Wednesday, August 31, 2022

WEbquest

 

451 Web Quest 2021

Fahrenheit 451 – WebQuest

Your Task: Complete this webquest to learn more about the events that inspired Bradbury’s novel, Fahrenheit 451.


Directions:
**Copy the questions on to a MS Word or Google Doc.  Answer all of the questions using the web links included with each question.

-Use complete sentences, and research your answers by reading the information on the links.

Read everything below:



“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” First Amendment of the U.S. Constitution passed by Congress September 25, 1789. Ratified December 15, 1791.

Explore the following sites for information on the kinds of historical censorship Ray Bradbury discusses in Fahrenheit 451:

Introduction
This class will be studying issues related to Censorship and has asked you to investigate some of the history of censorship in order to use the information to help the Federal Communications Commission (The FCC, This is a government group that regulates interstate and international communications by radio, television, wire, satellite and cable in all 50 states, the District of Columbia and U.S. territories.) make judgments about contemporary censorship issues. You will be using this Web Quest to find information about some of the instances of censorship in which the Commission is interested.


Task
Part I requires you to explore Web sites on censorship in the past and the present. You will be given a selection of websites related to these issues from which to choose. Take notes and  write out important information needed for your report to the Commission.

Part II is a list of modern day censorship issues affecting teenagers today. Select two topics about which you wish to report on to the Commission.


Process:

Part I
Explore these sites for information on the kinds of historical censorship Ray Bradbury discusses in Fahrenheit 451: For this part of the Webquest, I will be collecting answers to the questions that accompany each web site. Click on each link and answer all the questions in each section.

Step A:  Censorship
  1. What is censorship?

Step B: The burning of Hugh Latimer and Nicholas Ridley:
  1. Why were they burned at the stake?
  2. Why was Latimer confident that they were doing the right thing?
  3. Why would it be important to remind people of this history?
  4. What was Latimer's final quote to Nicholas Ridley?
  5. What do you think this quote means?

Step C: Nazi Book Burning:
  1. Why do you think the Nazis burned these books?
  2. How is this similar to why the firemen in Fahrenheit 451 burn books?
  3. In what way might these images have inspired Bradbury to write Fahrenheit 451?  

Step D: McCarthyism and Blacklisting in Hollywood: 

This site will take you to a page of links. Each link takes you to a page that tells a small part of the story of Blacklisting in Hollywood in the late 1940’s and early 1950’s.
  1. Who was Joseph McCarthy?
  2. What did McCarthy say had happened?
  3. Were his accusations true?
  4. What is "McCarthyism?" (according to the second paragraph)?
  5. Was it right?



  1. What were the "Hollywood Ten" accused of?
  2. When did this happen?
  3. When did it end?
  4. Do you think it's right or wrong?
  5. In what situation do you think this could happen again?  Think about the politics today and give an example of how this could happen in today's society with the things of which Americans are afraid. 
  6. How might the Red Scare and "The Hollywood Ten" have inspired Bradbury to write Fahrenheit 451? 

Part II
Explore two of the following sites to look at censorship issues that are in the news today and answer the question.

A.. Book Banning
Topic #1 ______________
  1. Who is in favor of these limitations on freedom of speech? 
  2. Why are they in favor of them? 
  3. Who is opposed? Why are they opposed? 
  4. Which side do you agree with? Why?
 Topic #2 ______________


  1. Who is in favor of these limitations on freedom of speech? 
  2. Why are they in favor of them? 
  3. Who is opposed? Why are they opposed? 
  4. Which side do you agree with? Why?
The webquest is due on Tuesday, 9/20@ midnight.  www.turnitin.com
We will have half the class to work on the quest.  We will go over the answers the second half.
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Monday, August 01, 2022

TKAM Web Quest

 

To Kill a Mockingbird Web Quest

Assignment: 

1. Complete WebQuest by the end of period 8 on Tuesday, 4/11
2.Wednesday, 4/12, Review Web Quest.  

 Mockingbird Webquest

TO KILL A MOCKINGBIRD WEB QUEST


What is the purpose of our WebQuest?: With any piece of literature, understanding the historical context of the novel can be just as important as the text itself. The information in this WebQuest will provide you with essential information about the social, political, and economic climate in the South during the 1930s, along with important author information and background. By providing you with this background knowledge, you will be able to better understand character motivation and action, author point of view, and the important messages within To Kill a Mockingbird.

TO KILL A MOCKINGBIRD WEB QUEST
 
PART 1


Directions:  Research the following websites for each category and answer the questions below in complete sentences.
THE SCOTTSBORO BOYS TRIAL
THE SCOTTSBORO TRIALS

 LINK 1: The Scottsboro Boys  http://famous-trials.com/scottsboroboys

LINK 2: https://www.history.com/topics/great-depression/scottsboro-boys

-  Read about the Famous American Trials, "The Scotsboro Trials."  Begin reading the article on the bottom of the webpage and hit "cont." to continue onto the next page.
-  Answer the questions below in complete sentences
-  Be sure to click on links (blue) for full descriptions

1. a.  What were The Scottsboro Boys known for? Who were they? What did they do? How did they get in so much trouble?

   b. The Scottsboro Boys’ attorneys were extremely incompetent. How did the defense attorneys show their lack of experience?

   c. Were The Scottsboro Boys ever pardoned of their wrongful convictions?
   
    d. Define hoboing

2.  Who is Haywood Patterson?

3.  What started the altercation between the black and white youths?

4.  Who is Orville Gilley? 

5.  Nine African Americans made up the Scottsboro Boys, who are they?

6.  Who are the two girls that said a gang of twelve blacks with pistols and knives raped them?

7.  Do you feel the boys received a fair trial?  Why or why not?  Be sure to explain your answer.

8.  Who is Harry Emerson and what did he influence Bates to do?

9.  What is your overall opinion of what these boys had to experience?  Be sure to explain.


  
HARPER LEE

Bio Link 1:
https://www.biography.com/people/harper-lee-9377021

Bio Link 2:
https://www.britannica.com/biography/Harper-Lee

10.  Who is Harper Lee? 
11.  What work is she most famous for writing?

12.  To Kill a Mockingbird won what award?

13.  Harper Lee is a descendant of whom?

14.  Who were the characters Finch and Dill based on?

JIM CROW


http://www.ferris.edu/JIMCROW/what.htm

History of the Jim Crow Laws
15. Where did the term, “Jim Crow,” originate from?16. After the year 1900, what did the term, “Jim Crow,” become identified with?

17. What Supreme Court case upheld segregation, or “separate but equal?”

18. Who was Booker T. Washington? What was his stance on the segregation debates?

19.      What was Jim Crow?

20.      Stetson Kennedy, the author of Jim Crow Guide, offered seven simple rules for Blacks to follow.  Name all seven.


21.      Give an example of a Jim Crow sign.


22.      What is lynching?


23.      What are lynch mobs?

THE GREAT DEPRESSION

There is nothing to complete in this section.  We discussed this in OMM





PREJUDICE AND RACISM
https://www.verywellmind.com/what-is-prejudice-5092657

https://www.verywellmind.com/10-organizations-that-support-racial-equality-5071298#:~:text=10%20Organizations%20That%20Support%20Racial%20Equality%201%20NAACP,...%208%20Live%20Free%20USA%20...%20More%20items

34.      Define prejudice.

35.      What is stereotyping and provide an example

36.      Do people still display acts of prejudice or racism today?  Use an example to explain your answer.

37.      Name five things you can do to fight prejudice and racism.

38.  Name five groups that are currently trying to end prejudice.

39.  Will we ever become a society that is free from judging others?  Why or why 
not?

Macomb Map

LINK 1:– Maycomb County Map


41. Based on the Maycomb County map, the Finch’s live next door to whom?
42. Whose house is the school behind? 

Part II

PRE-READINGS AND QUESTIONS

Please provide short, simple answers:
A.      How important are parents in shaping their children’s values and beliefs?

B.      What is the role of the community in shaping young people’s values and beliefs?

C.      How can we ensure that people are treated equally even though they differ in race, wealth, religion, etc.?

D.      How fair is our country’s justice system?

E.      What makes people good or bad?

F.      What do you remember about being in first through third grade?
G.      What was important during that time?

Review info: (Please read the following information)
COMPARE & CONTRAST
1930s: During the Great Depression, unemployment rose as high as 25%; the New Deal program of government-sponsored relief leads to a deficit in the federal budget. 
1960: After a decade of record-high American production and exports, unemployment dips to less than 5 percent, while the federal government runs a small surplus. 
Today: Unemployment runs between 5 and 6 percent, while the federal government works to reduce a multi-billion dollar deficit amidst an increasingly competitive global economy. 

1930s: Schools are racially segregated; emphasis in the classroom was on rote learning of the basics. 
1960: Although backed up by force at times, school integration laws were being enforced; the 1959 launch of the Soviet satellite Sputnik leads to math and science gaining increased importance. 
Today: School populations are as racially diverse as their communities; classes include a focus on combining subjects and problem-solving skills. 

1930s: Only property owners who were white and male could serve on juries. 
1960: Women and minorities could now serve on juries; while the Supreme Court ruled that eliminating jurors from duty on the basis of race is unconstitutional, many trials still exclude blacks and Hispanics. 
Today: All registered voters are eligible to serve on juries, although in many cases prosecution and defense teams aim to create a Jury with a racial balance favorable to their side. 


1930s: A big trial serves as a entertainment event for the whole town and a child who has been to the movies is unusual. 
1960: Television was becoming the dominant form of popular entertainment, while families might see films together at drive-in movie theaters. 
Today: Although television and film are still large presences, computers and computer games swiftly gain a share in the entertainment market. Trials still provide public entertainment and are featured on their own cable channel.  

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


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Monday, May 16, 2022

The Dog That Bit People - James Thurber

 Thurber

Non Fiction

I. Non Fiction Terms Test

II. Objective: Interpret literary elements in nonfiction
Analyze the effectiveness of figurative language

1. students will be introduced to James Thurber

Thurber -1894-1961

-Native of Columbus, Ohio
-Worked for the US State Department after college
-Soon after became a humorist, writing essays and drawing cartoons for The New Yorker magazine
-1952 almost blind
- Students will Read about James Thurber. (See the link below)
- Students will read about a humorous essay
2. Students will read "The Dog That Bit People" ( See the Link Below )
3. Students will discuss the story

Turn the answers to the questions below to www.turnitin.com by.....I will determine the deadline on WEDNESDAY, 3/29-BEFORE YOU ENTER CLASS.  
Story Link:  The Dog That Bit People- James Thurber
https://drive.google.com/file/d/1DD1ZmoT1uVrAKztLcTn4IjS_zij_kvD_/view?usp=sharing
Here is the audio book....This is a great version.  Please listen, read along and answer the questions.
Audio Links:  2 Parts:
The Dog That Bit People part 1
The Dog That Bit People part 2If time allows, listen to Thurber story, 
OTHER THURBER STORIES
Answer the following questions:
1. Respond: Which of Muggs’s escapades did you find the most amusing? Why?

2. (a) Recall: Which event does Thurber refer to as his “foolhardy” experience with Muggs? (b) Analyze: List reactions you might expect the family to have to this experience, and explain which are missing in the essay.

3. Hypothesize: Why do you think the family never does anything to get rid of Muggs?  Why?

4.  (a) Find an example of satire in each essay. (b) Identify the type of person that is satirized in each example, and explain whether you think satirizing such people is justified?.

5.  In this humorous essay, what is funnily about the relationship between Mother and Muggs?
6. How would the author characterize his relationship with Muggs?
7. How does Thurber feel about Mugs? Find three examples of contextual evidence and explain.  Use page numbers

8.Describe Mother.  Find three examples of contextual evidence and explain.  Use page numbers

9. List the excuses Mother makes for MUGGS

10.  What is ironic at the end of the story?  (When Muggs dies)

11.  Identify Thurber's purpose (and explain), tone (explain), and Mood (explain)

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.
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Tuesday, May 10, 2022

Plan for 5/11-5/13

 Wednesday 5/11- Finish Working on JC Essays.  Essays are due at the end of class.

Turn your work in to www.turnitin.com

Thursday, 5/12- Study for your nonfiction terms test 

Friday, 5/13- Nonfiction Terms test on Skyward

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Sunday, May 08, 2022

JC rewrite

 Read over and evaluate your graded JC essay in www.turnitin.com.

Revise, rewrite and submit your rewritten version by the end of class on Wednesday, 5/11.
turn your essay in to www.turnitin.com
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Sunday, May 01, 2022

Nonfiction- MLK and Lesson for 5/5- 5/6


ASSIGNMENTS:  

Monday, 5/2-Wednesday, 5/4-
Read, Analyze, and Discuss I HAVE A DREAM
-Evaluate Textual and Contextual elements to locate the author's rhetorical devices utilized throughout the speech

Thursday,  5/5 and Friday, 5/6- Propaganda Unit
Link to Lesson:

Due to Google Classroom by Monday, 5/9 before you enter class.

__________________________________________________________________________


"I Have a Dream"



Background: Lincoln's Emancipation Proclamation
Introduction
When the American Civil War (1861-65) began, President Abraham Lincoln carefully framed the conflict as concerning the preservation of the Union rather than the abolition of slavery. Although he personally found the practice of slavery abhorrent, he knew that neither Northerners nor the residents of the border slave states would support abolition as a war aim. But by mid-1862, as thousands of slaves fled to join the invading Northern armies, Lincoln was convinced that abolition had become a sound military strategy, as well as the morally correct path. On September 22, soon after the Union victory at Antietam, he issued a preliminary Emancipation Proclamation, declaring that as of January 1, 1863, all slaves in the rebellious states “shall be then, thenceforward, and forever free.” While the Emancipation Proclamation did not free a single slave, it was an important turning point in the war, transforming the fight to preserve the nation into a battle for human freedom.
GOALS:
To read, comprehend, and analyze Martin Luther King, Jr's speech, “I Have a Dream"
To identify the author's purpose
1. Read the excerpt  "I Have a Dream" from your online textbook- 9th grade Aqua PAGE 494

I  have a dream

Build Skills
I Have a Dream 
Practice these skills with either “I Have a Dream” 

Literary Analysis

A persuasive speech is a speech that tries to convince listeners to think or act in a certain way. Persuasive speeches may appeal to reason or emotion or both. In order to engage the audience, speakers often include rhetorical devices, patterns of words and ideas that create emphasis and stir emotion in the audience. Common rhetorical devices include the following:
  • Parallelism: repeating a grammatical structure or an arrangement of words to create a sense of rhythm and momentum
  • Restatement: expressing the same idea in different words to clarify and stress key points
  • Repetition: expressing different ideas using the same words or images in order to reinforce concepts and unify the speech
  • Analogy: drawing a comparison that shows a similarity between unlike things
RHETORICAL DEVICES: ETHOS (CREDIBILITY), PATHOS (EMOTIONAL APPEALS), LOGOS (LOGIC)

Reading Skill

Persuasive techniques are devices used to influence the audience in favor of the author’s argument. In addition to presenting evidence in a persuasive speech, a speaker may also use emotionally charged language and rhetorical devices, such as those listed above.
To analyze and evaluate persuasive techniques, read aloud to hear the effect. Notice the emotional impact of certain words and the rhythm and momentum created by specific word patterns. Consider both the purpose and effect of these persuasive techniques. Use a chart like the one shown to organize your analysis.

Vocabulary Builder

I HAVE A DREAM

  • hallowed adj. sacred The battlefield is considered by many to be hallowed ground. 
  • degenerate v. grow worse Don’t let this discussion generate into a shouting match. 
  • creed n. statement of belief The creed of brotherhood is preached by many who do not practice it.

Background

The Civil Rights Movement The U.S. Constitution guarantees certain rights to all Americans. The struggle of African Americans to have their rights recognized is known as the civil rights movement. Marked by demonstrations and legal challenges, this movement began in the 1950s and was led by figures like Martin Luther King, Jr.
Intro to the author:

Dr. Martin Luther King, Jr.
(1929–1968)
Born in Atlanta, Georgia, Dr. Martin Luther King, Jr., was the most charismatic leader of the civil rights movement. During the 1950's and 1960's, King organized nonviolent protests to bring about equal rights for all Americans.


A Voice for the Oppressed King first came to national attention in 1956 in Montgomery, Alabama, when he organized a 382-day boycott of the city's segregated buses by African Americans. He went on to lead other protests and to speak out eloquently against poverty and social injustice. He was assassinated on April 4, 1968. His birthday, January 15, has since become a national holiday.
Fast Facts
  • At thirty-five, King became the youngest man and only the third black man to be awarded a Nobel Peace Prize.
  • The song “Pride (in the Name of Love)” by the famous rock band U2 is a tribute to Martin Luther King, Jr.

I. In remembrance of Martin Luther King Day, we are going to listen to a short excerpt from his famous "I Have a Dream" Speech

______________________________________________________

Rhetoric: 
Textual analysis is the rhetorical concept that are used to analyze the features of texts. … In another simpler definition, textual analysis is the sole focus on a piece of rhetoric while contextual analysis is the focus on the “big picture"



Both textual and contextual analysis are generally used when doing an in depth rhetorical analysis of various works. While they are both taken advantage of, they are on opposite ends of the spectrum of analysis and entail entirely different approaches. Textual analysis involves looking at the text as it is and what literary strategies it entails. There is an emphasis on analyzing the style of the piece, words used and the way in which the speaker delivers the message. Textual analysis also looks at the appeals; pathos, ethos and logos, to better understand the argument that the author or speaker is trying to convey in their work. Overall, the textual approach to rhetorical analysis is used to dig deep into the literal text and better understand what is being said and what the speaker is trying to defend or present to the reader.
Contextual evidence on the other hand focuses on better understanding the reasons behind why a particular piece is written, looking at it as part of a bigger picture, not just words on a paper, but something that has a role in a particular time or event. In order to understand and analyze the context of any piece, one must have information on the background of the topic, background of the author as well as information about the time in which it is written. This is necessary to help construct the bigger picture in which a particular piece is a part of because the contextual approach to rhetorical analysis looks at things as a part of a larger picture or a response to something else. Therefore, the context cannot be fully understood if one does not know the background, but through contextual analysis, one can find out these various facts and best understand the true reasons for a particular work, not just the literal words used.
One famous example that can be analyzed for contextual as well as textual analysis is Dr. Martin Luther King’s “I Have a Dream” speech. Looking at it textually, King makes use of repetition of the phrase, “I have a dream” to emphasize how he sees something better for the country that he hopes one day will happen. He is relying on pathos throughout in order to relate to his audience, regardless of race,  because the issue of discrimination is a powerful subject and his details bring out emotion. He also uses words such as we, us and together throughout to stress that the country needs to strive for unity among all and by repeating these words he is emphasizing that this truly is important for all people. As part of the bigger picture, this speech was given in 1963 during the Civil Rights Movement, a time in which African Americans were fighting for equal rights. Therefore, it is important to know that Dr. King is African American and that this movement directly effects him making his speech more meaningful and powerful. It also makes people realize that equality among people is not literally a dream, instead it is something that needed to be done in the United States and it needed to happen as soon as possible so everyone could be treated fairly.
___________________________________________

Years after his death Martin Luther King, Jr, continues to touch the lives of millions of people throughout the world.  Politicians, writers, musicians--people from all walks of life--continue to promote King's message of equality and harmony.  The following song by the popular Irish rock band U2 was written as a tribute to King and his message.

Students will read background info and listen to CD

II. Background:
  • This is a tribute to Martin Luther King, Jr. An exhibit dedicated to the civil rights leader was on display at the Chicago Peace Museum in 1983 when the band visited.
  • Bono is speaking about those throughout history who have died because they preached of the equality of all men and practiced nonviolence as the only way to achieve their goal of having this equality universally recognized.

    MLK is the primary example of nonviolent resistance as the only way to bring about changes in civil rights.

    The song is about singular "people" that lived their life with pride. Not in a boastful way, but with the pride a person has when their thoughts and actions are motivated by their understanding and full awareness of the dignity and sanctity of ALL human life.
  • King was killed on a Memphis motel balcony on April 4, 1968. Bono sings "early morning, April 4," but King was actually killed in the evening. Bono has acknowledged the mistake and sometimes sings it as "early evening, April 4."

  U2 "Pride" (youtube link)
Pride
    Pride (In The Name Of Love)
    U2
    One man come in the name of love
    One man come and go
    One man come he to justify
    One man to overthrow
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    One man caught on a barbed wire fence
    One man he resist
    One man washed up on an empty beach
    One man betrayed with a kiss
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    Early morning, April four
    Shot rings out in the Memphis sky
    Free at last, they took your life
    They could not take your pride
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
    In the name of love
    What more in the name of love
III.

Connecting to the Literature

I Have a Dream, Martin Luther King, Jr., challenges Americans to live up to national ideals of equality and justice. Write a 5 paragraph essay in which you describe some other ideals that you consider to be characteristically American. Use at least three of these words: embody, comprise, define, invoke.

IV.
1. How does the song's message relate to (pay tribute to) King's message in "I Have a Dream"?
2. What similar emotions do both evoke?  Explain (Indicate the emotions, explain and use examples/ lines from each and explain)
3. What messages do the speech and song convey? compare and contrast each selection. Support your answer


Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject. 

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