End of the World Paper #3

1. Compare/Contrast the character of Lauren Olamina with that of Willy Loman. Keep your focus on how each deals with their “world” ending. What is the same? (Yes, quite a bit actually!) What is different? You must use direct references to each text to prove your points.

2. Topic of your choice if approved by Kurt. For this to be finalized, you must present a *thesis statement.

Very Important Things that your paper MUST include:

AFTER YOUR CONCLUSION PARAGRAPH YOU MUST PUT YOUR THESIS STATEMENT AT THE VERY END OF YOUR ESSAY, LABELED AND PRINTED AS A SEPARATE PARAGRAPH OR AFTER YOUR LIST OF WORKS CITED, IF YOU HAVE ONE.

INTRODUCTION

Introduction has a clear, obvious Thesis Statement

The topic of each of the Body Paragraphs is presented clearly, obviously and in order.

BODY PARAGRAPHS

Each and every Body Paragraph has a clear, obvious Topic Sentence.


Each Body Paragraph gives clear evidence and arguments to support the Topic Sentence.


Each Body Paragraph begins and/or is finished with transitional words and phrases or sentences that clearly connect it to it's preceding and following Body Paragraphs.

CONCLUSION

Conclusion clearly and obviously restates the Thesis Statement.


Conclusion clearly and obviously reviews topics sentences of each of the body paragraphs. 


You use the Conclusion to present some new information, questions, insights, or ideas.

*A thesis statement is a single declarative sentence that states what you want your readers to know, believe, or understand after having read your essay.

End of the World Art Project

Due: Wednesday, Jan 20^th at the start of class, 12:15pm.

Using the concept of “The End of the World” (and/or any discussions we have had in class that are related to it either directly or tangentially) as inspiration you will create two works of art. Each work in this pair must exemplify and/or question the concepts as we have discussed it in class.

1. For each of the works that make up your Pairing you must have an Artist's Statement, in paragraph form, explaining the subject matter, imagery, and WHAT IT IS AND HOW AND WHY YOU ARE PORTRAYING IT IN THIS PARTICULAR WAY and how it relates to the class. Also, explain what inspired you to create it, and your own opinion/judgment of the particular work.

2. One Meta Essay in which you discuss at least ALL of the following in paragraph form:

a)What is your art questioning, explaining, presenting and how does your art question, explain, present.

b)How does each work connect to the other AND create a whole “text”?

c)What do you feel are your strengths and weakness of your pairing as a whole?

d)What is your own creative process? What were your inspirations, false starts, problems, successes and struggles? Describe it in detail as best you can.

e) How would you describe your own artistic style?

3. Your Pairing include the following:

Two pieces of thoughtfully and carefully executed art that are different media.

At least one must be a piece of visual art such as painting, collage (paper, audio, video), drawing, photo, sculpture or a short film. If you want, the other can be a written work or something like, an original musical performance, short story, interpretive dance, poem or mixed media.

Note: This assignment now is 25 points and is different from the original syllabus for the Art Project. This project is EXTREMELY important and represents an entire 25% of your final grade. This absolutely must represent your best work. Late work, poor effort and poor writing will be penalized severely. DO NOT EXPECT ME TO EDIT YOUR WRITING FOR BASIC SPELLING AND GRAMMAR ERRORS. Editing and proofreading must happen before you turn in your work.

Art Project Rubric:

Uses Appropriate spelling/grammar/MLA formatting: 5 points

Creates and accurately/effectively describes (Artist's Statement) each work: 10 points (5 each)

Meta Essay: 10 points

A LATE PROJECT WILL BE PENALIZED IMMEDIATELY WITH A 10 POINT PENALTY AND THEN LOSE ANOTHER 5 POINTS PER SCHOOL DAY IT IS LATE.

End of the World Grading/Point Total Change

The 2^nd Paper (10 points) is going to be eliminated and the ten points will be divided evenly between the Art Project and the Third paper.

This brings about the following changes:

3^rd paper: 15 points (15% of your grade)

Art Project: 25 points (25% of your grade)

Parable of the Sower

Parable of the Sower: Discussion Questions

1. From reading this book, how would you describe Octavia Butler’s vision of a near future dystopia? What seems very possible to you and what seems very unlikely? Why?

2. What do you think that Octavia Butler is saying about religion with this novel?

2a. Why does Lauren reject Christianity, and how does the new religion of Earthseed differ from Christianity?

3. Why does this book include the Earthseed verses? What do they add to the story? How do they change over the course of the story? Do you see a connection between them and Lauren’ s actions?

4. How does Butler use the idea of slavery in the novel?

Chapter Specific Questions

Chap 1-6

Why does Lauren have the recurring dream described in Chapter 1?

How did the society described in this story develop? What clues can you find from people’ s descriptions of the past?

Describe Lauren’ s home community. How does it work? What are its strengths? Its weaknesses?

What do you think of Lauren’s idea of change?

What does Lauren mean by the phrase, “Intelligence is demanding”? Do you agree?

Why is the shooting of the dog on pp. 39-40 important?

In the argument between Lauren’s father and Cory on pp. 61-63, who do you agree with? Why?

Chap 7-13

Read what Lauren says about naming on p. 68. What does she mean? Have you ever named something this way? Did it change how you thought about it?

Why is Lauren so excited by the prospect of life on other planets?

Why do you think that Keith acts the way he does? Is he at all similar to Lauren? How are they different?

On p.85, why does Cory say what she does about Lauren? Does she believe it? Why?

Read the verse on p.89. Do you agree or disagree with what it says? What state is our civilization in?

How is Keith’s attitude towards guns different from Lauren’s father’s?

Chap 14-20

Why does Lauren return home after the attack?

How do Lauren’s feelings about her father relate to her ideas about God?

Why does Lauren say, “People forget ideas. They’re more likely to remember God” on p. 198?

Why does Lauren believe that establishing Earthseed communities is necessary?

How does Lauren show her abilities as a leader? Is she a good leader? Why or why not?

Does Bankole remind you of anyone else in the story? Who? Why?

Chap 21-25

Read what Bankole says about religion on p. 234. What do you think? Is he right?

On p. 235, Lauren says, “All that I am now is Earthseed.” What does she mean? What is she saying about adversity?

On p. 240, Lauren says, “Not our only one.” What does she mean? What else do they share?

Read what Lauren says about religion on p. 247. Do you agree? Why or why not?

Why does Octavia Butler include the Bible verse at the end?

DOAS Study Questions

1. Personal interaction operates on two levels in the play, on within the Loman family and one between the Lomans and the larger society. Which one level is Death of a Salesman most effective -- as a depiction of family conflicts or as a social commentary? Explain.

2. Define "The American Dream." In what way does Death of a Salesman point out the hopelessness of chasing this dream? Are there any rewards?

   3. Is Death of a Salesman a tragedy and Willy Loman a tragic hero, or is his death merely the pathetic demise of a small man? (Must a tragedy involve a great individual?)

4. Does Willy's world end or did it ever exist (as he thought it did) in the first place?

5. Does Willy truly self destruct or is his tragic end brought about by society? Is Willy self aware enough to self destruct? Explain.

6. The quotes listed below are from Arthur Miller’s essay, “Tragedy And The Common Man.” Choose one or more of Miller’s assertions as what you see as the theme for the play. Explain.

A) “The tragic feeling is evoked in us when we are in the presence of a character who is ready to lay down his life, if need be, to secure one thing—his sense of personal dignity.”

B) “[The tragic flaw is] the hero’s unwillingness to be passive in the face of what he conceives to be a challenge to his dignity, his image of his rightful status.”

C) “Observing the individual pitted against the unchangeable environment elicits our pity and fear. When the consequence of this individual evaluating himself justly results in his destruction, that suggest an evil or a wrong in his environment. This is the moral lesson of tragedy—its discovery of moral law.’

D) “Tragedy involves a questioning of the conditions of life—the tragedist must be fearless about questioning everything; no institution is immutable, everlasting, inevitable. It is all brought forth for examination. For instance, the “naturalness” of the value of “getting ahead” in American culture.”

E) “Tragedy is not pessimistic…”

TRANSITION WORDS/PHRASES

Transitions indicate relations,
whether within a sentence, paragraph, or paper.
This list illustrates "relationships" between ideas,
followed by words and phrases that can connect them.

Addition:
also, again, as well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly

Consequence:
accordingly, as a result, consequently, for this reason, for this purpose, 
hence, otherwise, so then, subsequently, therefore, thus, thereupon, wherefore

Generalizing:
as a rule, as usual, for the most part,
generally, generally speaking, ordinarily, usually

Exemplifying:
chiefly, especially, for instance, in particular, markedly, namely, 
particularly, including, specifically, such as

Illustration:
for example, for instance, for one thing, as an illustration, 
illustrated with, as an example, in this case

Emphasis
above all, chiefly, with attention to, especially, particularly, singularly

Similarity:
comparatively, coupled with, correspondingly, identically, likewise, similar, moreover, together with

Exception:
 aside from, barring, besides, except, excepting, excluding, exclusive of, other than, outside of, save

Restatement:
in essence, in other words, namely, that is, that is to say, 
in short, in brief, to put it differently

Contrast and Comparison:
contrast, by the same token, conversely, instead, likewise,
on one hand, on the other hand, on the contrary, rather,
similarly, yet, but, however, still, nevertheless, in contrast

Sequence:
at first, first of all, to begin with, in the first place, at the same time,
for now, for the time being, the next step, in time, in turn, later on,
meanwhile, next, then, soon, the meantime, later, while, earlier,
simultaneously, afterward, in conclusion, with this in mind,

Summarizing:
after all, all in all, all things considered, briefly, by and large, in any case, in any event, 
in brief, in conclusion, on the whole, in short, in summary, in the final analysis, 
in the long run, on balance, to sum up, to summarize, finally

Diversion:
by the way, incidentally

Direction:
here, there, over there, beyond, nearly, opposite, under, above,
to the left, to the right, in the distance

Essay/Paper Checklist For ALL Classes

INTRODUCTION

• Introduction has a clear, obvious Thesis Statement

• The topic of each of the Body Paragraphs is presented clearly, obviously and in order.

BODY PARAGRAPHS

• Each and every Body Paragraph has a clear, obvious Topic Sentence.

• Each Body Paragraph gives clear evidence and arguments to support the Topic Sentence.

• Each Body Paragraph begins and/or is finished with transitional words and phrases or sentences that clearly connect it to it's preceding and following Body Paragraphs.

CONCLUSION

• Conclusion clearly and obviously restates the Thesis Statement.

• Conclusion clearly and obviously reviews topics sentences of each of the body paragraphs.

• You use the Conclusion to present some new information, questions, insights, or ideas.

The Diving Bell and the Butterfly Study Questions

1. Explain the significance of the title of the film (and book), metaphorically speaking.

2. How does Jean-Dominique's life as a magazine editor enable him to create a life full of adventure and vitality?

3. Do you find Jean-Dominique a sympathetic character? Who do you feel is the most sympathetic character?

4. What positive and negative attitudes does Jean-Dominique show during the course of the film, and how do people around him respond?

5. In many ways Jean-Dominique's world ends more dramatically that even that of Elie. Explain why or why not?

PAPER #1

1. Carefully define the Void. What does it mean to “touch” it? Explain similarities and differences in the “Void touching” experiences of either Joe, Elie, Gregor and/or Jean-Dominique.

2. Compare and contrast any (all?) of the poems to either Touching the Void, Night, and/or The Metamorphosis.

3. Explain the differences and similarities to the “world ending” experiences of Joe, Elie, Gregor and/or Jean-Dominique.

4. Using the article that was handed out about “The Myth of Permanence,” (November 2009 issue of Shambhala Sun) analyze each text (Touching the Void, Night, The Metamorphosis, and The Diving Bell and the Butterfly from that perspective.

The Metamorphosis Study Questions

1. Metaphorically, what does it mean to be a bug? Has there ever been a time when you felt this way? If you care to, please explain.

2. Do you have any sympathy for Gregor? If so, why? And if not, why not?

3. Obviously, Gregor's world “ends” when he turns into an insect. But what does it really change in his relationships with his family? Explain.

4. Is there any way to view this story in a positive light? Explain why or why not?

Night Study Questions #1

1. How does Elie describe himself?

2. How important is religion to the way Elie defines his identity?

3. Why do you think they refuse to believe Moshe when he returns to Sighet?

4. Do you think people really believe that Moshe is lying to them? What is the difference between saying that someone is lying and saying hat you cannot believe what he or she is saying?

5. How do the Jews of Sighet react to the arrival of the Germans? The creation of the ghettos? Their own deportation? How do you account for these responses?

6. Why do you think Elie Wiesel begins Night with the story of Moshe the Beadle?

7. What lessons does the narrator seem to learn from Moshe's experiences in telling his own story?

8. Why does Madame Schächter scream? Why does she later become silent and withdrawn? How do people react the first time she screams? How do they respond when her screams continue? How would you respond?

9. Is she a madwoman? A prophet? Or a witness? What is the difference

between the three labels?

10. How is Madame Schächter like Moshe the Beadle? Does she, too,

know or sense something that others refuse to believe?

Night Study Questions #2

Night #2

1. Primo Levi, who was also at Auschwitz-Birkenau, wrote in his novella, Survival in Auschwitz:

It is not possible to sink lower than this: no human condition is

more miserable than this, nor could it conceivably be so. Nothing

belongs to us any more; they have taken away our clothes, our

shoes, even our hair; if we speak, they will not listen to us, and if

they listen, they will not understand. They will even take away

our name: and if we want to keep it, we will have to find ourselves

the strength to do so, to manage so that behind the name something

of us, of us, as we were, remains.

How are Levi's responses to his initiation into Auschwitz similar to

those of Elie? What differences seem most striking?

2. Elie describes two hangings. He tells the reader that he witnessed many others. Yet he chose to write only about these two. Why are these two hangings so important to him? How do they differ from the others?

3. Why do you think the Germans chose to hang a few prisoners in public at a time when they are murdering thousands each day in the crematoriums?

4. When the young boy is hanged, a prisoner asks, "Where is God now?" Elie thinks to himself, "He is hanging here on this gallows.." What does this statement mean? Is it a statement of despair? Anger? Or hope? Explain.

5. Wiesel said the following of inmates who tried "to show the killers they could be just like them":

No one has the right to judge them, especially not those who did not

experience Auschwitz or Buchenwald . The sages of our Tradition

state point-blank: "Do not judge your fellow-man until you stand in

his place." In other words, in the same situation, would I have acted

as he did? Sometimes doubt grips me. Suppose I had spent not

eleven months but eleven years in a concentration camp. Am I sure I

would have kept my hands clean? No, I am not, and no one can be.

How does Wiesel try to help us understand why it is so difficult to judge those who "tried to play the executioner's game"?

Wiesel writes that he prefers to remember "the kindness and compassion" of his fellow prisoners rather than those who were cruel or violent. Why does he view both as victims?

6. What is the meaning of the title, Night ?

Art of the Essay: Rupert Assignment

I enjoy hanging out with my dog and cats. Small pets can sometimes just provide something that people cannot. However, even more than my cats and dog, my favorite pet in my elephant, Rupert. Rupert is my favorite pet for several reasons. He provides carbon-free, all terrain transportation. He protects me from those who wish to do me harm and he really knows how to tell a great joke.

Your job is to write the rest of this essay. Remember that after the thesis statement, the next sentences provide the topics for the three body paragraphs.

Art of the Essay

Finish your "Rupert" essay.

Write a 5 paragraph essay on the topic of your choice:

Introduction

3 body paragraphs

Conclusion

Make sure that your Introduction includes the topics of your three body paragraphs!

Touching the Void Discussion Questions

1. What, in your opinion, is “the Void” ? (Philosophically speaking that is…)

2. What do Joe and Simon believe? Under what paradigm do they function?

3. Time after time Joe sees his world ending. Not only does Joe face and often accept certain physical death, he eventually experiences the loss of his ego/personality. (“I lost me.”) Ultimately, are these really do different things or not? Explain.

Another way to think of this is that if the “you” that cares about dying ceases to exist, then is it replaced by something else or is physical death no longer a concern?

4. The last thought that Joe experiences before being discovered is that he simply does not want to die alone. (Being sure that he will indeed die alone is when he loses his “me.”) Do you see this as a universal need or specific to Joe?

5. Joe seems to have accepted the experience and moved on with his life, yet Simon is stuck with the label of “the one who cut the rope.” Why do you think this is?

1st Discussion Questions

“I head a Fly buzz…” Emily Dickinson

I heard a Fly buzz -- when I died --

The Stillness in the Room

Was like the Stillness in the Air --

Between the Heaves of Storm --

The Eyes around -- had wrung them dry --

And Breaths were gathering firm

For that last Onset -- when the King

Be witnessed -- in the Room --

I willed my Keepsakes -- Signed away

What portion of me be

Assignable -- and then it was

There interposed a Fly --

With Blue -- uncertain stumbling Buzz --

Between the light -- and me --

And then the Windows failed -- and then

I could not see to see –

Song on the End of the World Czeslaw Milosz

On the day the world ends

A bee circles a clover,

A Fisherman mends a glimmering net.

Happy porpoises jump in the sea,

By the rainspout young sparrows are playing

And the snake is gold-skinned as it should always be.

On the day the world ends

Women walk through fields under their umbrellas

A drunkard grows sleepy at the edge of a lawn,

Vegetable peddlers shout in the street

And a yellow-sailed boat comes nearer the island,

The voice of a violin lasts in the air

And leads into a starry night.

And those who expected lightning and thunder

Are disappointed.

And those who expected signs and archangels' trumps

Do not believe it is happening now.

As long as the sun and the moon are above,

As long as the bumblebee visits a rose

As long as rosy infants are born

No one believes it is happening now.

Only a white-haired old man, who would be a prophet,

Yet is not a prophet, for he's much too busy,

Repeats while he binds his tomatoes:

No other end of the world there will be,

No other end of the world there will be.

Ozymandias P. B. Shelly

I MET a traveller from an antique land
Who said:—Two vast and trunkless legs of stone
Stand in the desert. Near them on the sand,
Half sunk, a shatter'd visage lies, whose frown
And wrinkled lip and sneer of cold command	5
Tell that its sculptor well those passions read
Which yet survive, stamp'd on these lifeless things,
The hand that mock'd them and the heart that fed.
And on the pedestal these words appear:
"My name is Ozymandias, king of kings:	10
Look on my works, ye mighty, and despair!"
Nothing beside remains: round the decay
Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away. 1. Explain how each of these poems relates to the “End of the World.” 2. In what other specific ways are they similar? 3. Which one appeals most to you and why?

End of the World: High School Language Arts Syllabus

End of the World

Course Syllabus

First Semester 2009/2010

Block A3 12:15-1:45

Instructor: Kurt Maier

kurt@trilliumcharterschool.org

kurtattrillium.blogspot.com

Overview:

NOTE: This is a foundation course for upper division high school students intending to go to college (or at very least challenge themselves to become much better writers and readers). It is classified as a WIC (writing intensive course) for the purposes of tracking as a college preparatory type literature class.

What would happen if the world (be it physical, moral, religious, etc.) you thought existed, ceased to exist or changed for you in some major way? If your paradigm just didn't shift, it disappeared. How would you deal with it? Would you be able to adapt? Survive? Thrive? What would it change about you and what might it reinforce? We will explore these issues and others that develop through formal and informal discussions. You will use these discussions, questions and exchanges of ideas with the rest of your class and myself to develop several in-depth papers. While every paper (probably 3 or so) will have suggested topics that I think are challenging and interesting to consider, each student will be encouraged to develop her/his own thesis that relates to the texts and discussions. There will also be many "Emergent" small scale homework and classwork assignments. You will be expected to produce your best work possible...and have fun doing it!

TEXTS:

Touching the Void, film

Night, Wiesel

The Metamorphosis, Kafka

Death of a Salesman, Miller

The Diving Bell and the Butterfly, film

Parable of the Sower, Butler

Hamlet, Shakespeare

TBA poetry

TBA visual art

Attendance:

You are expected to attend every single class, be on time event though the class follows lunch and be prepared (having done the readings, homework, have the necessary materials). Obviously, Life Happens and everyone will end up missing a day or two. If you miss a day, it is up to YOU to talk to your classmates and get notes, assignments, etc. You can also check Kurtattrillium.blogspot.com for major assignments and syllabus updates.

You are considered to be absent if you are more than Ten (10) minutes late.

Absence issues will be dealt with on a case by case basis and may involve different consequences for different students including but not limited to behavior contracts and being dropped from the class.

Consequences for being Tardy (from 1 sec - 9:59 min late) will be dealt with on a case by case basis.

Five skipped classes and you will be dropped from class with no grade given.

Skipped Class = You leave class for more than five minutes without instructor acknowledgement or permission OR you have been in the school for the previous period and Block A4 but do not attend this class.

Grading Policy:

The grading is based on a point system with a possible 100 points being the maximum. Completion of the course awards .5 Language Arts credit.

Active Participation (discussion and attendance) 15

Paper 1 10

Paper 2 10

Paper 3 10

Homework, class work, emergent assignments: 15

Art Project 20

Final Exam 20

Breakdown:

100 A+

99 - 92 A

91 - 90 A-

89 - 88 B+

87 - 82 B

81 – 80 B-

79 – 78 C+

77 – 72 C

71 – 70 C-

69 – 60 D

59 – 0 F

NOTE: While it is officially “passing”, Oregon colleges (as well as some others) do not accept credit for classes that receive a D grade or lower.

Final Exam:

A multiple choice/essay test at the end of the term will be administered to cover plot, character, author’s purpose, sub-text, symbolism and metaphor, and how each selection reflects specific and general ideas that we developed as a class during discussion and lecture.

Papers:

Three papers will be assigned. All are required. All papers must be typed, using standard margins and fonts and meet MLA formatting and style guidelines. Students will be able to select from a set of provided essay topics or present their own (based on instructor pre-approval!). All papers turned in after the due date will be penalized with 10% off the final grade for each school day they are late. All papers are due at the START of the class on the day they are due. The instructor reserves the right to suggest or REQUIRE A RE-WRITE. If a re-write is assigned the student and instructor will agree upon a new due date with the same late penalties as before. Suggested or required re-writes will earn new (better!) grades if the work improves.

Art Project:

One art project will be assigned. Rubric TBA, but each student will create a piece of visual art (painting, collage, interpretive dance, etc.) that interprets, demonstrates and/or questions the themes and general ideas that we have discussed as class and received through lecture. All Art Projects will include an essay that interprets and explains how the work of art fulfills the given criteria.

COURSE CALENDAR

Please note that due to class interest, teacher illness, unforeseen events, etc., the texts themselves, the assignments and the due dates are subject to change. As you can clearly see the Syllabus often lacks specificity. Those of you who know Trillium will understand that this lack of structure will further allow for more time to follow avenues of study as they arise (re: Emergent Curriculum) as well as to make other adjustments as needed. Specific reading assignments (by chapter and/or page) will be given on a daily and weekly basis once the semester begins.

Week 1 9/14

Introduction, Syllabus review

I heard a fly buzz…

Touching the Void

Week 2 9/21

Night

Week 3 9/28 UPPER SCHOOL CAMPOUTS

Night

1^st Paper assigned

Week 4 10/5

Night

The Metamorphosis

Week 5 10/12

Death of a Salesman (DOAS)

Week 6 10/19

DOAS

1^st Paper due

2^nd Paper Assigned

Week 7 10/26

The Diving Bell and the Butterfly

Week 8 11/2

Parable of the Sower

Week 9 11/9

Parable of the Sower

Week 10 11/16

Parable of the Sower

2^nd Paper due

Week 11 11/23 NO SCHOOL Thanksgiving Break

Week 12 11/30

Hamlet

Week 13 12/7

Hamlet

3rd Paper assigned

Week 14 12/14 Intensives in the morning, afternoon TBA

Week 15 12/21 NO SCHOOL Winter Break

Week 16 NO SCHOOL Winter Break

Week 17 1/4/2010

Emergent Interest

Week 18 1/11

Emergent Interest

3^rd Paper due

Week 19 1/18 (NO SCHOOL on 1/18)

Emergent Interest

Art Projects Due!

Week 20 1/25 LAST WEEK OF FIRST SEMESTER

Review and prep for Final Exam!