4-27/4-30 2007 Swing Kids

Lesson:
We finished Swing Kids today. IF you missed class, rent it or come in early to view it.
HMWK: "The Children's Story" and questions

Holocaust Vocab Review

Review Holocaust Vocabulary
Let’s go over the twenty new words and two idioms you studied during the week.
In the following quiz, match the best possible definition with the word you have studied. Write the letter that stands for that definition in the appropriate answer space.
Review Words Definitions

___1. waif a. a homeless person, especially a forsaken or orphaned child
___2. firmament b. weighed down with a load; heavy
___ 3. anti-Semitic c. (1) lack of feeling, emotion; (2) lack of interest or concern
___4. bombardment d. devout; having or exhibiting religious reverence
___5. betrothed e. (1)Lying face down (2) overcome
___6. Fascism f. a short account of an interesting or humorous incident
___7. billet g. one who discriminates against or who is prejudiced against Jews
___8. laden h. temporary relief, as from danger or pain
___9. anecdotes i. (1) wild in appearance; (2) having a worn, emaciated appearance
___10. treatise j. a system of government marked by centralization of authority under a dictator, stringent socioeconomic controls, suppression of the opposition through terror and censorship, and typically a policy of belligerent nationalism and racism.
___11. haggard k. This is the holiest day of the Jewish calendar. This is considered to be the day in which every individual is judged by God.
___12. truncheons l. An eight-day festival commemorating the freeing of the Israelites from Egyptian bondage.
___ 13. pious m. (1) to attack with bombs, shells, or missiles; (2) to assail persistently,
___14. apathy n. Enforced isolation imposed to prevent the spread of contagious disease.
___15. robust o. to promise to marry
___16. prostrate p. Next in importance to the Hebrew Bible, it is a collection of teachings of early rabbis from the 5th and 6th centuries.
___17. reprieve q. The primary source in the Jewish religion is the Hebrew Bible, consisting of twenty-four books divided up into three sections.
___18. livid r. Hasidic Jews also read this mystical commentary on the Torah.
___19. quarantine s. Shriveled or dried up; withered
___ 20. wizened t. the vault or expanse of the heavens; the sky
___21. Torah u. a small club, similar to a police baton
___22. Talmud v. a systematic, usually extensive written discourse on a subject
___23. Cabbala w. Marks the new year of the Jewish calendar.
___24. Rosh Hashanah x. full of health and strength; vigorous (2) rough or crude
___25. Yom Kippur y. lodging for troops
___26. Passover z. Discolored, as from a bruise; black-and-blue. (2)Extremely angry

Words for further study: _______________ _______________

_____________ _______________ _______________

Vocab Day 3 and 4

Holocaust Vocabulary
Day 3
New Words:
haggard truncheons pious apathy robust

HJ Encounter

I watched in horror as the robust young H.J. recruits approached an old man. His appearance was haggard and worn. He was clearly no match for the four young men. Threateningly, they pulled out truncheons and waved them at the man. It wasn’t apathy that made me stay where I was hiding and not help the man, it was fear of being beaten myself, or worse. To this day I regret not helping the man. When the boys had had their fun, I helped the man to his feet and offered to escort him home. During our walk home, I learned this weathered and beaten man was a pious rabbi who led the local synagogue.

Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:

1. Although I moved away from my church, my mother remains to this day a _______ member.

2. The _________ aroma of the spaghetti with meatballs I had for dinner lingered long after dinner was over.

3: The climbers returned from their grueling trip __________ and dehydrated.

4: Voter __________ is one of the leading reasons why young people do not vote in the United States.

5: During the riot, the police officer swung his __________ indiscriminately through the dust and tear gas.


Definitions: Match the new words with their dictionary meanings.

6. haggard ___ a. (1) lack of feeling, emotion; (2) lack of interest or concern

7. truncheons ___ b. (1) wild in appearance; (2) having a worn, emaciated
appearance
8. pious ___ c. a small club, similar to a police baton

9. apathy ___ d. full of health and strength; vigorous (2) rough or crude

10. robust ___ e. devout; having or exhibiting religious reverence

Jewish Terms
Yom Kippur – This is the holiest day of the Jewish calendar. This is considered to be the day in which every individual is judged by God.


Holocaust Vocabulary
Day 4
New Words:
prostrate reprieve livid quarantine wizened

Liberation

As our trucks approached the camp, I eagerly awaited the reprieve from riding on the bumpy road. We didn’t know what we were going to find, only that locals had directed us down the road. The heavily forested road opened up into a clearing filled with barbed-wire fences and watchtowers. Shocked, we found hundreds of wizened faces staring out at us. Some bodies lay prostrate at the gates; we didn’t know if they were dead or alive. Our shock turned to livid anger as we began to discover what had happened here at the camp. Adding insult to injury, these emaciated and hungry survivors had to be quarantined before they could leave the compound.

Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:

1. The old woman’s __________ face told the story of her long years of tragedy.

2. My mother fell ____________ before the Gestapo officer, begging for my release.

3: Going out to a swing dance was a welcome ___________ from the daily H.J. training.

4: Polio outbreaks used to cause massive ______________ in cities and towns before the vaccine was invented.

5: Hitler often used _________ tones and strong hand gestures during his speeches to stir up the emotions of his audience.

Definitions: Match the new words with their dictionary meanings.

6. prostrate ___ a. Discolored, as from a bruise; black-and-blue. (2)Extremely angry; furious

7. reprieve ___ b. Shriveled or dried up; withered

8. livid ___ c. Enforced isolation or restriction of free movement imposed to prevent the spread of contagious disease.

9. quarantine ___ d. (1)Lying face down, as in submission or adoration (2) Reduced to extreme weakness or incapacitation; overcome

10. wizened ___ e. Temporary relief, as from danger or pain

Jewish Terms
Passover – An eight-day festival commemorating the freeing of the Israelites from Egyptian bondage.

Holocaust Day one and two

Holocaust Vocabulary
Day 1
New Words:
waif firmament anti-Semitic bombardment betrothed

The Ghetto
My family were one of the lucky ones. Although I was betrothed to a girl killed during the first action, I still felt lucky. We were alive. Amidst all of the anti-Semitic activity surrounding our home, we were one of the last to be forced into the ghetto. We had thought our previous living conditions to be cramped, but we had not imagined ghetto life. The night we left the firmament was dotted with only a few stars, like candles leading us to our prison. Living space was the last thing on our mind. Living was your only thought. Faced with a bombardment of people begging for whatever food your family got a hold of, many were starved until even the heaviest of us appeared waif-like.

Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:

1. The man saw a trail of light dash across the __________________.

2. The city was crushed by the _______________ of the German army.

3. There are still ____________ acts that happen, even though many have been taught the horrors of the Holocaust.

4. The ____________ reached out her hand and we could not help but give her food.

5. He was _____________ to the princess since the time of his birth.

Definitions: Match the new words with their dictionary meanings.

6. waif ___ a. the vault or expanse of the heavens; the sky

7. firmament ___ b. (1) to attack with bombs, shells, or missiles; (2) to assail persistently, as with requests

8. anti-Semitic ___ c. one who discriminates against or who is hostile toward or prejudiced against Jews

9. bombardment ___ d. a homeless person, especially a forsaken or orphaned child

10. betrothed ___ e. to promise to marry

Jewish Terms
Torah – The primary source in the Jewish religion is the Hebrew Bible, consisting of twenty-four books divided up into three sections. The Torah includes the first five books of the Bible.

Talmud – Next in importance to the Hebrew Bible is the Babylonian Talmud, a collection of teachings of early rabbis from the 5th and 6th centuries.

Holocaust Vocabulary
Day 2
New Words:
Fascism billet laden anecdotes treatise

Amnesty International
Open a newspaper, turn on a television or radio and you are immediately struck by the cruelty that touches every corner of the world. In some countries groups of terrified women, men and children are targeted in armed conflicts by Fascist governments. Some governments force the people to billet the oppressive troops in their regime even though the common people have little living space as it is. In others courageous individuals languish in jail for expressing their views. Countless anecdotes could be told to show the horrors of countless human rights violations occurring each day.
Whoever you are, wherever you live, there is something you can do to prevent these gross violations of human rights from continuing. Don’t simply become laden with guilt and sadness. Speak out for human rights. Demand that these violations stop. Many don’t find the time to write a treatise to their congressmen regarding all of these violations, but you can still do something. Make your voice heard by joining Amnesty International's network of more than a million activists around the globe.

Sample sentences: Try your hand now at using your new words by writing them in their correct form (change endings if necessary) in these sentences:

1. The west blowing wind was __________ with heavy rain that caused the storm.

2. The student wrote a ________________ on what true democracy would look like.

3. The old man amused us with the dozens of ____________ he had for every occasion.

4. The soldiers tried to __________ their troops in the old convention hall.

5. The Nazis were a perfect example of _____________ in action.

Definitions: Match the new words with their dictionary meanings.
6. Fascism ___ a. weighed down with a load; heavy

7. billet ___ b. a system of government marked by centralization of authority under a dictator, stringent socioeconomic controls, suppression of the opposition through terror and censorship, and typically a policy of belligerent nationalism and racism.

8. laden ___ c. a systematic, usually extensive written discourse on a subject

9. anecdotes ___ d. lodging for troops

10. treatise ___ e. a short account of an interesting or humorous incident

Jewish Terms
Cabbala – Hasidic Jews also read this mystical commentary on the Torah.

Rosh Hashanah – Marks the new year of the Jewish calendar.

Master Race Questions

Master Race Questions

Please answer three of the following questions from the reading. Please type your responses on a separate page.

1. Hitler: Discuss Hitler’s contradictory personality. What was he great at? What were some of his weaknesses? How did he relate to others? How did he see himself? What were the roots of Hitler’s views on the Jews?

2. Business: Give an example (or more) of industries/ businesses that thrived during the war (like IBM computers & Krups coffee makers)? Does the link with Hitler and his NSDAP Party taint these companies’ reputations? Should we, who are aware of these companies histories, shun the products made by them?

3. List three groups of people who were persecuted and oppressed by Hitler’s regime. Discuss whether these groups should get equal time/ attention in studies of the Holocaust.

4. What are some of the positive actions Hitler and his regime took for the German people? How did these actions complicate the issue of assigning blame in the unstoppable war machine?

5. Eugenics (the study of racial purity) was a popular science at this time. What kind of measures were taken in Germany & do you believe the human engineering is ever acceptable (ex: cure diseases, etc)

6. What was Hitler’s plan for the Jews? What were the steps taken that led up to the final solution? What was the final solution? Could the citizens of Germany or the world have intervened? At what point and how?

European Graphic Novel

Global Literature Names:___________________
Unit: Europe

European Graphic Novel
1. Select one (or two for extra credit) of the two assigned readings from your packet and create a graphic novel of the story. The novel should have at least ten frames. Leave space around the border for analysis.

2. On your graphic novel include analysis of the story around the border. This is to tell the people about the finer parts of the story and the writing. Please include:
theme analysis
conflict analysis
style analysis
connections to your movement
how the story is relevant today
This analysis should be typed at home tonight.

3. Mount your graphic novel on poster board or butcher paper with the analysis before the next class.

Due: _______________

Extra Credit Films for the Europe Unit

Existentialist Film
*
Being There PG
Perhaps Peter Sellers's best performance, earning him an Oscar nomination. This subtle black comedy is straight-faced commentary on politics, media, and celebrity in media-savvy America – strangely compelling and thought-provoking. Both movie & book brilliantly depict the precarious nature of power and influence
*
The Truman Show PG
In this movie, Jim Carrey is Truman, a man whose life is a fake one... The place he lives is in fact a big studio with hidden cameras everywhere, and all his friends and people around him, are actors who play their roles in the most popular tv-series in the world: The Truman Show. Truman thinks that he is an ordinary man with an ordinary life and has no idea about how he is exploited. Until one day... he finds out everything. Will he react?
*
Defending Your Life PG
Yuppie Daniel Miller is killed in a car accident and goes to Judgment City, a waiting room for the afterlife. During the day, he must prove in a courtroom-style process that he successfully overcame his fears (a hard task, given the pitiful life we are shown); at night, he falls in love with Julia, the only other young person in town. Nights are a time of hedonistic pleasure, since you can (for instance) eat all you want without getting fat.

*
AI: Artificial Inteligence PG-13
In the not-so-far future the polar ice caps have melted and the resulting raise of the ocean waters has drowned all the coastal cities of the world. Withdrawn to the interior of the continents, the human race keeps advancing, reaching to the point of creating realistic robots (called mechas) to serve him. One of the mecha-producing companies builds David, an artificial kid which is the first to have real feelings, especially a never-ending love for his "mother", Monica. Monica is the woman who adopted him as a substitute for her real son, who remains in cryo-stasis, stricken by an incurable disease. David is living happily with Monica and her husband, but when their real son returns home after a cure is discovered, his life changes dramatically. A futuristic adaptation of the tale of Pinocchio, with David being the "fake" boy who desperately wants to become "real".

*
I Heart Huckabees Rated R
Determined to solve the coincidence of seeing the same conspicuous stranger three times in a day, Albert hires a pair of existentialist detectives, who insist on spying on his everyday life while sharing their views on life and the nature of the universe.
*
Waking Life Rated R
Dreams. What are they? An escape from reality or reality itself? Waking Life follows the dream(s) of one man and his attempt to find and discern the absolute difference between waking life and the dreamworld. While trying to figure out a way to wake up, he runs into many people on his way; some of which offer one sentence asides on life, others delving deeply into existential questions and life's mysteries. We become the main character. It becomes our dream and our questions being asked and answered. Can we control our dreams? What are they telling us about life? About death? About ourselves and where we come from and where we are going? The film does not answer all these for us. Instead, it inspires us to ask the questions and find the answers ourselves.
*
Being John Malkovich Rated R
A puppeteer discovers a hidden doorway in his office, which turns out to be a portal into John Malkovitch (the famous actor)'s mind. Upon entering the portal, one gets to be inside Malkovitch's mind for 15 odd minutes. As with any great discovery of this century, the ultimate question immediately arises : 'How can we make money out of this?' He and his co-worker promptly set out to exploit this discovery. It doesn't take long for things to go haywire
*
Eternal Sunshine of the Spotless Mind Rated R
A man awakes disheveled; impulsively, he skips work, heading instead to the shore. On this chilly February day, a woman in orange, hair dyed blue, chats him up: she's Clementine, he's Joel, shy and sad; by day's end, he likes her. The next night she takes him to the frozen Charles River. After, as he drops her off, she asks to sleep at his place, and she runs up to get her toothbrush. Strange things occur: their meeting was not entirely chance, they have a history neither remembers. Our seeing how the lacunae came to be and their discovery of the memory loss take the rest of the film.


Gothic Films

*
Das Kabinett des Doktor Caligari
Directed by Robert Wiene in 1919, Das Kabinett des Doktor Caligari was one of the first Gothic horror films. Although the more usual Gothic environment was replaced by disturbingly surreal sets, this incredibly inventive story of dream, madness, love and evil is thematically more truly Gothic than any of your average graveyards-castles-and-living-dead spook flicks. Being also the film that first introduced the character of a maddoctor to a horror audience, The Cabinet remains an unrivalled masterpiece nearly eighty years after its original release.

*
Nosferatu, eine Symphonie des Grauens
It is quite obvious that there are few things more Gothic than vampires. This was to be noticed by the world in 1922, when the German expressionist F. W. Murnau made the first ever film adaptation of Bram Stoker's novel Dracula. Although the Count was called Orlok, and the story was set in Bremen instead of London, Nosferatu, eine Symphonie des Grauens was so identical to Stoker's story that major legal trouble for Murnau followed right after the release. The Count was portrayed by Max Schreck (whose last name is actually German for 'terror') as an undead bestial bloodsucker. In the story, the vampire can only be brought to rest by a virtuous woman who shall willingly give her blood to the beast until the sun rises, and the vampire turns to dust in a legendary scene. Many scholars describe Nosferatu as the best film ever made in the vampire genre.
*
Dracula
Released ten years later, Tod Browning's Dracula gave the character of the Count a remarkably different treatment - the one that we now call 'the classic Dracula'. Bela Lugosi's Dracula dressed in an elegant Victorian suit and a black and red satin cloak, and was closer to a mysterious, charmant aristocrat than a blood-thirsty monster. Despite the fact that neither the film nor its sequel Dracula's Daughter were cinematic masterpieces, Lugosi's immortal portrayal of Dracula would be copied by many, but never quite duplicated. The maestro himself was extremely dedicated to his work, and actually lived the last years of his life in the fantasy world of his films - he was finally even buried in his Dracula cloak.
*
Frankenstein
Shortly after Browning's Dracula, another classic Gothic novel was made into a film. James Whale's 1931 film Frankenstein was a simple and popularised version of Mary Shelley's philosophically very complex novel, but nevertheless stands out as a prime example of traditional Gothic cinema. The immortal surrection sequence must be one of the best remembered scenes in the history of horror. Throughout the film, Boris Karloff manages to squeeze a considerable amount of dumb emotion through the monster's deformed face - particularly in the (partly cut-out) scene where he has thrown the young girl to a lake, thinking that she will float like the other flowers. The sequel Bride of Frankenstein was even more impressive, and has subsequently become one of the most respected films in the genre.
*
Horror of Dracula
Hammer's stunning series of Dracula films, starting with Terence Fisher's seminal Horror of Dracula, laid the basis for a whole new vampire renaissance in cinema. Lee's masterful portrayl of the vampire count was based on Lugosi's stylish gentleman bloodsucker, with some additional sophisticated decadence. Whether it was Lee or Lugosi who was the true Dracula shall always be argued, but Hammer's films were definitely scarier, more seriously Gothic, and generally less B-like than Lugosi's Draculas. (The writer has felt a certain religious awe towards Lee since his childhood, and is rumoured to have built an altar to him in his bedroom, so his opinions are not to be taken too seriously. -Ed.)
*
La Maschera del Demonio
It wasn't just the British directors who were making European Gothic film in the sixties. After the genre was finally popularised by Hammer during the '60s, European auteurs (particularly Italian and Spanish) were free to make their own versions without having to worry about their success. Although these movies had to copy some of their style from the British classics in order to remain popular, some directors showed genuine talent and made classics of their own. These included the Italian Mario Bava, a talented visualist, whose films were filled with beautiful Gothic imagery. Many of those films, including La Maschera del Demonio which is regarded as one of the genre's cornerstones, starred Barbara Steele who soon became known as The Queen of European Horror.
*
The Fall of the House of Usher
On the other side of the Pond, Roger Corman was independently writing, producing, directing and shooting cheap exploitation films at an astonishing rate. He concentrated mostly on best- selling subjects: science fiction, monster movies and - of course - spooky Gothic horror. In 1960, Corman started his series of Edgar Allan Poe film adaptations with The Fall of the House of Usher. Most of these quickies starred Vincent Price as a paranoid nobleman, obsessed with either ancient family curses or the idea of getting buried alive. Stories took place in old, spooky castles and dungeons with rusty torturing equipment (often the same sets, just a bit differently arranged and lighted).

*
The Nightmare Before Christmas PG
Jack Skellington, the pumpkin king of Halloween Town, is bored with doing the same thing every year for Halloween. One day he stumbles into Christmas Town, and is so taken with the idea of Christmas that he tries to get the resident bats, ghouls, and goblins of Halloween town to help him put on Christmas instead of Halloween -- but alas, they can't get it quite right
*
Edward Scissorshands PG-13
The story surrounds an unfinished creation named Edward, played brilliantly by Johnny Depp. The talented actor managed to make Edward a simple being that radiates vulnerability as well as restrained passion suggesting the real, imperfect humanity within. Edward's intimidating scissorhands and strange black & white physical appearance looked out of place amongst the pastel-colored suburban surroundings. He is unique; we both laugh and sympathize when we see Edward having a hard time trying to eat a single green pea with his scissorhands, but then we become slack-jawed to see that his expression of artistry in sculpting are effortless, masterful, imaginative, and passionate.

Sci- fi Movies

*
2001: A Space Odyssey (1968)
This movie is concerned with intelligence as the division between animal and human, then asks a question; what is the next division? Technology is treated as irrelevant to the quest - literally serving as mere vehicles for the human crew, and as a shell for the immature HAL entity. Story told as a montage of impressions, music and impressive and careful attention to subliminal detail. A very influential film and still a class act, even after 25 years.
*
War of the Worlds
War of the Worlds (2005)
Ray Ferrier is a working class man living in New Jersey. He's estranged from his family, his life isn't in order, and he's too caught up with himself. But the unthinkable and, ultimately, the unexpected happens to him in an extraordinary sense. His small town life is shaken violently by the arrival of destructive intruders: Aliens which have come en masse to destroy Earth. As they plow through the country in a wave of mass destruction and violence, Ray must come to the defense of his children. As the world must fend for itself by a new and very advanced enemy not of this world, it's inhabitants must save humanity from a far greater force that threatens to destroy it.

*
Metropolis (1927)
In the future, the society of Metropolis is divided in two social classes: the workers, who live in the underground below the machines level, and the dominant classes that lives in the surface. The workers are controlled by their leader Maria (Brigitte Helm), who wants to find a mediator between the upper class lords and the workers, since she believes that a heart would be necessary between brains and muscles. Maria meets Freder Fredersen (Gustav Fröhlich), the son of the Lord of Metropolis Johhan Fredersen (Alfred Abel), in a meeting of the workers, and they fall in love for each other. Meanwhile, Johhan decides that the workers are no longer necessary for Metropolis, and uses a robot pretending to be Maria to promote a revolution of the working class and eliminate them.

*
Blade Runner (1982)
In a cyberpunk vision of the future, man has developed the technology to create replicants, human clones used to serve in the colonies outside Earth but with fixed lifespans. In Los Angeles, 2019, Deckard is a Blade Runner, a cop who specialises in terminating replicants. Originally in retirement, he is forced to re-enter the force when five replicants escape from an offworld colony to Earth.
*
The Invisible Man (1933)

A scientist turns himself invisible. However, the formula slowly drives him insane, causing him to terrorize the countryside as an invisible killer.


*
The Day the Earth Stood Still (1951)

An alien (Klaatu) with his mighty robot (Gort) land their spacecraft on cold war Earth just after the end of World War II. They bring an important message for the planet which Klaatu wishes to tell to representatives of all nations. However, communication turns out to be difficult so, after learning something of the natives, Klaatu decides on an alternative approach.
*
The Manchurian Candidate (1962)

After Raymond returns from the Korean War as a decorated hero, the other members of his platoon can't really remember what he did to win his medal. Two of the soldiers start having recurring nightmares, and one of them decides to investigate Raymonds current activities. What dark and sinister secrets are being withheld by the Government and the Army ?

That's All by Harold Pinter

MRS. A: I always put the kettle on about that time.

MRS. B: Yes [pause]

MRS. A: Then she comes around.

MRS. B Yes. [pause[

MRS. A: Only on Thursdays.

MRS. B: Yes. [pause]

MRS. A: On Wednesday I used to put it on. When she used to come round. Then she changed it to Thursdays.

MRS. B: Oh yes.

MRS. A: After she moved. When she used to live round the corner, then she always came in on Wednesdays, but then when she moved she used to come down to the butcher’s on Thursdays. She couldn’t find a butcher up there.

MRS. B: No.

MRS. A: Anyway, she decided to stick to her own butcher. Well, I thought, if she can’t find a butcher, that’s the best thing.

MRS. B: Yes [pause]

MRS. A: So she stated to come down on Thursdays. I didn’t know she was coming down on Thursdays until one day I met her in the butcher.

MRS. B: Oh yes.

MRS. A: It wasn’t my day for the butcher. I don’t go to the butcher on Thursday.

MRS. B: No, I know [pause]

MRS. A: I go on Friday.

MRS. B: Yes [pause]

MRS. A: That’s when I see you.

MRS. B: Yes [pause]

MRS. A: You’re always there on Fridays.

MRS. B: Oh yes. [pause]

MRS. A: but I happened to go in for a bit of meat, it turned out to be a Thursday. I wasn’t going in for my usual weekly on Friday. I just slipped in, the day before.

MRS.B: Yes

MRS. A: That was the first time I found out she couldn’t find a butcher up there, so she decided to come back here, once a week, to her own butcher.

MRS. B: Yes.

MRS. A: She came on Thursday so she’d be able to get meat for the weekend. Lasted her till Monday, then from Monday to Thursday they’d have fish. She can always buy cold meat, if they want a change.

MRS. B: Oh yes. [pause]

MRS. A: So I told her to come in when she came down after she’d been to the butcher’s and I’d put a kettle on. So she did [pause]

MRS. B: Yes [pause]

MRS. A: It was funny because she always used to come in Wednesdays. [pause] Still, it made a long break [long pause]

MRS. B: She doesn’t come in no more, does she? [pause]

MRS. A: She comes in. She just doesn’t come in so much, but she comes in. [Pause]

MRS. B: I thought she didn’t come in. [pause]

MRS. A: She comes in. [pause] She just doesn’t come in so much. That’s all.

FInal European Museum Rubric

Museum Grade Sheet Literary Movement:______________________

Group Names:_____________________________________________________________________
Literary Movement Background
Your display should answer the following questions clearly in an attractive way that draws in the reader. The information should be engaging and informative for an audience of your peers:
A. What is your literary movement/ time period?
B. How did world events at the time affect and reflect your literary movement? (Your guided questions should help you with this)
C. How was Europe reflected in your literary movement (be specific)?
D. What are the astonishing things you learned about your literary movement? (This will be a good hook for students looking at your display)
E. Who were the major authors (you don’t need to give lengthy biographies but we should know the main representatives of your movement)?

(10 pts) Organization: The information on the literary movement is clear and easy to comprehend.
(15 pts) Ideas and Content: The above questions have been answered clearly and thoroughly.
(5 pts) Conventions: Perfect grammar and spelling.
(10 pts) Aesthetics: The display is attractive and creative. It showcases the groups’ best work.

Rubric:
Organization _________/10 pts

Ideas and Content _________/15 pts

Conventions _________/5 pts

Aesthetics _________/10 pts
Comments:


Total:__________/40pts
Completed by:__________________

Artistic Representations of Authors’ Lives
(10 pts) Organization: The information on the authors is clear and easy to comprehend.
(15 pts) Ideas and Content: The authors’ lives and overall works have been shown clearly and thoroughly.
(5 pts) Conventions: Perfect grammar and spelling.
(10 pts) Aesthetics: The display is attractive and creative. It showcases the groups’ best work.
Rubric:
Organization _________/10 pts

Ideas and Content _________/15 pts

Conventions _________/5 pts

Aesthetics _________/10 pts
Comments:

Total:___________/40pts
Author Dialogue
(5 pts) Organization: The dialogue is clear and easy to follow. It is written in story format (not
dramatic format).
(20 pts) Ideas and Content: The dialogue used shows us knowledge of the authors, the literary movement, and literature. It goes beyond listing their works and goes into the authors’ ideas.
(5 pts) Conventions: Perfect grammar and spelling (each new speaker is indented, follows dialogue punctuation rules).
(5 pts) Sentence Fluency: Uses sentences that flow and sound natural when read aloud.
(5 pts) Word Choice and Voice: Uses colorful language. Chooses words that work. Writes in a lively, sincere, or humorous way when appropriate. Show the authors though actions as well as dialogue.

Rubric:
Organization _________/5 pts

Ideas and Content _________/20 pts

Conventions _________/5 pts

Sentence Fluency _________/5 pts

Word Choice and Voice: _________/ 5 pts
Comments:


Total:___________/ 40 pts

Literary Graphic Novel
(10 pts) Organization: The story is clear and easy to follow.
(15 pts) Ideas and Content: The novel includes thoughtful character, conflict, theme, and style analysis. It shows how the story connects to your movement and how it is relevant today.
(5 pts) Conventions: Perfect grammar and spelling
10pts) Aesthetics: The display is attractive and creative. It showcases the groups’ best work

Rubric:
Organization _________/10 pts

Ideas and Content _________/15 pts

Conventions _________/5 pts

Aesthetics _________/10 pts
Comments:


Total:__________/40pts
Team Work: Worked strongly as a team.
Delegated tasks fairly. ___________/ 20pts
Overall Project: Includes creative ideas that connect the project together.
Entire museum display is aesthetically pleasing. ___________/ 20pts

European Literature Total Points: ___________/ 200pts

Calendar for the Europe unit

Calendar for Europe

Day One
March 19th and 20th
Introduction to Europe Quiz
Read “Last Lesson” as a class
Group analysis of “The Last Lesson” story on an analysis sheet
Debrief as a class

HMWK: Finish story analysis sheet for “The Last Lesson”

Day Two
March 21st and 22nd
Collect Analysis sheet for “The Last Lesson”
Read “The Bet” as a class.
Fill out reading log with a partner for “The Bet”
Pick Groups
Choose Topics
Pass out history packets

HMWK: History worksheet for your chosen group due next class

Day Three
March 23rd and April 3rd
Read “Lamb to the Slaughter” as a class
Fill out reading log with a partner for “Lamb to the Slaughter”
Complete the group history display work sheet together.
First day for class participation points

HMWK:
Type info for your history board.
Demonstrate artistic progress by next class

Day Four
April 4th and 5th
Read Sonnet 73 by Shakespeare
Fill out reading log with a partner for Sonnet 73
Assemble History display as far as possible in class or read first story as a group
HMWK: Finish analysis of first story
Work on project.

Day 5
April 6th and 9th
Stamp analysis sheets if completed
Small groups discuss first story and turn in one analysis sheet for the group.
Researched author biographies in class
Divide up author assignments in class (begin planning author assignments)
Work on dialogue and artistic representation of the authors’ lives in class

HMWK:
Work on author pieces at home
Day 6
April 10th and 11th
Analyze final story for reading log as a class
Collect reading logs
Finish author bios and history pieces
Read 2nd literary piece and complete analysis as a group

HMWK:
Second literary piece analysis sheet
Finish history piece and author bios

Day 7
April 12th and 16th
Collect History worksheets
Bring in History piece and Author pieces or a clear photo of the completed project to be checked off.
Stamp analysis sheets for the second group story.
Small groups discuss second story and turn in one analysis sheet for the group.
Create a graphic novel in pairs in class of each of the required readings.

HMWK: Read one work solo with analysis due on day ten

Day 8
April 177h and 18th
Class discussion about literature in Europe
In class reading time or time to prepare for the museum

HMWK: Prepare final display and continue to read solo work

Day 9
April 19th and 20th
Museum displays (Everything is due!!)
Award ceremony
HMWK: Final analysis of solo work

Day 10
April 23rd and 24th
Collect final analysis of a solo work

Author Biography

Global Literature Names:__________________________
Literary Movement:_______________________
Author Study

1. After reading the author biographies, choose at least two authors you will focus on for this unit. (Hint: It helps to choose artist that have a larger biography or that you know already. There is usually more information about these authors available. Please look at the recommendation sheet.) When you have completed this research, decide how you will divide up the following assignments to complete as a group. Both of these projects will be included in your overall museum display so have foresight in deciding what is the best way to showcase this work to educate your classmates about your authors and your movement.

A. Create an artistic representation of your authors’ lives (comic strip, moving theater, collage, puppet show, etc). This should include not only the events of their life but also their important literary works. You do not have to give summaries of all the works, but you should explain enough to let us know what types of literature your authors created and what themes are prominent in his/her work. It is especially interesting if you can connect the authors’ works to the events that were occurring in their life during that time. You may have to do some independent research on the authors to gain enough information. There will be information available in class as well to assist you in your research.

You will be graded on:
(10 pts) Organization: The information on the authors is clear and easy to comprehend.
(15 pts) Ideas and Content: The authors’ lives and overall works have been shown clearly and thoroughly.
(5 pts) Conventions: Perfect grammar and spelling.
(10 pts) Aesthetics: The display is attractive and creative. It showcases the groups’ best work.



B. Create a dialogue, in story dialogue format, with your two authors and a fictional student discussing the literature from your region or movement. This dialogue should show us what your authors thought about their movement, literature, human existence (the big picture), and the other author. Make us laugh, make us cry, and make us think.

(5 pts) Organization: The dialogue is clear and easy to follow. It is written in story format (not dramatic format).
(20 pts) Ideas and Content: The dialogue used shows us knowledge of the authors, the literary movement, and literature. It goes beyond listing their works and goes into the authors’ ideas.
(5 pts) Conventions: Perfect grammar and spelling (each new speaker is indented, follows dialogue punctuation rules).
(5 pts) Sentence Fluency: Uses sentences that flow and sound natural when read aloud.
(5 pts) Word Choice and Voice: Uses colorful language. Chooses words that work. Writes in a lively, sincere, or humorous way when appropriate. Show the authors though actions as well as dialogue.

First group story analysis sheet

Global Literature Name:_________________________
Unit: Europe
Group Short Story Analysis
Title:______________________________________
Author:____________________________________
1. What your literary movement?

2. Write a brief summary of the story:
Exposition (setting the scene):



Rising Action:



Climax:



Resolution:




3. List the main characters. Give a detailed description of the character you found most
interesting.





4. Describe the author's style (think about tone, word choice, voice, etc):




Use examples from the story (including quotations) to illustrate your description:




5. What is the setting of the story (time period and place)?

How did the setting contribute to the theme and/or plot?


6. List two literary conflicts in the short story(person against nature, person, society, god/fate, self). Explain specifically what the conflict was and how these conflicts are important to plot/theme development.

Conflict 1: person vs ________________



Conflict 2: person vs ________________



7. What are the themes/questions explored in this story (what is this story about)? What is the author's opinion about the themes or questions? (Give specific examples to support your ideas).







Synthesis Questions:

8. What does this story tell you about the region or literary movement you are studying?








9. How is this story's message cross borders and time and thus remain relevant today?




10. Give at least one example of how this could connect to something that is happening today.