Hamlet PDF:
Hamlet PDF | |
File Size: | 399 kb |
File Type: |
Additional Reading Resources:
Click the link below for a translation of each scene:
Sparknotes Translated Text
Click the link below for a summary and analysis of each scene:
Sparknotes Summary and Analysis
Sparknotes Video Summary
Hamlet Video Summary
Click the link below for a translation of each scene:
Sparknotes Translated Text
Click the link below for a summary and analysis of each scene:
Sparknotes Summary and Analysis
Sparknotes Video Summary
Hamlet Video Summary
Hamlet Daily Summary and Journal Response
Daily Summary and Journal Response:
After each class period, you will be responsible for writing both a summary and a journal response based on the reading.
Summary: 5 points
Be sure to title each entry to include:
Each weekly submission should be on a single notability document.
Submission:
After each class period, you will be responsible for writing both a summary and a journal response based on the reading.
Summary: 5 points
- Using complete sentences write a short paragraph (5 to 10 sentences) retelling the events of the reading. You should include: characters, key events, and anything else relevant to the reading.
- For each reading assignment, you will also be responsible for a reflective journal. You will be provided a prompt for each day. This should be in paragraph format (5 to 10 sentences) using complete sentences.
Be sure to title each entry to include:
- A number signifying the journal number (1, 2, 3 etc.)
- Date it was written
- Acts and Scenes covered
Each weekly submission should be on a single notability document.
Submission:
- At the end of each week, you will submit your journal responses from each day, completing the weekly assignment. You will be graded on the thoroughness of your summaries along with the quality of your writing (grammar, sentence structure etc.)
Hamlet Reading Schedule
If you are absent, you will be responsible for keeping up with the reading schedule. Download the documents below for the reading schedule.
Hamlet Reading Schedule: April | |
File Size: | 26 kb |
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Hamlet Reading Schedule: May | |
File Size: | 30 kb |
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Journal Response Prompts
May 22nd - Journal Prompt for Act 5.2 (Part 2):
Choose One:
May 21st - Journal Prompt for Act 5.2 (Part 1):
Discuss Hamlet's decision to lead Rosencrantz and Guildenstern to death. Is he truly right to believe that they deserved their fate for getting involved in this situation?
May 20th - Journal Prompt for Act 5.1:
King Claudius states "Madness in great ones must not unwatched go." (III, i) How is this true in any age? What evidence can you find in recent news stories to support this statement? How do societies keep checks and balances on their "great ones?"
May 16th - Journal Prompt for Act 4.7:
Throughout the play, we have understood that Claudius is deceptive and manipulative. In this scene, this personality trait is most pronounced. How is Claudius manipulating his current situation for his own benefit? Use a quote for support.
May 15th - Journal Prompt for Act 4.5, 4.6
Compare Hamlet and Laertes. Both young men have experienced the death of their fathers. How are their reactions similar? How are they different?
May 13th - Journal Prompt for Act 4.3, 4.4
Analyze Hamlet's last speech in scene 4 (look at your summary). Hamlet states, "Rightly to be great/Is not to stir without great argument,/But greatly to find quarrel in straw/When honor's at the stake." First, what point is Hamlet making here? Second, do you agree with his point? Explain.
May 12th - Journal Prompt for Act 4.1, 4.2
Choose One:
May 9th - Journal Prompt for Act 3.4
Choose one:
Choose one:
May 7th - Journal Prompt for Act 3.2
Choose one:
*How does Hamlet feel about the people around him? Do you think he really trusts anybody? Use a quote for support.
*Besides ensuring that Claudius killed his father, what was the purpose of the play Hamlet wrote?
*Write about a time when you discovered that someone was purposefully plotting against you for some reason. Explain the situation—how you felt, how it turned out. (if no one has- think of a time you have done it to someone else.)
May 5th - Journal Prompt for Act 3.1
Re-read Hamlet's "To be or not to be" speech. Break it down into smaller parts and summarize it. Then, discuss some of its meaning. What is Hamlet debating? What is he saying about life and death? What is the significance of his speech in terms of the rest of the play?
May 2nd - Journal Response: Act 2.2
Themes within Hamlet:
Based on the notes you took on themes before we began reading, choose one of the themes above and describe how it has been represented in the play so far. Use a quote from the play to support your response.
April 29th - Journal Response: Act 2.1
To what extent do parents have the right to "spy" or check up on their children? What circumstances might allow or prevent this? Do you believe there are reasons this would be okay? Not okay? Explain.
April 28th - Journal Response: Act 1.5
Have you or anyone you have known ever seen or claimed to have witnessed some kind of supernatural being? Explain the circumstances surrounding the event. Do you believe in the supernatural? Explain.
April 25th - Journal Response: Act 1.4 Choose one:
April 24th - Journal Response: Act 1.3
What advice does Polonius give to his son Laertes? Do you think this advice is "timeless"? Have anyone ever given you similar advice?
April 23rd - Journal Response: Act 1.1, 1.2
Why do you think Hamlet's grief is much deeper compared to everyone else? Conversely, why is Claudius so insistent on moving on?
Choose One:
- What lesson can be learned from this final scene between all of the characters? (Think about Hamlet and Laertes' apologies to one another, Also Horatio and Fortinbras' concern with spreading the message.)
- Present an alternate ending to Hamlet. Before everyone has died, how could this final scene have played out differently; possibly saving lives? Is there some way the characters would be able to swallow their pride and accept how they have wronged each other? Or are the offenses too deep/serious?
May 21st - Journal Prompt for Act 5.2 (Part 1):
Discuss Hamlet's decision to lead Rosencrantz and Guildenstern to death. Is he truly right to believe that they deserved their fate for getting involved in this situation?
May 20th - Journal Prompt for Act 5.1:
King Claudius states "Madness in great ones must not unwatched go." (III, i) How is this true in any age? What evidence can you find in recent news stories to support this statement? How do societies keep checks and balances on their "great ones?"
May 16th - Journal Prompt for Act 4.7:
Throughout the play, we have understood that Claudius is deceptive and manipulative. In this scene, this personality trait is most pronounced. How is Claudius manipulating his current situation for his own benefit? Use a quote for support.
May 15th - Journal Prompt for Act 4.5, 4.6
Compare Hamlet and Laertes. Both young men have experienced the death of their fathers. How are their reactions similar? How are they different?
May 13th - Journal Prompt for Act 4.3, 4.4
Analyze Hamlet's last speech in scene 4 (look at your summary). Hamlet states, "Rightly to be great/Is not to stir without great argument,/But greatly to find quarrel in straw/When honor's at the stake." First, what point is Hamlet making here? Second, do you agree with his point? Explain.
May 12th - Journal Prompt for Act 4.1, 4.2
Choose One:
- In this scene, what is revealed about Queen Gertrude's loyalty? Is she being loyal to King Claudius or her son, Prince Hamlet? Where do YOU think her loyalty should lie?
- What is revealed about King Claudius in scene one? What is he most concerned with?
May 9th - Journal Prompt for Act 3.4
Choose one:
- How common do you believe the act of revenge is in everyday life? Write about specific incidents, including any in which you were involved or have witnessed.
- Are parents generally blind to their children’s faults? Why or why not?
Choose one:
- Briefly summarize King Claudius’ speech about prayer. What does he think about what he has done? Be specific. Use a quote for support.
- Briefly summarize Hamlet’s speech before contemplating the murder of K. Claudius. What do you think about his reasoning? Is he making a mistake waiting to murder him?
May 7th - Journal Prompt for Act 3.2
Choose one:
*How does Hamlet feel about the people around him? Do you think he really trusts anybody? Use a quote for support.
*Besides ensuring that Claudius killed his father, what was the purpose of the play Hamlet wrote?
*Write about a time when you discovered that someone was purposefully plotting against you for some reason. Explain the situation—how you felt, how it turned out. (if no one has- think of a time you have done it to someone else.)
May 5th - Journal Prompt for Act 3.1
Re-read Hamlet's "To be or not to be" speech. Break it down into smaller parts and summarize it. Then, discuss some of its meaning. What is Hamlet debating? What is he saying about life and death? What is the significance of his speech in terms of the rest of the play?
May 2nd - Journal Response: Act 2.2
Themes within Hamlet:
- Death
- Intrigue
- Language
Based on the notes you took on themes before we began reading, choose one of the themes above and describe how it has been represented in the play so far. Use a quote from the play to support your response.
April 29th - Journal Response: Act 2.1
To what extent do parents have the right to "spy" or check up on their children? What circumstances might allow or prevent this? Do you believe there are reasons this would be okay? Not okay? Explain.
April 28th - Journal Response: Act 1.5
Have you or anyone you have known ever seen or claimed to have witnessed some kind of supernatural being? Explain the circumstances surrounding the event. Do you believe in the supernatural? Explain.
April 25th - Journal Response: Act 1.4 Choose one:
- Hamlet talks at length about drinking being customary in Denmark. What does he compare Denmark’s tradition to? What are his feelings about this tradition? What are his feelings about Denmark?
- Why is Hamlet compelled to hear what the Ghost has to say? Why do you think he ignores the warnings of his friends?
April 24th - Journal Response: Act 1.3
What advice does Polonius give to his son Laertes? Do you think this advice is "timeless"? Have anyone ever given you similar advice?
April 23rd - Journal Response: Act 1.1, 1.2
Why do you think Hamlet's grief is much deeper compared to everyone else? Conversely, why is Claudius so insistent on moving on?
Setting and Mood (Identifying words in Context)
Assignment: Due Tuesday, April 8th (There will be time in class to finish)
The Lottery by Shirley Jackson
The Lottery by Shirley Jackson
The Lottery by Shirley Jackson PDF | |
File Size: | 67 kb |
File Type: |
Download the document below to complete the assignment for The Lottery:
The Lottery Assignment: Due, Tuesday April 8th (There will be time in class to finish) | |
File Size: | 16 kb |
File Type: | docx |
The Lottery Assignment: Due, Tuesday April 8th (There will be time in class to finish) PDF | |
File Size: | 68 kb |
File Type: |
First Person Point of View and Author's Perspective
Assignment: Due Thursday, April 3rd.
On The Rainy River, by Tim O'Brien
Objectives:
On The Rainy River, by Tim O'Brien
Objectives:
- Assess how point-of-view or purpose shapes the content and style of a text.
On the Rainy River Assignment: Due Thursday, April 3rd | |
File Size: | 83 kb |
File Type: | docx |
On the Rainy River Assignment: Due Thursday, April 3rd (PDF Version) | |
File Size: | 88 kb |
File Type: |
On the Rainy River PDF Copy (Story)
On The Rainy River | |
File Size: | 1080 kb |
File Type: |
Understanding Figurative Language
In an effort to understand and apply figurative language, it's important to look at figurative language in action, through literature, and to apply it through writing. Follow the assignments below to begin your journey into figurative language.
Assignment:
Objectives:
Definitions:
Simile: a comparison of two things using like or as
Metaphor: a comparison that does not use like or as
Read Birches by Robert Frost and respond to the questions below: Literary Analysis/Critical Thinking
1. What kind of person do you imagine the speaker to be? Give details from the poem to support your answer.
2. What are the differences between the way branches bend from an ice storm and the way they bend from a boy swinging on them? Why are these differences so important to the speaker?
3. What do you think being a "swinger of birches" means to the speaker?
Think about: why swinging on birches is important to the boy in lines 25-40; why the speaker "dreams" of again becoming a swinger of birches in lines 42-47; why going up to heaven and coming back to earth are considered.
4. How do you think the statement "Earth's the right place for love: / I don't know where it's likely to go better" relates to the rest of the poem?
5. Identify all of the metaphors and similes in the poem and record them below:
6. Write your own simile and a metaphor to describe a wintery scene. (similar to those in the poem)
Assignment:
Objectives:
- Understand and appreciate poetry
- Understand figurative language
- Analyze images
Definitions:
Simile: a comparison of two things using like or as
Metaphor: a comparison that does not use like or as
Read Birches by Robert Frost and respond to the questions below: Literary Analysis/Critical Thinking
1. What kind of person do you imagine the speaker to be? Give details from the poem to support your answer.
2. What are the differences between the way branches bend from an ice storm and the way they bend from a boy swinging on them? Why are these differences so important to the speaker?
3. What do you think being a "swinger of birches" means to the speaker?
Think about: why swinging on birches is important to the boy in lines 25-40; why the speaker "dreams" of again becoming a swinger of birches in lines 42-47; why going up to heaven and coming back to earth are considered.
4. How do you think the statement "Earth's the right place for love: / I don't know where it's likely to go better" relates to the rest of the poem?
5. Identify all of the metaphors and similes in the poem and record them below:
6. Write your own simile and a metaphor to describe a wintery scene. (similar to those in the poem)
Birches by Robert Frost | |
File Size: | 52 kb |
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Minnesota Comprehensive Assessment Preparations
MCA Sample Test | |
File Size: | 1039 kb |
File Type: |
MCA Sample Test 2 | |
File Size: | 71 kb |
File Type: |
Fiction: To Kill a Mockingbird by Harper Lee
Nelle Harper Lee, born April 28, 1926 (age 87) in Monroeville, AL is the author of the Pulitzer Prize Winning novel, To Kill A Mockingbird. Published July 11, 1960, To Kill a Mockingbird was an immediate bestseller. It remains a bestseller with more than 30 million copies in print. In 1999, it was voted "Best Novel of the Century" in a poll by the Library Journal.
In the earlier life of Ms.Harper, her name "Nelle" came from her grandmothers name being spelled backwards. As a child, Nelle was a tomboy, but she loved to read. Lee's interest in English and literature blossomed when she got into high school, and from there her ideas flourished. It's not until Lee went to college that she began on her novel. After 2 years of rewriting, it was finally ready to be published. After finishing her best seller, "To Kill a Mockingbird", Lee accompanied Capote to Holcomb, Kansas, to assist him in researching what they thought would be an article on a small town's response to the murder of a farmer and his family. The research that Capote and Lee had done helped Capote write his best selling novel of his own, "In Cold Blood" (1966).
Since the publication of Lee's book, she refused any public interviews. Later, in November of 2011, George W Bush presented Lee with the Presidential Medal of Freedom. This is the highest civilian award in the United States and recognizes individuals who have made "an especially important contribution to the security or national interests of the United States and/or World Peace. Now, Lee is 87 years old, still receiving a "pat-on-the-back" for her amazing award winning novel.
Source: Alexis Wynn
In the earlier life of Ms.Harper, her name "Nelle" came from her grandmothers name being spelled backwards. As a child, Nelle was a tomboy, but she loved to read. Lee's interest in English and literature blossomed when she got into high school, and from there her ideas flourished. It's not until Lee went to college that she began on her novel. After 2 years of rewriting, it was finally ready to be published. After finishing her best seller, "To Kill a Mockingbird", Lee accompanied Capote to Holcomb, Kansas, to assist him in researching what they thought would be an article on a small town's response to the murder of a farmer and his family. The research that Capote and Lee had done helped Capote write his best selling novel of his own, "In Cold Blood" (1966).
Since the publication of Lee's book, she refused any public interviews. Later, in November of 2011, George W Bush presented Lee with the Presidential Medal of Freedom. This is the highest civilian award in the United States and recognizes individuals who have made "an especially important contribution to the security or national interests of the United States and/or World Peace. Now, Lee is 87 years old, still receiving a "pat-on-the-back" for her amazing award winning novel.
Source: Alexis Wynn
To Kill a Mockingbird Essay Prompts | |
File Size: | 63 kb |
File Type: |
To Kill a Mockingbird Final Test
The final test on our novel, To Kill a Mockingbird, will be separated into 7 parts equaling a 130 Point Test.
Parts:
You will be graded on:
Parts:
- 1: Matching Characters to their descriptions
- 2: Identifying the speaker of a quote
- 3: Identifying symbols representing: (forgiveness, childhood, friendship, hypocrisy, Racism/Prejudice, Stereotypes)
- 4: True of False: Events, Characters, Actions of Characters
- 5: Multiple Choice: Themes, Setting, Motivation of Characters
- 6: Fill in the Blank: Symbolism and Theme
- 7: Essay
NOTE: While your vocabulary sheets will not be collected, words from the list will appear in questions. (so you should be familiar with them!!!)
You will be graded on:
- Grammar: sentence structure, punctuation, word usage etc. 10pts
- Textual support: examples, quotes 10pts
- Analysis: your explanation, or tie-in to the prompt (basically how well you responded to or answered the prompt)10pts
Download the study guide below for preparation:
TKMB Final Test Study Guide | |
File Size: | 69 kb |
File Type: |
TKMB Final Test Study Guide Answers | |
File Size: | 109 kb |
File Type: |
Current Assignment
Chapter 29 and 30 Study Guide: Due Monday, March 10th at the beginning of class.
Chapter 29 and 30 Study Guide | |
File Size: | 23 kb |
File Type: | docx |
Discussion Questions - Graded for Participation:
Following the completion of the chapter, we will have a graded discussion where your answers will determine your grade. Answer the questions below as thoroughly as possible to be prepared for the discussion.
(be specific about the events, additional questions may follow)
1. What happens as Scout & Jem are walking to the school for the pageant?
2. Who does Scout notice that does not attend the pageant?
3. Why is Scout embarrassed after the pageant?
4. What happens to the children on their way home?
Following the completion of the chapter, we will have a graded discussion where your answers will determine your grade. Answer the questions below as thoroughly as possible to be prepared for the discussion.
(be specific about the events, additional questions may follow)
1. What happens as Scout & Jem are walking to the school for the pageant?
2. Who does Scout notice that does not attend the pageant?
3. Why is Scout embarrassed after the pageant?
4. What happens to the children on their way home?
To Kill a Mockingbird PDF
To Kill a Mockingbird PDF | |
File Size: | 642 kb |
File Type: |
TKMB: IMportant Documents
Download the documents below for our novel, To Kill a Mockingbird:
Character List | |
File Size: | 209 kb |
File Type: |
Vocabulary | |
File Size: | 88 kb |
File Type: |
Map of Maycomb | |
File Size: | 230 kb |
File Type: | png |
Civil Rights Research Project
Due Tuesday, February 25th.
Assignment Requirements: Due Tuesday, February 25th
Requirements for all projects:
Essay:
Grading
*Essays will be graded similarly, however grammar and mechanics will be taken into account.*
Requirements for all projects:
- You must somehow incorporate 5 to 10 facts related to the Little Rock incident into your project.
- Projects must be neatly done: essays and poetry should be typed or written with neat handwriting, drawings should be on white or colored paper (no notebook pages)
- All projects must be turned in as a physical copy.
Essay:
- The essay must be one page in length and follow basic MLA essay format
- Any artwork must be completed on white or colored paper or poster board (no notebook paper) and must be neatly done (minimum size 8.5x11)
- Poems can be written in any format and should be anywhere from a half page to one page in length.
Grading
- Incorporation of facts: 10 Points
- Neatness: 10 Points
- Creativity: 10 points
*Essays will be graded similarly, however grammar and mechanics will be taken into account.*
Project Examples:
The Brave Students of Little Rock Nine
The Brave Students of Little Rock Nine
The Trial
Beginning in chapter 17, our story almost exclusively focuses on the trial of Tom Robinson. In order to understand the trial and its sequence of events, like a courtroom stenographer, we'll need to record everything that happens.
Assignment:
Using notability record the events in the courtroom. Include everything from the layout of the courtroom to the characters involved in the case and trial.
Pages:
Scene:
Key Participants:
Statements and Their Implications:
Download the trial charts below:
Assignment:
Using notability record the events in the courtroom. Include everything from the layout of the courtroom to the characters involved in the case and trial.
Pages:
Scene:
- Dedicate one page to the layout of the courtroom. Based on the description provided by Scout, use the notability tools to draw the layout of the room including: the judges chair, the prosecution and defense's tables, the witness stand, the jury box and the viewing seats (the audience).
Key Participants:
- Dedicate one page to all of the key participants in the trial. These will include: Atticus Finch, Judge Taylor, Bob Ewell, Mayella Ewell, Horace Gilmer, Tom Robinson, Sheriff Heck Tate, The Jury and anyone else who participates.
- With each participant, include: who they are, their involvement in the trial, a character description and a picture (uploaded or drawn.)
Statements and Their Implications:
- As each witness gives their official statement to the court, we need to record the statement and look at the implications, or what the statement reveals, about the character and/or what actually happened.
- You will be creating a chart for both the official statements and what they imply.
Download the trial charts below:
Trial Chart | |
File Size: | 227 kb |
File Type: |
Tom's Testimony | |
File Size: | 106 kb |
File Type: |
Theme Analysis
As we read To Kill a Mockingbird, it's important to be aware of the predominant themes throughout the book. Some of the recurring themes include: racism, justice, and coming of age. Amongst these ideas present, there is a much stronger one that emanates throughout most of the pages, and that is empathy. The term empathy can be simplified as "walking in someone's shoes" or "putting yourself in someone's place" to understand how they feel and why they act the way they do. Our protagonist, Scout, experiences lessons in empathy many times throughout the book, as do other characters. In order to keep track of these lessons we will have to compile quotations, along with the context and speaker.
Example 1:
1. In chapter 3, after a difficult first day at school and a misunderstanding with her teacher, Scout requests to stay home. Atticus explains to her how she might be able to get along better with people in an attempt to teach her empathy:
" 'first of all,' he said, 'if you can learn a simple trick, Scout, you'll get along better with all kinds of folks. You never really understand a person until you consider things from his point of view-' "
" 'until you climb into his skin and walk around in it.' "
After this, Scout goes on to experience a sense of empathy for the first time.
"...if Walter and I had put ourselves in her shoes we'd have seen it was an honest mistake on her part. We could not expect her to learn all Maycomb's ways in one day, and we could not hold her responsible when she knew no better."
In this quote, Scout has put herself in Miss Caroline's shoes, and realized that she could not have known any better when it came to the kids in town because she wasn't from Maycomb.
Example 2:
2. In chapter 9, Scout has several encounters with others who have distaste for Atticus' involvement in the Tom Robinson Trial. In her father's defense, Scout fights back. When Scout's Unlce, Jack, punishes Scout for fighting, he learns a very important lesson in empathy.
" ' You're real nice, Uncle Jack, an' I reckon I love you even after what you did, but you don't understand children very much.' "
Uncle Jack asks Scout to elaborate.
" 'You gonna give me a chance to tell you? I don't mean to sass you, I'm just tryin' to tell you.' "
" ' Well, in the first place you never stopped to gimme a chance to tell you my side of it - you just lit right into me. When Jem an' I fuss Atticus doesn't ever just listen to Jem's side of it, he hears mine too, an' in the second place you told me never to use words like that except in ex-extreme provocation, and Francis provoked me enough to knowck his block off-' "
In this quote, Scout attempts to get Uncle Jack to see things from her point of view in order to understand why she reacted the way she did. In turn, Uncle Jack expresses empathy for Scout.
' " I know. You're daughter gave me my first lesson this afternoon. She said I didn't understand much and told me why. She was quite right. Atticus, she told me how I should have treated her - oh, dear, I'm sorry I romped on her.' "
Your Assignment:
Copy these quotes into your notebook or notability.
From this point in our book, your job is to record and explain any example of our theme of empathy. This will be an ongoing journal until we finish the book.
With each entry, you must meet certain requirements:
You must provide context: What chapter was it in? Who said the quote? What was the situation surrounding it?
You must then provide the quote: copy the quote exactly as it appears in the book.
Finally, you must provide an explanation or analysis: connecting the quote to the theme of empathy.
Example 1:
1. In chapter 3, after a difficult first day at school and a misunderstanding with her teacher, Scout requests to stay home. Atticus explains to her how she might be able to get along better with people in an attempt to teach her empathy:
" 'first of all,' he said, 'if you can learn a simple trick, Scout, you'll get along better with all kinds of folks. You never really understand a person until you consider things from his point of view-' "
" 'until you climb into his skin and walk around in it.' "
After this, Scout goes on to experience a sense of empathy for the first time.
"...if Walter and I had put ourselves in her shoes we'd have seen it was an honest mistake on her part. We could not expect her to learn all Maycomb's ways in one day, and we could not hold her responsible when she knew no better."
In this quote, Scout has put herself in Miss Caroline's shoes, and realized that she could not have known any better when it came to the kids in town because she wasn't from Maycomb.
Example 2:
2. In chapter 9, Scout has several encounters with others who have distaste for Atticus' involvement in the Tom Robinson Trial. In her father's defense, Scout fights back. When Scout's Unlce, Jack, punishes Scout for fighting, he learns a very important lesson in empathy.
" ' You're real nice, Uncle Jack, an' I reckon I love you even after what you did, but you don't understand children very much.' "
Uncle Jack asks Scout to elaborate.
" 'You gonna give me a chance to tell you? I don't mean to sass you, I'm just tryin' to tell you.' "
" ' Well, in the first place you never stopped to gimme a chance to tell you my side of it - you just lit right into me. When Jem an' I fuss Atticus doesn't ever just listen to Jem's side of it, he hears mine too, an' in the second place you told me never to use words like that except in ex-extreme provocation, and Francis provoked me enough to knowck his block off-' "
In this quote, Scout attempts to get Uncle Jack to see things from her point of view in order to understand why she reacted the way she did. In turn, Uncle Jack expresses empathy for Scout.
' " I know. You're daughter gave me my first lesson this afternoon. She said I didn't understand much and told me why. She was quite right. Atticus, she told me how I should have treated her - oh, dear, I'm sorry I romped on her.' "
Your Assignment:
Copy these quotes into your notebook or notability.
From this point in our book, your job is to record and explain any example of our theme of empathy. This will be an ongoing journal until we finish the book.
With each entry, you must meet certain requirements:
You must provide context: What chapter was it in? Who said the quote? What was the situation surrounding it?
You must then provide the quote: copy the quote exactly as it appears in the book.
Finally, you must provide an explanation or analysis: connecting the quote to the theme of empathy.
Chapter Review Questions
Assignment 8: Due Now
Summarize the events of chapters 25 and 26 separately.
Your paragraphs will be graded on grammar, sentence structure and completeness.
Your paragraphs should be anywhere from 5 to 10 sentences in length.
Summarize the events of chapters 25 and 26 separately.
Your paragraphs will be graded on grammar, sentence structure and completeness.
Your paragraphs should be anywhere from 5 to 10 sentences in length.
Chapter 24 Discussion Questions:
- What unfortunate characteristics do the ladies of the missionary circle display?
- Mrs. Merriweather discusses the “Mrunas” (an African tribal people) and their poor living conditions. J. Grimes Everett is trying to spread Christian ministry to them. While she shows such compassion & a sense of responsibility for the Mrunas, what, then, does she feel toward the black people of Maycomb?
- Discuss the irony of Mrs. Merriweather's admiration for J. Grimes Everett and her attitude toward the trial.
- Scout feels she prefers men to women. Why?
- Tom being shot 17 times is an indication of what?
- What does Miss Maudie mean by "we're paying the highest tribute we can pay a man"?
Assignment 7: Due Friday, February 21st
1. When Aunt Alexandra tells Atticus she didnʼt think it was right for the kids to go to the courthouse, Atticus tells her they might as well see Maycomb for what it is now—no use in sheltering them. She then says that doesnʼt mean rubbing their noses in it at the courthouse. Atticus points out that what happened there is just as much Maycomb as Missionary teas. What are they referring to?
2. When Jem asks Atticus why they convicted Tom, he says he doesnʼt know why, but when they do “it seems only the children weep…” This is what Dolphus Raymond said to Scout & Dill. What understanding do Dolphus and Atticus have in common?
3. Atticus is brought to tears when he enters the kitchen and sees all the food the black community has brought for him…why?
4. Why did Miss Maudie only bake two little cakes & one big one for the kids?
5. When Jem asks Maudie who, besides Atticus, helped Tom, how does she reply?
6. Why does Dill want to be a clown & laugh at people?
7. What happens to Atticus at the end of chapter 22?
8. Why do you think Bob does this to Atticus?
Journal Entry:
Using complete sentences, write a paragraph describing how Jem has matured over the course of the book. Use examples from the text to support your answer.
1. When Aunt Alexandra tells Atticus she didnʼt think it was right for the kids to go to the courthouse, Atticus tells her they might as well see Maycomb for what it is now—no use in sheltering them. She then says that doesnʼt mean rubbing their noses in it at the courthouse. Atticus points out that what happened there is just as much Maycomb as Missionary teas. What are they referring to?
2. When Jem asks Atticus why they convicted Tom, he says he doesnʼt know why, but when they do “it seems only the children weep…” This is what Dolphus Raymond said to Scout & Dill. What understanding do Dolphus and Atticus have in common?
3. Atticus is brought to tears when he enters the kitchen and sees all the food the black community has brought for him…why?
4. Why did Miss Maudie only bake two little cakes & one big one for the kids?
5. When Jem asks Maudie who, besides Atticus, helped Tom, how does she reply?
6. Why does Dill want to be a clown & laugh at people?
7. What happens to Atticus at the end of chapter 22?
8. Why do you think Bob does this to Atticus?
Journal Entry:
Using complete sentences, write a paragraph describing how Jem has matured over the course of the book. Use examples from the text to support your answer.
Chapter 21 Discussion Questions
1. Scout remarks that she hopes the Rev. Sykes saves their places—most people leave to overtake the town square
when the jury is out. When they return after supper (an hour later) they find that the people in the courtroom have barely
moved. What does this tell you about the people?
2. As the kids are waiting in the balcony for the jury to come back with their verdict, Scout started to get a creepy feeling
like she had the day in February when the mad dog came down the street. Try to describe that feeling or
relate to it in some way.
3. Why do all the Black people in the balcony stand when Atticus passes underneath them?
4. Did you correctly predict the outcome of the trial? Are you surprised at the verdict?
Summarize in ONE word your reaction to the trial. Draw the word big & color it. (Notability)
1. Scout remarks that she hopes the Rev. Sykes saves their places—most people leave to overtake the town square
when the jury is out. When they return after supper (an hour later) they find that the people in the courtroom have barely
moved. What does this tell you about the people?
2. As the kids are waiting in the balcony for the jury to come back with their verdict, Scout started to get a creepy feeling
like she had the day in February when the mad dog came down the street. Try to describe that feeling or
relate to it in some way.
3. Why do all the Black people in the balcony stand when Atticus passes underneath them?
4. Did you correctly predict the outcome of the trial? Are you surprised at the verdict?
Summarize in ONE word your reaction to the trial. Draw the word big & color it. (Notability)
Chapter 20 Discussion Questions
1. Why does Dolphus pretend to be drunk?
2. Why does he confide in the children? Why tell them, entrust them, with his secret?
3. Atticusʼ closing remarks: Scout sees Atticus do something he has never done before: unbutton his coat, vest, collar, &
loosen his tie. They had never seen him do this. He always had his clothes buttoned up until he went to bed. So why
does he do this in the courtroom, in front of everyone?
4. Atticus argues that people abuse the Thomas Jefferson quote: “…all men are created equal.” Explain.
5. Important to point out: At this point in our history, one of our rights was to have a jury made up of our peers. Is Tomʼs
jury made up of his peers?
1. Why does Dolphus pretend to be drunk?
2. Why does he confide in the children? Why tell them, entrust them, with his secret?
3. Atticusʼ closing remarks: Scout sees Atticus do something he has never done before: unbutton his coat, vest, collar, &
loosen his tie. They had never seen him do this. He always had his clothes buttoned up until he went to bed. So why
does he do this in the courtroom, in front of everyone?
4. Atticus argues that people abuse the Thomas Jefferson quote: “…all men are created equal.” Explain.
5. Important to point out: At this point in our history, one of our rights was to have a jury made up of our peers. Is Tomʼs
jury made up of his peers?
Chapter 15 Discussion Questions
1. Explain why the first crowd of men visit Atticus. (At the Finch's house)
2. Who are the second group of men that visit Atticus. What do they want?
3. Why isn't the Sheriff there to back Atticus up?
4. How does Scout break up the mob outside the jail?
1. Explain why the first crowd of men visit Atticus. (At the Finch's house)
2. Who are the second group of men that visit Atticus. What do they want?
3. Why isn't the Sheriff there to back Atticus up?
4. How does Scout break up the mob outside the jail?
Assignment 6: Due: Tuesday, February 4th, During Class
Chapter 12:
1. How do you explain Lula's antagonism towards Jem and Scout?
2. Scout finds the church service to be similar to her own except for a few differences. Explain what these are:
3. Why does Cal speak one way around black people and another way around white people? Is she being honest or hypocritical in what she does? Explain.
Chapter 13:
1. Why does Aunt Alexandra move in with the Finches?
2. How is Atticus' speech to the kids an example of hypocrisy?
3. Finish the statement: Aunt Alexandra reminds me of _____________________________ because…
Activity: Journal Entry
Pretend you are Calpurnia. Write a journal entry summarizing the events of the day (taking Jem and Scout to the First Purchase Church). Remember, you are Calpurnia, so when writing you should adopt her dialect and slang. Note: Amongst the retelling, be sure to include a reflection from Calpurnia. How did she feel during different events of the day?
Chapter 12:
1. How do you explain Lula's antagonism towards Jem and Scout?
2. Scout finds the church service to be similar to her own except for a few differences. Explain what these are:
3. Why does Cal speak one way around black people and another way around white people? Is she being honest or hypocritical in what she does? Explain.
Chapter 13:
1. Why does Aunt Alexandra move in with the Finches?
2. How is Atticus' speech to the kids an example of hypocrisy?
3. Finish the statement: Aunt Alexandra reminds me of _____________________________ because…
Activity: Journal Entry
Pretend you are Calpurnia. Write a journal entry summarizing the events of the day (taking Jem and Scout to the First Purchase Church). Remember, you are Calpurnia, so when writing you should adopt her dialect and slang. Note: Amongst the retelling, be sure to include a reflection from Calpurnia. How did she feel during different events of the day?
Assignment 5: Due: Thursday, January 30th
Chapter 11:
1. After their first session reading to Mrs. Dubose, Scout asks atticus what a "nigger-lover" is, Atticus explains: "...nigger-lover is just one of those terms that don't mean anything - like-snot nose. It's hard to explain - ignorant, trashy people use it when they think somebody's favoring Negroes over and above themselves. It's slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody...." Scout then asks if Atticus is really a 'nigger-lover': "I certainly am. I do my best to love everybody...I'm hard put, sometimes - baby, it's never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn't hurt you. So don't let Mrs. Dubose get you down. She had enough troubles of her own."
2. When Jem finishes reading to Mrs. Dubose, he's confused as to why Atticus defends her so often, in response, Atticus says: "I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what." -Atticus Finch
3. After Jem is sent to apologize to Mrs. Dubose, Atticus tries to explain to Scout why he must defend Tom Robinson: "...it's not fair for you and Jem, I know that, but sometimes we have to make the best of things, and the way we conduct ourselves when the chips are down - well, all I can say is, when you and Jem are grown, maybe you'll look back on this with some compassion and some feeling that I didn't let you down. This case, Tom Robinson's case, is something that goes to the essence of a man's conscience - Scout, I couldn't go to church and worship God if I didn't try to help that man." -Atticus Finch
Assignment: For each quote above, in one complete paragraph for each, explain what lesson Atticus is teaching his children.
Chapter 11:
- Chapter 11 presents an interesting lesson for Scout, and more directly Jem. In response to the events in the chapter, Atticus offers some valuable words of advice:
1. After their first session reading to Mrs. Dubose, Scout asks atticus what a "nigger-lover" is, Atticus explains: "...nigger-lover is just one of those terms that don't mean anything - like-snot nose. It's hard to explain - ignorant, trashy people use it when they think somebody's favoring Negroes over and above themselves. It's slipped into usage with some people like ourselves, when they want a common, ugly term to label somebody...." Scout then asks if Atticus is really a 'nigger-lover': "I certainly am. I do my best to love everybody...I'm hard put, sometimes - baby, it's never an insult to be called what somebody thinks is a bad name. It just shows you how poor that person is, it doesn't hurt you. So don't let Mrs. Dubose get you down. She had enough troubles of her own."
2. When Jem finishes reading to Mrs. Dubose, he's confused as to why Atticus defends her so often, in response, Atticus says: "I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It's when you know you're licked before you begin but you begin anyway and you see it through no matter what." -Atticus Finch
3. After Jem is sent to apologize to Mrs. Dubose, Atticus tries to explain to Scout why he must defend Tom Robinson: "...it's not fair for you and Jem, I know that, but sometimes we have to make the best of things, and the way we conduct ourselves when the chips are down - well, all I can say is, when you and Jem are grown, maybe you'll look back on this with some compassion and some feeling that I didn't let you down. This case, Tom Robinson's case, is something that goes to the essence of a man's conscience - Scout, I couldn't go to church and worship God if I didn't try to help that man." -Atticus Finch
Assignment: For each quote above, in one complete paragraph for each, explain what lesson Atticus is teaching his children.
New Story Assignment: Due Wednesday, January 29th.
Chapter 10: You are a Maycomb reporter and just witnessed first-hand the mad dog event in this chapter. Write up a
news story for the Maycomb Tribune newspaper based on your account of the event. You may include quotes from any of
the characters—remember, you were there, so you probably interviewed some of the people on the scene!
Requirements:
- One-Page in length (written or typed)
- Must include where you are reporting from (beginning) and who you are (end)
- Must include facts from the book (who, what, when, where, why, how)
- Must include one interview with a bystander
Chapter 10 Discussion/Quiz Preparation Questions: These will not be turned in.
1. What is Jem & Scoutʼs attitude toward their father at the beginning of the chapter?
2. What is the one thing Atticus says is a sin to do while using their air rifles?
3. Why is it a sin?
4. P. 95-96: Heck says it is a “one-shot job” and asks Atticus to do it. What does this tell us about Atticus?
5. Why, according to Miss Maudie, does Atticus only shoot in an emergency?
6. Why does Jem no longer care if Atticus has any special talents?
1. What is Jem & Scoutʼs attitude toward their father at the beginning of the chapter?
2. What is the one thing Atticus says is a sin to do while using their air rifles?
3. Why is it a sin?
4. P. 95-96: Heck says it is a “one-shot job” and asks Atticus to do it. What does this tell us about Atticus?
5. Why, according to Miss Maudie, does Atticus only shoot in an emergency?
6. Why does Jem no longer care if Atticus has any special talents?
Assignment 4: Due: Wednesday, January 22nd.
Chapter 8: Answer in complete sentences:
Allusions:
1. Appomattox
2. Rosetta Stone
Review Questions:
1. What is Mr. Averyʼs attitude toward children?
2. How does Miss Maudie react to her house burning down? What does this tell you about her character?
3. How does Boo show his character in chapter 8? What does this tell you about him as a person?
Chapter 8: Answer in complete sentences:
Allusions:
1. Appomattox
2. Rosetta Stone
Review Questions:
1. What is Mr. Averyʼs attitude toward children?
2. How does Miss Maudie react to her house burning down? What does this tell you about her character?
3. How does Boo show his character in chapter 8? What does this tell you about him as a person?
Chapter 9: Answer each questions in a complete sentence:
1. When Atticus tells Scout not to use the "n" word because it's "common," what does he mean?
2. Atticus says if he didn't take Tom's case he couldn't make Jem or Scout mind him. Why not?
3. What do you think of Atticus as a person? Is he a good man? Why?
4. Describe Francis. Would you want to be his friend? Why or why not?
5. What is Maycomb's "usual disease"?
6. At the end of the chapter, why did Atticus want Scout to hear his words?
Paragraph Response: Answer the prompt in a complete paragraph.
1. How and why does the mood of the novel start to change in this chapter? Give at least 3 examples. Also, answer the question: What is Maycomb's "usual disease"?
Chapter Activities: Extra-Credit!!!!!
Source One
Source Two
- Writing a Song: With a partner (or by yourself), write either a country-western or rap song that summarizes the events of a chapter.
Source One
Source Two
Assignment 3: Due: Thursday, January 16th
Chapter 6:
Finish one of the following statements in a complete sentence:
Chapter 7: Answer each question in a complete sentence:
1. Why was Jem trembling when he came back from getting his pants?
2. List at least three of the items the kids find in the knothole in this chapter (not from previous chapters).
3. Page 82 (New Book) Page 61 (old book): What do you think Jem is on the verge of telling Scout?
4. Nathan Radley claims he plugged the hole because the tree was dying. What is the real reason he plugged it?
5. Why does Jem cry at the end of the chapter?
Chapter 6:
Finish one of the following statements in a complete sentence:
- If I were Jem, I wouldn't have gone back for my pants because…
- If I were Jem, I would have gone back for my pants because…
- If I were Dill, instead of saying we were playing strip poker I would have said...
Chapter 7: Answer each question in a complete sentence:
1. Why was Jem trembling when he came back from getting his pants?
2. List at least three of the items the kids find in the knothole in this chapter (not from previous chapters).
3. Page 82 (New Book) Page 61 (old book): What do you think Jem is on the verge of telling Scout?
4. Nathan Radley claims he plugged the hole because the tree was dying. What is the real reason he plugged it?
5. Why does Jem cry at the end of the chapter?
Discussion Questions: These are not part of an assignment, they are only for class discussion.
Chapter 5
1. What do Jem and Scout think of Boo Radley?
2. Why does Atticus want the children to leave the Radley's alone?
3. According to Miss Maudie, what are "foot washing-baptists"? What comparison does Miss Maudie make between these types of people, and herself and Atticus?
Chapter 5
1. What do Jem and Scout think of Boo Radley?
2. Why does Atticus want the children to leave the Radley's alone?
3. According to Miss Maudie, what are "foot washing-baptists"? What comparison does Miss Maudie make between these types of people, and herself and Atticus?
Assignment Two: Due Tuesday, January 14th
Chapter 3: Answer these questions from chapter three in complete sentences:
1. Burris Ewell and Walter Cunningham are both from extremely poor families. How do they differ?
2. Atticus tells Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." In this quote, what is Atticus trying to teach Scout?
3. After Scout expresses her distaste with school, what "compromise" does she make with Atticus?
Chapter 4: Answer these questions from chapter four in complete sentences:
1. Where do you suppose the pennies and the gum are coming from? What makes you think so?
2. Scout has two reasons for wanting to quit the "Radley Game" What are they?
Allusions:
1. Bullfinch
2. Man who sat on a flagpole
2. Dewey Decimal System
3. Indian-heads
Chapter 3: Answer these questions from chapter three in complete sentences:
1. Burris Ewell and Walter Cunningham are both from extremely poor families. How do they differ?
2. Atticus tells Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." In this quote, what is Atticus trying to teach Scout?
3. After Scout expresses her distaste with school, what "compromise" does she make with Atticus?
Chapter 4: Answer these questions from chapter four in complete sentences:
1. Where do you suppose the pennies and the gum are coming from? What makes you think so?
2. Scout has two reasons for wanting to quit the "Radley Game" What are they?
Allusions:
1. Bullfinch
2. Man who sat on a flagpole
2. Dewey Decimal System
3. Indian-heads
Assignment One: Due Thursday, January 9th
Chapter 1: Answer these questions from chapter one in complete sentences:
1. Approximately when does the story begin? Show evidence to support your answer.
Allusion: an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference.
The first chapter contains several Allusions, which are stated below. Do a few minutes of research to find out what each Allusion is a reference to, then write it down.
1. Andrew Jackson: 7th President of the United States (1829-1837). -Battle of Hastings: a decisive battle in the Norman Conquests of England in 1066.
2. Cornwall:
3. Flivver:
4. John Wesley (1702-1791):
5. Meridian, Mississippi:
6. Merlin:
7. Mobile:
8. "nothing to fear but fear itself":
9. Pensecola:
10. Stumphole whiskey:
11. Tuscaloosa:
Chapter 2:
1. Scout makes three mistakes during her first day of school. What are her mistakes, and why do they make Miss Caroline so angry?
2. What is the WPA, and why won't Mr. Cunningham work for it?
Chapter 1: Answer these questions from chapter one in complete sentences:
1. Approximately when does the story begin? Show evidence to support your answer.
Allusion: an expression designed to call something to mind without mentioning it explicitly; an indirect or passing reference.
The first chapter contains several Allusions, which are stated below. Do a few minutes of research to find out what each Allusion is a reference to, then write it down.
1. Andrew Jackson: 7th President of the United States (1829-1837). -Battle of Hastings: a decisive battle in the Norman Conquests of England in 1066.
2. Cornwall:
3. Flivver:
4. John Wesley (1702-1791):
5. Meridian, Mississippi:
6. Merlin:
7. Mobile:
8. "nothing to fear but fear itself":
9. Pensecola:
10. Stumphole whiskey:
11. Tuscaloosa:
Chapter 2:
1. Scout makes three mistakes during her first day of school. What are her mistakes, and why do they make Miss Caroline so angry?
2. What is the WPA, and why won't Mr. Cunningham work for it?
Non-Fiction: Ojibwe in Minnesota by Anton Treuer
Dr. Anton Treuer (pronounced troy-er) is Executive Director of the American Indian Resource Center at Bemidji State University. He has a B.A. from Princeton University and a M.A. and Ph.D. from the University of Minnesota.
He is Editor of the Oshkaabewis (pronounced o-shkaah-bay-wis) Native Journal, the only academic journal of the Ojibwe language and author of 9 books: Everything You Wanted to Know About Indians But Were Afraid to Ask, Ojibwe in Minnesota (“Minnesota’s Best Read for 2010” by The Center for the Book in the Library of Congress), The Assassination of Hole in the Day (“Award of Merit” Winner from the American Association for State and Local History), Ezhichigeyang: Ojibwe Word List, Awesiinyensag: Dibaajimowinan Jigikinoo’amaageng (“Minnesota’s Best Read for 2011” by The Center for the Book in the Library of Congress), Living Our Language: Ojibwe Tales & Oral Histories, Aaniin Ekidong: Ojibwe Vocabulary Project, Indian Nations of North America, and Omaa Akiing. Dr. Treuer has sat on many organizational boards, including the White Earth Land Recovery Project, Sanford/MeritCare Health System, and the Minnesota State Arts Board. Dr. Treuer has received more than 40 prestigious awards and fellowships from many organizations, including the American Philosophical Society, the National Endowment for the Humanities, the National Science Foundation, the MacArthur Foundation, the Bush Foundation, and the John Simon Guggenheim Foundation. source: http://faculty.bemidjistate.edu/atreuer |
Non-fiction reading goals:
- Read and summarize relevant information
- Determine an author's point of view
- Gain knowledge and insight into: The origins of the Ojibwe in Minnesota; Alliances; Language Evolution; Pan-Indian movements; Treaties; Sovereignty; Gaming; Activism and Community Challenges
- Get hands on experience through local exhibits and guest speakers.
Daily Reading Assignments
Final Response Essay: Due December 18th
Details:
As a final response and summative evaluation of the material discussed in the book Ojibwe in Minnesota, you will be choosing one concept or topic and developing it into a one page, hand written, expository essay. You will be citing information from the text and offering an in-depth and thorough commentary on the topic that you've chosen.
Goals:
Grading: This essay will be out of 50 points
Thesis Statement: 10 points (your introduction should contain a thesis statement outlining the main points of your essay)
Organization: 10 points (your essay should be organized into separate paragraphs, each containing a topic sentence and supporting details)
Evidence: 10 points (Your essay should cite textual evidence from the book in order to support your points)
Commentary (analysis): 10 points (your essay should offer commentary and analysis explaining your quotes and making a connection to your thesis.)
Conventions: 10 points (sentence structure, word choice and usage, spelling)
Possible Topics:
*NOTE: Your essay topic is not limited to these choices. You may explore any topic as long as it is covered within the book*
As a final response and summative evaluation of the material discussed in the book Ojibwe in Minnesota, you will be choosing one concept or topic and developing it into a one page, hand written, expository essay. You will be citing information from the text and offering an in-depth and thorough commentary on the topic that you've chosen.
Goals:
- explore a topic, concept or idea covered in the book Ojibwe in Minnesota
- write a one page, handwritten, expository essay, exploring a single topic
- cite textual evidence to support your claims
- offer commentary and analysis to support your thesis statement
Grading: This essay will be out of 50 points
Thesis Statement: 10 points (your introduction should contain a thesis statement outlining the main points of your essay)
Organization: 10 points (your essay should be organized into separate paragraphs, each containing a topic sentence and supporting details)
Evidence: 10 points (Your essay should cite textual evidence from the book in order to support your points)
Commentary (analysis): 10 points (your essay should offer commentary and analysis explaining your quotes and making a connection to your thesis.)
Conventions: 10 points (sentence structure, word choice and usage, spelling)
Possible Topics:
- History of the Ojibwe (origins, relationship with the Europeans and other Native Tribes, traditional lifestyle etc.)
- Beginning of government regulation (treaties and reservations, boarding schools, allotment, Bureau of Indian affairs, Minnesota Chippewa Tribe, etc.)
- Exercising Sovereignty (harvesting fish and game, indian gaming, treaty rights state intervention etc.)
- Dysfunction (tribal governments, crime and poverty, misguided youth etc.)
- Contemporary Movements (American Indian Movements, powwows, tribal enrollment policies etc.)
*NOTE: Your essay topic is not limited to these choices. You may explore any topic as long as it is covered within the book*
December 16th: Revitalizing Language and Culture & Final Writing Assignment
Pages 74-81 Revitalizing Language and Culture
In class, we will be reading the final portion of Anton Treuer's book about the Ojibwe in Minnesota: Revitalizing Language and Culture. We will then have a class discussion focusing on:
After completing the book, we will then move on to our final project as a way to offer a final and summative response to the material. Opposed to taking a lengthy test, you will be writing an essay.
In class, we will be reading the final portion of Anton Treuer's book about the Ojibwe in Minnesota: Revitalizing Language and Culture. We will then have a class discussion focusing on:
- loss of Ojibwe language and culture
- Importance of the Ojibwe language
- Efforts to keep the language alive
- What is necessary for its survival
After completing the book, we will then move on to our final project as a way to offer a final and summative response to the material. Opposed to taking a lengthy test, you will be writing an essay.
December 9th: Fighting Dysfunction
Pages: 67-74 Fighting Dysfunction
Vocabulary: Define the vocabulary below:
Short Answer: Fighting Dysfunction
1. (first paragraph) According to the author, what is necessary in order for the problems with the Ojibwe to be solved?
2. What long-standing problem is at the heart of the dysfunction in Ojibwe communities? (provide a statistic to support your answer)
3. What problems does poverty bring with it?
4. The author mentions that education, "has the potential to help alleviate poverty and provide economic opportunities for tribal members." However, what issues hinder this potential. (provide statistics to support your answer)
5. Pg. 69 and 70: What problems have the Ojibwe experienced with government programs? The justice system?
Paragraph Response: Enrolled Membership
1. In a complete paragraph, discuss what is problematic about how tribes define, "Tribal Citizenship" and what issues arise out of who is and isn't allowed into the tribe. (Key Questions: What is wrong with HOW they determine citizenship? Why is it hard to change this type of enrollment qualification? How does casino gaming and per-capita payments affect tribal enrollment?)
Part II
Paragraph Response: Defining Tradition
1. The last portion on "Fighting Dysfunction" deals with defining and redefining Ojibwe culture. Write a paragraph responding to these Prompts: What stereotypes about Indians does the author identify as inaccurate? How have the Ojibwe internalized these negative stereotypes? Describe one element that seems to prevent the elimination of these stereotypes.
Vocabulary: Define the vocabulary below:
- pervade- (esp. of a smell) spread through and be perceived in every part of.
- arcane- understood by few; mysterious or secret.
- pernicious- having a harmful effect, esp. in a gradual or subtle way.
- proliferate- increase rapidly in numbers; multiply.
- lauded- praise (a person or their achievements) highly, esp. in a public context.
- sneer- smile or speak in a contemptuous or mocking manner.
Short Answer: Fighting Dysfunction
1. (first paragraph) According to the author, what is necessary in order for the problems with the Ojibwe to be solved?
2. What long-standing problem is at the heart of the dysfunction in Ojibwe communities? (provide a statistic to support your answer)
3. What problems does poverty bring with it?
4. The author mentions that education, "has the potential to help alleviate poverty and provide economic opportunities for tribal members." However, what issues hinder this potential. (provide statistics to support your answer)
5. Pg. 69 and 70: What problems have the Ojibwe experienced with government programs? The justice system?
Paragraph Response: Enrolled Membership
1. In a complete paragraph, discuss what is problematic about how tribes define, "Tribal Citizenship" and what issues arise out of who is and isn't allowed into the tribe. (Key Questions: What is wrong with HOW they determine citizenship? Why is it hard to change this type of enrollment qualification? How does casino gaming and per-capita payments affect tribal enrollment?)
Part II
Paragraph Response: Defining Tradition
1. The last portion on "Fighting Dysfunction" deals with defining and redefining Ojibwe culture. Write a paragraph responding to these Prompts: What stereotypes about Indians does the author identify as inaccurate? How have the Ojibwe internalized these negative stereotypes? Describe one element that seems to prevent the elimination of these stereotypes.
December 5th: Community, Activism and the Ojibwe in Minnesota
Pages 60-67: Community, Activism and the Ojibwe in Minnesota
Communities: Short Answer
1. What did the Indian Citizenship Act of 1924 accomplish? What right were Indians granted shortly after?
2. Within reservations, what do Ojibwe tribal members identify more closely with than the tribe itself?
3. What provides a sense of community-wide pride for the Ponemah indians?
Politics: Paragraph Response (This answer must be a paragraph in length using complete sentences.)
1. On page 62 and 63, issues with community and tribal politics are discussed. Write a paragraph summarizing these two pages. Key points: (What is the foundation of tribal governments that causes initial problems? Why is there often a lack of trust in leadership? Why aren't more tribal members involved in politics outside of the tribal governments?)
American Indian Movement: Paragraph Response (This answer must be a paragraph in length using complete sentences.)
1. On pages 63-65, the American Indian Movement is discussed. Write a paragraph summarizing these pages about AIM. Key points: (Who started AIM? How did they gain national fame? What were their lesser know accomplishments?)
Communities: Short Answer
1. What did the Indian Citizenship Act of 1924 accomplish? What right were Indians granted shortly after?
2. Within reservations, what do Ojibwe tribal members identify more closely with than the tribe itself?
3. What provides a sense of community-wide pride for the Ponemah indians?
Politics: Paragraph Response (This answer must be a paragraph in length using complete sentences.)
1. On page 62 and 63, issues with community and tribal politics are discussed. Write a paragraph summarizing these two pages. Key points: (What is the foundation of tribal governments that causes initial problems? Why is there often a lack of trust in leadership? Why aren't more tribal members involved in politics outside of the tribal governments?)
American Indian Movement: Paragraph Response (This answer must be a paragraph in length using complete sentences.)
1. On pages 63-65, the American Indian Movement is discussed. Write a paragraph summarizing these pages about AIM. Key points: (Who started AIM? How did they gain national fame? What were their lesser know accomplishments?)
December 3rd: Indian Gaming
Pages 54-59: Indian Gaming
Collaborative Video Project:
For this portion of the text, you will be reading and summarizing the material with a classmate (or by yourself). You will then present the information via video using your iPad as a recording device. I will then use this video to grade the quality and completion of the assignment.
Details:
Collaborative Video Project:
For this portion of the text, you will be reading and summarizing the material with a classmate (or by yourself). You will then present the information via video using your iPad as a recording device. I will then use this video to grade the quality and completion of the assignment.
Details:
- Read pages 54-59 on Indian Gaming
- Organize the information into an outline highlighting the main points (this must be completed before you can start recording)
- Choose a group member to present the information while recording with the iPad
- Email the results to Mr. Offerman (outline included).
Outline: Basic Outline Format
I. Brief Introduction (Who are you? What are you talking about? What are the main points of your speech?)
II. Body (Main points with supporting details)
III. Conclusion (summarize your main points and offer a closing statement)
I. Brief Introduction (Who are you? What are you talking about? What are the main points of your speech?)
II. Body (Main points with supporting details)
- How it was legally established
- Benefits of gaming (include the examples provided by Treuer of successful tribes)
- Drawbacks of gaming (effects on: communities, tribal members, culture. Include examples of tribes that experience these drawbacks)
III. Conclusion (summarize your main points and offer a closing statement)
December 2nd: Treaty Rights, ICWA, NAGPRA
Pages 49-54: Treaty Rights, ICWA, NAGPRA
Vocabulary:
Treaty Rights: Answer each questions with a complete sentence.
1. How did Fred Tribble's actions test treaty rights?
2. What about the treaties, negotiated in the 1800s, legally justified Tribble's actions?
3. When the Ojibwe in Minnesota and Wisconsin exercised their treaty rights by harvesting fish, how did the anti-harvesting fish protesters respond?
Indian Child Welfare Act
1. Before the ICWA was established, what were the issues that plagued the Anishinaabe people in relation to adoption?
2. What did the ICWA mandate in an attempt to alleviate these problems?
3. This statement, "The act also provided no means or guidance for education training of social service workers about Anishinaabe culture, history, language, or even the act itself" highlights one of the major issues with social service workers assigned to Anishinaabe adoption cases. Why do you think it would be an issue that the social workers were mostly uniformed about Anishinaabe culture?
4. On page 52, in the second paragraph, statistics are brought up related to house visits by social workers. Analyse and interpret these statistics. What is their significance? What do they tell us about the success of the ICWA?
NAGPRA (The Native American Graves Protection and Repatriation Act
1. What issue caused NAGPRA to be established? What hindered its success?
2. Read the last paragraph of this portion of the book, "What Sovereignty Means" very carefully (maybe several times), and interpret Treuer's statements here. What is so important about how the United States (and Minnesota) deal with treaty rights? What is he requesting that we as Americans do?
Vocabulary:
- ceded- give up power or territory
- repatriate- to send (a person or object) back to its country of origin.
- funerary- relating to a funeral or the commemoration of the dead.
- litmus test-
Treaty Rights: Answer each questions with a complete sentence.
1. How did Fred Tribble's actions test treaty rights?
2. What about the treaties, negotiated in the 1800s, legally justified Tribble's actions?
3. When the Ojibwe in Minnesota and Wisconsin exercised their treaty rights by harvesting fish, how did the anti-harvesting fish protesters respond?
Indian Child Welfare Act
1. Before the ICWA was established, what were the issues that plagued the Anishinaabe people in relation to adoption?
2. What did the ICWA mandate in an attempt to alleviate these problems?
3. This statement, "The act also provided no means or guidance for education training of social service workers about Anishinaabe culture, history, language, or even the act itself" highlights one of the major issues with social service workers assigned to Anishinaabe adoption cases. Why do you think it would be an issue that the social workers were mostly uniformed about Anishinaabe culture?
4. On page 52, in the second paragraph, statistics are brought up related to house visits by social workers. Analyse and interpret these statistics. What is their significance? What do they tell us about the success of the ICWA?
NAGPRA (The Native American Graves Protection and Repatriation Act
1. What issue caused NAGPRA to be established? What hindered its success?
2. Read the last paragraph of this portion of the book, "What Sovereignty Means" very carefully (maybe several times), and interpret Treuer's statements here. What is so important about how the United States (and Minnesota) deal with treaty rights? What is he requesting that we as Americans do?
November 26th: What Sovereignty Means
Pages 43-48 What Sovereignty Means
Vocabulary:
Choose 3 words and write 3 complete sentences using each word separately:
Paradox- a statement or proposition that, despite sound (or apparently sound) reasoning from acceptable premises, leads to a conclusion that seems senseless, logically unacceptable, or self-contradictory.
Precedents- an earlier event or action that is regarded as an example or guide to be considered in subsequent similar circumstances.
Scanty- small or insufficient in quantity or amount.
Paternal- of or appropriate to a father.
Plenary Authority- the separate identification, definition, and complete vesting of a power or powers or authority in a governing body or individual, to choose to act (or not to act) on a particular subject matter or area.
Shrewd- having or showing sharp powers of judgment; astute.
Auspices- a divine or prophetic token.
Fervor- intense and passionate feeling.
Short Answer Responses:
1. What do Article 1 and Article 6 of the U.S. Constitution state?
2. Through "scanty" language, what concept did the Marshall Trilogy create?
3. How did the case involving Crow Dog challenge state, or Territorial, law?
4. How did the Major Crimes Act established in 1885 affect Indians living on Indian land?
5. On page 46: Public Law 280, established in 1953, gave the State of Minnesota what power over the tribes?
6. Explain how the Red Lake tribe in northern Minnesota became exempt from Public Law 280.
Paragraph Response:
In a paragraph (complete with a topic sentence and supporting details) explain Termination legislation that began in 1954. Focus: the goal of the U.S. government, an example of implementation (Menominee, Wisc.), the lasting effects on the relationship between the Tribes and the U.S. Government.
Vocabulary:
Choose 3 words and write 3 complete sentences using each word separately:
Paradox- a statement or proposition that, despite sound (or apparently sound) reasoning from acceptable premises, leads to a conclusion that seems senseless, logically unacceptable, or self-contradictory.
Precedents- an earlier event or action that is regarded as an example or guide to be considered in subsequent similar circumstances.
Scanty- small or insufficient in quantity or amount.
Paternal- of or appropriate to a father.
Plenary Authority- the separate identification, definition, and complete vesting of a power or powers or authority in a governing body or individual, to choose to act (or not to act) on a particular subject matter or area.
Shrewd- having or showing sharp powers of judgment; astute.
Auspices- a divine or prophetic token.
Fervor- intense and passionate feeling.
Short Answer Responses:
1. What do Article 1 and Article 6 of the U.S. Constitution state?
2. Through "scanty" language, what concept did the Marshall Trilogy create?
3. How did the case involving Crow Dog challenge state, or Territorial, law?
4. How did the Major Crimes Act established in 1885 affect Indians living on Indian land?
5. On page 46: Public Law 280, established in 1953, gave the State of Minnesota what power over the tribes?
6. Explain how the Red Lake tribe in northern Minnesota became exempt from Public Law 280.
Paragraph Response:
In a paragraph (complete with a topic sentence and supporting details) explain Termination legislation that began in 1954. Focus: the goal of the U.S. government, an example of implementation (Menominee, Wisc.), the lasting effects on the relationship between the Tribes and the U.S. Government.
November 25th: The New Indian Deal
Pages 40-43 The New Indian Deal
Vocabulary:
Short Answer Response:
1. How did John Collier change the Bureau of Indian Aaffairs during the Great Depression?
2. What did the Indian Reorganization Act change about the government's involvement in Tribal affairs?
3. What was the purpose of the Minnesota Chippewa Tribe? Did it work as expected? Explain.
4. How did the Indian Reorganization Act cause tension between tribes in Minnesota?
5. What were (are) the issues with the democracies formed on the reservations?
Vocabulary:
- Tenure: the holding of an office
- bureaucracy: a system of government in which most of the important decisions are made by state officials rather than elected representatives
- quasi-democratic: having the quality of or relating to a democracy
Short Answer Response:
1. How did John Collier change the Bureau of Indian Aaffairs during the Great Depression?
2. What did the Indian Reorganization Act change about the government's involvement in Tribal affairs?
3. What was the purpose of the Minnesota Chippewa Tribe? Did it work as expected? Explain.
4. How did the Indian Reorganization Act cause tension between tribes in Minnesota?
5. What were (are) the issues with the democracies formed on the reservations?
November 19th: Boarding Schools
Pages 31-34: Boarding Schools
Paragraph Response: In at least ten sentences, discuss the boarding school concept introduced by the U.S. Government in the early 1800s. Your paragraph should include a focus on: The U.S. government's reasoning for developing the schools, the purpose of the schools, the implementation, the quality of the schools (including major problems), criticisms of the schools, immediate impact on the students and the lasting effects on the Ojibwe.
Paragraph Response: In at least ten sentences, discuss the boarding school concept introduced by the U.S. Government in the early 1800s. Your paragraph should include a focus on: The U.S. government's reasoning for developing the schools, the purpose of the schools, the implementation, the quality of the schools (including major problems), criticisms of the schools, immediate impact on the students and the lasting effects on the Ojibwe.
November 18th: Treaties and Reservations
Watch Anton Treuer discuss Ojibwe in Minnesota and Language Preservation on Almanac: Anton Treuer on Almanac
November 14th: Create a Notability document containing the vocabulary and reading response questions:
Pages 23-31: Treaties and Reservations
Vocabulary: Define each word.
confluence
sovereign
overtures
irrevocably
annuity
cession
torrid
futility
edict
assimilate
ostensibly
Response Questions: Answer each question in complete sentences:
1. The U.S. Army, Civilian, and government presence grew rapidly in Minnesota after the construction of what establishment?
2. During the 1800s, the influx of what type of people devastated the Ojibwe?
3. What initially caused the Ojibwe economy to fall into chaos?
4. Who were the "Metis" and how did they affect the Ojibwe fur trade?
5. What was problematic about the purchase of land by the Minnesota Government from the Ojibwe in 1837? (pg. 26)
6. On page 27, our author describes the Land cession treaties as initiating a "vicious cycle," for the Ojibwe economy. Explain this cycle.
7. In 1850, President Zachary Taylor ordered what is referred to as the "Sandy Lake Annuity Fiasco." What was the intention of this order and how did it fail the Ojibwe people? (pg. 27)
8. On page 28 the author discusses the land cession treaties that stripped most of the land from the Ojibwe. What difficult choice were the Ojibwe faced with?
9. What was the job of the Indian Agents?
10. Page 29-30. List several ways in which the U.S. Government policies on the Ojibwe reservations stifled Ojibwe traditions and ways of life.
Determining the author's point of view: When reading a Non-fiction text, it's important to analyze the author's point of view regarding the subject matter being discussed. While there are several ways to determine what position the author has taken, one way is to analyze word choice. While Dr. Treuer presents the material objectively (without offering personal opinion) there are instances where his word-choice reveals his point of view:
1. Pg. 30: "It is painfully ironic that the U.S. government was ostensibly created in large part to protect freedom of religion and incorporated that idea into the First Amendment to the Constitution but actively suppressed the religious freedom of the land's first inhabitants." What does the author's choice of words reveal about his point of view regarding the U.S. Government's involvement in the religious practices of the Ojibwe?
Pages 23-31: Treaties and Reservations
Vocabulary: Define each word.
confluence
sovereign
overtures
irrevocably
annuity
cession
torrid
futility
edict
assimilate
ostensibly
Response Questions: Answer each question in complete sentences:
1. The U.S. Army, Civilian, and government presence grew rapidly in Minnesota after the construction of what establishment?
2. During the 1800s, the influx of what type of people devastated the Ojibwe?
3. What initially caused the Ojibwe economy to fall into chaos?
4. Who were the "Metis" and how did they affect the Ojibwe fur trade?
5. What was problematic about the purchase of land by the Minnesota Government from the Ojibwe in 1837? (pg. 26)
6. On page 27, our author describes the Land cession treaties as initiating a "vicious cycle," for the Ojibwe economy. Explain this cycle.
7. In 1850, President Zachary Taylor ordered what is referred to as the "Sandy Lake Annuity Fiasco." What was the intention of this order and how did it fail the Ojibwe people? (pg. 27)
8. On page 28 the author discusses the land cession treaties that stripped most of the land from the Ojibwe. What difficult choice were the Ojibwe faced with?
9. What was the job of the Indian Agents?
10. Page 29-30. List several ways in which the U.S. Government policies on the Ojibwe reservations stifled Ojibwe traditions and ways of life.
Determining the author's point of view: When reading a Non-fiction text, it's important to analyze the author's point of view regarding the subject matter being discussed. While there are several ways to determine what position the author has taken, one way is to analyze word choice. While Dr. Treuer presents the material objectively (without offering personal opinion) there are instances where his word-choice reveals his point of view:
1. Pg. 30: "It is painfully ironic that the U.S. government was ostensibly created in large part to protect freedom of religion and incorporated that idea into the First Amendment to the Constitution but actively suppressed the religious freedom of the land's first inhabitants." What does the author's choice of words reveal about his point of view regarding the U.S. Government's involvement in the religious practices of the Ojibwe?
November 13th: Ojibwe-Dakota Relations
Pages 17-23: Ojibwe-Dakota Relations
Create a Notability document containing the vocabulary and the Ojibwe Timeline and title it: Ojibwe-Dakota Relations
Vocabulary: Define each word, and write a sentence using the word.
Create a Notability document containing the vocabulary and the Ojibwe Timeline and title it: Ojibwe-Dakota Relations
Vocabulary: Define each word, and write a sentence using the word.
- Linchpin
- Lucrative
- Entente
Ojibwe Timeline | |
File Size: | 13 kb |
File Type: | docx |
November 11th: The Fur Trade
Pages 12-17: The Fur Trade
Vocabulary:
Vocabulary:
- Manifest Destiny- the 19th-century doctrine or belief that the expansion of the US throughout the American continents was both justified and inevitable.
- Jesuit- Catholic Priest
- Lingua Franca- a adopted common language between two speakers whose native language is different
- Embroiled- involve (someone) deeply in an argument, conflict, or difficult situation.
Response to Reading:
Short Answer: Answer in complete sentences:
1. After the French were evicted from North America by the British, where had the Ojibwe expanded their territory?
2. What customs did the Europeans adopt while trading with the Ojibwe?
3. Why do Ojibwe names dominate the maps of the Great Lakes?
4. During the conflict between the Iroquois and the Ojibwe, what advantages did the Ojibwe have?
5. What tribes make up the Three Fires Confederacy?
Paragraph Responses: Each question should have a paragraph response. Each paragraph should have a precise topic sentence along with supporting details:
1. What did the Ojibwe gain from their relationship with the French?
2. Describe the war between the Iroquois and the Ojibwe that took place between 1641 and 1701. Who supported each side? What was the result?
Short Answer: Answer in complete sentences:
1. After the French were evicted from North America by the British, where had the Ojibwe expanded their territory?
2. What customs did the Europeans adopt while trading with the Ojibwe?
3. Why do Ojibwe names dominate the maps of the Great Lakes?
4. During the conflict between the Iroquois and the Ojibwe, what advantages did the Ojibwe have?
5. What tribes make up the Three Fires Confederacy?
Paragraph Responses: Each question should have a paragraph response. Each paragraph should have a precise topic sentence along with supporting details:
1. What did the Ojibwe gain from their relationship with the French?
2. Describe the war between the Iroquois and the Ojibwe that took place between 1641 and 1701. Who supported each side? What was the result?
November 7th: Ojibwe Migration into Minnesota
Pages 4-11
Vocabulary: Copy the vocabulary into a notability note titled: Ojibwe in Minnesota
Summarizing Techniques: Download the file below and follow the directions in order to properly summarize the information in the book.
Journal Response: Choose One:
Vocabulary: Copy the vocabulary into a notability note titled: Ojibwe in Minnesota
- Inadvertent- not resulting from or achieved through deliberate planning.
- Indigenous- originating or occurring naturally in a particular place; native.
- Algonquian- one of the most populous and widespread North American native language groups, with tribes originally numbering in the hundreds.
- Algic- an indigenous language family of North America.
- patrilineal- of, relating to, or based on relationship to the father or descent through the male line.
- reciprocity- the practice of exchanging things with others for mutual benefit, esp. privileges granted by one country or organization to another.
- reproach- address (someone) in such a way as to express disapproval or disappointment.
- venerated- regard with great respect; revere.
- pantheon- all the gods of a people or religion collectively.
- incentive- a thing that motivates or encourages one to do something.
- prophecy- a prediction.
Summarizing Techniques: Download the file below and follow the directions in order to properly summarize the information in the book.
Journal Response: Choose One:
- Based on what you read about the history and traditions of the Ojibwe, how does it compare to your heritage and family traditions?
- On page 7 at the top, several Ojibwe words are listed that exist in the English language. List as many Ojibwe words that you are familiar with.
Summarization Techniques | |
File Size: | 15 kb |
File Type: | docx |
Introduction
- Read pages 1-4
- Choose a single quote that was particularly meaningful in some way
- Copy that quote onto a piece of paper (provided) then draw a picture representation of that quote.
Short Story: By The Waters of babylon
By the Waters of Babylon by Stephen Vincent Benet
By The Waters of Babylon: The title of this selection is based upon a passage from Psalm 137: "By the waters of Babylon we sat down and wept, when we remembered thee, O Zion." This psalm was composed when Jewish people were enslaved by the Babylonians around 600 B.C. The psalm expresses the Jews' longing for their homeland. Babylon was the largest city of the ancient world, a center of culture, learning, and world trade.
Our story: In the selection you are about to read, John, the main character, goes on a journey that becomes a rite of passage and gives him new knowledge.
Copy and paste the Journal Warm-up, and the Response Questions into a new Notability document titled: "By the Waters of Babylon"
Journal Warm-Up:
Think about the events that mark the passage from childhood to adulthood in your own life. Are you considered an adult upon graduating from high school? Are there cultural or religious rituals that mark this important transition? Discuss any rites of passage that you have experienced. How did you change as a result, and what knowledge did you gain?
Response Questions:
1. At what point in the story did you begin to figure out what the Place of the Gods was? Explain how you reached your conclusion.
Thinking Critically:
2. Why do you think it is forbidden for anyone but a priest to visit the Dead Places? Explain your opinion.
3. How would you describe John as a character? (how does he use language, his determination to finish his journey, the importance he gives knowledge)
4. What do you think is the theme or message in the story?
5. Do you think it is dangerous for a person or a society to have too much knowledge? Support your opinion.
By The Waters of Babylon: The title of this selection is based upon a passage from Psalm 137: "By the waters of Babylon we sat down and wept, when we remembered thee, O Zion." This psalm was composed when Jewish people were enslaved by the Babylonians around 600 B.C. The psalm expresses the Jews' longing for their homeland. Babylon was the largest city of the ancient world, a center of culture, learning, and world trade.
Our story: In the selection you are about to read, John, the main character, goes on a journey that becomes a rite of passage and gives him new knowledge.
Copy and paste the Journal Warm-up, and the Response Questions into a new Notability document titled: "By the Waters of Babylon"
Journal Warm-Up:
Think about the events that mark the passage from childhood to adulthood in your own life. Are you considered an adult upon graduating from high school? Are there cultural or religious rituals that mark this important transition? Discuss any rites of passage that you have experienced. How did you change as a result, and what knowledge did you gain?
Response Questions:
1. At what point in the story did you begin to figure out what the Place of the Gods was? Explain how you reached your conclusion.
Thinking Critically:
2. Why do you think it is forbidden for anyone but a priest to visit the Dead Places? Explain your opinion.
3. How would you describe John as a character? (how does he use language, his determination to finish his journey, the importance he gives knowledge)
4. What do you think is the theme or message in the story?
5. Do you think it is dangerous for a person or a society to have too much knowledge? Support your opinion.
Download the document below and add it to your "By the Waters of Babylon" notability document.
Active Reading | |
File Size: | 14 kb |
File Type: | docx |
Short Story: A Sound of Thunder
A Sound of Thunder | |
File Size: | 61 kb |
File Type: |
Foreshadowing Assignment | |
File Size: | 14 kb |
File Type: | docx |
Pre-Reading Journal: If traveling through time were possible, what era would you most like to visit? Would you want to travel back to the past or ahead into the future? Would you want to travel just a few dozen years, or would you travel hundreds, a thousand, or even more years?
Vocabulary:
Responding to the story:
Comprehension:
1. What kind of business does Time Safari, Inc. operate?
2. What is different when Eckles returns to his own time?
Thinking Critically:
3. How would you describe Eckles?
4. How would you characterize the business practices of Time Safari, Inc?
5. In your opinion, what theme, or message, is Bradbury conveying through the story?
Interpretations:
6. Recall the ideas you discussed about time travel before you read the story. Why do you think time travel has become such a popular topic of stories and movies?
Vocabulary:
- annihilate
- expendable
- infinitesimally
- primeval
- resilient
- revoke
- sheathed
- subliminal
- taint
- undulate
Responding to the story:
Comprehension:
1. What kind of business does Time Safari, Inc. operate?
2. What is different when Eckles returns to his own time?
Thinking Critically:
3. How would you describe Eckles?
4. How would you characterize the business practices of Time Safari, Inc?
5. In your opinion, what theme, or message, is Bradbury conveying through the story?
Interpretations:
6. Recall the ideas you discussed about time travel before you read the story. Why do you think time travel has become such a popular topic of stories and movies?
Short Story: harrison Bergeron
As a further study into theme analysis, we will be reading the short story "Harrison Bergeron" by Kurt Vonnegut, Jr.
To access the story, follow the link provided here:
Harrison Bergeron by Kurt Vonnegut, Jr.
Pre-Reading Journal: Can you think of a time when you've had to hide (or weaken) your skills for someone else's sake? Discuss the advantages and disadvantages of covering up your strengths to pretend as though you are "equal" to someone else. Use examples to support your opinion.
Vocabulary: calibrated, consternation, cower, hindrance, luminous, symmetry, synchronizing, vague, vigilance, wince
Theme: The first lines of "Harrison Bergeron" give you a clue to the story's theme:
The year was 2081, and everybody was finally equal. They weren't only equal before God and the law. They were equal every which way.
As you read, think about how the issue of equality relates to the theme of the story.
Responding to the Story:
Comprehension:
1. Why does Harrison's father, George, have difficulty thinking about anything for very long?
2. What is the purpose of all the gear Harrison wears?
3. What does Diana Moon Glampers do to Harrison? Why?
Thinking Critically:
4. What do you think Harrison's rebellion reveals about his character and his values? Support your opinion with references from the text.
5. What do you think Vonnegut might be trying to say about today's society and the role a government can play in achieving equality among people? Use examples from the story to support your opinion.
Interpretations:
6. The United States has often been called the land of opportunity. This suggests that individuals are free to pursue their dreams to the best of their abilities, which may differ greatly. At the same time, our Declaration of Independence states that all people are created equal. In what ways is there a tension between equality and opportunity in our nation today?
To access the story, follow the link provided here:
Harrison Bergeron by Kurt Vonnegut, Jr.
Pre-Reading Journal: Can you think of a time when you've had to hide (or weaken) your skills for someone else's sake? Discuss the advantages and disadvantages of covering up your strengths to pretend as though you are "equal" to someone else. Use examples to support your opinion.
Vocabulary: calibrated, consternation, cower, hindrance, luminous, symmetry, synchronizing, vague, vigilance, wince
Theme: The first lines of "Harrison Bergeron" give you a clue to the story's theme:
The year was 2081, and everybody was finally equal. They weren't only equal before God and the law. They were equal every which way.
As you read, think about how the issue of equality relates to the theme of the story.
Responding to the Story:
Comprehension:
1. Why does Harrison's father, George, have difficulty thinking about anything for very long?
2. What is the purpose of all the gear Harrison wears?
3. What does Diana Moon Glampers do to Harrison? Why?
Thinking Critically:
4. What do you think Harrison's rebellion reveals about his character and his values? Support your opinion with references from the text.
5. What do you think Vonnegut might be trying to say about today's society and the role a government can play in achieving equality among people? Use examples from the story to support your opinion.
Interpretations:
6. The United States has often been called the land of opportunity. This suggests that individuals are free to pursue their dreams to the best of their abilities, which may differ greatly. At the same time, our Declaration of Independence states that all people are created equal. In what ways is there a tension between equality and opportunity in our nation today?
Harrison Bergeron Assignment | |
File Size: | 15 kb |
File Type: | docx |
The Bean Trees Reading Schedule
Week 1: September 9th-13th
Week 2: September 16th-20th
Week 3: September 23rd-27th
Week 4: September 30th-October 4th
Week 5: October 7th-11th
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Study Guides
Weekly Assessment
At the end of each week, beginning on the 27th of September, there will be a quiz based on the reading for the week. These questions will come right from the study guide based on the assigned chapters for the week.
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The Bean Trees Final Writing Assessment
Final Assessment “The Bean Trees” 50 Points
Choose one to explore in a written response:
1. Take one of the elements of literary Realism and explain how it is reflected throughout the novel. Be sure to use direct quotes (citations), examples and paraphrases to support your response.
2. Compare our novel to the actual Sanctuary Movement that took place in the 1980’s. You will need to use textual support from both the novel and from the Sanctuary Movement handout.
a. Elements to consider: the civil war in Guatemala compared to Estevan’s description; Mattie’s house as a safe house; The pastor that visited frequently; the children’s drawings depicting “war” (bullets, guns, death).
3.Explore how a possible theme develops throughout our novel. Choose a theme, and then find textual evidence that supports that theme (quotes or citations). Your job is explain how the theme “develops” (changes or is reinforced) as the book moves forward. Note: You will likely need to draw evidence from the beginning of the book and gradually move forward in order to explain its development or change.
Requirements:
Choose one to explore in a written response:
1. Take one of the elements of literary Realism and explain how it is reflected throughout the novel. Be sure to use direct quotes (citations), examples and paraphrases to support your response.
2. Compare our novel to the actual Sanctuary Movement that took place in the 1980’s. You will need to use textual support from both the novel and from the Sanctuary Movement handout.
a. Elements to consider: the civil war in Guatemala compared to Estevan’s description; Mattie’s house as a safe house; The pastor that visited frequently; the children’s drawings depicting “war” (bullets, guns, death).
3.Explore how a possible theme develops throughout our novel. Choose a theme, and then find textual evidence that supports that theme (quotes or citations). Your job is explain how the theme “develops” (changes or is reinforced) as the book moves forward. Note: You will likely need to draw evidence from the beginning of the book and gradually move forward in order to explain its development or change.
Requirements:
- One Page
- Citations or quotes are required
- Typed or handwritten (a hard copy must be submitted)
- DUE: October 22nd
Analyzing Theme
Theme: A theme is the central idea or ideas explored by a literary work.
Possible Themes explored in The Bean Trees Include:
Throughout our novel, these themes are represented through characters and situations as the author continues to tell the story. In order to understand these themes and how the author develops them, we have to find evidence within the novel (quotes from the character's thoughts or speech) and look at how they represent a theme.
Example:
The status of outsiders and foreigners in a foreign land
Quote 1: "But I stayed in school. I was not the smartest or even particularly outstanding but I was there and staying out of trouble and I intended to finish. This is not to say that I was unfamiliar with the back seat of a Chevrolet...none of these sights had so far inspired me to get hogtied to a future as a tobacco farmer's wife. Mama always said barefoot and pregnant was not my style. She knew." This quote represents the theme of "outsiders" because Taylor is very different from the people around her, even in her home town.
Quote 2: "Mattie's place seemed homey enough, but living in the hustle-bustle of downtown Tucson was like moving to a foreign country I'd never heard of. Or a foreign decade. When I'd crossed into Rocky Mountain Time, I had set my watch back two hours and got thrown into the future." This quote represents the theme of being an "outsider" because Taylor enters brand new area of the United States that seems completely foreign to her. She equates this to being in a new country and also in a different time period all together.
Quote 3: "That was when we smelled the rain. It was so strong it seemed like more than just a smell. When we stretched out our hands we could practically feel it rising up from the ground. I don't know how a person could ever describe that scent."
In this quote, the theme of being an outsider is seen when Taylor is experiencing the smell of the first rainfall after a drought. Because she is foreign to Tuscon she hasn't experienced this part of the natural environment before.
Assignment: Due Tomorrow, October 9th (on paper)
Choose one of the themes above. Then, find three quotes starting at the beginning of the book and ending where you have read so far. Copy the quotes into your notebook, then write a brief statement explaining how the quote represents the theme you chose.
15 Points
Possible Themes explored in The Bean Trees Include:
- Womanhood/Motherhood (shared responsibilities)
- The plight of illegal immigrants
- Names as markers of Identity
- The status of outsiders and foreigners in a foreign land
Throughout our novel, these themes are represented through characters and situations as the author continues to tell the story. In order to understand these themes and how the author develops them, we have to find evidence within the novel (quotes from the character's thoughts or speech) and look at how they represent a theme.
Example:
The status of outsiders and foreigners in a foreign land
Quote 1: "But I stayed in school. I was not the smartest or even particularly outstanding but I was there and staying out of trouble and I intended to finish. This is not to say that I was unfamiliar with the back seat of a Chevrolet...none of these sights had so far inspired me to get hogtied to a future as a tobacco farmer's wife. Mama always said barefoot and pregnant was not my style. She knew." This quote represents the theme of "outsiders" because Taylor is very different from the people around her, even in her home town.
Quote 2: "Mattie's place seemed homey enough, but living in the hustle-bustle of downtown Tucson was like moving to a foreign country I'd never heard of. Or a foreign decade. When I'd crossed into Rocky Mountain Time, I had set my watch back two hours and got thrown into the future." This quote represents the theme of being an "outsider" because Taylor enters brand new area of the United States that seems completely foreign to her. She equates this to being in a new country and also in a different time period all together.
Quote 3: "That was when we smelled the rain. It was so strong it seemed like more than just a smell. When we stretched out our hands we could practically feel it rising up from the ground. I don't know how a person could ever describe that scent."
In this quote, the theme of being an outsider is seen when Taylor is experiencing the smell of the first rainfall after a drought. Because she is foreign to Tuscon she hasn't experienced this part of the natural environment before.
Assignment: Due Tomorrow, October 9th (on paper)
Choose one of the themes above. Then, find three quotes starting at the beginning of the book and ending where you have read so far. Copy the quotes into your notebook, then write a brief statement explaining how the quote represents the theme you chose.
15 Points
The Sanctuary Movement
Download the file below to follow along with the reading:
Sanctuary Movement Reading | |
File Size: | 21 kb |
File Type: | docx |
Download the file below to respond to the questions:
Sanctuary Movement Questions | |
File Size: | 14 kb |
File Type: | docx |
Literary Realism
Download this document to access the notes on Literary Realism:
Literary Realism Notes | |
File Size: | 17 kb |
File Type: | docx |
Chapter 17 Reading Guide Questions
1. What does Taylor try and find on her way to the Sanctuary to drop off Esperanza and Estevan?
2. Describe Estevan and Taylor's emotional goodbye? What about Estevan makes Taylor so upset?
3. What were Estevan's last words of advice to Taylor?
4. What career change does "Mama" (Taylor's mom) make back home?
5. Who does Taylor decide to call after driving around with Turtle? (after the phone conversation with her mother). Why does she call this number?
6. "But this is the most interesting part: wisteria vines, like other legumes, often thrive in poor soil, the book said. Their secret is something called rhizobia. These are microscopic bugs that live underground in little knots on the roots. They suck nitrogen gas right out of the soil and turn it into fertilizer for the plant.
The rhizobia are not actually part of the plant, they are separate creatures, but they always live with legumes: a kind of underground railroad moving secretly up and down." - Taylor read this quote from a book in the library. How does she relate this to her and Turtle's life?
7. Describe the last scene in the book.
2. Describe Estevan and Taylor's emotional goodbye? What about Estevan makes Taylor so upset?
3. What were Estevan's last words of advice to Taylor?
4. What career change does "Mama" (Taylor's mom) make back home?
5. Who does Taylor decide to call after driving around with Turtle? (after the phone conversation with her mother). Why does she call this number?
6. "But this is the most interesting part: wisteria vines, like other legumes, often thrive in poor soil, the book said. Their secret is something called rhizobia. These are microscopic bugs that live underground in little knots on the roots. They suck nitrogen gas right out of the soil and turn it into fertilizer for the plant.
The rhizobia are not actually part of the plant, they are separate creatures, but they always live with legumes: a kind of underground railroad moving secretly up and down." - Taylor read this quote from a book in the library. How does she relate this to her and Turtle's life?
7. Describe the last scene in the book.
Chapter 16 Reading Guide Questions
1. What agreement had Taylor arranged with Estevan and Esperanza regarding Turtle?
2. Who was the person they met with? Provide Specific details about this person.
3. Describe Esperanza's emotions during this arrangement. Why do you think she would respond this way?
4. "They both wore clean work shirts, light blue with faded elbows. Esperanza had on a worn denim skirt and flat loafers. I had asked them please not to wear their very best for this occasion, not their Immigration-fooling clothes. It had to look like Turtle was going to be better off with me. When they came out that morning dressed as refugees I had wanted to cry out, No! I was wrong. Don't sacrifice your pride for me. But this is how badly they wanted to make it work." Explain how this reference represents the "Aims to alter or influence the readers beliefs, attitudes or behaviors" element of Literary Realism.
2. Who was the person they met with? Provide Specific details about this person.
3. Describe Esperanza's emotions during this arrangement. Why do you think she would respond this way?
4. "They both wore clean work shirts, light blue with faded elbows. Esperanza had on a worn denim skirt and flat loafers. I had asked them please not to wear their very best for this occasion, not their Immigration-fooling clothes. It had to look like Turtle was going to be better off with me. When they came out that morning dressed as refugees I had wanted to cry out, No! I was wrong. Don't sacrifice your pride for me. But this is how badly they wanted to make it work." Explain how this reference represents the "Aims to alter or influence the readers beliefs, attitudes or behaviors" element of Literary Realism.
Chapter 15 Reading Guide Questions
1. What comparison does the narrator make about the change in Estevan and Esperanza once they enter the Cherokee Nation?
2. What about the Cherokee Nation make Estevan and Esperanza more comfortable?
3. Where do they decide to take a vacation? What does Taylor feel a vacation is warranted?
4. What does Taylor try to explain to Turtle at the end of the chapter? Do you think she understands? Why or Why not?
2. What about the Cherokee Nation make Estevan and Esperanza more comfortable?
3. Where do they decide to take a vacation? What does Taylor feel a vacation is warranted?
4. What does Taylor try to explain to Turtle at the end of the chapter? Do you think she understands? Why or Why not?
Chapter 14 Reading Guide
1. Who stopped their car before they left Arizona? What did they want?
2. What does Estevan reveal as his actual heritage?
3. What relationship has developed between Turtle and Esperanza?
4. Where did they stay after they reached Oklahoma City? What has changed since Taylor's last visit?
5. What decision had to be made before Taylor could begin looking for Turtle's family?
6. What happened when Taylor visited the bar where she first received Turtle?
2. What does Estevan reveal as his actual heritage?
3. What relationship has developed between Turtle and Esperanza?
4. Where did they stay after they reached Oklahoma City? What has changed since Taylor's last visit?
5. What decision had to be made before Taylor could begin looking for Turtle's family?
6. What happened when Taylor visited the bar where she first received Turtle?
Chapter 13 Reading Guide Questions
1. How has Turtle recovered since the incident?
2. Who is Bonita Jankenhorn? Why does Lou Ann compare her to Taylor?
3. After visiting regularly with child services, what difficult decision does Taylor now face?
4. What advice does Mattie give Taylor regarding Turtle?
5. What did Edna and Virgie (Ms. Parsons) want to show the kids?
6. What is the purpose of the trip Taylor is planning?
2. Who is Bonita Jankenhorn? Why does Lou Ann compare her to Taylor?
3. After visiting regularly with child services, what difficult decision does Taylor now face?
4. What advice does Mattie give Taylor regarding Turtle?
5. What did Edna and Virgie (Ms. Parsons) want to show the kids?
6. What is the purpose of the trip Taylor is planning?
Chapter 12 Reading Guide Questions
1. Where did Mattie take Taylor, Estevan and Esperanza at the beginning of the chapter?
2. What was the occasion, or reason, for taking them to this place? How does Taylor react to it?
3. Describe what happened to Turtle and Edna Poppy while Taylor was out.
4. How is Taylor coping (dealing) with this? What is she upset about?
2. What was the occasion, or reason, for taking them to this place? How does Taylor react to it?
3. Describe what happened to Turtle and Edna Poppy while Taylor was out.
4. How is Taylor coping (dealing) with this? What is she upset about?
Chapter 11 Reading Guide Questions
1. Where does Lou Ann finally get a job?
2. Who do the kids (Dwayne Ray and Turtle) stay with while Lou Ann and Taylor work?
3. Angel sends Lou Ann a package. What is in it, and what does he want Lou Ann to do?
4. Why does Mattie say Esperanza and Estevan have to move away?
5. How does Esperanza and Estevan's situation relate to an element of literary realism?
2. Who do the kids (Dwayne Ray and Turtle) stay with while Lou Ann and Taylor work?
3. Angel sends Lou Ann a package. What is in it, and what does he want Lou Ann to do?
4. Why does Mattie say Esperanza and Estevan have to move away?
5. How does Esperanza and Estevan's situation relate to an element of literary realism?
Chapter 10 Reading Guide Questions
1. What are Lou Ann and Taylor doing to their house?
2. While out grocery shopping, what does Taylor realize about Edna Poppy? How does she put the pieces together?
3. Where does Taylor go in order to visit with Esperanza? Describe this place.
4. Describe the conversation between Taylor and Esperanza.
5. What is Lou Ann trying to get at the end of the chapter?
2. While out grocery shopping, what does Taylor realize about Edna Poppy? How does she put the pieces together?
3. Where does Taylor go in order to visit with Esperanza? Describe this place.
4. Describe the conversation between Taylor and Esperanza.
5. What is Lou Ann trying to get at the end of the chapter?
Chapter 9 Reading Guide Questions
1. What happened to Esperanza?
2. What type of clinic did Mattie have to take her to?
3. Taylor reveals to Estevan that when she was in high school she was a "nutter." According to Taylor what is a "nutter?" What does this tell us about how her and her mom lived? (wealth, class)
4. Who is Ismene?
5. What happened to Estevan and Esperanza back in Guatemala?
2. What type of clinic did Mattie have to take her to?
3. Taylor reveals to Estevan that when she was in high school she was a "nutter." According to Taylor what is a "nutter?" What does this tell us about how her and her mom lived? (wealth, class)
4. Who is Ismene?
5. What happened to Estevan and Esperanza back in Guatemala?
chapter 8 reading guide questions
Chapter 8: The Miracle of Dog Doo Park
1. What news comes to Taylor from home? How does she feel about it?
2. What was the actual name of the park where they were sitting? What other names does it have?
3. What is "The Miracle of Dog Doo Park?"
4. Who do they see at the park? What has Taylor entrusted with these people?
5. What was Estevan's career back in Guatemala? Based on her descriptions, how do you think Taylor feels about Estevan?
6. In this chapter, we find out that Mattie leaves periodically with her four-wheel drive Blazer and Binoculars. Where does she claim she is going? Where do you think she is actually going?
7. What does Taylor discover about Turtle when she takes her to the doctor's office? Be specific.
8. Angel comes back home while Taylor is at the doctor's office. What has Angel told Lou Ann? What option has he given her?
9. While at the zoo, Lou Ann and Taylor discover something else new about Turtle. What was it?
1. What news comes to Taylor from home? How does she feel about it?
2. What was the actual name of the park where they were sitting? What other names does it have?
3. What is "The Miracle of Dog Doo Park?"
4. Who do they see at the park? What has Taylor entrusted with these people?
5. What was Estevan's career back in Guatemala? Based on her descriptions, how do you think Taylor feels about Estevan?
6. In this chapter, we find out that Mattie leaves periodically with her four-wheel drive Blazer and Binoculars. Where does she claim she is going? Where do you think she is actually going?
7. What does Taylor discover about Turtle when she takes her to the doctor's office? Be specific.
8. Angel comes back home while Taylor is at the doctor's office. What has Angel told Lou Ann? What option has he given her?
9. While at the zoo, Lou Ann and Taylor discover something else new about Turtle. What was it?
Chapter 7 Reading Guide Questions
Chapter 7: "How They Eat in Heaven" Part 1
1. Who was at the picnic at the beginning of the chapter?
2. What is the significance of the location of this spot?
3. Describe Esperanza's demeanor during the picnic. What or who does she seem preoccupied with?
4. What happened on their drive back from the picnic? How did Lou Ann relate this event to Angel?
5. What was Turtle's first word? What do you think is the significance of this?
6. Describe Lou Ann's personality. (Think about her warning about swimming after eating.)
2. What is the significance of the location of this spot?
3. Describe Esperanza's demeanor during the picnic. What or who does she seem preoccupied with?
4. What happened on their drive back from the picnic? How did Lou Ann relate this event to Angel?
5. What was Turtle's first word? What do you think is the significance of this?
6. Describe Lou Ann's personality. (Think about her warning about swimming after eating.)
Chapter 7: "How They Eat in Heaven" Part 2
1. Give one example of how Turtle and Taylor are bonding.
2. How does Lou Ann feel about her looks?
3. What event did Lou Ann and Taylor invite the neighbors over for? Who was invited?
4. Describe Mrs. Parsons and Edna Poppy.
5. What did Estevan bring to dinner?
6. Briefly describe the story he shared with the group at the dinner table? What lesson was to be learned from it?
2. How does Lou Ann feel about her looks?
3. What event did Lou Ann and Taylor invite the neighbors over for? Who was invited?
4. Describe Mrs. Parsons and Edna Poppy.
5. What did Estevan bring to dinner?
6. Briefly describe the story he shared with the group at the dinner table? What lesson was to be learned from it?
Chapter 6 Reading Guide Questions
Chapter 6: "Valentines Day"
1. Where has Taylor started to work?
2. Where has she taken up residence?
3. What type of people are regularly passing through Mattie's house? How does Mattie explain this?
4. What does Mattie discover about Taylor while they are working together? How does she "help" her overcome her fear?
5. What seems to bother Taylor about her living situation with Lou Ann? How do they work out their differences?
6. When discussing Lou Ann's problems with Angel, what piece of advice or "philosophy" does she offer? Provide the quote with an explanation.
Vocabulary:
1. Where has Taylor started to work?
2. Where has she taken up residence?
3. What type of people are regularly passing through Mattie's house? How does Mattie explain this?
4. What does Mattie discover about Taylor while they are working together? How does she "help" her overcome her fear?
5. What seems to bother Taylor about her living situation with Lou Ann? How do they work out their differences?
6. When discussing Lou Ann's problems with Angel, what piece of advice or "philosophy" does she offer? Provide the quote with an explanation.
Vocabulary:
- Aptitude
- Sanctuary
Paragraph Practice- Warm-up
Today, we will use a writing warm-up as a way to practice good paragraph writing. Choose from one of the three possible prompts below and write a 5 to 10 sentence paragraph.
Prompts:
1. What is your biggest dream? What is the first step you can take toward achieving it?
2. Good artists say they learned to excel at their craft by spending time practicing. Describe a time when practice paid off for you.
3. What was the last time you were in a leadership position? Were you an effective leader?
Be sure to include:
Prompts:
1. What is your biggest dream? What is the first step you can take toward achieving it?
2. Good artists say they learned to excel at their craft by spending time practicing. Describe a time when practice paid off for you.
3. What was the last time you were in a leadership position? Were you an effective leader?
Be sure to include:
- A topic sentence
- Unity
- Coherence
- Adequate Development
The Bean Trees PDF
The Bean Trees
Writing: 10 Points Compose a character sketch of Lou Ann. Choose an adjective or short phrase to describe her and then develop with explanations and examples from the text. Be sure to enclose quotes in quotation marks. Your paragraph must be at least 10 sentences long and contain at least two citations (examples) from the text.
Chapter 3 Study Guide Questions
Reading Guide 3 “Bean Trees”
1. What did Taylor find hilarious about Arizona? What comparison does she make? What does this tell you about her character?
2. What did she decide to name her found child?
3. Who did she run into while stopped during the hail?
4. What was wrong with her car?
5. Where does Taylor eventually stop, and who does she meet?
6. Describe your first impression of this person.
7. Where does Taylor decide to take up residence? How does it compare to her previous home, The Broken Arrow?
8. What are her reasons for eating at the Burger Derby?
9. Who does she befriend there? What information does she give Taylor?
10. Describe the Dialogue between Taylor and this person at the end of the chapter. What meaning is behind it?
1. What did Taylor find hilarious about Arizona? What comparison does she make? What does this tell you about her character?
2. What did she decide to name her found child?
3. Who did she run into while stopped during the hail?
4. What was wrong with her car?
5. Where does Taylor eventually stop, and who does she meet?
6. Describe your first impression of this person.
7. Where does Taylor decide to take up residence? How does it compare to her previous home, The Broken Arrow?
8. What are her reasons for eating at the Burger Derby?
9. Who does she befriend there? What information does she give Taylor?
10. Describe the Dialogue between Taylor and this person at the end of the chapter. What meaning is behind it?
Chapter 4 study guide questions
Reading Guide 4
“The Bean Trees”
1. Who is at Lou Ann’s house in the beginning of chapter 4? (List each person)
2. What do Granny Logan and Ivy both dislike about Arizona?
3. How did Granny Logan and Ivy arrive in Arizona?
4. When was Dwayne Ray born?
5. What did Granny Logan give to Lou Ann? What is the significance of this item?
6. Who does Lou Ann really want her mother and grandmother to meet? What excuses do they make in order to leave before they meet him?
7. Who does she buy tomatoes from in this chapter? What last words of advice does he give her?
8. When Angel comes home at the end of the chapter, what does he do with the gift from Granny Logan?
9. Describe the relationship between Lou Ann, her mother and grandmother.
1. Who is at Lou Ann’s house in the beginning of chapter 4? (List each person)
2. What do Granny Logan and Ivy both dislike about Arizona?
3. How did Granny Logan and Ivy arrive in Arizona?
4. When was Dwayne Ray born?
5. What did Granny Logan give to Lou Ann? What is the significance of this item?
6. Who does Lou Ann really want her mother and grandmother to meet? What excuses do they make in order to leave before they meet him?
7. Who does she buy tomatoes from in this chapter? What last words of advice does he give her?
8. When Angel comes home at the end of the chapter, what does he do with the gift from Granny Logan?
9. Describe the relationship between Lou Ann, her mother and grandmother.