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/

Sunday, February 1, 2009

One Hundred Years of Solitude: Links and Helpful Information


I’ve been feeling a little guilty lately. I have professed my love for Gabriel Garcia Marquez' One Hundred Years of Solitude so much that several of my students have chosen it for an independent reading assignment. A long and clever tale that chronicles one hundred years in the lives of Jose and Ursula Buendia, the book seems to have baffled some of my students.


So I’ve spent some time surfing the ‘net and finding some links that I think may offer some of my students --- and others --- a few ideas for deconstructing the text through sociocultural analysis. I hope these help! Happy reading….

CF

The first link is a 1999 profile of the author from The New Yorker magazine. It describes his relationship with his family members, inspirations from his youth that fostered his love of writing, and his complex relationship with Latin America and its politics.
http://www.themodernword.com/gabo/gabo_power.html

This second link is the speech Gabriel Garcia Marquez made as he accepted the Nobel Prize for Literature in 1982: “The Solitude of Latin America.”
http://www.themodernword.com/gabo/gabo_nobel.html

The third link is a New York Times interview with Gabriel Garcia Marquez.
http://www.nytimes.com/books/97/06/15/reviews/marquez-talk.html

The next link is the Wikipedia entry for One Hundred Years of Solitude.
http://en.wikipedia.org/wiki/One_Hundred_Years_of_Solitude

The subsequent link is a compilation of motifs, themes, and symbols for One Hundred Years of Solitude on the Spark Notes website.
http://www.sparknotes.com/lit/solitude/themes.html

The following is a link to a series of reading group guide questions to One Hundred Years of Solitude.
http://www.readinggroupguides.com/guides_O/one_hundred_years_of_solit1.asp

The following New York Times book review from 1970 was published soon after One Hundred Years of Solitude’s release.
http://www.nytimes.com/books/97/06/15/reviews/marque-solitude.html

The next link is to an instructor’s notes regarding the text, written for students to consider as they attempt to deconstruct themes of One Hundred Years of Solitude as well as to write using magical realism.
http://www.hotchkiss.k12.co.us/HHS/nobelnov/marquez.htm

The following Amazon.com.ca website listing for One Hundred Years of Solitude contains a fascinating review that may be of some use to student researchers.
http://www.amazon.ca/Hundred-Years-Solitude-Oprahs-Book/dp/0060740450

The next link is an essay about the ways that “death” is considered in One Hundred Years of Solitude.
http://www.themodernword.com/gabo/gabo_paper_simpson.html

The following is a college student’s paper about loss of innocence in One Hundred Years of Solitude.
http://www.geocities.com/relishguy/ggm0.html

A library card is needed to log into Ebsco Host and read the following peer-reviewed article from the Journal of Iberian and Latin America Studies, 2003: “Magical Realism in the Americas: Politicised Ghosts in One Hundred Years of Solitude, The House of the Spirits, and Beloved,” by Stephen M. Hart, University College, London.
http://0-web.ebscohost.com.helin.uri.edu/ehost/pdf?vid=3&hid=108&sid=425cd0b5-1d61-419a-84bf-9581a3c13b7a%40sessionmgr107

Also available on Ebsco Host is the following article: “Apathy and the Politics of Identity: Garcia Marquez's One Hundred Years of Solitude and Contemporary Cultural Criticism,” by Krapp, John, LIT: Literature Interpretation Theory, 10436928, 2001, Vol. 11, Issue 4.
http://0-web.ebscohost.com.helin.uri.edu/ehost/detail?vid=3&hid=108&sid=425cd0b5-1d61-419a-84bf-9581a3c13b7a%40sessionmgr107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=4393788

Tuesday, October 7, 2008

Connecting the 1920s to today's American society






The 1920s in the United States was a time of flappers, Prohibition, ballooning of businesses into corporations, and visions of the American Dream. At that time, citizens of the United States believed they lived in a meritocracy--- a place where individuals could overcome obstacles of poverty, language barriers, socio-economic class distinctions, and racism.




Yet, with changes in society also came a sense of new morality. The federal government abandoned social reforms and left millions of Americans without adequate food, housing, work conditions, or healthcare. People worked long hours to maintain a minimal standard of living. Women fought hard for the right to vote, but they did not share their husband's financial credit until nearly 50 years later. Newly formed corporations banded together to shut down labor union movements and (expensive) safety condition upgrades.


Today, it's typical to look back on the 1920s and see it as an era of change, of turmoil, and of unbridled optomism. F. Scott Fitzgerald's The Great Gatsby captures the idealism, the individualism, and the recklessness of the 1920s. Yet the 1920s has lessons for us in contemporary society to learn as well.


According to NY Times columnist Adam Cohen, The Great Gatsby speaks to contemporary American beliefs in self-improvement, self-invention, and dreams. Cohen says, "And we are the nation that after the debacles of Vietnam and Somalia, still views itself as having a calling to wage war on terrorism worldwide.... we are Gatsby, flawed in a flawed world, but unable to resist the pull of the green light."
What area of the 1920 interests you? How is this topic still an issue in contemporary American society today? In what ways are Americans still fighting against systems, institutions, and structures of society that prevent its citizens from reaching the American Dream?
Research the idea. Look in books and magazines. Journal about it. Talk about it with others. Try to learn and make sense of the ways that Fitzgerald spoke to both his own generation and ours.


Thursday, October 2, 2008

Creating a digital portfolio for seniors

"What are digital portfolios
and how can we use them?"

During the school year, students will collect and organize projects, photos, and artifacts into a multimedia format that represents and signifies accomplishments. Students revisit, revise, and rethink earlier work and recreate themselves in new and reflective ways through their digital portfolios as the year progresses.

Where do we start?

First, create a folder titled, "Digital portfolio, [your name], term one."

Second, save in this file the work you have already constructed in digital form so far this year. Here are the items you should save.

Third, revisit the memoir writing brainstorming you have compiled thus far:

  • memory map visualization and drawing of a special childhood event
  • Questions for Memoirists (adapted from Nanci Atwell)
  • "My American Dream" writing prompt
  • timeline of my memoiro-worthy life events.

Create a new Word file. From the items listed above, cull a list of the ten best possible topics for writing your own personal memoir.

Fourth, when you're done with the first three items, visit with Ms. Fortuna. You and she will review the digital portfolio you've created thus far and identify together one memoir-worthy topic on which to write.

Fifth, draft out a memoir. Use MLA format and no more than 350 words. This memoir is due after Columbus Day break. Happy remembering!


Wednesday, September 24, 2008

Outside reading texts for Fortuna's 12 Honors students


Part of the English 12 Honors curriculum is a requirement for students to read two texts independently, derived from the following list of titles.


Please spend the whole class today and for homework tonight finding as much information about each criteria as possible. Please note each criteria below as you surf the web.


Anyone who posts a thoughtful comment about an individual title on this blog will receive 5 extra credit points. However, please register your pseudonym with Ms. Fortuna before submitting your comment. Thanks!

Website url
Plot summary
Themes and arguments
Scholarly/ academic research titles

Diamant, Anita, The Red Tent

Dubus, Andre III, House of Sand and Fog

Garcia Marquez, Gabriel, One Hundred Years of Solitude

Guterson, David, Snow Falling on Cedars

Gruen, Sara, Water for Elephants

Hosseini, Khaled, The Kite Runner

Irving, John, Cider House Rules

Kingsolver, Barbara, Prodigal Summer

Maclean, Norman, A River Runs Through It and Harrison, Jim, Legends of the Fall

Maguire, Gregory, Wicked

Morrison, Toni, Beloved

Paton, Alan, Cry the Beloved Country

Pearl, Matthew, The Dante Club

Plath, Sylvia, The Bell Jar

Updike, John, Gertrude and Claudius


Friday, June 13, 2008

What are the consequences of teen decisions to do illegal drugs?

Teen Drug Abuse
Ellie

· Life-threatening
o “Alcohol kills 6 ½ times more teenagers than all other illicit drugs combined.” (1)
· Use when pregnant can cause baby to be premature and cause deformity.
· Causes dependency
o “The body craves the drug in a similar way to needing oxygen” (3)
· Decreases appetite.
· Toxic
· Addiction
· Hurts your brain.
· Causes homicidal and suicidal thoughts.
o “In the United States, approximately three-fourths of all deaths among persons aged 10--24 years result from only four causes: motor-vehicle crashes, other unintentional injuries, homicide, and suicide.” (2)
· “Behaviors associated with drug abuse now are one of the largest factors in the spread of HIV infection in the United States.” (5)
· Make bad decisions
· Affects how you feel and act
· Memory loss
· Paranoia
· Fatigue
· Irritability
· Intense hunger
· Depression
· Anxiety
· Psychotic reactions
· Impairments in learning and memory
· Declining grades
· Illegal
· “Loss of interest in activities and hobbies that were once pleasurable” (4)
· “Underage drinking costs the United States more than $58 billion every year.” (1)
· “More than 60 percent of teens said that drugs were sold, used, or kept at their school.” (1)

Works Cited

(1) Teen Help LLC. "Statistics on Teenage Drug Use." Teen Drug Abuse. Undefined. . 7 June 2008. .

(2) "National Drug Statistics Summary." Adolescent Substance Abuse Knowledge Base. 2007. . 7 June 2008. .

(3) Drug Addiction & Drug Abuse. 2007. . 7 June 2008. .

(4) "Treatment." Sonoma Center for Change . 2008. Sonoma Center for Change LLC. 7 June 2008. .

(5) "Facts on Drugs." NIDA for Teens. . NIDA. 7 June 2008. .

Thursday, June 12, 2008

Cultures of Intimidation



“Power” has many components. Certainly, it can be a way to bring about change for the greater societal good. Power is often defined as the capacity to influence others' behavior.


But not all persons who are powerful seek to spread goodwill. In fact, society today is full of persons who use power to intimidate others. They’re known variously as bullies, tyrants, oppressors, persecutors, intimidators, tough guys, tormenters, or thugs.


Whatever the label, people who use power for selfish gain try to make others feel small, afraid, and powerless. A reason for an intimidator’s behavior might be as simple as a desire to be liked. Sometimes tough guys are angry or frustrated, or they may have been bullied by someone else.

Types of intimidation include physical, verbal, and relational.

Since using power in negative ways is a learned behavior, can’t behaviors be changed? So what do suburban youth think can be done to protect others from tormentors?