Apply to Moon
From Disgrace to Please Don't Come Back from the Moon

This I believe...
This I want to believe...

-What's the relationship between belief and truth?
-What obligations to we have to the truth?

Think about how this book is written.

-What is different about this book compared to others that you have read?
-How is Bakopoulos "rebelling" against traditional, controlled forms of storytelling?
-As a reader what must you "believe"/or "accept as true" in order for you to make meaning from this book?

3
Disgrace
Like Zinn and Morgan, David and Lucy have different versions of the same event. How differently would the men and women in Moon describe the events they experience?

Who is sacrificed and who is included in the greater cause? What is the greater cause? (Consider individual characters: Lucy, Nick, etc.)

Consider topics such as: justice, retribution, repentance, and scapegoats

5
Class discussion - systems in Moon

No School for Students

Moon discussion

HW: write about a time a system that you have learned to navigate was disrupted. How was it disrupted? Why was that disruptive? What had been your role or place in the system? HDYK? How did you react to the disruption? How did others in other roles react? Do you navigate the system differently now or play a different role? HDYK?

~ And/Or ~

What obligations do we have to the truth? Why do you believe what you believe?

What do you care about? Not what you have been told to care about, have been told is important, have been told is formative in your life, but what actually do you care about enough that it effects (determines?) how you behave, interact with others, what you expect from your life.

A+P - Updike

"rebellion/system of control narrative" developing Zinn's concepts and making a personal story out of it. Narrative Rubric

What did you write that is most similar to or different from Moon? What do you understand about your system of control? When you read about systems in Moon, how does that force you to rethink your own systems? How do you think about those systems differently now? What sections of Moon do you need to reread?

- What is the role of class and race in politics and economics? -What impact can/does class and race have on the waging of sociopolitical revolution and the creation of a new nation?

HW: Characters in Moon - what do they bring with them and what does that allow them to remember? - what do they consciously leave behind? What do they try and forget? What do they reinvent or misremember? Why? Are they gaining insight into their own fathers or are they making excuses for whom they are becoming? Is it the same system?

- When and how are people pushed to extremes? And who is responsible?

-Consider conscious efforts to create a nation; what role does identity play in nation building endeavors?

Work on Narratives - draft due for writing groups on Friday

http://research.zarca.com/k/SsRPPSsTUWsPsPsP

Highlight the descriptions that you think best describe you so far, link each description to evidence that proves why that is the appropriate description, and provide explanations for all evidence

Each group should review one of the descriptions (evidence and explanation) of each member in order to challenge the specificity and accuracy of the descriptions and evidence

Check out THIS sample...

Apply to Moon
 

Right now in your web:
Why do we believe what we believe? We, collectively about issues of sexual violence? You, personally, about David and Melanie. As always, WHY? HDYK?

Who is sacrificed and who is included in the greater cause? What is the greater cause? (Lucy’s self-sacrifice)

Finish answering these questions, too:
Questions regarding Zinn and Morgan

4
Revolutionary War Visual Texts:
Place yourself in the mind, spirit and body of someone depicted in one of the images linked below. Consider how their perspective, voice or lack thereof affects your previous understanding of the American Revolution.
Art of the revolutionary war era
Art about George Washington

Reading a Painting

School Narrative DUE
Narrative Rubric

here's what to do

No School for Students

Consider topics such as: justice, retribution, repentance, and scapegoats

- When and how are people pushed to extremes? And who is responsible?

-Consider conscious efforts to create a nation; what role does identity play in nation building endeavors?
Example List

- What groups did people join? What motivated their membership in and participation in the activities of the associations they joined? How or did group membership influence behavior and belief? Why or why not?

- What is the role of class and race in politics and economics? -What impact can/does class and race have on the waging of sociopolitical revolution and the creation of a new nation?

Group 2: Julie, Sarah Monich, Jim, Riki
What do you care about? Not what you have been told to care about, have been told is important, have been told is formative in your life, but what actually do you care about enough that it effects (determines?) how you behave, interact with others, what you expect from your life.

- When and how are people pushed to extremes? And who is responsible?

-Consider conscious efforts to create a nation; what role does identity play in nation building endeavors?
Example List

Personal Essay Rubric
Evaluate one of the essays using the rubric. Cite specific elements (words, images, etc.) of the essay to justify your evaluation

The Dew Breaker ~Edwidge Danticat 
 

Reading the book as a Literary Historian

End of chapter writing - analyzing the author's craft.

Group Leaders - Make sure that the members of your group understand how they are reading this book- and what their responsibilities are.

-Remember to use the Writing Group protocol!!!

HW: Read The Book of the Dead - Why does Ka's father reject/destroy the sculpture?
and
Read Seven - Characterize the couples relationship? Why does Danticat include a reference to Patrick Dorismond?

Bring back Doing School

HW: Read this article on the political history of Haiti to facilitate your work as a literary historian (see Wednesday on the calendar).

Raising/posing/evaluating research questions. - Based on the two "chapters" from The Dew Breaker and from the article on the political history of Haiti  - what questions do you need to answer that will help you understand the story and the author's purpose?  

Group Leader Intervention

HW: Read Water Child  - Why can't Nadine face her past?

Discussion of the text so far.

HW: Read The Book of Miracles  - Why is Anne obsessed with miracle stories?

Research Questions (.doc) in process

Post your research HERE
(open in FrontPage)

Research Questions Refined

1. Why would those Haitians who were a part of, supported or worked for those in power (Papa Doc, Baby Doc, Aristide, etc.) leave?

2. Did evolving US policy towards Haiti effect the opinion of different segments of the US population towards Haiti and Haitian immigrants?

3. Does the cycle of political and economic unrest affect the opinion of non-Haitians in NY who live in or near predominantly Haitian immigrant communities or neighborhoods?

4. Are different cultural communities in NY racist toward Haitians? Does the view of other cultural communities bond the Haitians together or divide them? Are they able to assimilate or acculturate

5. What factors informed US policy towards Haiti in 1960s and 1970s (Nixon, Carter, Reagan Clinton)?

6. What was the attitude of the Americans living in NYC towards Haitians, especially immigrants, both before the death of Patrick Dorismond (March 2000) and what was the attitude immediately after that event? How did the attitudes change? In a positive or negative way?

7. How (or does) a person’s socioeconomic status in Haiti effect his/her view of the U.S. politics and international policies?

In the end - Why does Ka's father reject/destroy the sculpture?

How do our beliefs change? How are we effected by this process?

Culture Questions
1. Too what extent did Haitian immigrants have or choose to adapt to the Brooklyn/New York culture of the 1960s and 1980s-90s?

2. France, Africa, the US, Cuba and the Dominican Republic have historical connections to and influences over Haiti. What influences are there in Haiti from different countries/continents and how does that affect the relationships between people in Haiti and between Haiti and the rest of the world?

3. Which religions are most commonly practiced in Haiti? Are the same religions practiced by Haitian immigrants who come to the US? What is the impact of religion on Haitian culture?

4. What is voodoo? Is it a religious practice? What is the impact of voodoo on Haitian culture? Where did it originate and how was it brought to Haiti?

5. Does the language spoken by a person in Haiti signify socioeconomic status? What class of Haitians can speak both French and Creole and in which situations would they use either language? What implications does speaking either French or Creole have?

6. What are the forms of Haitian cultural expression? What are the features of these forms? What influences these forms? How have these forms been accepted in the US and other countries?

What did you do, how, what you now know, new questions, effect on understanding (looking at a text through a historical lens)

HW: MOTIVATION - what do they bring with them and what does that allow them to remember? - what do they consciously leave behind? What do they try and forget? What is the value of Danticat resurrecting this?

Fish Bowl Discussion Notes

End-of-Quarter Rubric

HW: What do you feel guilty about? How do those feelings or thoughts affect your behavior, decisions, beliefs? Are you (have you been) shielded from feeling guilt? Why? How does that affect your behavior, decisions, beliefs?

work on end of the End-of-Quarter Rubric

Highlight the descriptions that you think best describe you so far, link each description to evidence that proves why that is the appropriate description, and provide explanations for all evidence

Each group should review one of the descriptions (evidence and explanation) of each member in order to challenge the specificity and accuracy of the descriptions and evidence

Work on End-of-Quarter Rubric

Work on End-of-Quarter Rubric

3
Morgan: Birth of the Republic (Sugar and Stamps) and Zinn, "Tyranny is Tyranny"
What are you inclined to doubt in each of these accounts? What is the source of these doubts? How are these both valid perspectives? How does your thinking need to change to embrace more than one, conflicting version of the truth?

How do decisions get made and who gets to make them?

No School
Rosh Hashanah

Henry IV, Act II

HW: Re-read Act Ii Scene 4 - the role play between Falstaff and Hal.

• Who is Hal persuaded to act?
• What do you learn about Falstaff and Hal as characters?

Re-read Morgan: Birth of the Republic (Sugar and Stamps) How are these both valid perspectives? How does your thinking need to change to embrace more than one, conflicting version of the truth?

Act III Groups:
A (III.1.1-188) Mortimer, Hotspur and Glendower plan to divide the kingdom
and (III.1.189-end) Mortimer and his wife, Hotspur and Kate (Galen's and Liam's groups)
B. (III.2) King Henry scolds Hal (Ethan's and Julie's groups)
C. (III.3) Falstaff accuses and Hal gives him a command (Emily's and Britt's groups)

-Why does Hotspur tease Glendower? Is it deserved?

-How do you react to Hotspur's treatment of Kate

-How should Hal be admonished?

-How is Falstaff's treatment of Mistress Quickly reminiscent of Hotspur's treatment of Kate. What does this suggest?

Essay assignment: Did Locke Really Get It?
House of Paine

Act IV Groups:
A. (IV.1) Hotspur's been abandoned (Emily's and Britt's groups)
B. (IV.2) Prince and Falstaff off to war (Ethan's and Julie's groups)
C. (IV.3) Hotspur is offered amnesty (Galen's and Liam's groups)

-What are the pre-battle anxieties?

-Who is and/or what are "food for powder" in war?

-Why doesn't Hotspur takes the King's offer?

revision

Act V Groups:
A. (V.1) The offer of amnesty (Galen's and Liam's groups)
B. (V.2) Hotspur is lied to (Emily's and Britt's groups)
C. (V.5) The King rules on the traitors (Ethan's and Julie's groups)
Everyone (V.3 and V.4) The battle

-How are King Henry and Falstaff similar?

-What heroic gesture does Hal make?

-Why does Worcester lie to Hotspur?

-Why does Hotspur doubt the courtesy of Hal's offer?

-Is Hal as counterfeit as his father?

-Has Hal done anything to legitimize his ascension to the throne?

-Why does Hal allow Falstaff to get away with his lie?

What does Hal's eulogies about Hotspur reveal about his character?

RUBRIC

So much to do, so little time!

Why did the SOUTH SECEDE?
Who FREED the SLAVES?
(How do decisions get made and who gets to make them?)

pre-conceptions

full notes from class

If only they had figured it all out when they wrote the Constitution...the Civil War/The War to Suppress Yankee Arrogance/The War for the Union

DUE TODAY:
Did Locke Really Get It?
House of Paine
RUBRIC

Class notes on reconciling our preconceptions with excerpts from Lincoln's letters and a close reading of the Emancipation Proclamation

Class notes

Class notes