Tuesday, April 27, 2010

Webquest on Teen Issues in Contemporary U.S. Society

Objective: 
Use the Internet to research the problems and issues faced by teens in contemporary U.S. society.

Goals: 
In today’s Webquest, you will:

• Investigate a minimum of 5 websites with information helpful to teenagers on the issue (see Resource Section below).

• Create 2 sentences of annotation that describe the information available on each website you have chosen. Please offer evidence that the website is reliable.

• Describe the issue and how it affects teenagers in 2-4 sentences.

• Outline the potential consequences and risks associated with this teen issue in 2-4 sentences.

Upon completing the background research information through the Webquest, each student will ponder how he or she intends to present a "teen’s view" of their researched topic. It will be very important to gather information that supports the teen perspective.


Resources Section

http://www.dallas.k12.or.us/DHS_Library/web/popular.htm

http://www.csulb.edu/library/subj/opposing/

http://www.procon.org

http://www.justicelearning.org/

http://whatsyourstory.trendmicro.com/internet-safety/Home.do

http://www.facebook.com/pages/Teen-Issues/119548514724813

http://www.teenissues.co.uk/

http://kidshealth.org/teen/safety/safebasics/internet_safety.html

http://kidshealth.org/teen/sexual_health/

http://kidshealth.org/teen/drug_alcohol/

http://www.teensadvisor.com/sibling-rivalry/

http://www.teensadvisor.com/teen-dating/

http://kidshealth.org/teen/your_mind/families/divorce.html

http://www.aap.org/advocacy/childhealthmonth/prevteensuicide.htm

Homework: Brainstorm the best ways for going about collecting data on the teen issues in which you’re interested.

Monday, April 5, 2010

Visions for a positive future

Our country is in the worst economic situation of our lifetimes. We’re aware of climate change, urban blight, disparities among socio-economic classes, and explicit and implicit prejudices against persons who are attracted to the same sex. The problems in the U.S. and other western countries seem to be insurmountable.

Or are they?

If we look to an online magazine like Yes! we find others who, like us, want to envision a positive future. http://www.yesmagazine.org/

Look through their archives and find voices like your own. Below are introductory paragraphs of several articles that capture the essence of optimism. Their vision can help us to gain hope.

YES! Magazine Spring 2008: Climate Solutions
"The Greatest Danger," by Joanna Macy



If you’re really paying attention, it’s hard to escape a sense of outrage, fear, despair. Author, deep-ecologist, and Buddhist scholar Joanna Macy says: Don’t even try.

How do we live with the fact that we are destroying our world? What do we make of the loss of glaciers, the melting Arctic, island nations swamped by the sea, widening deserts, and drying farmlands? Because of social taboos, despair at the state of our world and fear for our future are rarely acknowledged. The suppression of despair, like that of any deep recurring response, contributes to the numbing of the psyche. Expressions of anguish or outrage are muted, deadened as if a nerve had been cut. This refusal to feel impoverishes our emotional and sensory life. Flowers are dimmer and less fragrant, our loves less ecstatic. We create diversions for ourselves as individuals and as nations, in the fights we pick, the aims we pursue, and the stuff we buy....

YES! Magazine Spring 2007: Is the U.S. Ready for Human Rights?

"Education, by Rights," by Liz Sullivan and Cecilia Blewer

Parents and educators propose an innovative approach to fixing New York’s public schools: rebuild the system using human rights. The El Puente Academy for Peace and Justice is a New York City high school that focuses on the holistic development of young people so that they can become informed and inspired leaders in the struggle for human rights. The curriculum reflects this focus, with an emphasis on community development projects, non-violence, and social change. The El Puente Academy was created in 1993 to reflect the values, practices, and culture of the community in which it is located. Under the leadership of Frances Lucerna, the founding principal, the school developed an integrated curriculum that teaches young people to use the knowledge and skills they learn in the classroom to achieve social justice and human rights in their own community.....

YES! Magazine Winter 2003: What Would Democracy Look Like?
"Put Some Heart Into It," by Linda Stout

What will it take to energize our work for change? Linda Stout, who spent years organizing poor people in the rural South, polled fellow organizers around the US and has this to say about what it will take to win. Many powerful movements for justice have brought us to where we are today: the women’s, labor, peace, civil rights, environmental, and other movements. All have had a major impact. All of our lives have been changed because of them....

YES! Magazine Summer 2003: Finding Courage
"Detroit Renaissance," by Shawn Rhea

When the big automobile companies left town, thousands of people moved away, businesses closed up, and neighborhoods were abandoned. But now a new Detroit is being born, founded in urban farms, local businesses, green spaces, youth engagement, the arts, greenhouses, fresh foods - a city with a place for everyone.



YES! Magazine Spring 2007: Is the U.S. Ready for Human Rights?
"Yes. We're Ready," by Larry Cox and Dorothy Thomas


Human rights are a powerful tool to break barriers, unite people in common cause, and show us the way to justice within and beyond our borders. Activists across the country are defining a new patriotism. Looking at the United States through the lens of human rights illuminates persistent inequities in U.S. society and offers an alternative view of how it can and should be changed. The United States has been rightly proud of its historical leadership in global human rights. As the country's conduct slips away from its aspirations, it is time to reclaim that leadership role by bringing human rights home. The movement for human rights in the United States promotes this alternative vision. It seeks a revolution of values in the United States that makes affirmation of human dignity and equality the center of domestic and foreign policy. ...
YES! Online: Beyond War: What Kind of America?
"From Empire to Earth Community," by David C. Korten

We can choose a path of patient and compassionate justice that respects life, the rights of the innocent, and the rule of law in a cooperative international effort to bring the guilty to justice, as we simultaneously work to bring justice to the world by creating a world that works for all
YES! Magazine Fall 2003: Government of the People Shall Not Perish
"Expanding the Circle," by Sarah Ruth van Gelder

Three women had been working for months with the national Bill of Rights Defense Committee to convince the Bainbridge Island City Council to take on the USA Patriot Act. No one knew whether the council would support a resolution that instructs city employees, including city police, to refuse to carry out portions of the Patriot Act that violate the Constitution. One after another, islanders came to the podium, all but one calling on the council to take a stand. Then members of the council had their turn. Some spoke about the resolution's technicalities and some about its principles. But the most dramatic moment came when an older council member with short grey hair began his remarks by saying he would speak for those who could not speak for themselves. As he fought back tears, he explained that his words were for those who had given their lives in battle to protect our freedoms. These, he said, are freedoms we should not so easily give up...

Monday, February 1, 2010

The Sun Also Rises: Contemplation and Questions


The Sun Also Rises, by Ernest Hemingway, chronicles a group of expatriate Americans in Europe during the 1920s. The book's title is drawn from Ecclesiastes 1:5: "The sun also ariseth, and the sun goeth down, and hasteth to his place where he arose." Time magazine included the novel in its TIME “100 Best English-language Novels from 1923 to 2005.”


During the 1920's a group of writers known as "The Lost Generation" gained popularity. Gertrude Stein used this phrase to describe the people of the 1920's who rejected American post-World War I values. Two of the best known writers among "The Lost Generation" are Ernest Hemingway and F. Scott Fitzgerald. The "Lost Generation" defines a sense of moral loss or aimlessness apparent in literary figures during the 1920s. After the horror of World War I, young people felt that acting morally did not necessarily provide humans with a good life. Many good, young men went to war and died, or returned home physically and mentally wounded. Their faith in the moral guideposts that had earlier given them hope were no longer valid. They were "Lost."


The novel, The Sun Also Rises explores the lives and values of the "Lost Generation" by following protagonist Jake Barnes and several of his group of literary acquaintances from Paris to Spain, from city spectacle to rural fishing and the running of the bulls in Pamplona. Initially, Jake seeks peace away from Brett, with whom he is unable to consummate a physical relationship due to a war injury, by taking a fishing trip to
Burguete, deep within the Spanish hills, with his pal Bill Gorton, another veteran of the war. Pedro Romero, a passionate bullfighter, and other European citizens serve as foils to the expatriate Americans.


Eventually, although they attempt to mask their fears through excessive drinking, the characters work through their various desires and anxieties during the fiesta in Pamplona.

Questions for Contemplation

How does Hemingway show that Jake is insecure about his masculinity? Move beyond an explanation of physicality to include spirituality, intellectual curiosity, and creativity.

What issues shaped characters’ thinking during the novel? How do these issues reflect the issues that Americans of the time were experiencing?

What technological innovations influenced the way people perceived society and the individual’s place within it?

Drinking; sex; idle talk loaded with cleverness, irony, and pity; attacking Cohn --- a scapegoat; seeking out the noise of crowds and ‘sophisticated’ scenarios… These become the modus operandi of a generation that is truly lost. How is the novel representative of the Jazz Age and the age of the ‘Lost Generation?’

WWI did impact profoundly upon every sector of the Western world. How did American literature respond to the societal transformations of the post–World War I period? Analyze the novel in the context of World War I.

How does the experience of war shape the characters and their behavior? Examine the differences between the veterans, like Jake and Bill, and the non-veterans, like Cohn.

Describe how Hemingway uses major symbols include Jake’s wound (his impotence) and water (river, bathing, and the sea) to create deeper meanings?

The Sun Also Rises is considered by most scholars to be an important novel among all novels written by Americans. But to be an important novel, it has to address more than an empirical moment; i.e., it must have universality. To ascertain The Sun’s universality, a reader must view this novel as a morality play (Everyman/ Jake vs. the war. In what ways does Jake win, and in what ways does the war win?

Hemingway’s writing style: closely analyze his sentences. Note the use of ‘and.’ His description of the landscape is so vivid yet with a modicum use of adjectives. Why does Hemingway write in this particular style? How does his writing style mirror the times in which he lived and the events he was attempting to chronicle?

Compare Jake's relationship to Brett with Cohn's relationship to Frances. How are the two relationships similar, and how are they different? Why do you think that Hemingway create these two female characters so very differently?

What qualities do Jake and Cohn share with the rest of their acquaintances? Is it safe to call them both outsiders? Why or why not?

Compare Jake and Cohn. How does the fact that Jake went to war and Cohn did not make them different from each other?

Discuss the characterization of Lady Brett Ashley. Is she a sympathetic character? Is she a positive female role model? Does she treat her male friends cruelly? In what ways do the male characters treat her cruelly? How do they treat females in general in the text?

Bill tells Jake that “sex explains it all.” To what extent is Bill's statement true of the novel The Sun Also Rises?

Why is Cohn verbally abused so often in the novel? Is it because he is Jewish? Explain. How does Cohn embody the Jewish heritage of the tradition of alienation and suffering? How does that tradition of alienation and suffering explain why Jake accepts Cohn when other characters do not?

Why does Mike attack Cohn but not Jake, whom Brett actually loves? Why does Cohn accept so much abuse?

The ‘Hemingway hero’ [some call him an ‘anti-hero’] has these attributes: a) he is doomed to be destroyed; b) he is not, however, defeated because he maintains dignity while under duress; c) he never speaks of his angst. Using this basic definition of the Hemingway hero, describe how Jake Barnes represents the typical Hemingway hero and Robert Cohn does not.

How is Count Mippipopolous similar to Jake and his friends? How is he different? What is the effect of including a character like the Count in the text?

What inferences can we as readers make about Hemingway’s point of view about non-Protestant Europeans? About persons who do not practice Christianity?

Discuss the problem of communication in the novel. Why is it so difficult for the characters to speak frankly and honestly? In what circumstances is it possible for them to speak openly? Are there any characters who say exactly what is on their mind? If so, how are these characters similar to each other?

Read closely and analyze one of the longer passages in which Hemingway describes bulls or bullfighting. What sort of language does Hemingway use? Does the passage have symbolic possibilities? If the bullfighting passages do not advance the plot, how do they function to develop themes and motifs?

The bullfights are like a morality play within a morality play. The young matador is an example of the ‘Hemingway hero,’ and the bulls are allegorical constructs. What purpose do the bullfights serve metaphorically/ symbolicall? What do the bullfights imply about the lives of the “Lost Generation?”

Brett personifies the mythological fertility goddess. Note how the festival goers worship her in the bacchanalian frenzy. Eros is destructive. Cohn, Mike, Pedro are done in by Brett. Jake, because of his wound, is spared. Create an analysis of Lady Brett Ashley as symbolic of the female gender according to the worldview of Hemingway.

The Fiesta: the pagan festival coincides with a religious festival. There are lots of possibilities to think about here: e.g. Jake and then Brett entering a church and their thoughts at those moments; the parallels between the pagan and the Christian. Both are ways to cope with the debilitating darkness that keeps Jake awake at night. Choose one or more moments and analyze it/ them in the larger context of the entire text.

The Sun Also Rises, with its stress on nihilism and absurdity, is a study in Existentialism. What qualities of Existentialism emerge in the text?

Deconstruct Hemingway’s writing style. Closely break apart his sentences. Note the use of ‘and.’ His description of the landscape is so vivid yet with a minimum use of adjectives. The last paragraph of the book in tandem of a string of short, simple sentences. His style complements his theme. Describe the theme of the book in conjunction with Hemingway’s writing style.


--- adapted from resources provided by Harry Anderson, book discussion leader, Harmony (RI) Library



Sunday, May 17, 2009

Ideas for youth activism


As the school year comes to an end, it's time to tie together some loose ends. Think what you have accomplished this year! You've use a plethora of literacy skills to expand your thinking and your knowledge of your cultural worlds. You've tapped into a depth of abilities within you to explore other people's viewpoints and to extend the 'you' who is a student, citizen, and learner.

Now it's time to look ahead as well. As you leave your classmates to embark on new experiences and opportunities to learn, you also have the potential to leave a lasting impression on others. You have the ability to make an impact --- to leave an imprint --- to change the world.

How will you do it? What will you do to make a difference?

I invite you to peruse the links below. They are a small potion of the variety of inspirational websites that offer ideas about "Youth Activism." When you engage in youth activism, you join with others of your same age group who also want to create a better tomorrow for all the world's citizens. Explore these links, make connections with your own areas of interest, and declare a means for your own life as a U.S. youth to have meaning beyond your peer group.

You can make a difference!

http://www.blogcatalog.com/topic/youth+activism/

http://www.yesmagazine.org/article.asp?ID=2269

http://www.empowerchange.org/

http://www.dosomething.org/

http://www.peaceactionme.org/tenth-annual-youth-activism-gathering

http://www.freechild.org/youth_activism_2.htm

http://gcyp.wikispaces.com/Methods+of+Youth+Activism

Monday, April 6, 2009

Film Trailer as Composition


Inherit the Wind Final Project: A Contemporary Film Trailer

Project Overview:
You have finished reading/ viewing Inherit the Wind, by Lawrence and Lee, and now you are ready for your final project. You are going to create the script for a ‘film trailer’ to inspire others to experience this text. The ability to build an intelligent discussion around the viewing of a film is very important. In your film trailer, you are going to describe a contemporary/ current version of the film. Think of it as a version of the text that’s going to be released in 2010.

You will create a blog, which is an internet publication that you, as a composer, can access from any computer with internet. Your finished product will have twenty sections: each section represents a frame of the trailer. You’ll incorporate 20 graphics, 20 excerpts from the Lawrence and Lee print text, and 20 interpretations that you draw from research you have already conducted.
Resources for reviewing the play and film

Introduction:
You will unveil your film trailer to a prospective audience through identifying an essential question and developing a blog narrative that entices the viewer to learn more about the plot through the ways you answer that essential question.

What is a film trailer? A ‘film trailer’ is an advertisement for a future film that will be exhibited in the future at a cinema. Film trailers have now become extremely popular on the internet. Of some 10-billion videos watched online annually, movie trailers rank #3, after news and user-created video. Trailers consist of a series of selected shots from the film being advertised. Since the purpose of the trailer is to attract an audience to the film, these excerpts are usually drawn from the most exciting, funny, or otherwise noteworthy parts of the film but in abbreviated form and without giving away the ending. For this purpose the scenes are not necessarily in the order in which they appear in the film. A trailer has to achieve that in less than two and a half minutes, the maximum length allowed by theaters.

What is an essential question? An essential question is a question you pose as a central organizing principle. All information that is collected is helps the audience to learn answers to the essential question you have proposed. Essential questions help to clarify why people have different kinds of ideas. Have you ever wondered where ideas originate? This project is designed to encourage you to become a self-conscious learner, exploring not only the what, but also the how and why of knowing. The project focuses on the nature of truth and reality and the role in the world each of us has constructed. The project challenges you to become an independent, introspective, and self-motivated learner. This project will embrace the nature of ideas via three different, but very much related ways of zooming in to look at the world: (1) the human; (2) the natural/biological; and (3) the spiritual. Through the use of ethical and moral themes, you will confront, examine, and explain personal and social belief systems.

What is a blog? The word ‘blog’ is short for ‘Web log.’ A blog is a specialized site that allows an individual to share a running log of events and personal insights with online audiences. You will use a pseudonym, or a false name, when posting your blog for audiences on the internet.

Some ideas for the foundation of essential questions tied to Inherit the Wind:
1. Individual rights and the good of society
2. Creationism and Darwin’s theory of evolution in our contemporary world 3. The possible incompatibility of science and religion
4. Freedom of speech and pluralism in a democratic society
5. Separation of church and state in a democratic society
6. Fundamentalism in the United States: Impacts on the contemporary political scene
7. Loss of privacy rights in times of national security
8. Dividing lines: Geographic differences that lead to different points of view
9. Freedom to think and believe outside institutional constraints
10. Inevitability and need for progress in uncertain times
11. The relationship between self-esteem and self-worth
12. The value and chaos of multiple perspectives as means of human progress
13. Reconciling culture, custom, and tradition with changing times
14. Censorship and the pursuit of the common good: Irreconcilable differences?
15. Controversies and successes: The American Civil Liberties Union

Gathering your thoughts --- and materials you’ve already constructed
Now it’s time to start. When do you begin? Begin by assembling the materials you have already created during the Inherit the Wind unit. What can you draw out of these materials to use in your film trailer? They can help you to draw ideas for this project; let them serve as your initial brainstorming.
These include:

a) Camera devices they did and should’ve used in the black-and-white version of the film
b) Five (5) talking points for each of two non-fiction articles from the 2005 New York Times about ‘intelligent design’
c) Reviewing Act One/ Previewing Act Two: Interpreting Select Lines
d) The famous court scene in the film text: Characters, the color of their clothes, and the symbolic meaning behind the colors you identified
e) Research about Inherit the Wind from five sources (2 websites, 3 authored works)
Go for it! This is new media composition in the classroom for the 21st century learner: you.

Wednesday, February 11, 2009


Heart of Darkness by Joseph Conrad (1902) is a novella of journey into the corruptibility of humankind. Like the narrator, Marlow, Conrad piloted a small steamboat up the Congo River. This area was then being ruthlessly exploited as the private property of King Leopold of Belgium. Conrad became morally shaken and physically ill from the experience. While some of the experiences in Heart of Darkness are autobiographical, much is imaginary, as is indicative of fiction.


Conrad, in 1897, just a short time before Heart of Darkness, wrote:


"The thinker plunges into ideas, the scientist into facts--whence, presently, emerging they make their appeal to those qualities of our being that fit us best for the hazardous enterprise of living. They speak authoritatively to our common-sense, our intelligence . . . It is otherwise with the artist. Confronted with the same enigmatical spectacle, the artist descends within himself, and in that lonely region of stress and strife . . . he finds the terms of his appeal. His appeal is made to our less obvious capacities [less obvious, that is, than intelligence and common sense] . . . The changing wisdom of successive generations discards ideas, questions facts, demolishes theories. But the artist appeals to that part of our being which is not dependent on wisdom . . . He speaks to our capacity for delight and wonder, to that sense of mystery surrounding our lives; to our sense of pity, and beauty, and pain; to the latent feeling of fellowship with all creation--and to the subtle but invincible conviction of solidarity that knits together the loneliness of innumerable hearts . . . which binds together all humanity--the dead to the living and the living to the unborn."


Heart of Darkness asks questions of epistemology, or what knowledge becomes valued over other knowledge; of the history of a brutal era of imperialism; of social and cultural conventions and their transmission; of psychology, or the private inner lives of humans; of religion as an institution; and, of literature as a form of a work of art. Like Kurtz’ journey back into time through his jungle environment, we, as contemporary readers, question our own particular versions of what is good, dark, and real about being human.
[1]

Questions for Contemplation
[2]

1.
It has been said that Heart of Darkness by Conrad illustrates how “the darkness of the landscape can lead to the darkness of social corruption.” What does this statement mean? How can one’s environment --- whether an environment of the natural world or of the human-created society --- affect one’s actions, feelings, and morals? Is this statement believable or not? How have humans changed, grown, and fallen in demise through social corruption? What kind of changes lead to “progress” for the good of all? What parallels might you draw between Marlow’s journey in Heart of Darkness and the journeys of contemporary western society? In what ways can social change foster climates of hope?


2.
Heart of Darkness seems to blur the line between the so-called “advanced” society of Europe and the “primitive” society of Africa. What makes one culture “civilized” and another “savage” in the eyes of the western world? Are these distinctions valid? Do you think that the culture you live in is “advanced” or “civilized”? Why? Why not? What peer-reviewed, scholarly research might you draw in as support for your position?


3.
In Heart of Darkness, Kurtz is depicted as an upstanding European who has been transformed by his time in the jungle—away from his home, away from familiar people and food, and away from any community moral support that might have helped from his demise into a life of terror and madness. What implications does Conrad make about westerner away from the western society? Are those valid implications? Can contemporary western society move ahead through lessons learned from non-western societies? If so, how?


4.
Kurtz’s dying words are a cryptic whisper: “The horror, the horror.” What “horror” could Kurtz have been talking about? Is there more than one possibility? Why do you think Conrad made this scene so ambiguous? To what degree do humans have horror within them? Has Africa moved beyond its own “horrors” toward a sense of shared community? If so, how? If not, why not?


5.
Some readers claim that Heart of Darkness is strictly a political novella. Others, however, say it’s really a story about the human condition. What is the condition of being human, according to Conrad? How can contemporary society draw lessons from this text?


6.
Heart of Darkness can sometimes seem to readers like an incredibly dark, depressing story that paints civilizations in a very negative light. Did it seem this way to you, or did the story contain any positive moments? If so, what were they? Why did they seem positive? What lessons of hope can we draw from the text?


[1] Adapted from http://mural.uv.es/rosegar/critica1.htm, Mark Dintenfass, Professor of English

[2] Adapted from http://school.discoveryeducation.com/lessonplans/programs/heartofdarkness/