B. Background for Kindred II: The Legacy of Slavery and Its Discontents

      We will discuss Butler's background as part of her motivation to write the novel: https://en.wikipedia.org/wiki/Kindred_(novel)#Background


      From Aaron McGruder's The Boondocks: Because I Know You Don't Read the Newspaper (2000): 38.
      Image from Rad Geek People's Daily













      Online Work for Week Six
      Note: items marked with an asterisk will count as your hour of online attendance for Week Six.

      Tuesday, May 8 by 9:00AM:
      1. Quiz: "The Fight" on Blackboard
      2.  *Journal 6 (Kindred--"The Fight" II-sections 11-16)
      In preparation to receive you midterm grade, please review the Grading Plan on pages 3-4 of the class packet:
      https://drive.google.com/file/d/0B_Egjt-4g-yZY1N4aDVWRU02Wkk/view?usp=sharing