SYLLABUS
May 10th – June 4th , 2007
3rd CLASS 5/10
IN CLASS: work on blogs – check 10 rules
HW: create Declaration of Independence
1st CLASS 5/14
IN CLASS: check declarations
HW: create governing body for your blogtopia
read Feed part 3 Utopia up to p. 124 (for Monday)
answer DQ 1
1. Surrounding the story of Titus and his friends are hints of various international events. Why doesn't Titus seem to be aware of them?
2. Is there anything like the "lesions" in today's culture?
2nd CLASS 5/15
IN CLASS: check governing bodies, hand out for movies, begin viewing
HW: create daily itinerary for blogtopia
create 3 journal entries for society members of your blogtopia
view individual film and prepare synopsis to present
read Feed part 3 Utopia up to p. 124
answer DQ 1
1. Surrounding the story of Titus and his friends are hints of various international events. Why doesn't Titus seem to be aware of them?
2. Is there anything like the "lesions" in today's culture?
3rd CLASS 5/17 - NO CLASS – Friday schedule
1st CLASS 5/21
IN CLASS: present your individual film synopsis, collect/check itineraries and journal entries
HW: create advertisement for your blogtopia
read Feed p. 124 to part 3 Slumberland
answer DQ 2
1. In a consumeristic society, once things have outlived their usefulness, they tend to be discarded.
2. How might this attitude affect the way people interact with one another?
3. How might it affect the way they think of the past?
2nd CLASS 5/22
IN CLASS: check advertisements, discuss Feed and Violet’s list, list of 10 things to do before you die
HW: read Feed
answer DQ 3
1. Do Titus's actions (and nonactions) in his relationship with Violet strike you as realistic?
2. How do you think you would act if you were in his place?
3. In what way does Titus's conception of love differ from Violet's?
3rd CLASS 5/24
IN CLASS: discuss and read
HW: finish Feed
answer DQ 3
1. The author dedicates the book "to those who resist the feed." What does he mean by this?
2. What is "the feed," in a real-life context, and how can it be resisted?
3. What are the benefits and drawbacks of doing so?
4. In what ways do you "resist the feed"?
1st CLASS 5/28
IN CLASS: visit each other’s blogs and post comments
HW: correct/add/change/ final edit of blogs
EXAM BLOCK
TUESDAY MAY 29
9:00 AM – FINAL BLOGTOPIA DUE
then you can spend the rest of the block working in my room
Monday, May 28, 2007
Wednesday, April 25, 2007
SYLLABUS
April 2nd – May4th, 2007
1st CLASS 4/2
IN CLASS: review dystopias, equality in the USA, read excerpt from Declaration of Independence:
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.
intro to Brave New World by Aldous Huxley
HW: read ch 1 – 2 in BNW
answer DQ 1 on ch 1 – 2
1. What is the World State’s motto?
2. What is the year? What would it be using our present dating system?
3. What is the Bokanovsky process?
4. Why are some females allowed a normal, sexual development?
5. Why is it necessary that words referring to family relationships have been made words of ridicule and pornography? How has this shaping of language been an aid to the conditioning process?
2nd CLASS 4/3
IN CLASS: read “Harrison Bergeron” by Kurt Vonnegut, answer following questions
1. What is Vonnegut saying about “equality” and “alikeness”?
2. In 2081, how do they make people equal? Does it work?
3. Consider what we discussed about equality in the US. Does it work to make people equal, or just to make them alike?
4. What is the purpose behind making people equal (in the US)?
5. If you lived in Harrison Bergeron’s world, what sorts of handicaps do you think you might be given for your strengths? Why?
6. What sorts of weaknesses do you have that would force other people to be given handicaps to bring them down to your level?
read “There Will Come Soft Rains” by Ray Bradbury and answer the following question:
What is the central irony to this story? Explain your answer (this will take at least a paragraph).
HW: read ch 3 in BNW
answer DQ 2 on ch 3
1. What games are approved of in this brave new world?
2. Why is Bernard Marx upset with Henry Foster’s talk?
3. What does Mustapha Mond talk about that shocks the students? Why does he do this?
4. What is soma?
WEDNESDAY NIGHT – DESSERT AND MOVIE
6:30 – 8:30 ATTENDANCE REQUIRED!
3rd CLASS 4/5
IN CLASS: caste system, Ford, hypnopaedia, family as a dirty word.
HW: read ch 4 – 5 in BNW
answer DQ 3 on ch 4 – 5
1. Explain the differences between Bernard’s and Lenina’s reactions to the sky when they are on the roof. How do their differing views of the sky reflect their differing views of life?
2. “Words can be like x-rays, if you use them properly – they’ll go through anything.” What does Helmholtz Watson mean? How has this statement often proven true in our own history?
3. Why do Henry and Lenina act so emotionally distant about death? How does this relate to the societal attitude about birth?
4. Explain how the Solidarity Groiup meeting is designed to follow church ritual from various religions. Why do you think this was necessary?
1st CLASS 4/9
IN CLASS: views of nature, death vs. birth, Bernard the bully, Ford as God (read part 2 ch 5), “Solidarity Group.”
HW: read ch 6 – 7 in BNW
answer DQ 4 on ch 6 – 7
1. According to Lenina, what are some of Bernard’s odd behaviors or attitudes?
2. In part 1 of ch 6, as Bernard and Lenina are flying over the Channel, Bernard tells Lenina to look outside. List the adjectives and verbs Huxley uses to describe the scene. What attitude about nature does this portray?
3. Bernard uses the analogy of “meat” for Lenina. Why (or why not) is this an appropriate simile for her?
2nd CLASS 4/10
IN CLASS: “Malpais,” the Director and the Savage Reservation, blending Christian and pagan (whipping ceremony). Activity: are we being brainwashed? analyzing advertisements
HW: Mustapha Mond’s Department of Propaganda Project proposal
read ch 8 – 9 in BNW
answer DQ 5 on ch 8 – 9
1. The quote “O brave new world that has such people in it” is from Shakespeare’s The Tempest, in which “brave” means “handsome and noble.” Explain what kind of world John is imagining (by his use of this quote) in his trip to the New World.
2. Explain why you think Bernard called Mond directly, and what the plan is that he devised during his sleepless night.
3rd CLASS 4/12
IN CLASS: Tempest quote, the New World in John’s mind, go over proposals, story board work – complete by end of class, complete “script guidelines,” write scripts for each member
HW: complete scripts
begin filming
read ch 10 – 11 in BNW
answer DQ 6 on ch 10 – 11
1. Compare the first 4 paragraphs of ch 10 to the structure and society of a beehive. You will need to include a short explanation of a real beehive to make your comparison.
2. By the end of ch 11, Bernard is an important man. Why?
1st CLASS 4/16
IN CLASS: the hive, the Director and Linda, soma holiday, what will happen to her now, how Bernard feels, review scripts
HW: read ch 12 – 13 in BNW
answer DQ 7 on ch 12 – 13
film propaganda clip
2nd CLASS 4/17
IN CLASS: final work on propaganda clip
HW: edit final edition of propaganda clip
3rd CLASS 4/19
IN CLASS: PROPAGANDA PRESENTATIONS, John as Romeo, Lenina as Juliet, why and how are words dangerous? Bernard as a double outcast, the woman John wants Lenina to be.
HW: read ch 14 – 16 in BNW
answer DQ 8 on ch 14 – 16
1. Compare and contrast John’s attitude about Linda’s dying with that of the nurse and the children.
2. Explain why the words of John have no effect on the Delta twins. What is the only thing that moves them to action?
3. Why is Helmholtz the one to help John?
4. Mond states, “and you can’t make tragedies without social instability.” What does he mean? Explain why you agree or disagree.
1st CLASS 4/23
IN CLASS: ethics of dying, “hive of industry” vs. “maggots”
HW: read ch 17 – 18 in BNW
answer DQ 9 on ch 17 – 18
1. “But I don’t want comfort. I want God, I want Poetry, I want real danger, I want freedom, I want goodness. I want sin.” Why does John choose this even though he witnessed all this in his first 25 years of life and thought he wanted to be done with it?
2. Explain how John uses physical punishment as a way to try to cleanse and purify himself of both societies that he has known.
2nd CLASS 4/24
IN CLASS: discusson: the cost of living, of death, and what we do to manipulate them.
HW: in class essay – choose 1 topic
1. Write a paper that compares life as Huxley described it in the World State with life in the United States today. Include at least three of these aspects of life in your paper: Human life/death, love and marriage, art (literature, film, architecture, etc.), consumption of goods and services, use of drugs (including alcohol and tobacco), pleasure/self-indulgence, and religion. Come to a conclusion as to the accuracy of Huxley’s predictions.
2. Write a report by Mustapha Mond detailing his experiment with John the Savage. Conclude the report with Mustapha’s assessment of John’s final act.
3. As dehumanizing and oppressive as the brave new world Utopia is, the alternative in the "savage reserve" is in many ways worse - dirty, violent, unhealthy, cruel, uncomfortable. What point is Huxley making about human nature and the nature of human communities? Is his vision totally negative - or does the book hold out some shred of hope, some alternative mode that fosters both freedom and community?
3rd CLASS 4/26
IN CLASS: IN CLASS ESSAY, introduce final project - BLOGTOPIA
HW: complete “brainstorming blogtopia” handout - Begin brainstorming ideas for your society.
name your society, choose motto, choose animal, choose seal
BRING COMPUTERS TO CLASS
1st CLASS 4/30
IN CLASS: final project – intro to blogging
HW: BRING COMPUTERS TO CLASS
read part 1 – Moon – in Feed
write a list of at least 10 questions you have about the world and people described.
2nd CLASS 5/1
IN CLASS: intro to Feed by M.T. Anderson, answer questions, more blogging,
HW: read part 2 – Eden – in Feed
answer DQ (TBA)
3rd CLASS 5/3
IN CLASS: Feed discussion – what is going on? introduce Independent Film activity – handout, assign films to groups of 2, go over timeline for blog.
HW: come to class Thursday with a list of 10 (at least) rules for your society
with your partner, view your film and complete “Independent Film” handouts
April 2nd – May4th, 2007
1st CLASS 4/2
IN CLASS: review dystopias, equality in the USA, read excerpt from Declaration of Independence:
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed, that whenever any form of government becomes destructive of these ends, it is the right of the people to alter or abolish it, and to institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.
intro to Brave New World by Aldous Huxley
HW: read ch 1 – 2 in BNW
answer DQ 1 on ch 1 – 2
1. What is the World State’s motto?
2. What is the year? What would it be using our present dating system?
3. What is the Bokanovsky process?
4. Why are some females allowed a normal, sexual development?
5. Why is it necessary that words referring to family relationships have been made words of ridicule and pornography? How has this shaping of language been an aid to the conditioning process?
2nd CLASS 4/3
IN CLASS: read “Harrison Bergeron” by Kurt Vonnegut, answer following questions
1. What is Vonnegut saying about “equality” and “alikeness”?
2. In 2081, how do they make people equal? Does it work?
3. Consider what we discussed about equality in the US. Does it work to make people equal, or just to make them alike?
4. What is the purpose behind making people equal (in the US)?
5. If you lived in Harrison Bergeron’s world, what sorts of handicaps do you think you might be given for your strengths? Why?
6. What sorts of weaknesses do you have that would force other people to be given handicaps to bring them down to your level?
read “There Will Come Soft Rains” by Ray Bradbury and answer the following question:
What is the central irony to this story? Explain your answer (this will take at least a paragraph).
HW: read ch 3 in BNW
answer DQ 2 on ch 3
1. What games are approved of in this brave new world?
2. Why is Bernard Marx upset with Henry Foster’s talk?
3. What does Mustapha Mond talk about that shocks the students? Why does he do this?
4. What is soma?
WEDNESDAY NIGHT – DESSERT AND MOVIE
6:30 – 8:30 ATTENDANCE REQUIRED!
3rd CLASS 4/5
IN CLASS: caste system, Ford, hypnopaedia, family as a dirty word.
HW: read ch 4 – 5 in BNW
answer DQ 3 on ch 4 – 5
1. Explain the differences between Bernard’s and Lenina’s reactions to the sky when they are on the roof. How do their differing views of the sky reflect their differing views of life?
2. “Words can be like x-rays, if you use them properly – they’ll go through anything.” What does Helmholtz Watson mean? How has this statement often proven true in our own history?
3. Why do Henry and Lenina act so emotionally distant about death? How does this relate to the societal attitude about birth?
4. Explain how the Solidarity Groiup meeting is designed to follow church ritual from various religions. Why do you think this was necessary?
1st CLASS 4/9
IN CLASS: views of nature, death vs. birth, Bernard the bully, Ford as God (read part 2 ch 5), “Solidarity Group.”
HW: read ch 6 – 7 in BNW
answer DQ 4 on ch 6 – 7
1. According to Lenina, what are some of Bernard’s odd behaviors or attitudes?
2. In part 1 of ch 6, as Bernard and Lenina are flying over the Channel, Bernard tells Lenina to look outside. List the adjectives and verbs Huxley uses to describe the scene. What attitude about nature does this portray?
3. Bernard uses the analogy of “meat” for Lenina. Why (or why not) is this an appropriate simile for her?
2nd CLASS 4/10
IN CLASS: “Malpais,” the Director and the Savage Reservation, blending Christian and pagan (whipping ceremony). Activity: are we being brainwashed? analyzing advertisements
HW: Mustapha Mond’s Department of Propaganda Project proposal
read ch 8 – 9 in BNW
answer DQ 5 on ch 8 – 9
1. The quote “O brave new world that has such people in it” is from Shakespeare’s The Tempest, in which “brave” means “handsome and noble.” Explain what kind of world John is imagining (by his use of this quote) in his trip to the New World.
2. Explain why you think Bernard called Mond directly, and what the plan is that he devised during his sleepless night.
3rd CLASS 4/12
IN CLASS: Tempest quote, the New World in John’s mind, go over proposals, story board work – complete by end of class, complete “script guidelines,” write scripts for each member
HW: complete scripts
begin filming
read ch 10 – 11 in BNW
answer DQ 6 on ch 10 – 11
1. Compare the first 4 paragraphs of ch 10 to the structure and society of a beehive. You will need to include a short explanation of a real beehive to make your comparison.
2. By the end of ch 11, Bernard is an important man. Why?
1st CLASS 4/16
IN CLASS: the hive, the Director and Linda, soma holiday, what will happen to her now, how Bernard feels, review scripts
HW: read ch 12 – 13 in BNW
answer DQ 7 on ch 12 – 13
film propaganda clip
2nd CLASS 4/17
IN CLASS: final work on propaganda clip
HW: edit final edition of propaganda clip
3rd CLASS 4/19
IN CLASS: PROPAGANDA PRESENTATIONS, John as Romeo, Lenina as Juliet, why and how are words dangerous? Bernard as a double outcast, the woman John wants Lenina to be.
HW: read ch 14 – 16 in BNW
answer DQ 8 on ch 14 – 16
1. Compare and contrast John’s attitude about Linda’s dying with that of the nurse and the children.
2. Explain why the words of John have no effect on the Delta twins. What is the only thing that moves them to action?
3. Why is Helmholtz the one to help John?
4. Mond states, “and you can’t make tragedies without social instability.” What does he mean? Explain why you agree or disagree.
1st CLASS 4/23
IN CLASS: ethics of dying, “hive of industry” vs. “maggots”
HW: read ch 17 – 18 in BNW
answer DQ 9 on ch 17 – 18
1. “But I don’t want comfort. I want God, I want Poetry, I want real danger, I want freedom, I want goodness. I want sin.” Why does John choose this even though he witnessed all this in his first 25 years of life and thought he wanted to be done with it?
2. Explain how John uses physical punishment as a way to try to cleanse and purify himself of both societies that he has known.
2nd CLASS 4/24
IN CLASS: discusson: the cost of living, of death, and what we do to manipulate them.
HW: in class essay – choose 1 topic
1. Write a paper that compares life as Huxley described it in the World State with life in the United States today. Include at least three of these aspects of life in your paper: Human life/death, love and marriage, art (literature, film, architecture, etc.), consumption of goods and services, use of drugs (including alcohol and tobacco), pleasure/self-indulgence, and religion. Come to a conclusion as to the accuracy of Huxley’s predictions.
2. Write a report by Mustapha Mond detailing his experiment with John the Savage. Conclude the report with Mustapha’s assessment of John’s final act.
3. As dehumanizing and oppressive as the brave new world Utopia is, the alternative in the "savage reserve" is in many ways worse - dirty, violent, unhealthy, cruel, uncomfortable. What point is Huxley making about human nature and the nature of human communities? Is his vision totally negative - or does the book hold out some shred of hope, some alternative mode that fosters both freedom and community?
3rd CLASS 4/26
IN CLASS: IN CLASS ESSAY, introduce final project - BLOGTOPIA
HW: complete “brainstorming blogtopia” handout - Begin brainstorming ideas for your society.
name your society, choose motto, choose animal, choose seal
BRING COMPUTERS TO CLASS
1st CLASS 4/30
IN CLASS: final project – intro to blogging
HW: BRING COMPUTERS TO CLASS
read part 1 – Moon – in Feed
write a list of at least 10 questions you have about the world and people described.
2nd CLASS 5/1
IN CLASS: intro to Feed by M.T. Anderson, answer questions, more blogging,
HW: read part 2 – Eden – in Feed
answer DQ (TBA)
3rd CLASS 5/3
IN CLASS: Feed discussion – what is going on? introduce Independent Film activity – handout, assign films to groups of 2, go over timeline for blog.
HW: come to class Thursday with a list of 10 (at least) rules for your society
with your partner, view your film and complete “Independent Film” handouts
Wednesday, February 28, 2007
SATIRICAL PAPER
SATIRICAL SOLUTION PAPER
1ST DRAFT DUE MONDAY, MARCH 5TH
FINAL DRAFT DUE TUESDAY, MARCH 13TH
REQUIREMENTS:
• all drafts typed, double spaced, 12 pt Times New Roman font
• all outlines and drafts due with the final draft
• 500 - 750 words (2-3 pages)
SATIRE – the use of humor, irony, exaggeration, or ridicule to expose and criticize people’s stupidity or vices. A very common, almost defining feature of satire is a strong vein of irony or sarcasm; in fact satirical writing or drama very often professes to approve values that are the diametric opposite of what the writer actually wishes to promote.
TOPIC:
Jonathan Swift wrote “A Modest Proposal” in response to the apathy of society in dealing with the swelling population of the poor. His solution was to eat their children, thereby reducing the poor population and providing some service to society.
After our discussion of WMS as a Utopia, this paper gives you the opportunity to offer a solution to one of the issues which causes you believe WMS is not a Utopia. For example, if the issue is that “students must wake up too early in the morning,” then you must offer a solution that would make WMS more like a Utopia, such as “students should be allowed to sleep in class on beds provided by the teachers.” However, your paper must be written with the following parameters:
• your issue must be one we had on the board in class
• your tone and your solution must be satirical in nature
• your solution must not be hurtful or spiteful to any individual (this is not an opportunity to attack – it is a chance to show your wit)
• your solution needs to be supported with sound and logical reasoning (think of “A Modest Proposal”)
GRADING:
effective communicator – Is your writing clear and articulate? Can the reader easily understand the progression of your reasoning? Are grammar and mechanics used correctly so the reader is not distracted by mistakes?
information processor – Is your proposed solution supported by logical reasoning? Does you essay have a strong opening and conclusion, and are the paragraphs organized well with your arguments?
self-directed learner – Is the paper complete, on time, and does it include all drafts?
1ST DRAFT DUE MONDAY, MARCH 5TH
FINAL DRAFT DUE TUESDAY, MARCH 13TH
REQUIREMENTS:
• all drafts typed, double spaced, 12 pt Times New Roman font
• all outlines and drafts due with the final draft
• 500 - 750 words (2-3 pages)
SATIRE – the use of humor, irony, exaggeration, or ridicule to expose and criticize people’s stupidity or vices. A very common, almost defining feature of satire is a strong vein of irony or sarcasm; in fact satirical writing or drama very often professes to approve values that are the diametric opposite of what the writer actually wishes to promote.
TOPIC:
Jonathan Swift wrote “A Modest Proposal” in response to the apathy of society in dealing with the swelling population of the poor. His solution was to eat their children, thereby reducing the poor population and providing some service to society.
After our discussion of WMS as a Utopia, this paper gives you the opportunity to offer a solution to one of the issues which causes you believe WMS is not a Utopia. For example, if the issue is that “students must wake up too early in the morning,” then you must offer a solution that would make WMS more like a Utopia, such as “students should be allowed to sleep in class on beds provided by the teachers.” However, your paper must be written with the following parameters:
• your issue must be one we had on the board in class
• your tone and your solution must be satirical in nature
• your solution must not be hurtful or spiteful to any individual (this is not an opportunity to attack – it is a chance to show your wit)
• your solution needs to be supported with sound and logical reasoning (think of “A Modest Proposal”)
GRADING:
effective communicator – Is your writing clear and articulate? Can the reader easily understand the progression of your reasoning? Are grammar and mechanics used correctly so the reader is not distracted by mistakes?
information processor – Is your proposed solution supported by logical reasoning? Does you essay have a strong opening and conclusion, and are the paragraphs organized well with your arguments?
self-directed learner – Is the paper complete, on time, and does it include all drafts?
SYLLABUS 2/19 - 3/17
1st CLASS 2/19
IN CLASS: read “A Modest Proposal”, discuss satire
HW: read (finish) “A Modest Proposal” by Jonathan Swift
answer discussion questions:
1. How and why does Swift manage to bring his readers to see that they can imagine even cannibalism as a "rational" alternative to other things?
2. What could be his agenda?
BRING COMPUTERS TO CLASS
2nd CLASS 2/20
IN CLASS: introduce Erewhon, WEB HUNT
HW: read Erewhon by Samuel Butler p. 1 - 17
answer discussion questions:
1. What factors lead the narrator to explore into Erewhon?
2. What does Chowbok’s reaction to telling about the far range imply about his knowledge of it?
3. How does the narrator feel about solitude? Explain specific quotes to support your answer.
3rd CLASS 2/22
IN CLASS: discuss reading, the drive to explore, symbolism activity, WEB HUNT (continued)
HW: read Erewhon by Samuel Butler p. 17 - 40
answer discussion questions:
1. What are the narrator’s religious beliefs?
2. Describe, in your own words, the statues in the mountain saddle. In your opinion (using your imagination), what might they represent?
3. Describe the Erewhonians. Why was the narrator not afraid of them?
4. List the characteristics (physical and societal) that are valued by the Erewhonians.
1st CLASS 2/26
IN CLASS: discuss reading, Victorian Jeopardy
HW: read Erewhon by Samuel Butler p. 40 - 65
answer discussion questions:
1. What is the narrator’s response to the news that he will live with an embezzler? Whis is his teacher upset?
2. How is the narrator treated when he is in a bad mood?
2nd CLASS 2/27
IN CLASS: list Erewhonian institutions, discuss values and morals, WMS as Utopia – issues, introduce satirical solution paper – rough draft due Monday 3/5
HW: read Erewhon by Samuel Butler p. 65 - 87
answer discussion questions:
1. Explain how musical banks work.
2. For what aspect of Victorian Society is this a metaphor, and why?
3rd CLASS 3/1
IN CLASS: check-in on satire paper, the metaphor of Musical Banks, watch Lost Horizon and discuss
HW: read Erewhon by Samuel Butler p. 87 - 106
1st draft satirical solution paper
1st CLASS 3/5
IN CLASS: 1ST DRAFT SATIRICAL PAPER DUE, Erewhonian’s belief in the pre-life,
HW: read Erewhon by Samuel Butler p. 106 - 122
answer discussion questions:
1. In what ways is WMS similar to the College of Unreason?
2. What do the Erewhonians believe is important about attending this College?
2nd CLASS 3/6
IN CLASS: beauty – how it’s defined in our society, watch Lost Horizon
HW: read Erewhon by Samuel Butler p. 122 - 144
answer discussion questions:
1. Explain how Erewhonians believe machines might be able to harm humans.
2. What rights do animals have in Erewhon?
3rd CLASS 3/8
IN CLASS: finish Lost Horizon and discuss Shangri-la and cultural pervasiveness
HW: read Erewhon by Samuel Butler p. 150 - 163
answer discussion questions:
1. What is the narrator’s plan for returning to Erewhon?
2. Explain the satire embedded in this plan (consider how his intentions are ironic given what he has just experienced in Erewhon).
final draft satirical paper (due Tuesday)
1st CLASS 3/12
IN CLASS: introduce dystopias, film clips – The Matrix, discussion
HW: work on final draft satirical paper
2nd CLASS 3/13
IN CLASS: FINAL DRAFT SATIRICAL PAPERS DUE, film clips – The Matrix, discussion
HW: answer discussion questions:
1. “What does this film communicate about the world in the film? What controls the world in this film and the people who live in that world?”
3rd CLASS 3/15
IN CLASS: film clips – The Matrix, discussion
HW: HAVE A MOST EXCELLENT AND RELAXING BREAK!
IN CLASS: read “A Modest Proposal”, discuss satire
HW: read (finish) “A Modest Proposal” by Jonathan Swift
answer discussion questions:
1. How and why does Swift manage to bring his readers to see that they can imagine even cannibalism as a "rational" alternative to other things?
2. What could be his agenda?
BRING COMPUTERS TO CLASS
2nd CLASS 2/20
IN CLASS: introduce Erewhon, WEB HUNT
HW: read Erewhon by Samuel Butler p. 1 - 17
answer discussion questions:
1. What factors lead the narrator to explore into Erewhon?
2. What does Chowbok’s reaction to telling about the far range imply about his knowledge of it?
3. How does the narrator feel about solitude? Explain specific quotes to support your answer.
3rd CLASS 2/22
IN CLASS: discuss reading, the drive to explore, symbolism activity, WEB HUNT (continued)
HW: read Erewhon by Samuel Butler p. 17 - 40
answer discussion questions:
1. What are the narrator’s religious beliefs?
2. Describe, in your own words, the statues in the mountain saddle. In your opinion (using your imagination), what might they represent?
3. Describe the Erewhonians. Why was the narrator not afraid of them?
4. List the characteristics (physical and societal) that are valued by the Erewhonians.
1st CLASS 2/26
IN CLASS: discuss reading, Victorian Jeopardy
HW: read Erewhon by Samuel Butler p. 40 - 65
answer discussion questions:
1. What is the narrator’s response to the news that he will live with an embezzler? Whis is his teacher upset?
2. How is the narrator treated when he is in a bad mood?
2nd CLASS 2/27
IN CLASS: list Erewhonian institutions, discuss values and morals, WMS as Utopia – issues, introduce satirical solution paper – rough draft due Monday 3/5
HW: read Erewhon by Samuel Butler p. 65 - 87
answer discussion questions:
1. Explain how musical banks work.
2. For what aspect of Victorian Society is this a metaphor, and why?
3rd CLASS 3/1
IN CLASS: check-in on satire paper, the metaphor of Musical Banks, watch Lost Horizon and discuss
HW: read Erewhon by Samuel Butler p. 87 - 106
1st draft satirical solution paper
1st CLASS 3/5
IN CLASS: 1ST DRAFT SATIRICAL PAPER DUE, Erewhonian’s belief in the pre-life,
HW: read Erewhon by Samuel Butler p. 106 - 122
answer discussion questions:
1. In what ways is WMS similar to the College of Unreason?
2. What do the Erewhonians believe is important about attending this College?
2nd CLASS 3/6
IN CLASS: beauty – how it’s defined in our society, watch Lost Horizon
HW: read Erewhon by Samuel Butler p. 122 - 144
answer discussion questions:
1. Explain how Erewhonians believe machines might be able to harm humans.
2. What rights do animals have in Erewhon?
3rd CLASS 3/8
IN CLASS: finish Lost Horizon and discuss Shangri-la and cultural pervasiveness
HW: read Erewhon by Samuel Butler p. 150 - 163
answer discussion questions:
1. What is the narrator’s plan for returning to Erewhon?
2. Explain the satire embedded in this plan (consider how his intentions are ironic given what he has just experienced in Erewhon).
final draft satirical paper (due Tuesday)
1st CLASS 3/12
IN CLASS: introduce dystopias, film clips – The Matrix, discussion
HW: work on final draft satirical paper
2nd CLASS 3/13
IN CLASS: FINAL DRAFT SATIRICAL PAPERS DUE, film clips – The Matrix, discussion
HW: answer discussion questions:
1. “What does this film communicate about the world in the film? What controls the world in this film and the people who live in that world?”
3rd CLASS 3/15
IN CLASS: film clips – The Matrix, discussion
HW: HAVE A MOST EXCELLENT AND RELAXING BREAK!
Wednesday, February 7, 2007
Each Utopia is Unique...
Each individual defines "paradise" and "anti-paradise" differently. Therefore, each utopia and dystopia will be as unique as the individual who created it.
Wednesday, January 31, 2007
SYLLABUS #1
UTOPIA/DYSTOPIA
SYLLABUS
January 22 – February 18, 2007
1st CLASS 1/22
IN CLASS: Imagine, discuss, defining the ideal world and its opposite, components, purpose, introduce Utopia.
HW: read Utopia by Thomas More p. 1 - 13
answer discussion questions:
1. Who was Raphael Hythloday and what was his connection to Utopia?
2. List 3 of the laws, customs, or conditions in England that Hythloday criticizes.
3. On p. 6 and 7, Hythloday discusses the punishment for thieves. According to him, what is the problem with how they are punished? What would be a better way to deal with them?
2nd CLASS 1/23
IN CLASS: discuss Utopia, M&Ms, the making of thieves, fitting punishments, problems with England, problems with the USA.
HW: read Utopia by Thomas More p. 14 - 27
answer discussion questions:
1. What is avarice? In your opinion, why do leaders/wealthy people seem to have it?
2. On p. 21 Hythloday describes a king who has a solution to avarice. What is it?
3rd CLASS 1/25
IN CLASS: what do you want? 3 colum activity, discuss causes of avarice, solutions? Needs and wants. Maslow’s Hierarchy of Needs, can everyone’s needs be met?
HW: read Utopia by Thomas More p. 28 - 57
answer discussion questions:
1. List and explain 4 of the features of the location and layout of the cities that show careful, logical planning.
2. Explain 3 of the communal aspects of life in Utopian society.
1st CLASS 1/29
IN CLASS: reading quiz, discuss aspects of community – in the world and in our own lives, does it lead to a better life?
HW: read Utopia by Thomas More p. 57 - 71
answer discussion questions:
1. What is the Utopian’s attitude toward the use of cosmetics?
2. Briefly describe family life in Utopia: marriage, divorce, child-rearing, housing, meals, authority, discipline.
3. How do Utopian’s use slaves? Where do they get these slaves?
2nd CLASS 1/30
IN CLASS: family – various cultures’ views on family life. Slavery vs. incarceration.
HW: read Utopia by Thomas More p. 71 - 85
answer discussion questions:
1. What is the basic religious belief of Utopians? What religions are allowed in their country?
2. How do the Utopians conduct warfare?
3rd CLASS 2/1
IN CLASS: religion in Utopia, war. Slavery vs. incarceration. Is utopia possible? In More’s opinion? What was his reason/purpose for writing the novel? Pleasantville
HW: write - 500 word (2 pages) typed, double spaced essay answering the following question:
In your opinion, what are the pros and cons of life in the Utopian Commonwealth?
1st CLASS 2/5
IN CLASS: continue Pleasantville.
HW: answer discussion questions:
1. What is “pleasant” about life in Pleasantville? (How does it resemble a utopia?) Explain your answer.
2. What is “unpleasant” about Pleasantville? Explain your answer.
2nd CLASS 2/6
IN CLASS: finish Pleasantville. Discuss – is it really pleasant or not?
HW: answer discussion questions:
1. Was the change in life in Pleasantville inevitable? Why/ why not?
2. What is the most important factor that initiated this change (in your opinion? Why was it so important?
3rd CLASS 2/8
IN CLASS: Introduce Erewhon
HW: HAVE A WONDERFUL BREAK!
SYLLABUS
January 22 – February 18, 2007
1st CLASS 1/22
IN CLASS: Imagine, discuss, defining the ideal world and its opposite, components, purpose, introduce Utopia.
HW: read Utopia by Thomas More p. 1 - 13
answer discussion questions:
1. Who was Raphael Hythloday and what was his connection to Utopia?
2. List 3 of the laws, customs, or conditions in England that Hythloday criticizes.
3. On p. 6 and 7, Hythloday discusses the punishment for thieves. According to him, what is the problem with how they are punished? What would be a better way to deal with them?
2nd CLASS 1/23
IN CLASS: discuss Utopia, M&Ms, the making of thieves, fitting punishments, problems with England, problems with the USA.
HW: read Utopia by Thomas More p. 14 - 27
answer discussion questions:
1. What is avarice? In your opinion, why do leaders/wealthy people seem to have it?
2. On p. 21 Hythloday describes a king who has a solution to avarice. What is it?
3rd CLASS 1/25
IN CLASS: what do you want? 3 colum activity, discuss causes of avarice, solutions? Needs and wants. Maslow’s Hierarchy of Needs, can everyone’s needs be met?
HW: read Utopia by Thomas More p. 28 - 57
answer discussion questions:
1. List and explain 4 of the features of the location and layout of the cities that show careful, logical planning.
2. Explain 3 of the communal aspects of life in Utopian society.
1st CLASS 1/29
IN CLASS: reading quiz, discuss aspects of community – in the world and in our own lives, does it lead to a better life?
HW: read Utopia by Thomas More p. 57 - 71
answer discussion questions:
1. What is the Utopian’s attitude toward the use of cosmetics?
2. Briefly describe family life in Utopia: marriage, divorce, child-rearing, housing, meals, authority, discipline.
3. How do Utopian’s use slaves? Where do they get these slaves?
2nd CLASS 1/30
IN CLASS: family – various cultures’ views on family life. Slavery vs. incarceration.
HW: read Utopia by Thomas More p. 71 - 85
answer discussion questions:
1. What is the basic religious belief of Utopians? What religions are allowed in their country?
2. How do the Utopians conduct warfare?
3rd CLASS 2/1
IN CLASS: religion in Utopia, war. Slavery vs. incarceration. Is utopia possible? In More’s opinion? What was his reason/purpose for writing the novel? Pleasantville
HW: write - 500 word (2 pages) typed, double spaced essay answering the following question:
In your opinion, what are the pros and cons of life in the Utopian Commonwealth?
1st CLASS 2/5
IN CLASS: continue Pleasantville.
HW: answer discussion questions:
1. What is “pleasant” about life in Pleasantville? (How does it resemble a utopia?) Explain your answer.
2. What is “unpleasant” about Pleasantville? Explain your answer.
2nd CLASS 2/6
IN CLASS: finish Pleasantville. Discuss – is it really pleasant or not?
HW: answer discussion questions:
1. Was the change in life in Pleasantville inevitable? Why/ why not?
2. What is the most important factor that initiated this change (in your opinion? Why was it so important?
3rd CLASS 2/8
IN CLASS: Introduce Erewhon
HW: HAVE A WONDERFUL BREAK!
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