British Tradition, Vol 1 (Exercice Book)

8/2/2019 British Tradition, Vol 1 (Exercice Book)

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British

Tradition


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Exceeding the Standards: Extension Activities, British Tradition

Care has been taken to verify the accuracy of information presented in this book. However, theauthors, editors, and publisher cannot accept responsibility for web, e-mail, newsgroup, or chatroom subject matter or content, or for consequences from application of the information in thisbook, and make no warranty, expressed or implied, with respect to its content.

Trademarks:Some of the product names and company names included in this book havebeen used for identification purposes only and may be trademarks or registered trade namesof their respective manufacturers and sellers. The authors, editors, and publisher disclaim anyaffiliation, association, or connection with, or sponsorship or endorsement by, such owners.

Cover Image Credits: Scene, John Kelly/Getty Images; plaque art, Rolin Graphics, Inc.

ISBN 978-0-82194-377-9

2009 by EMC Publishing, LLC875 Montreal WaySt. Paul, MN 55102

E-mail: [email protected]: www.emcp.com

All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrievalsystem, or transmitted in any form or by any means, electronic, mechanical, photocopying,recording, or otherwise, without prior written permission from the publisher. Teachers usingMirrors & Windows: Connecting with Literature, British Tradition may photocopy completepages in sufficient quantities for classroom use only and not for resale.

Printed in the United States of America

18 17 16 15 14 13 12 11 10 09 1 2 3 4 5 6 7 8 9 10


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iii EMC Publg, LLC British traditionExceeding the Standards: Extension Activities

Contents

Introduction

Unit 1from Beowulf, Anonymous, Verse Translated by Burton Raffel,Prologue Translated by Robin Lamb

The Seafarer, Anonymous, Translated by Burton Raffel / The

Wifes Lament, Anonymous, Translated by Marcelle ThibauxUnit 2from Bonny Barbara Allan / Lord Randall, Anonymous

from Le Morte dArthur, Sir Thomas Malory

Unit 3Speech to the Troops at Tilbury, Queen Elizabeth I

Song (Go and catch a falling star) / Meditation 17

(Perchance he for whom this bell tolls),fromDevotionsUpon Emergent Occasions, John Donne

Unit 4The Tragedy of Macbeth, Act II, William Shakespeare

from The Tragical History of Doctor Faustus,Christopher Marlowe

Unit 5from The Pilgrims Progress, John Bunyan

from Gullivers Travels / A Modest Proposal, Jonathan SwiftUnit 6London, William Blake

Ozymandias / Ode to the West Wind /To a Skylark, Percy Bysshe Shelley

Unit 7The Darkling Thrush, Thomas Hardy

The Mark of the Beast, Rudyard Kipling

Unit 8The Soldier, Rupert Brooke

The Second Coming / Sailing to Byzantium, William Butler Yeats

Unit 9B. Wordsworth, V. S. Naipaul

Telephone Conversation, Wole Soyinka /from MidsummerXXIII, Derek Walcott

Answer Key

v

Collaborative Learning: 1Compare Cultures

Media Literacy: Analyze Film

Portrayals 3Lifelong Learning: Conduct 4an Interview

Critical Literacy: Create a 6Map of Arthurs Britain

Media Literacy: 7Compare Speeches

Collaborative Learning: 8

Ask the Author

Lifelong Learning: Research 9the Effects of an Assassination

Critical Literacy: Compare 10Soul-Selling Themes

Collaborative Learning: 11Create a Board Game

Lifelong Learning: Write a 12Problem/ Solution Essay

Media Literacy: 14Compile an Anthology

Critical Literacy: 15Analyze Themes

Critical Literacy: 17Conduct Literary Criticism

Media Literacy: Create a 18

Public Health Brochure

Collaborative Learning: 20Compile a Poetry Booklet

Lifelong Learning: 21Develop a Rsum

Media Literacy: Create a Poster 22

Lifelong Learning: 23Present an Oral Report

25


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BRITISH TRADITIONiv EMC Publishing, LLCExceeding the Standards: Extension Activities

Introduction

Exceeding the Standards: Extension Activities provides additional instruction tohelp students complete selected Extend Understanding (Grades 68) and Extendthe Text (Grades 912) assignments from theirMirrors & Windows: Connectingwith Literature textbook. The lessons in this supplement offer background,research suggestions, graphic organizers, tips for preparing presentations, and

other useful information to guide students through the assignments from thetextbook. Answers to concrete questions plus additional evaluation tools aresupplied in the Answer Key at the back of the book.

The extension activities in theMirrors & Windows program are designed toengage students in multiple literacies (reading, writing, speaking, and listening),in keeping with the IRA/NCTE Standards for English Language Arts. Four typesof activities are presented: Collaborative Learning, Critical Literacy, LifelongLearning, and Media Literacy.

Collaborative learning is an instructional approach in which students areorganized into groups to complete a common task. As students determine andmonitor the contributions of each group member, they encounter opportunities

for meaningful communication and social interaction. Often, group members areassigned specific roles, and completing the project depends on everyone workingtogether as they tackle a rich, challenging, or puzzling aspect of the literatureselection they have read. In Collaborative Learningactivities, students might role-play what life would have been like for Romeo and Juliet if they had lived to middleage (considering Maxine Kumins poem Purgatory), speculate how to apply awriters argument to a new situation, or sketch out exactly where Anne Franksroom was in the secret annex to better understand her living conditions.

Critical literacy is the ability to analyze a text (written, oral, or visual) in termsof its content, meaning, form, author, purpose, and credibility and to explore therelationship between text, author, and reader. Readers are encouraged to question

and discuss the text and to consider not only what the author has included, butalso what he or she has left out. Critical Literacyactivities require a deep readingof the text, as when students explore allusions in Martin Luther King Jr.s I Have aDream speech or when they prepare to interview a minor character in a short storyto gain a different perspective.

Lifelong learning is the concept that learning occurs across a life span and thatliterate, educated people build a body of knowledge about the world in which theylive. In Lifelong Learningactivities, students apply study and research skills toreal-world situations. They might use the Internet for research or interview familymembers to collect oral histories. Students demonstrate lifelong learning when theyresearch Hispanic Americans who received the Medal of Honor in the Korean War

and create a classroom Wall of Honor for those heroes.Media literacy is the ability to access, evaluate, comprehend, and produce a

variety of media texts. Media Literacyactivities help students build discernmentskills as they evaluate media messages and analyze how those messages affect theirown thinking. In these activities, students might conduct a TVtalk showstyleinterview with a character from a literature selection, analyze a magazine articlerelated to a literature selection, or summarize information from the Internet abouta controversial topic related to a literature selection.


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1 EMC Publishing, LLC BRITISH TRADITION, UNIT 1Exceeding the Standards: Extension Activities

Nam: ____________________________________________________ Dat: __________________

This lsson supports th Collaorativ Larning assignmnt on pag 54of your txtook.

Get Started

Boasts ar ommon in anint pis lik Beowulf, Homrs The Iliad,and th Indian Ramayana. In ontmporary ultur in th Unitd Stats,suh ringing dlarations of prsonal ahivmnt and worth might

onsidrd gontri, slfish, and rud. At tims, howvr, oasting isxptd or vn nouragd. Think, for xampl, of hrs lik W arnumr on!mant to stir up motions and nourag a footall orasktall tam to push hardr for vitory.

For this assignmnt, you will work in a small group to ompar andontrast th onpt of oasting in Beowulfand in ontmporary ultur.You will us a ditionary to analyz th dfinition of th word boast, andomplt a Compar-and-Contrast Chart to analyz oasting rfrnsin Beowulfand in ontmporary ultur. Aftr summarizing yourfindings, you will partiipat in a lass disussion to shar what youhav larnd.

Define the Concept

Us an onlin or print ditionary to dfin th word boastfor youstart your analysis. Not that boastan a noun or a vr and that itsdfinitions hav volvd ovr th nturis. Also tra th etymology(history) of th word, using a rfrn suh as The Oxford EnglishDictionary.Fill in th dfinition and tymology ox low.

Definitions for boast

boast(as a verb):

boast(as a noun):

Etymology and usage examples:

fromBeowulf, pag 23

COLLABORATIVE LEARNING

Compare Cultures

For more on definitions,parts of speech, andetymology in a dictionaryentry, see Language ArtsHandbook 2.3, Using aDictionary, in your textbook.


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BRITISH TRADITION, UNIT 12 EMC Publishing, LLCExceeding the Standards: Extension Activities

For more on workingin a small group, seeLanguage Arts Handbook 7.3,Collaborative Learningand Communication, inyour textbook.

Analyze the Concept

Us your working dfinition ofboastto omplt a Compar-and-Contrast Chart for oasting in Beowulfand in ontmporary ultur. Usth xampl low as a modl for your own hart. Bgin y rradingBeowulf, looking for rfrns to oasting. Cit th rfrn y antoand lin numr, idntify who oasts and why (th ontxt), and work as a

group to not your rations. Is th oast justifid? Dos it srv a purposor aus harm?

Compare-and-Contrast Chart

Beowulf Canto and Line Number Who Boasts, and Why Group Notes and Reactions

Canto 1, lines 1529 Hrothgar resolves to build a hallhigher than anything ever built andthis boast comes true

Hereboastseems to mean anambitious goal that leads to animpressive achievement.

Purpose and value of boasting in Beowulf:

Nxt, work as a group to find xampls of oasting in todaysultur. Summariz ths inidnts in a Compar-and-Contrast Chart, asyou did for Beowulf.

Finally, ompar th information in oth harts and writ asummary statmnt that answrs th following qustions: What ar thdiffrns and similaritis in how oasting is rgardd in Bowulfs timand today? How, if at all, has th onpt hangd?

Summary Statement:

Share Your Findings

Appoint on mmr of your group as spoksprson to shar yourfindings with th lass. Aftr ah group has rportd its onlusions,work to dvlop a onsnsus statmnt that synthsizs, or ringstogthr, th findings of th lass as a whol.


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3 EMC Publishing, LLC BRITISH TRADITION, UNIT 1Exceeding the Standards: Extension Activities

Nam: ____________________________________________________ Dat: __________________

Review page 1297 ofthe Literary Terms Handbookin your textbook for areminder of how a characteris constructed in a literarywork. Also review the termsprotagonist(page 1305) andantagonist(page 1296).

This lsson supports th Mdia Litray ativity on pag 69 ofyour txtook.

This lsson asks you to analyz strotyps aout sailors and fishrsin films. Bgin y onsulting a ditionary for a dfinition of th trmstereotyping. Thn rainstorm a list of strotypial haratristis forsailors and fishrs. Nxt, onsidr films that portray popl who liv andwork on th sa, and hoos on to wath.

Gather Information

Viw th film you hav sltd. As you wath, tak nots aout th mainharatrs. Who is th protagonist and who is th antagonist? What arthy lik? Rord your imprssions on a opy of th following hart. Usyour rainstormd list of strotypial haratristis to hlp you didwhthr ah portrayal is strotypial or frsh.

Compare-and-Contrast Chart for Film Characters

Title of Film (year

released)

Protagonist Antagonist

PredominantCharacter Traits

Stereotypical

(S) or Fresh (F)Portrayal?

PredominantCharacter Traits

Stereotypical

(S) or Fresh (F)Portrayal?

Analyze and Present Your Findings

Aftr filling in your hart, writ a short summary of your findings.Answr th qustions low to guid your writing. Whn you arfinishd, prsnt your summary to th lass.

1. To what dgr did th film us strotypial haratrs?

2. Did th dgr of strotyping diffr for protagonists vrsusantagonists?

3. How did th us of strotyping afft your imprssion of ahharatr? (For xampl, did th strotyping simply providntrtainmnt or omfortal prditaility, or did it hav a dprfft on your imprssion of th haratr?)

4. What did you find most intrsting aout th protagonist? aoutth antagonist? Explain if and how strotyping infundyour answrs.

The Seafarer / The Wifes Lament, pag 60

MEDIA LITERACY

Analyze Film Portrayals

For information aboutusing a dictionary, seeLanguage Arts Handbook 2.3,Using a Dictionary, inyour textbook.


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4 EMC Publishing, LLCExceeding the Standards: Extension Activities

Nam: ____________________________________________________ Dat: __________________

BRITISH TRADITION, UNIT 2

For information ondocumenting your researchsources, see Language ArtsHandbook 5.6, DocumentingSources, in your textbook.

This lsson supports th Liflong Larning ativity on pag 110 of yourtxtook.

This lsson asks you to work with a partnr to prsnt an intrviwtwn a rportr and a mdival trouadour, xploring th rol ofmothrs in mdival allads. To gin, rad th anonymous alladsBonny Barara Allan and Lord Randall in your txtook. Thn, withyour partnr, disuss your initial idas on th topi, jotting down nots asyou talk. Addrss ths qustions in your disussion: What ar th rolsof mothrs in th allads you hav rad? How ar thy portrayd, and

why do you think thy ar portrayd this way?

Research the Topic

With your partnr, us th lirary or Intrnt to rsarh th topi. Soiallass was a signifiant aspt of mdival soity, and a mothrs lifand rol wr gratly afftd y th lass to whih sh longd. Thhart low is dividd into thr mdival soial lasss. Copy th hartonto a sparat pi of papr and us it to guid your rsarh on thdiffrnt atgoris listd in th hart. Doumnt your sours and savall rsarh nots to turn in to your instrutor.

Roles of Mothers in Medieval Times

Working Class /Peasants

Middle Class /Merchants

Upper Class / LandedAristocracy

Marriage

Raising children

Household responsibilities

Employment

Community contributions

Friendships

Other

Bonny Barbara Allan / Lord Randall, pag 101

LIFELONG LEARNING

Conduct an Interview


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5 EMC Publishing, LLC Exceeding the Standards: Extension Activities BRITISH TRADITION, UNIT 2

For information onelements to consider whengiving a presentation, seeLanguage Arts Handbook

7.1, Verbal and NonverbalCommunication, inyour textbook.

Prepare for the Interview

Aftr you and your partnr hav ompltd your rsarh, us thinformation you hav gathrd to prpar an intrviw twna rportr and a mdival trouadour. Did who will play thintrviwr and who will play th trouadour. Thn disuss thinformation you found and how it rlats to th rols of mothrs in

allads, spifially th allads you rad in your txtook. How dos yourrsarh hlp to xplain why mothrs ar inludd in ths allads? th way mothrs ar portrayd in ths allads? th ways mothrs fl or hav in ths allads? th ways mothrs ar tratd in ths allads?

Us th rsponss you om up with to hlp you plan th qustionsand answrs for th intrviw. If you ar th intrviwr, writ downth qustions you will ask; if you ar th trouadour, tak nots on howyou will rspond. Rmmr to kp th fiv Ws and an H(who, what,when, where, why, and how) in mind to nsur you ar ovring all thnssary information in your intrviw. Th ontnt of th intrviwshould hlp to rval th fatual information you found in your rsarh,ut th trouadour may also xprss his or hr opinions on th topi.You may want to inlud aspts of omdy or onflit to mak thintrviw mor intrsting for th audin. Considr inorporatingmusi or props if thy ar availal to you.

Present the Interview

Prform your intrviw for th lass. It should tak aout fiv minuts,and th intrviwr and trouadour should ontriut qually to th

prforman. Rmmr to spak larly and loudly and to lav timfor qustions from th audin at th nd. Whn you ar finishd,hand your rsarh nots in to your instrutor.


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Nam: ____________________________________________________ Dat: __________________


As you read the story, takenotes on historical structuresand people because theseitems might lead you toadditional geographicalmarkers. For example, ifyou see the Archbishopof Canterbury, look upCanterbury in an atlas. Youwill find that it is a city and anadministrative district.

This lsson supports th Critial Litray ativity on pag 201 ofyour txtook.

For this lsson, your lass will rat a map of Arthurian England,using historial atlass and information from Le Morte dArthur. Youwill gin y working on your own to gathr information.

Gather Information

Copy th hart low and rord information undr th appropriathadings as you rad th xrpts from Le Morte dArthuron pags 190198 of your txtook. If th story mntions a distan twn markrs,suh as whn Mrlin (whil at th pavilions) stats, Castl of Tintaglis ut tn mils hn, inlud that information as wll. If th distanis mntiond as a masur of tim, not th tim and guss th distanthat might ovrd in that amount of tim.

Geographical Markers(including rivers,

mountains or mountain

ranges, and forests)

Historical Places(general regions, suchas cities or counties)

Human-Built Structures(such as castles,

bridges, cathedrals, and

siege pavilions)

Historical People(including kings,

queens, knights, and

bishops)

Whn you hav finishd rading th xrpts in your txtook, usth Intrnt or lirary to loat on or mor atlass and maps of Britainfrom th tim of th story, around 1470. Also find or draw an outlinof England from this tim priod. Thn sarh th historial atlass andmaps for ah itm that you listd in your hart, and pla ah itm inth orrt spot on your map of England. B awar that you ar not liklyto find all of your listd itms.

Create and Discuss a Class Map

Work with your lassmats to prpar a omprhnsiv map of ArthursBritain, using th information from all of your individual maps. Inluda ky with a distan sal and xplanations of any symols or figursyou ratd. Whn you ar don, disuss how th map hlps youundrstand what happnd in th story. Shar any surprising things yoularnd whil working on th map. Also pos any qustions you hav,

and rspond to any that your lassmats rais.

from Le Morte dArthur, pag 190

CRITICAL LITERACY

Create a Map of Arthurs Britain

To create the class map,you might tape severalsheets of poster board ora large piece of paper on awall, create a transparency todisplay on a screen, or work inan electronic drawing programand then display the map in aPowerPoint slide.


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7 EMC Publishing, LLC Exceeding the Standards: Extension Activities

Nam: ____________________________________________________ Dat: __________________


For more informationon writing a compare-and-contrast essay, seeLanguage Arts Handbook 4.1,The Writing Process, inyour textbook.

This lsson supports th Mdia Litray assignmnt on pag 244 of yourtxtook.

For this ativity, you ar to ompar and ontrast on of thosinspirational sphs with th sph y Qun Elizath I in yourtxtook. Th tal low ontains a sampl of sphs that an found onlin. Choos on of ths or find on on your own.

Topic Speaker Title of Speech Year

Freedom /equal rights Sojourner TruthMohandas GandhiNelson MandelaMartin Luther King Jr.Hillary Clinton

Aint I a Woman?Quit IndiaNo Easy Road to FreedomI Have a Dream

Womens Rights Are Human Rights

18511942195319631995

World peace Winston ChurchillHarry S. TrumanRonald Reagan

Iron CurtainDoctrineTear Down This Wall

194619471987

Military Franklin D. RooseveltDwight D. Eisenhower

Day of InfamyD-Day Order of Battle

19411944

Human spirit/ patriotism

Harold IckesRobert KennedyGeorge W. Bush

What Is an American?On Courage9/11

194119662001

Sports /competition

Knute RockneVince Lombardi

Win One for the GipperWhat It Takes to Be Number One

19281970

Us ths qustions to hlp stalish similaritis and diffrnstwn th sphs you hos and Qun Elizath Is sph. Usyour answrs to writ a ompar and ontrast ssay.

1. What ar th oasions and purposs of th sphs?2. How do th sphs provid insight into th haratrs and

onvitions of th spakrs?3. How ar th sphs rlvant to th livs of th listnrs?4. How fftivly do th spakrs us th rhtorial triangl (ethos,

pathos, and logos) to prsuad and inspir listnrs?5. How ar figurativ languag, rptition of idas, rhtorial

qustions, and point of viw usd to prsuad and inspir listnrs?6. How would you dsri th ton of ah sph?7. What ommon thrads or onpts do th two sphs shar?

8. What alls to ation ar issud? How fftiv ar th mssags?

Speech to the Troops at Tilbury, pag 238

MEDIA LITERACY

Compare Speeches

Many great leadershave delivered inspirationalspeeches. Some of thesespeeches gave hope anddirection to nations teeteringon disaster; some gave voiceto populations silenced byintimidation; others ralliedindividuals to work towarda common goal. All hadone thing in common: wordsthat could move peopletoward change.


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Nam: ____________________________________________________ Dat: __________________


For tips on developinginterview questions, seeLanguage Arts Handbook7.4, Asking and AnsweringQuestions, and 7.5,Conducting an Interview, inyour textbook.


For this ativity, you ar to work in a small group and rainstorm ast of intrviw qustions to ask John Donn. Bfor you an formulatqustions, you nd to familiariz yourslf with his lif and his writings.On your own, rviw th akground information that is providdin your txtook on pags 294295 and 305. Also loat and radiographial matrial onlin or in th lirary. Us th atgoris in th

tal low as rfrn points for your rsarh.

John Donnes Background

Personal Life Writings

Childhood (family dynamics, early influences) Education (Oxford, Cambridge, the Oath of Supremacy,

religious training) Relationship with Anne More (marriage scandal,

imprisonment, influence) Varied pursuits (military, law, politics, diplomacy,

writing, religion) Religious faith (persecution, conversion, influenceon writings)

Hardships (finances, illnesses, deaths) Obsession with death (tragic family events, portrait in

burial shroud, funeral sermon) Identities (radical, free spirit, prisoner, devoted

husband, spiritual leader, sexist, metaphysicalpoet, religious zealot, diplomat, iconoclast, realist,intellect, humorist)

Personal commentary about his life/works

Influence of historical context on writings Themes of love, loss, religion, and death evident

in poetry Writing process (inspirations, challenges, routine) Social commentary on English society evident in poetry Canon of literature (sonnets, religious poems,

songs, sermons, satires, elegies); gamut of humanexperiences/emotions Metaphysical ideas in writings (intellectual view of

physical world; references to science, mathematics,politics, and religion in imagery and symbolism)

Gender roles in writings Humor in poetry (puns, wordplay, satire) Literary circle and influences Literary manuscripts (unpublished writings, anonymity

until the late nineteenth century)

In your small group, rainstorm a list of qustions you would likto ask Donn. Aftr you ar don rainstorming, us your idas to writout thoughtful qustions for a formal intrviw. As you dvlop thqustions, kp th following tips in mind: Writ opn-ndd qustions that annot answrd with a ys or no

rspons and thrfor nourag laoration. To avoid onfusion, formulat simpl qustions and fous on on

main onpt in ah qustion. Writ lar, uniasd qustions. Formulat qustions that ovr many fats of Donns lif

xprins and writings.

Song (Go and catch a falling star) / Meditation 17 (Perchance he for whom this bell tolls),from Devotions Upon Emergent Occasions, pag 305


Ask the Author


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Nam: ____________________________________________________ Dat: __________________


For more informationon conducting research, seeLanguage Arts Handbook5.2, Research Skills, and 5.3,Internet Research, inyour textbook.

This lsson supports th Liflong Larning assignmnt on pag 374 ofyour txtook.

An assassinationis a dlirat murdr of a prominnt figur.Although it is typially don for politial or idologial rasons, anassassination an also motivatd y military ontrol, finanial gain,rvng, or mntal illnss. For this ativity, you ar to rsarh thassassination of th individuals in th tal low, or hoos anothrwith your tahrs approval.

Assassinated National and World LeadersPhilip II of Macedonia (336 ) Franz Ferdinand (1914) Anwar el Sadat (1981)

Julius Caesar (44 ) Mohandas Gandhi (1948) Benigno Aquino Jr. (1983)Thomas Becket (1170) John F. Kennedy (1963) Indira Gandhi (1984)Abraham Lincoln (1865) Malcolm X (1964) Chris Hani (1993)Alexander II of Russia (1881) Martin Luther King Jr. (1968) Yitzhak Rabin (1995)

William McKinley (1901) Robert F. Kennedy (1968) Benazir Bhutto (2007)

In your invstigation, tak nots on th tim, pla, andirumstans of th assassination; th idntity of th vitim; and thprofil of th assassin. Also xamin immdiat and long-trm ffts ofth vnt, using th qustions in th tal low. B awar that som of

th qustions may not apply to th assassination you ar invstigating.

Impact of the Assassination

Historical 1. What was the impact of the assassination on the course of history?2. How did the assassination affect the international community?

Political 1. What was the impact of the assassination on the political landscape of the nation and the world?2. Did existing political instability serve as a motivating factor? Explain.3. How did the assassination affect the government-citizen relationship?

Social 1. How did the assassination affect the behavior of citizens?2. How did media coverage affect societys reaction to the assassination?

Legal 1. What legal proceedings occurred following the assassination?

2. What legal investigations (conspiracy theories, cover-ups) occurred?3. What changes in legislation, if any, resulted from the assassination?

Emotional/Psychological

1. What effect did the assassination have on individual and national security and mental health?2. What role did collective guilt play after the assassination?

Compar your hosn assassination with King Dunans in TheTragedy of Macbeth, At II. Us your rsarh to prdit how thkilling will afft Sotland and its itizns. Writ on or two paragraphsxplaining your rasoning and supporting it with xampls from yourrsarh and from At II of th play.

The Tragedy of Macbeth, Act II, pag 361

LIFELONG LEARNING

Research the Effects of an Assassination


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Nam: ____________________________________________________ Dat: __________________


This lsson supports th Critial Litray assignmnt on pag 448 ofyour txtook.

Slling ons soul to th dvil is a ommon thm in Wstrn artand litratur. For this ativity, you ar to hoos a story that has thisthm, and ompar it with th xrpt from Christophr Marlows TheTragicalHistory of Doctor Faustus in your txtook. Rfr to th tallow for suggstd works to us in your omparativ analysis.

Works with Soul-Selling Themes

Category TitleLiterature The Devil and Tom Walker, by Washington Irving

Young Goodman Brown, by Nathaniel HawthorneThe Devil and the Shoemaker, by Anton ChekhovThe Devil and Daniel Webster, by Stephen Vincent Bent

Film Angel on My Shoulder(1946)Damn Yankees!(1958)Doctor Faustus (1967)Bedazzled(1967; remake, 2000)

Television Twilight Zone, Season 1, Episode 6: Escape ClauseTwilight Zone, Season 4, Episode 9: Printers Devil

Music Cross Road Blues, by Robert JohnsonThe Devil Went Down to Georgia, by the Charlie Daniels Band

Us th guiding qustions low to hlp you stalish similaritisand diffrns twn your sltion and th Dotor Faustussltion. Us a Vnn diagram to rord your findings, and shar yourosrvations with your lassmats.

1. How do th sltions rflt th historial priods and ulturs ofthir rators?

2. What is th dvil alld? How is th dvil portrayd? If th dvil is indisguis, what idntifying lus ar givn?

3. What is th turning point for th main haratr? What hoi dosth haratr mak? What fators driv his or hr dision?

4. What pat dos th main haratr mak with th dvil? How is thpat sald?

5. What ations, if any, dos th main haratr tak to try to gt out ofth pat with th dvil?

6. What is th outom of th pat with th dvil?7. Is th main haratr a tragi hro? Why or why not?8. What is th sltion saying aout tmptation and human natur?

Why do you think th pat with th dvil thm is popularamong writrs?

from The Tragical History of Doctor Faustus, pag 442

CRITICAL LITERACY

Compare Soul-Selling Themes

A Venn diagram, whichconsists of two overlappingcircles, is a good way tovisually express similaritiesand differences. The outerparts of the circles show thedifferences between twothings, and the area wherethe circles intersect shows thethings they have in common.


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Nam: ____________________________________________________ Dat: __________________


Test Your GameTo test the effectivenessof your game and thepreciseness of your directions,have another group in yourclass play the game. Usetheir feedback to improvethe game.


The Pilgrims Progress is a journy tal in whih th main haratr,Christian, marks on a rligious pilgrimag to find salvation. Christiannountrs ostals that tst his fortitud, ut h ultimatly rivsnlightnmnt from his advnturs. Ths fators mak th tal an idalas for a rativ oard gam.

Form a group with two or thr othr studnts. Your task is to dsigna oard gam for othr studnts who ar familiar with th allgory. Th

ojt will to navigat through svral ostals, nountr svralharatrs, and, finally, rah th Clstial City.

Design the Board Game

To fous on th dsign of th gam, onsidr ths qustions: Whih settings from th story will you inlud? Pla thm in a logial

path on your oard. How might you portray th characters as pawns? Mor than forty

haratrs ar mntiond in Parts I and II of th allgory. Idntifyyour main pawns and whn thy will nountr on anothr.

How an you inorporat th plot of th story? What ar somimportant disions that had positiv or ngativ outoms? How anyou us that information to mov playrs around th oard?

How is symbolism usd in th allgory? How might your groupinorporat symoli ojts from th story into your gam?

What playing pis ar nssary? Will you mak ards to giv lus,to tll whr to mov, or to award or tak prizs? Will you hav playmony, a spinnr or di, a timr, or tokns?

Write the Playing Directions

To writ lar dirtions for your gam, follow ths six stps:1. Bgin ah stp with an ation vr. Avoid using th pronounyou.2. Brak your instrutions into singl, numrd stps.3. Pla rlvant xplanations aftr ah instrution. Ths may

dsri what will happn aftr th stp, xplain why th stp isimportant, or giv a rif dfinition of an unfamiliar trm.

4. Follow hronologial ordr and us transitional words, suh asfirstand next.

5. Inlud pris masurmnts, landmarks, and spatial orintationwords (for xampl, up, down, under, and above).

6. Rpat ky words to mov your radr from on stp to anothr.

from The Pilgrims Progress, pag 511


Create a Board Game


16/31

BRITISH TRADITION, UNIT 112 EMC Publishing, LLCExceeding the Standards: Extension Activities

Nam: ____________________________________________________ Dat: __________________

For more informationon persuasive writing, seeLanguage Arts Handbook 4.2,Modes and Purposes ofWriting, in your textbook.


A problem/solution essayis a typ of xpository writing thatidntifis a prolm and proposs on or mor solutions. This typ ofssay is similar to a prsuasiv ssay in that th writr taks a position(in this instan, a prolm that th writr livs mrits attntion),outlins aspts of th prolm and its urgny, offrs possil solutionsand prsuasiv vidn, and onvins radrs to tak ation.

Jonathan Swifts A Modst Proposal is a prolm/solution ssay

that offrs a satirial solution to prolms suffrd y Irish pasantsundr British rul. For this ativity, you ar to writ a prolm/solutionssay aout a shool issu. Your ssay may ironi, lik Swifts, or itmight offr a srious, pratial solution. Choos a prolm that you arpassionat aout. Considr th road topis listd low, and narrowyour fous to addrss a spifi prolm in on of ths atgoris.

bullying/tolerance high-school dropout rates crime/safetydress code student driving/parking concerns homeworkclass schedules grade point average/weighted classes grading policiesstandardized testing discipline/zero-tolerance policies plagiarism

absenteeism extracurricular activities scholarships

Research the Topic

Gathr as muh information aout it as possil. Copy th followinggraphi organizr and thn us th qustions to hlp fous your rsarh.

Note-Taking Chart

Guiding Questions Answers

Who

Who is involved in the problem? Who knows about the problem? Who could provide insight into the problem?

from Gullivers Travels / A Modest Proposal, pag 521

LIFELONG LEARNING

Write a Problem/Solution Essay


17/31


For more information onrevising and proofreadingyour draft, see Language ArtsHandbook 4.1, The WritingProcess, in your textbook.

Guiding Questions Answers

What What is the problem? What do you know about the problem? What evidence confirms the problem and supports the solutions? What background information is necessary to understand the problem? What has been done in the past to try to solve the problem?

What are the possible counterarguments to solving the problem? What are the responses to these counterarguments?

When When does the problem occur?

Where Where does the problem occur?

Why Why does the problem matter? Why does the problem occur? Why have previous solutions failed?

How How do you view the problem? How do others view the problem? How can the problem be solved?

Write, Revise, and Publish Your Essay

To strutur your ssay, follow th guidlins low. Aftr writing yourssay, proofrad it for rrors in grammar, splling, and mhanis, andmak any nssary rvisions. Whn you hav ompltd ths tasks,

sumit your prolm/solution ssay to your shool or loal nwspapr.

Format Guidelines

Section Components of Section

I. Introduction Open with an attention-gettera personal anecdote, hypothetical situation, shocking orinteresting fact or statistic, vivid description, or relevant quotation.

Define the problem, address its importance, and state the urgency of a solution.

II. BodyA. Problem

B. Past solutions

C. Your solution

D. Evidence forsolution

Further define the problem by providing a history of the problem, the publics awareness ofthe problem, the reason for the problem, and the extent of the problem.

Discuss other solutions that have been proposed. Analyze the successful and unsuccessfulcomponents of those solutions. Present a specific solution that is realistic and reasonable. Outline the components of your

solution. Provide reasons and evidence to justify your solution. Address possible counterarguments and offer appropriate responses.

III. Conclusion Summarize the main points of your essay. Encourage readers to accept your views and to take action to reach the

proposed solution.


18/31


Nam: ____________________________________________________ Dat: __________________


This lsson supports th Mdia Litray assignmnt on pag 661 ofyour txtook.

During th Romanti Priod, from 1798 to 1832, svral giftdwritrs usd London as inspiration. Eah author sought auty in thustling ity, ut not all found it. William Blaks pom Londondsris th suffring that ould sn on th strts of th grat ity.

For this ativity, you ar to rsarh Romanti litrary works st inLondon, and thn to ompil an anthology using your findings.

Read and Analyze Romantic Works

Go onlin or to th lirary and find Romanti poms or pros st inLondon. Th following poms ar a sampling of th works availal: Samul Taylor Colridg: Frost at Midnight William Wordsworth: Th Sun Has Long Bn St, London

(1802), Composd Upon Wstminstr Bridg Ltitia Elizath Landon: Sns in London, St. Gorgs Hospital,

Hyd-Park Cornr, Changs in London, Th Country Rtrat Mary Dary Roinson: Londons Summr Morning Gorg Gordon, Lord Byron: Don Juan, Canto X, Vrss 8283 William Blak: London, Jrusalm Anna Ltitia Barauld: Eightn Hundrd and Elvn Joann Bailli: London

Slt at last thr works and rord thir titls and authors. Aftrrading ah pi, rspond to th following qustions on a sparatpi of papr:

1. How dos th sltion rflt th historial ontxt of Londonduring this priod?

2. How dos th spakr or author fl aout London? How isthis attitud rvald through word hoi, sntn strutur,and imagry?

3. How dos th sltion rflt th hallmarks of Romantiism?

Compile an Anthology

Mt with your lassmats to dtrmin whih sltions to inlud inyour lass anthology. Us th guidlins listd in th margin to organizth olltion.

London, pag 659

MEDIA LITERACY

Compile an Anthology

Anthology Elements a cover with the title of

the collection, the nameof your class, andan illustration

an introduction offeringobservations about theRomantics views ofLondon and explaining whyyou selected and organizedthe works the way you did

a table of contents listingthe titles, authors, and pagenumbers of your selections

the selections, organizedby the authors views ofLondon, the topics theywrote about, or anotherprinciple, each typedin a unique font andaccompanied byan illustration


19/31


Nam: ____________________________________________________ Dat: __________________



Th inspirations for Pry Byssh Shllys potry am from hisown osrvations and xprins in a world that favord totalitarianismovr dmoray, mhanization ovr raftsmanship, rason ovrimagination, and th olltiv ovr th individual. Shlly livd thindividual ould find salvation and rstorativ powr y lratingth auty, uniqunss, rsilin, spontanity, and transin found innatur and humanity. Shllys prptions an sn in th thms

of his poms. A theme is th ntral mssag or ida aout lif rvaldthrough a litrary work. Oftn, svral thms an infrrd from onlitrary sltion.

For this ativity, you ar askd to unovr th uniqu and shardthms of th poms y Shlly that ar inludd in Unit 6 of yourtxtook. To do so, you will nd to omin your akgroundknowldg with txtual vidn and mak infrns.

Read and Analyze

Us th guidlins low to hlp you analyz Ozymandias, Od toth Wst Wind, and To a Skylark in your txtook. Tak nots as yourad th poms and akground information.

1. To undrstand Shllys lif and th tim priod in whih h wrot,rad pags 646649 and 724 in your txtook.

2. Rad th poms to find lus to thir thms. Look at ah pomstitl, sujt, dition, imagry, symolism, and ton, and us thistxtual vidn to mak infrns aout possil thms.

3. Find onntions twn th poms and your lif (txt-to-slf), thpoms thmslvs (txt-to-txt), and th poms and th world (txt-to-world).

Establish Themes

Using th information that you hav gathrd, stalish th uniqu,shard, and Romanti Priod thms for Shllys thr poms. Fill in thdsignatd itms in th graphi organizr on th nxt pag.

Ozymandias / Ode to the West Wind / To a Skylark, pag 725

CRITICAL LITERACY

Analyze Themes

Common

Poetic Themesbeautypowertruthdutylovepainlonelinessobediencesacrificebraveryhappiness

natureright/wronghonestygreedlife/deathsurvivalfreedomdreamschoices


20/31

16 EMC Publishing, LLCExceeding the Standards: Extension ActivitiesBRITISH TRADITION, UNIT 6

Draw Conclusions

Whn you hav finishd filling in th graphi organizr, answr thfollowing qustions on a sparat pi of papr:

1. How do Shllys poms rflt th historial ontxt (politial,soial, onomi, and ultural limat) of th Romanti Priod?How do thy rflt his lif xprins?

2. In what ways ar Shllys poms typial and atypial of thRomanti Priod?

3. Choos on of th following quotations y Shlly and apply itsmaning to th thms of any of th thr poms: (1) Potry is amirror whih maks autiful that whih is distortd, (2) Thgrat instrumnt of moral good is th imagination, (3) Rasonrspts th diffrns, and imagination th similituds of things.

Shared Theme(s) of

Shelleys Poems

Romantic Theme(s) of

Shelleys Poems

Unique Theme(s) ofOzymandias

Unique Theme(s) ofOde to the West Wind

Unique Theme(s) ofTo a Skylark


21/31


Nam: ____________________________________________________ Dat: __________________


For more information oncritical analyses and how towrite them, see LanguageArts Handbook 5.1, CriticalThinking Skills, and 4.1,The Writing Process, inyour textbook.


Literary criticism is an informd and analytial valuation of a workof litratur. Som litrary ritis liv that a work of litratur should intrprtd using only th litrary lmnts of th work itslf. Othrsliv that xamining issus outsid a litrary work provids importantinsights into th work.

In this assignmnt, you will using a omination of iographialand historial ritiism to analyz Thomas Hardys pom Th Darkling

Thrush. Th hart low outlins ths typs of litrary ritiism.

Biographical Criticism Historical Criticism

In biographical criticism, the critic relates events in theauthors life to the work itself. For example, as a child,Charles Dickens experienced poverty. Later, Dickens wroteabout the effects of poverty on his characters and on societyin general. In using biographical criticism, readers must becareful not to assume that all events and attitudes in anauthors work are taken from his or her own life.

In historical criticism, critics relate aspects of a literary workto events and issues present in society at the time it waswritten. In applying history to interpreting a l iterary work,readers recognize that the state of society and the state ofthe world affect the language, characters, and events ofthe work.

Bgin y rsarhing and answring th following qustions to larnmor aout iographial and historial influns on Hardy. Thn usyour answrs to writ a iographial-historial ritiism of th pom.

1. Dsri Hardys us of prsonifiation in th poms sond stanza.What attitud dos th stanza suggst toward th ntury that had

just ndd? What othr dtails in th pom suggst this attitud?2. Idntify fiv vnts of th nintnth ntury that may hav afftd

Hardys attitud toward it.3. Find answrs to th following iographial qustions aout

Thomas Hardy:a. What wr Hardys rligious lifs? How did thy hang

throughout his lif?. Dsri Hardys first marriag. In what stat was his marriag

in 1899 whn h wrot Th Darkling Thrush?. What wr Hardys viws on popl and lif in gnral, as

xprssd in The Mayor of Casterbridge and his othr novls?

The Darkling Thrush, pag 832

CRITICAL LITERACY

Conduct Literary Criticism


22/31


Nam: ____________________________________________________ Dat: __________________


Cursed by the CursedIn The Mark of the Beast,Kipling develops an interestingplot twist based on a culturalresponse to leprosy: a man

who has been cursed by thegods in turn curses someonewho has offended the gods.


Th protagonist in Th Mark of th Bast, y Rudyard Kipling,suffrs from leprosy, or Hansns disas. This hroni illnss is ausdy a aillus that invads th skin, muous mmrans, and nrvoussystm, produing skin noduls that nlarg and sprad. Ths skinnoduls ar an idntifying haratristi of th disas, and thy rsultin disfigurmnt that auss oth physial and motional sars for its

vitims.

For this ativity, you will rsarh lprosy to rat an informativpuli halth rohur.

Build Background

Lprosy has xistd for thousands of yars: th first known rfrnto it was found on an Egyptian papyrus from 1550 bce. This illnsshas afftd thousands worldwid and has n, prhaps, th mostmisundrstood disas known to humankind.

Baus th disas is mildly ontagious and disfiguring, itsvitimsknown as lprswr shunnd y past gnrations.Frquntly, lprs wr ford to om ggars, walking th strtsin lak owls and ringing lls to signal that thy wr vitims of thdisas. Thos who am into ontat with lprs would uttr prayrsand ross thmslvs, living that lprosy was a urs from th gods;othrs would ston th lprs out of far.

Th most widly aptd prati for handling thos afftd ylprosy was th stalishmnt of isolatd olonis and lprosariumswhr lprs would rmovd from thir homs, familis, and soityto oxist only with othr vitims. Thir rights to liv frly wr strippdas thy wr anishd and dlard dad.

Lprosy ontinus to a worldwid halth onrn, ut its

inidn, aording to th World Halth Organization, has drasdnarly 20 prnt pr yar in th past fiv yars aus of arly diagnosisand tratmnt programs. Today, thr ar approximatly 225,000 knownass, mainly in Afria and Southast Asia.

Research and Organize

Us th atgoris in th outlin on th nxt pag to guid you in thrsarh and organization of your data for th rohur.

The Mark of the Beast, pag 838

MEDIA LITERACY

Create a Public Health Brochure


23/31


For more information ondocumenting your researchfor this brochure, seeLanguage Arts Handbook 5.6,Documenting Sources, inyour textbook.

Brochure Categories

I. Definition of disease

II. Transmission of diseaseA. CauseB. Risk factors

1. Vulnerable populations (age, family history, nutritional status, medical history)2. Environmental conditions (geographical location, living conditions, sanitation)

III. IncidenceA. Geographic distributionB. Affected populations

IV. Clinical presentation/progression of diseaseA. Stages of diseaseB. Early/advanced signs and symptoms

V. DiagnosisA. Signs and symptomsB. Laboratory testsC. Personal history

VI. Treatment options/prognosisA. Drug regimens/supportive careB. Recovery

VII. Preventive measures

VIII. Resources

Write the Content

Using your nots from th graphi organizr, writ th information foryour rohur. As you ar writing th matrial, kp in mind th tipslistd in th margin.

Design the Brochure

Construt a trifold rohur with a total of six panls: on front panl,four intrior panls, and on ak panl. Th front panl should inludth sujt of your rohur, an attntion-gtting graphi, and yournam. Panls 25 should ontain your findings, and th ak panlshould rsrvd for doumnting your sours.

Crativity in format and dsign will mak your rohur distint.

Exprimnt with diffrnt fonts, typ sizs, olors, and othr graphilmnts. Thr ar svral omputr softwar programs availal thatan hlp you with your rohur dsign.

Polish and Present

Rad through your rohur to dtrmin th fftivnss of yourorganization and graphis. Proofrad th txt for larity and for rrors insplling, grammar, and puntuation. Shar your finishd rohur withyour lassmats.

Writing Tips Follow the organization

listed in the graphicorganizer.

Use simple sentences,and break the copy withsubheads and lists.

Define technical terms, asnecessary, for the generalpublic.

Include graphics, such asillustrations, tables, andmaps.


24/31


Nam: ____________________________________________________ Dat: __________________


For more informationon conducting research, seeLanguage Arts Handbook

5.2, Research Skills, and 5.3,Internet Research, inyour textbook.


Potry plays a larg rol in tims of risis aus it has th powrto unit, onsol, hal, and giv voi to thoughts and motions. This isspially apparnt in th potry writtn y soldirs srving on th frontlins in World War I.

For this ativity, you and a partnr ar to us lirary and Intrntsours to ompil a ooklt of vrs aout World War I. Som famouspots of th priod ar listd low.

Richard Aldington Mary Gabrielle Collins John McCrae Siegfried SassoonLaurence Binyon Eleanor Farjeon Edith Nesbit Alan SeegerEdmund Blunden Robert Graves Robert Nichols Edith Sitwell

Vera Brittain Julian Grenfell Wilfred Owen Charles Hamilton SorleyRupert Brooke Winifred M. Letts Isaac Rosenberg Edward Thomas

With your partnr, invstigat th livs of ths or othr WorldWar I pots. Rad svral of thir works and hoos four to six poms tohighlight in your ooklt. You may also want to loat th ooks Out inthe Dark: Poetry of the FirstWorld WarandMinds at War: The Poetryand Experience of the First World War, oth ditd y David Rorts.

Ths inlud a walth of information from this priod.As you gathr information, not ommon thrads twn thpots or poms. Ths nots will hlp you and your partnr hoos ahronologial or thmati approah for your ooklt. For a chronologicalapproach, organiz your ontnt y puliation dat; y arly, middl,and lat priods of World War I; or y author and thn puliation dat.For a thematic approach, organiz your ontnt y similar thms oronntions. For idas, rfr to th suggstions low.

People Places Ideas

poets who were soldiers or warheroes

poets who were war supportersor protesters

female poets poets who shared native

homelands, such as France

poems about battlefields ingeneral

poems about specific battlefields,such as Verdun

poems about specific countries,such as England

poems about medical orconvalescent facilities

poems that reflect patriotism poems about death poems that honor courage poems about postwar trauma poems that mourn wasted youth poems that show comradeship poems that find beauty amid

destruction

For ah pom, writ a rif iography of th pot and anintrodution to th work itslf. Add maningful artwork to aompanyth poms, and rat a ooklt ovr with th titl of your potryolltion, your nams, and a powrful illustration.

The Soldier, pag 947


Compile a Poetry Booklet


25/31


Nam: ____________________________________________________ Dat: __________________


For guidelines on writing

and formatting a rsum,see the Writing Workshopon pages 222223 ofyour textbook.


For this ativity, you will rat a rsum for William Butlr Yats tous in applying for a thatr dirtor position at th Univrsity of Dulin.A rsum is a summary of work xprin, duation, and skills. Bginth assignmnt y gathring information on Yatss lif. To fous yourrsarh, us th graphi organizr low.

Rsum Components

Personal Information. Provide the full name, address, and other contact information for Yeats.

Career Objective. Offer a one-sentence statement that describes the type of position Yeats is seekingin this case,theater director.

Work Experience.List Yeatss work history. There are two ways to format this section: chronologically or functionally.For a chronological approach, list a reverse work history, beginning with Yeatss current position. Underneath eachposition, include a bulleted list of job responsibilities. For afunctionalapproach, list three to five broad areas ofresponsibility and provide a bulleted list of specific tasks for each area. Follow up with a brief reverse chronologicalwork history. Whichever format you choose, include dates, job titles, and business names and locations. Begin each jobresponsibility or task description with an action verb.

Educational Background.Mention Yeatss high school and postsecondary education only. Include dates, courses ofstudy, academic accomplishments, and the names and addresses of the educational institutions.

Skills.List any of Yeatss specialized skills that would make him an ideal candidate for the posted position.Honors/Awards. List the titles of relevant honors or awards Yeats has received and the dates these awards wereconferred.

Publications.List any of Yeatss publications that would be relevant to the posted position.References.List professional references, including names, job titles, and addresses.

Us th nots from your rsarh to writ th rsum. Lay out th

rsum in an organizd and onsistnt format, and avoid artils (a, an,and the) and prsonal pronouns (suh as I, me,he, him, she, and her).Convy Yatss positiv prsonal haratristis, suh as honsty or astrong work thi, through your word hoi.

Rviw th rsum for onisnss and auray, and proofrad itfor rrors. Also hk that th format is onsistnt and that you havusd typ tratmnts (suh as oldfa hadings) and txt markrs (suhas spas, ullts, and tas) to aid radaility. Print your rsum usinglak ink on whit papr.

The Second Coming / Sailing to Byzantium, pag 981

LIFELONG LEARNING

Develop a Rsum

For a list of strong actionverbs to use in a rsum,go to http://lit/emcp.net/actionverbs.


26/31


Nam: ____________________________________________________ Dat: __________________




Th story B. Wordsworth, y V. S. Naipaul, is st in Trinidad. InNaipauls story, a man on th strt offrs to sll th narrator a pom forfour nts. Th narrator tlls th man that pddling potry is strangthat only alypso musiians do that sort of thing.

Th roots of alypso musi go ak to th ightnth ntury and thWst Afrian slavs who workd th island is sugaran plantations. Asthy workd in th filds, thy gan ommuniating y singing songs.

Th lyris wr improvisd and oftn ommntd on daily vnts, thhardships of laor, and th tyranny of th slav mastrs. In othr words,alypso musi gan as a typ of protst musi. Today, alypso musiiansplay for tips on th strt.

For this ativity, you ar to rat a postr that advrtiss a alypsomusi fstival on th island of Trinidad.

Research

Rsarh th rol of alypso musi in th history and ultur of Trinidad.Go onlin or to th lirary to find matrials. As you ondut your

rsarh, tak nots in th following atgoris:

Plan, Create, and Share

Dtrmin th information that must appar on th postr: th namof th vnt; th dat, tim, and loation; and any osts. Thn, using thinformation from your rsarh, answr th following qustions.

1. What is th purpos of your postr? Who is yourintndd audin?

2. What would nti loals and visitors to attnd th fstival?3. What kinds of ativitis ould you offr during th fstival that

would appal to a varity of ag groups?Choos lttring (fonts and typ sizs) and graphis (ordrs,

illustrations, photographs, and so on) that will nhan th postrsontnt. For high impat, us minimal opy and old graphis.

Hang all th finishd postrs in th lassroom, and not anysimilaritis and diffrns. Did as a lass whih postr lmnts staptur th ssn of a alypso musi fstival.

B. Wordsworth, pag 1168

MEDIA LITERACY

Create a Poster

Located just off thenortheastern coast ofVenezuela in the West Indies,Trinidad is the southernmostisland in the Caribbean Sea.Known for beautiful white-sand beaches and a tropicalbird sanctuary, it is alsofamous as the birthplace ofcalypso music.

Origin of th trm calypso History and volution of alypso musi Past and urrnt instrumnts of

alypso musi

Traditional mlodis and lyris ofalypso musi

Popular alypso musiians Cultural signifian of alypso musi


27/31


Nam: ____________________________________________________ Dat: __________________




Th poms Tlphon Convrsation, y Wol Soyinka, andMidsummr XXIII, y Drk Walott, dal with th rlatd topis ofprjudi and disrimination. In th xrpt from Midsummr XXIIIrprodud in your txtook, th pot ompars midsummr lavs toth Brixton riots.

In 1981, th ara of south London known as Brixton was thsn of a dvastating onfrontation. Raial tnsion twn Brixtons

prdominantly lak itizns and th prdominantly whit LondonMtropolitan Poli was rahing a raking point, and lashs twnth two groups wr on th ris. To tightn surity in this rgion, thpoli launhd Opration Swamp, in whih approximatly on hundrdplainloths offirs stoppd and sarhd mor than on thousandyouths in th nighorhood ovr a six-day priod. Th sus law (shortfor suspiion law) allowd poli to prform ths sarhs withoutany proof of wrongdoing. Mor than on hundrd popl wr arrstd.Th ommunity of Brixton was outragd and dlard th opration to nothing mor than raial profiling.

Th limax of th situation am on April 10. Poli spottd a lak

youth in th strt who had suffrd sta wounds to his ak. Aordingto thir rports, poli wr attmpting to giv first aid to th vitimwhn thy wr surroundd y fifty lak youths who livd th vitimwas ing harassd and arrstd y th poli. Th vitim and th othryouths rok fr, and th vitim was takn to th hospital y th youths.On April 11, anothr lak youth was arrstd following a run-in withundrovr offirs.

Th outrag ovr ths two inidnts ld to a riot in th strtsof Brixton. Protstrs armd with riks, ottls, and ptrol oms(Molotov oktails) ran through th strts. Poli offirs formd a ringaround Brixton to ontrol th outrak of physial violn, looting,

and urning of poli vhils. By April 12, th London MtropolitanPoli rportd that narly thr hundrd poli offirs and sixty-fivivilians wr injurd; mor than on hundrd vhils wr damagd ordstroyd; narly 150 proprtis wr damagd or lootd; and ighty-twopopl wr arrstd.

For this ativity, you ar to ondut onlin and lirary rsarh onth auss and ffts of th Brixton riot in 1981. You will thn us yourfindings to prpar and prsnt an oral rport on th topi.

Telephone Conversation /from Midsummer XXIII, pag 1175

LIFELONG LEARNING

Present an Oral Report


28/31

24 EMC Publishing, LLCExceeding the Standards: Extension ActivitiesBRITISH TRADITION, UNIT 9

For more informationon presenting an oral report,see Language Arts Handbook7.6, Public Speaking, inyour textbook.

Research

To hlp guid you in your rsarh, opy th graphi organizr low.Tak nots for ah of th atgoris listd undr th main hadings.Ths atgoris will hlp you disovr th ontriuting fators andundrlying auss of th Brixton riot of 1981.

Citizens of Brixton Demographics Lifestyle/attitudes Socioeconomic issues Criminal activity

London Metropolitan Police Demographics Job performance/attitudes Policing initiatives/laws

Brixton Citizens vs. London Metropolitan Police Mounting tensions (time line of events) Rumors/breakdown in communication

Brixton Riot of 1981

Prepare and Present

Using your nots from th graphi organizr, prpar an oral rport toprsnt to th lass. Follow th outlin low to st up your rport:I. Introduction

Paragraph 1. Crat an attntion-gtting opnr y using anandot, a surprising fat or statisti, or a omplling quotation that youfound in your rsarh.II. Body

Paragraph 2.Outlin and dsri th auss of th riot. Prsnt afair and aland aount from th prsptiv of th itizns as wll asth poli.

Paragraph 3. Disuss th immdiat and long-trm ffts of th riot

and th rsults of th Sarman invstigation.Paragraph 4. Fous on on of th long-trm ffts and how it ld tohang.III. Conclusion

Paragraph 5. Disuss how London has trid to hal th sars fromthis inidnt.

Whn you hav finishd writing, rad through your rport to vrifythat your idas ar larly prsntd and that thy follow a aus-and-fft squn. If you wish, add a visual lmnt to your prsntationy inluding harts, photographs, or illustrations. Prati your dlivryfor giving your prsntation to your lassmats.

Scarman Report of 1981

Changes in Black BritishCommunity

Changes in PoliceCommunity

Changes in EnglandsLegislation


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25 EMC Publishing, LLC BRITISH TRADITIONExceeding the Standards: Extension Activities

ANSWER KEY

Unit 1

from BeowulfCollaborative Learning: Compare Cultures,

page 1Students should work together in small groups to definethe word boastand complete Compare-and-ContrastCharts for boasting in Beowulfand in contemporaryculture. They should also prepare a clear summarystatement that addresses the similarities and differencesbetween boasting in the time ofBeowulfand boastingtoday and explains how the concept has changed overtime. A spokesperson from each group should presenthis or her groups statement to the class, and all studentsshould participate in combining the classs statementsinto one consensus statement that represents theirfindings.

The Seafarer / The Wifes LamentMedia Literacy: Analyze Film Portrayals,

page 3Students should brainstorm a list of stereotypicalcharacteristics for sailors and fishers. They shouldthen select and watch a film about people who live orwork on the sea and take notes about the characters.Students should use their notes to fill out a Compare-and-Contrast Chart for Film Characters, analyzingwhich portrayals of the films protagonist and antagonist

are fresh and which are stereotypical. They shouldthen write a short summary of their findings, using thequestions provided to guide their writing.

Unit 2

Bonny Barbara Allan / Lord RandallLifelong Learning: Conduct an Interview,

page 4Students should work in groups of two to discuss andnote their initial ideas regarding the role of mothersin medieval ballads. They should then use the libraryor Internet to conduct further research and fill out thegraphic organizer. Students should use the informationthey find in their research to create the questions fortheir interviews. The questions and responses shouldreveal factual information about the roles of mothers inmedieval times, and the presentations should be creative,interesting, and engaging for the audience. Studentsshould also remember to leave time for questions at theend of their interview presentations and should answerthem clearly and thoughtfully.

from Le Morte dArthurCritical Literacy: Create a Map of Arthurs

Britain, page 6Students should read through the selection and noteimportant historic places and people in the graphicorganizer. They should then use the Internet or libraryto find an outline of England from this time periodand an atlas. Students should use the atlas to find theplaces they found in the selection and mark them in thecorrect locations in their outlines of England. While theymay not be able to locate all the places from the story,they should be able to find some. Students should thencombine their maps into a larger class map and createa key. When the map is complete, they should discusswhat they learned while creating it and how it affectstheir understanding of the story.

Unit 3

Speech to the Troops at TilburyMedia Literacy: Compare Speeches, page 7Students should conduct online research to locate andread other inspirational speeches. Students shouldthen choose one speech that appeals to them and thatprovides an interesting counterpoint to Queen ElizabethIs speech. Students should examine the two speeches,using the list of questions to guide them in their analysis.Students should then write a compare-and-contrastessay based on their findings.

Song (Go and catch a falling star) /

Meditation 17 (Perchance he for whom

this bell tolls) /from Devotions upon

Emergent OccasionsCollaborative Learning: Ask the Author,

page 8Students should familiarize themselves with biographicalmaterial on John Donne by reading backgroundinformation in the textbook and by conducting researchonline or in the library. Students should use the categorytopics listed in the table as reference points in theiranalysis of Donnes life and writings. Students shouldthen formulate clear, open ended, and comprehensiveinterview questions based on their findings in thesecategories.


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BRITISH TRADITION26 EMC Publishing, LLCExceeding the Standards: Extension Activities

Unit 4

The Tragedy of Macbeth, Act IILifelong Learning: Research the Effects of an

Assassination, page 9Students should choose a prominent individual from thenational or world community who has been assassinated.

Students should then investigate the circumstancesof the assassination as well as profile the victim andthe assassin. Students should consider the historical,political, social, legal, and emotional effects of theassassination and use the information that they havegathered to predict the immediate and long-term effectsof the assassination of King Duncan on Scotland andits citizens.

from The Tragical History of Doctor

FaustusCritical Literacy: Compare Soul-Selling

Themes, page 10Students should choose a literary or musicalcomposition that has a soul-selling theme similar tothe one found in the excerpt from TheTragical Historyof Doctor Faustus. Students can choose one of therecommended compositions or select one of their own(with teacher approval). Students should compare andcontrast their chosen compositions with the textbookexcerpt by using the questions to guide them in theiranalysis. Students should then draw Venn diagrams thatshow the similarities and differences between the twocompositions and share their comparative analyses with

their classmates.

Unit 5

from The Pilgrims ProgressCollaborative Learning: Create a Board

Game, page 11Students should work within small groups to designand create board games based on The PilgrimsProgress. Students should consider the type of gamethey would like to create, their intended audience, and

the objects of their games. Students should analyze thesettings, characters, plot, and symbolism of the tale anddetermine how they will use these literary elements intheir board game designs. Students should determine thetypes and number of playing pieces that will be neededfor their games and create these pieces. They should alsowrite clear, precise directions for their games and testeach others games by playing them.

from Gullivers Travels / A Modest

ProposalLifelong Learning: Write a Problem/Solution

Essay, page 12Students should choose a school issue that is interestingand important to them. Students should thenconduct research on their topics to provide them with

background knowledge on all facets of their chosen issue.Students should use the guiding questions provided inthe graphic organizer to help them focus their researchand create the content of their essays. Students shouldorganize their essays according to the format providedand should make any necessary revisions based on theirproofreading. Finally, students should submit theiressays to school or local newspapers.

Unit 6

LondonMedia Literacy: Compile an Anthology,

page 14Students should research Romantic poetry or prose thatis set in London. Students should apply their backgroundknowledge of the hallmarks of Romanticism as well asthe historical context of this period to their reading andunderstanding of the poems. Students should compileand organize their anthologies by following the statedguidelines.

Ozymandias / Ode to the West Wind /

To a SkylarkCritical Literacy: Analyze Themes, page 15Students should be familiar with theme and understandthat, quite often, selections have more than one theme.Many times these themes must be inferred. Studentsshould use the guidelines in the lesson to help them takenotes on the background information of the literarymovement and author as well as any textual evidencethat may point toward a particular theme. Studentsshould establish the unique, shared, and Romanticthemes of Shelleys three poems. Finally, studentsshould evaluate their theme analysis by answering the

questions provided.

Unit 7

The Darkling ThrushCritical Literacy: Conduct Literary Criticism,

page 17Students should apply biographical-historical criticismto the selection by conducting research to find theanswers to the questions provided. They should


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conclude that Hardy had a depressed, hopeless attitudetoward the events of the last century, which he expressesby personifying the century as a dead person. Events thatmay have led him to feel this way include the CrimeanWar in 1854, problems caused by the British occupationof Asia, the eruption of Krakatoa in 1883, Bloody Sundayriots in London in 1887, and murders by Jack the Ripperin 1888. Students should also discuss Hardys strong

connection to religion, his doubts regarding his faith,and the fact that he was estranged from his first wife.They should note that his view on life in general wasthat it was largely ruled by fate and was rife with socialinjustices.

The Mark of the BeastMedia Literacy: Create a Public Health

Brochure, page 18Students should create public health brochures onleprosy that reflect their knowledge of this chronicdisease. Students should use the categories listed in the

graphic organizer to focus their research and to gatherthe required information. Students should use theirresearch notes to help them write the content of theirbrochures in an organized and clear format. Studentsshould understand the overall design of a brochure andshould use a variety of textual and graphic elementsin their designs. Finally, students should review theirbrochures for effectiveness and to spot and correctany spelling or mechanical errors and then share theirbrochures with the class.

Unit 8

The SoldierCollaborative Learning: Compile a Poetry

Booklet, page 20Students should work with partners to compile bookletsof verse about World War I. Students should conductonline and library research to find the poets and poemsof this historical period that interest them. Based ontheir research findings, students should choose eitherchronological or thematic formats for their collections.Students should then compile their chosen poems andwrite introductory text (brief author biographies and

poem introductions) for all poems in their collections.Finally, students should assemble their booklets byarranging the materials, adding artwork, and designingfront covers.

The Second Coming / Sailing

to ByzantiumLifelong Learning: Develop a Rsum,

page 21Students should develop a rsum for William ButlerYeats in response to an open theater director position atthe University of Dublin. Using the rsum components

listed in the graphic organizer as a guide, students shouldconduct research on Yeatss life and take notes on theirfindings. Finally, students should follow the writing andediting guidelines for producing an effective rsum.

Unit 9

B. WordsworthMedia Literacy: Create a Poster, page 22Students should research the origin, history, andevolution of calypso music. They should become familiarwith the traditional melodies and lyrics of this type ofmusic, as well as the instruments that commonly makeup a calypso band. They should also understand thatcalypso music typically contains social commentaryand can have nonsense lyrics (bracket) or serious lyrics(ballode). After completing their research on calypsomusic, students should determine the content of theirmusic festival posters. Their posters should offer severaldifferent activities related to calypso music; for example,students may advertise a picong contest, a showing ofthe film Calypso, or steel drum lessons. After studentshave determined the content of their posters, they shouldcreate their designs by capturing the flavor of the calypso

music festival in lettering and graphics.

Telephone Conversation /from

Midsummer XXIIILifelong Learning: Present an Oral Report,

page 23Students should read through the background materialpresented on the Brixton riot of 1981 and shouldconduct research to find the causes and immediateand long-term effects of this incident. Students shoulddiscover that there were many underlying causes

that served as catalysts, including Brixtons poorsocioeconomic structure, high crime rate, and theidleness and frustration of its citizens due to a highunemployment rate. Students should also discover apolicing initiative whose intent to curb crime had theopposite effect on the citizens of Brixton. Studentsshould prepare oral reports of their findings and presentthem to their classmates.

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British Tradition, Vol 1 (Exercice Book)

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