Thursday, September 04, 2014

People, Places and Events in THE THINGS THEY CARRIED





People, Place and Events in THE THINGS THEY CARRIED 
  • What was the USS Maddox and why was it significant? 

  • What occurred in the Gulf of Tonkin on August 2, 1964?

  • What occurred in the Gulf of Tonkin on August 4, 1964, and why is it significant?
  • What was the Gulf of Tonkin Resolution and what did it authorize President Johnson to do? 

  • What was the stated reason for the existence of South East Asia Treaty Organization? 
  • What was the United States’ reason for its membership in S.E.A.T.O.?

  • What was the Cold War? Which countries were involved in the Cold War and why?
  • What were the years of its existence? 
  • What is Phi Beta Kappa?

  • 10. What is summa cum laude? 






Tuesday, September 02, 2014

Wednesday, September 3, 2014 American Literature THE THINGS THEY CARRIED

Agenda
Vocabulary:
Napalm is a mixture of gasoline and other substances, such as plastic compounds, which creates a jelly like substance that, when ignited,  adheres to surfaces, including human skin and will burn within ten minutes. Napalm can generate temperatures from 1, 500 to 2, 200 degrees fahrenheit, and very few human victims of napalm survive.

In 1965, American soldiers first used napalm in flame throwers to eliminate forests as hiding places for guerrilla fighters. Later, B-52 bombers began dropping napalm and other incendiary bombs, which were much more devastating than napalm's use in flame throwers. Throughout the duration of the war, 1965 - 1973, 8 million tons of bombs were dropped over Vietnam, more than three times the amount used in WWll.

 Napalm was manufactured by the Dow Chemical Company, a company which was selected by the Pentagon after seventeen other companies placed bids to manufacture the substance for the war effort.


There is an iconic photo of a little nine year old Vietnamese girl who had been hit by napalm, her clothes burned off by the searing heat of the chemicals, running screaming down a road with her brothers. In the background of the black and white photo are American soldiers sauntering down the road, seemingly oblivious to the horrors in front of them.

Read "How to Tell a True War Story"

Find all the references to listening in this story. Write them down.

What does Mitchell Saunders mean when he says, "Nobody listens!"

Read pages 81 - 82, from "To generalize about the war" to "...but now is not."
Reflect and write a response to the following questions:
When is someone the most alive and feels the deepest kinship with other living things?
Find the phrases on page 81 which supports the idea of a soldier's kinship with other living things.

Why does someone want justice and kindness and compassion in the world after going through battle?

Why does Rat Kiley shoot repeatedly at the water buffalo?

What does Mitchell Saunders mean when he says, "Well, that's Nam. Garden of Evil. Over here, man, every sin is real fresh and original."

Friday, August 29, 2014

September 2, 2014 - September 5, 2014 Weekly Agenda for American Literature










Tuesday, September 2nd:

Assign Vocabulary Workshop; Level F; Unit 2
Write out:
Definitions; pages 28 - 30
words; part of speech; definitions, brief phrase
Example:
1. Ameliorate (v.) to improve, make better, correct a flaw or shortcoming
    A hot meal can ameliorate the discomforts of even the coldest day.

Completing the Sentence; pages 31 - 32
Just write the correct vocabulary word.
For extra credit, write out the sentence.

Synonyms; page 31
Write the phrase, underline the bold-faced word and then write the correct vocabulary synonym
Example:
1. a buttinksy at their reunion: interloper

Antonyms; page 31
Write the phrase, underline the bold-faced word and then write the correct vocabulary antonym
Example:
16. external to the whole plan: intrinsic

Choosing the Right Word; page 33
Just write the correct vocabulary word.
For extra credit, write out the sentence.

Speaking Up; page 34
Write the phrase, the letter and the correct word
Example:
1. The meaning of aplomb is the letter and the word.

This will be due on Friday, September 5th.

Due today:
The one paragraph definitions, and/explanations and significance of the following events, objects or people:
USS MADDOX
The Gulf of Tonkin
The Gulf of Tonkin Resolution
The Geneva Accords
SEATO
The Cold War
Ho Chi Minh
Phi Beta Kappa
Summa Cum Laude

We will share our findings today.

Read THE THINGS THEY CARRIED 


Wednesday, September 3rd:
Read and work on reading journal of The Things They Carried 
Watch and take notes on the documentary "Dear America"

Thursday, September 4th:
Grammar Review:
Handouts on "Commas with Independent Clauses"
Finish for homework tonight, will be due on Monday, September
Read and work on reading journal of The Things They Carried 

Friday, September 5th:
Vocabulary Unit 2 is due today
Read and work on reading journals for The Things They Carried 




Vocabulary Workshop













Vocabulary Workshop; Unit 2
Write out:
Definitions; pages 28 - 30, 1- 20
words; part of speech; definitions, brief phrase
Example:
1. Ameliorate (v.) to improve, make better, correct a flaw or shortcoming
    A hot meal can ameliorate the discomforts of even the coldest day.

Completing the Sentence; pages 31 - 32, 1- 20
Just write the correct vocabulary word.
For extra credit, write out the sentence.

Synonyms; page 31, 1 - 15
Write the phrase, underline the bold-faced word and then write the correct vocabulary synonym
Example:
1. a buttinksy at their reunion: interloper

Antonyms; page 31, 16 - 20
Write the phrase, underline the bold-faced word and then write the correct vocabulary antonym
Example:
16. external to the whole plan: intrinsic

Choosing the Right Word; page 33, 1- 20
Just write the correct vocabulary word.
For extra credit, write out the sentence.

Speaking Up; page 34, 1 - 6
Write the phrase, the letter and the correct word
Example:
1. The meaning of aplomb is the letter and the word.

This will be due on Friday, September 5th.

Tuesday, August 26, 2014

Notes for THE THINGS THEY CARRIED (Pages 40 - 41)




THE TRUTH ABOUT TONKIN (www.usni.org/magazines/navalhistory)

THE GULF of TONKIN: Questions about the Gulf of Tonkin incidents have persisted for more than 40 years. But once-classified documents and tapes released in the past several years, combined with previously uncovered facts, make clear that high government officials distorted facts and deceived the American public about events that led to full U.S. involvement in the Vietnam War.

On 2 August 1964, North Vietnamese patrol torpedo boats attacked the USS Maddox (DD-731) while the destroyer was in international waters in the Gulf of Tonkin. There is no doubting that fact. But what happened in the Gulf during the late hours of 4 August—and the consequential actions taken by U.S. officials in Washington—has been seemingly cloaked in confusion and mystery ever since that night.

On the morning of 4 August, U.S. intelligence intercepted a report indicating that the communists intended to conduct offensive maritime operations in the Gulf of Tonkin. In contrast to the clear conditions two days earlier, thunderstorms and rain squalls reduced visibility and increased wave heights to six feet. In addition to the difficult detection conditions, the Maddox 's SPS-40 long-range air-search radar and the Turner Joy 's SPG-53 fire-control radar were both inoperative. 9 That night, Herrick had the two ships move out to sea to give themselves maneuver space in case of attack.
The Maddox nevertheless reported at 2040 that she was tracking unidentified vessels. Although the U.S. destroyers were operating more than 100 miles from the North Vietnamese coastline, the approaching vessels seemed to come at the ships from multiple directions, some from the northeast, others from the southwest. Still other targets appeared from the east, mimicking attacking profiles of torpedo boats. Targets would disappear, and then new targets would appear from the opposite compass direction.
Over the next three hours, the two ships repeatedly maneuvered at high speeds to evade perceived enemy boat attacks. The destroyers reported automatic-weapons fire; more than 20 torpedo attacks; sightings of torpedo wakes, enemy cockpit lights, and searchlight illumination; and numerous radar and surface contacts. By the time the destroyers broke off their "counterattack," they had fired 249 5-inch shells, 123 3-inch shells, and four or five depth charges. 10
Commander Stockdale was again in the action, this time alone. When his wingman's aircraft developed trouble, Stockdale got permission to launch solo from the Ticonderoga . He arrived overhead at 2135. For more than 90 minutes, he made runs parallel to the ships' course and at low altitude (below 2,000 feet) looking for the enemy vessels. He reported later, "I had the best seat in the house to watch that event and our destroyers were just shooting at phantom targets—there were no PT boats there . . . there was nothing there but black water and American firepower." 11
Captain Herrick also began to have doubts about the attack. As the battle continued, he realized the "attacks" were actually the results of "overeager sonar operators" and poor equipment performance. The Turner Joy had not detected any torpedoes during the entire encounter, and Herrick determined that the Maddox 's operators were probably hearing the ship's propellers reflecting off her rudder during sharp turns. 12 The destroyer's main gun director was never able to lock onto any targets because, as the operator surmised, the radar was detecting the stormy sea's wave tops.
By 0127 on 5 August, hours after the "attacks" had occurred, Herrick had queried his crew and reviewed the preceding hours' events. He sent a flash (highest priority) message to Honolulu, which was received in Washington at 1327 on 4 August, declaring his doubts: "Review of action makes many reported contacts and torpedoes fired appear doubtful. Freak weather effects on radar and overeager sonarmen may have accounted for many reports. No actual visual sightings by MADDOX. Suggest complete evaluation before any further action taken." 13

THE TONKIN GULF RESOLUTION (www.historylearningsite.co.uk/gulf_tonkin
To gain intelligence as to the naval strength of the North Vietnamese, American naval destroyers were sent into North Vietnamese waters. On August 2nd 1964, three North Vietnamese torpedo boats fired on the ‘USS Maddox’ in the Gulf of Tonkin. ‘Maddox’ defended itself and fired back, hitting all three torpedo boats. One of them sank. The US destroyer then sailed back to international waters. On August 3rd, Captain Herrick, commander of the ‘Maddox’, was ordered back into the Gulf of Tonkin and he again radioed that his ship was under attack once it had sailed into North Vietnamese waters. However, a later message contradicted this and in the second radio message, Herrick claimed that his men had over-reacted and that freak weather action may have led his men to make mistakes. The final sentence in the second message was telling:

“Suggest complete evaluation before further action.”

Johnson and his advisors ignored this second message. The President ordered the bombing of four known North Vietnamese torpedo-boat bases and an oil storage depot. What Johnson needed to do was to convince the US public (and the future voters in the November 1964 Presidential election) that this was a deliberate attack on US forces. In this task he was supported by major media concerns. The ‘New York Times’ carried the headline:

‘US planes attack North Vietnam bases: President orders limited retaliation after communist’s torpedo boats renew raids. Reds driven off.”

When Johnson spoke to the American people, he said:

“Repeated acts of violence against the armed forces of the United States must be met not only with alert defence, but with a positive reply. That reply is being given as I speak tonight.”

Johnson’s decision to bomb military targets in North Vietnam received overwhelming backing from Congress in what was known as the ‘Gulf of Tonkin Resolution’. In the House, 416 supported the President with no dissenters. In the Senate, 88 supported Johnson and only 2 did not. The resolution authorised the President to take all necessary measures against North Vietnam.


Johnson believed that an overwhelming show of force by the American Air Force would persuade Ho Chi Minh to cut off all aid to the NLF (National Front for the Liberation of South Vietnam). He was wrong.  

SEATO (history.state.gov/milestones/1953-1960)
In September of 1954, the United States, France, Great Britain, New Zealand, Australia, the Philippines, Thailand and Pakistan formed the Southeast Asia Treaty Organization, or SEATO.
SEATO Meeting in Manila
The purpose of the organization was to prevent communism from gaining ground in the region. Although called the “Southeast Asia Treaty Organization,” only two Southeast Asian countries became members.
Most of the SEATO member states were countries located elsewhere but with an interest in the region or the organization. Australia and New Zealand were interested in Asian affairs because of their geographic position in the Pacific. Great Britain and France had long maintained colonies in the region and were interested in developments in the greater Indochina region.  Finally, U.S. officials believed Southeast Asia to be a crucial frontier in the fight against communist expansion, so it viewed SEATO as essential to its global Cold War policy of containment.
Headquartered in Bangkok, Thailand, SEATO had only a few formal functions. It maintained no military forces of its own, but the organization hosted joint military exercises for member states each year. As the communist threat appeared to change from one of outright attack to one of internal subversion, SEATO worked to strengthen the economic foundations and living standards of the Southeast Asian States. It sponsored a variety of meetings and exhibitions on cultural, religious and historical topics, and the non-Asian member states sponsored fellowships for Southeast Asian scholars.
Beyond its activities, the SEATO charter was also vitally important to the American rationale for the Vietnam War. The United States used the organization as its justification for refusing to go forward with the 1956 elections intended to reunify Vietnam, instead maintaining the divide between communist North Vietnam and South Vietnam at the 17th parallel. As the conflict in Vietnam unfolded, the inclusion of Vietnam as a territory under SEATO protection gave the United States the legal framework for its continued involvement there.
GENEVA ACCORDS (www.history.com)
In an effort to resolve several problems in Asia, including the war between the French and Vietnamese nationalists in Indochina, representatives from the world's powers meet in Geneva. The conference marked a turning point in the United States' involvement in Vietnam.
Representatives from the United States, the Soviet Union, the People's Republic of China, France, and Great Britain came together in April 1954 to try to resolve several problems related to Asia. One of the most troubling concerns was the long and bloody battle between Vietnamese nationalist forces, under the leadership of the communist Ho Chi Minh, and the French, who were intent on continuing colonial control over Vietnam. Since 1946 the two sides had been hammering away at each other. By 1954, however, the French were tiring of the long and inclusive war that was draining both the national treasury and public patience. The United States had been supporting the French out of concern that a victory for Ho's forces would be the first step in communist expansion throughout Southeast Asia. When America refused France's requests for more direct intervention in the war, the French announced that they were including the Vietnam question in the agenda for the Geneva Conference.
Discussions on the Vietnam issue started at the conference just as France suffered its worst military defeat of the war, when Vietnamese forces captured the French base at Dien Bien Phu. In July 1954, the Geneva Agreements were signed. As part of the agreement, the French agreed to withdraw their troops from northern Vietnam. Vietnam would be temporarily divided at the 17th parallel, pending elections within two years to choose a president and reunite the country. During that two-year period, no foreign troops could enter Vietnam. Ho reluctantly signed off on the agreement though he believed that it cheated him out of the spoils of his victory. The non-communist puppet government set up by the French in southern Vietnam refused to sign, but without French support this was of little concern at the time. The United States also refused to sign, but did commit itself to abide by the agreement. Privately, U.S. officials felt that the Geneva Agreements, if allowed to be put into action, were a disaster. They were convinced that national elections in Vietnam would result in an overwhelming victory for Ho, the man who had defeated the French colonialists. The U.S. government scrambled to develop a policy that would, at the least, save southern Vietnam from the communists. Within a year, the United States had helped establish a new anti-communist government in South Vietnam and began giving it financial and military assistance, the first fateful steps toward even greater U.S. involvement in Vietnam.
HO CHI MINH (www.bbc.co.uk/history)
Ho Chi Minh led the Vietnamese nationalist movement for more than three decades, fighting first against the Japanese, then the French colonial power and then the US-backed South Vietnamese. He was President of North Vietnam from 1954 until his death.
Ho Chi Minh (originally Nguyen That Thanh) was born on 19 May 1890 in Hoang Tru in central Vietnam. Vietnam was then a French colony, known as French Indo-China, but under the nominal rule of an emperor. Ho's father worked at the imperial court but was dismissed for criticising the French colonial power.
In 1911, Ho took a job on a French ship and travelled widely. He lived in London and Paris, and was a founding member of the French communist party. In 1923, he visited Moscow for training at Comintern, an organisation created by Lenin to promote worldwide revolution. He travelled to southern China to organise a revolutionary movement among Vietnamese exiles, and in 1930 founded the Indo-Chinese Communist Party (ICP). He spent the 1930s in the Soviet Union and China.
After the Japanese invasion of Indo-China in 1941, Ho returned home and founded the Viet Minh, a communist-dominated independence movement, to fight the Japanese. He adopted the name Ho Chi Minh, meaning 'Bringer of Light'.
At the end of World War Two the Viet Minh announced Vietnamese independence. The French refused to relinquish their colony and in 1946, war broke out. After eight years of war, the French were forced to agree to peace talks in Geneva. The country was split into a communist north and non-communist south and Ho became president of North Vietnam. He was determined to reunite Vietnam under communist rule.
By the early 1960s, North Vietnamese-backed guerrillas, the Vietcong, were attacking the South Vietnamese government. Fearing the spread of communism, the United States provided increasing levels of support to South Vietnam. By 1965, large numbers of American troops were arriving and the fighting escalated into a major conflict.
Ho Chi Minh was in poor health from the mid-1960s and died on 2 September 1969. When the Communists took the South Vietnamese capital Saigon in 1975 they renamed it Ho Chi Minh City in his honour.
The Cold War is the name given to the relationship that developed primarily between the USA and the USSR after World War Two. The Cold War was to dominate international affairs for decades and many major crises occurred - the Cuban Missile Crisis, Vietnam, Hungary and the Berlin Wall being just some. For many, the growth in weapons of mass destruction was the most worrying issue.

A clash of very different beliefs and ideology - capitalism versus communism - each held with almost religious conviction, formed the basis of an international power struggle with both sides vying for dominance, exploiting every opportunity for expansion anywhere in the world.
Note that USSR in 1945 was Russia post-1917 and included all the various countries that now exist individually (Ukraine, Georgia etc) but after the war they were part of this huge country up until the collapse of the Soviet Union (the other name for the USSR).
Logic would dictate that as the USA and the USSR fought as allies during World War Two, their relationship after the war would be firm and friendly. This never happened and any appearance that these two powers were friendly during the war is illusory.
Before the war, America had depicted the Soviet Union as almost the devil-incarnate. The Soviet Union had depicted America likewise so their ‘friendship’ during the war was simply the result of having a mutual enemy - Nazi Germany. In fact, one of America’s leading generals, Patton, stated that he felt that the Allied army should unite with what was left of the Wehrmacht in 1945, utilise the military genius that existed within it (such as the V2’s etc.) and fight the oncoming Soviet Red Army. Churchill himself was furious that Eisenhower, as supreme head of Allied command, had agreed that the Red Army should be allowed to get to Berlin first ahead of the Allied army. His anger was shared by Montgomery, Britain’s senior military figure.
So the extreme distrust that existed during the war, was certainly present before the end of the war……..and this was between Allies. The Soviet leader, Joseph Stalin, was also distrustful of the Americans after Truman only told him of a new terrifying weapon that he was going to use against the Japanese. The first Stalin knew of what this weapon could do was when reports on Hiroshima got back to Moscow.
So this was the scene after the war ended in 1945. Both sides distrusted the other. One had a vast army in the field (the Soviet Union with its Red Army supremely lead by Zhukov) while the other, the Americans had the most powerful weapon in the world, the A-bomb and the Soviets had no way on knowing how many America had.
So what exactly was the Cold War?
In diplomatic terms there are three types of war.
Hot War : this is actual warfare. All talks have failed and the armies are fighting.
Warm War : this is where talks are still going on and there would always be a chance of a peaceful outcome but armies, navies etc. are being fully mobilised and war plans are being put into operation ready for the command to fight.
Cold War : this term is used to describe the relationship between America and the Soviet Union 1945 to 1980. Neither side ever fought the other - the consequences would be too appalling - but they did ‘fight’ for their beliefs using client states who fought for their beliefs on their behalf e.g. South Vietnam was anticommunist and was supplied by America during the war while North Vietnam was pro-Communist and fought the south (and the Americans) using weapons from communist Russia or communist China. In Afghanistan, the Americans supplied the rebel Afghans after the Soviet Union invaded in 1979 while they never physically involved themselves thus avoiding a direct clash with the Soviet Union.
Phi Be·ta Kap·pa
ˈfī ˈbātə ˈkapə/
noun
noun: Phi Beta Kappa
  1. an honorary society of college and university undergraduates and some graduates to which members are elected on the basis of high academic achievement.
  • a member of Phi Beta Kappa.plural noun: Phi Beta Kappas


SUMMA CUM LAUDE (Merriam-Webster) with highest distinction. This is awarded to graduating seniors with a g.p.a. of 3.85 or higher.




Sunday, August 24, 2014

August 25, 2014 - August 28th, 2014 Agenda for 11th Grade American Literature











Monday, August 25th:
Go over Unit One Vocabulary homework
Creative writing assignment is due today:
Create three distinct characters and how the contents of their purse, or wallet, or brief case or back back, describe them as people.
You may either write one paragraph (about one-third to one half page) per character and make them unrelated or combine them into one story.
Read THE THINGS THEY CARRY
2nd Period:
Look up the following words from pages 40 - 41 and identify what or who the following are and their significance. Write a brief description of what they are. You may use websites but be certain to use more than one website to achieve a balanced view:
USS Maddox
Gulf of Tonkin
Ho Chi Minh
Geneva Accords
Seato
Cold War

Phi Beta Kappa
Summa Cum Laude

Tuesday, August 26th:
Shortened day
Share some of the creative writing
Read THE THINGS THEY CARRY

Wednesday, August 27th:
Read THE THINGS THEY CARRY
Discussion

Thursday, August 28th:
Read THE THINGS THEY CARRY
Documentary: "Dear America"

Saturday, August 16, 2014

Keeping Track of THE THINGS THEY CARRIED




Creating a Chart

Create a chart of each character and the things he carried in his backpack.

Example:

Kiowa:
hatchet
bible
moccasins

What do the contents of Kiowa's backpack reveal about him?

Creating Characters by the Things They Carry



Writing Assignment:

Create three characters by describing the contents of their purse, their back pack, their brief case. Each character should have at least one paragraph and the contents of her/his purse, back pack or brief case should be specific and illustrative of that character. Surprises are always welcome.

The students bring in their own purses, backpacks, brief cases and describe the items and the significance of the contents.

August 18, 2014 - August 22, 2014 American Literature

Monday, August 18th:
Pass out and go over the class syllabus
Briefly review the vocabulary assignment, Unit 1, due Tuesday, August 19th
Read Tim O'Brien's The Things They Carried
For first period: change the item that the men carry and discuss how that changes the personality of the character.  For example: What if Kiowa carried a koran rather than a bible?
Construct a chart with each character's name and the things he carried.

Tuesday, August 19th:
Collect Vocabulary Workshop: Level F, Unit 1
Continue reading The Things They Carried
Homework Assignment:
Create three characters, describe who and what they are by what they are carrying in their purse, their backpack or their briefcase.  This will be due on Thursday, August 21st.

Wednesday, August 20th:
Continue reading The Things They Carried
Continue with dialectical journals
Speakers from CTG regarding internships

Thursday, August 21st:
Assign Creative Writing:
Create three characters, describe who and what they are by what they are carrying in their purse, their backpack or their briefcase.  This will be due on Monday, August 25th.
Read The Things They Carried 

Friday, August 22nd:
Go over Unit One Vocabulary
Show dvd "Dear America: Letters from Vietnam"
Continue reading




Thursday, June 10, 2010

How to Do Quotations


How to Do Quotations:

You must use at least three quotations from THE THINGS THEY CARRIED. One of the quotations must be embedded; the other one must be a block quotation.

Example of embedded quotation:

Tim O’Brien believes that the men were not operating from courage but rather from a deep-seated fear of shame. He states,”They carried the common secret of cowardice barely restrained, the instinct to run or freeze or hide….” This fear of losing face in front of their soldier-brothers was perhaps the “heaviest burden of all…” for it was a burden that one could never put down and that required “perfect balance and posture.”

How to use quotations within quotations:

O’Brien’s character Rat Kiley “listened for a time, then shook his head.’Man, you must be deaf. She’s already gone.’”
To show a quotation within a quotation, you use a single quotation mark to set off the quotation within the quotation. Then when you are finished with the larger quotation, you use the regular two quotation marks.

David Lee quotes from Shakespeare when he writes in his daily column that “everyone should abide by their own inner law and ‘to thy own self be true.’”

Block quotation:

O’Brien writes:

They carried all the emotional baggage of men who might die.
Grief, terror, love, longing – these
were intangibles, but the intangibles
had their own mass and specific gravity, they had tangible weight.
(page 21)

From this powerful quotation we learn that this is where O’Brien gets the title of his book.

If the quotation is longer than three lines, you must use block quotations.

For block quotations, you must skip a line from the paragraph, indent 12 spaces and use single space. Do not use quotations marks in a block quotation.

To cite the quotation simply put the page number in parentheses. (page 429)

Wednesday, June 09, 2010


Weekly Agenda for Contemporary Composition

June 7, 2010 – June 11, 2010

Wednesday, June 9th:
EVERYONE MUST DO THIS:
Work on the essay for THE THINGS THEY CARRY by Tim O’Brien. This essay, which must include quotations from the book, will be due on Friday, June 11th. There are six prompts to choose from and are listed on the blog for this class, 11th grade English.

Also due on Friday, June 11th are all your books for this class, including THE THINGS THEY CARRY. The books are Vocabulary Workshop, Level F; the grammar book, WRITERS CHOICE; the text book INTEGRATED STUDIES.



FOR YOUR FINAL (which is Thursday, June 17th):

You will write an essay based on the readings from DEAR AMERICA: LETTERS HOME FROM VIETNAM and from LAST NIGHT I DREAMED OF PEACE: The Diary of Dang Thuy Tram. This will be a compare and contrast essay comparing the war experiences of the American G.I. and the young female Viet Cong doctor. How are they alike? How are they different? Compare their attitudes about what they are fighting for. Is it always clear to the American G.I. what he is fighting for? How are they culturally different?

Or:

You may do a presentation on the two readings we did. This may include:
A power point presentation (minimum of five slides); the power point should include some photos. You should also have note cards.
A short (no more than 20% of your total presentation) video or dvd documentary on the war.
Music from the period.
An aspect of the war not covered in the readings:
“Fragging”
Drug use among the American G.I.’s in Vietnam compared with the VietCong.

The presentation must be typed out neatly and presented to me on the day of the presentation.

Students who are doing power point presentations for their finals:

Pablo
Libby
Ellada (maybe)
Dominique
Jessica
Malaysia
Jesus (maybe)
Cesi
Heady
Maryori (maybe)
Mihran (maybe)
Iggy (maybe)

Monday, June 07, 2010


AP ENGLISH LITERATURE SUMMER ASSIGNMENT

Welcome to AP Literature and Composition. Completion of the summer assignment given below is required for participation in the course during the 2010 - 2011 school year. The novels are widely available and may be checked out from your local library or purchased on your own. Students will be required to read two of the following novels and prepare two short analysis papers. There are four novels; you must choose two (any two) of the following four novels. In addition, students should be ready to discuss, write about and/or take an objective exam during the first week of school on the two books you have read.

THE HANDMAID'S TALE

CATCH-22

BRAVE NEW WORLD

1984

WRITTEN ANALYSIS ASSIGNMENT: After reading each novel, complete a short analysis paper. Please note that an analysis must be completed for the two novels you have read. These papers should reflect your own, original thought. The analysis papers are due on the first day of school.

ANALYSIS INSTRUCTION: Choose a two to five page excerpt from the novel that illustrates a key literary element that is essential to an understanding of the text as a whole. This literary element might be the speaker or author's voice, an instance of character development, the novel's symbolism, dialogue, diction, imager or some other literary focus that plays a significant role in developing the novel's theme or message. Photocopy or type the excerpt you have chosen and include it with your analysis.

Write a two-page, typed, double-spaced essay identifying and analyzing the literary element you have chosen, and how it supports the novel's theme. Use short quotations or examples from the excerpt to support your argument.

Essay Topics for The Things They Carried


Essay topics for THE THINGS THEY CARRIED:

1. "The Man I Killed" is the only story that focuses primarily on a Vietnamese character. Why does this shift in focus occur in this particular story? Why are Vietnamese characters largely absent from the rest of the text?

2. Although the work is supposedly about the Vietnam conflict, the final story focuses not on the war but on an episode from O'Brien's childhood. Discuss how this story relates to the stories of the war. What is O'Brien's purpose in ending his collection of stories this way?

3. What do the terms "story-truth" and "happening-truth" mean in the context of the book? How do they differ?

4. Although THE THINGS THEY CARRIED contains a story called "The Man I Killed", it is unclear whether O'Brien actually killed anyone in Viet Nam. What purpose does this ambiguity serve?

5. How does shame fit into O'Brien's portrayal of the war experience?

6. Discuss the structure of the work. Do the stories progress in a linear manner? How does the work's fragmented style contribute to the themes that run through the stories?

7. Compare and contrast Tim O'Brien's and Dang Thuy Tram's attitude towards the war. Dang Thuy Tram was the North Vietnamese doctor who died, along with her patients, in a remote medical camp in a firefight with the Americans. Her journal, which chronicled Dang Thuy Tram's daily struggles of trying to heal the sick and wounded while under constant bombardments, with constant traveling, and inadequate medical supplies, was recovered after the firefight, and after many years of great effort by many people both in the U.S. and Vietnam, was translated and published under the title of Last Night I Dreamed of Peace. 

Sunday, May 16, 2010

May 17, 2010 - May 21, 2010 Weekly Agenda for Contemporary Composition


May 17, 2010 - May 21, 2010
Weekly Agenda for Contemporary Composition




Monday, May 17th:
4th Period: 2:25 - 3:13 p.m. (48 minutes)
Go over grammar homework: gerunds, participles and infinitives, etc.
Read THE THINGS THEY CARRIED

Tuesday, May 18th:
No fourth period today due to CST.

Wednesday, May 19th:
No fourth period today due to CST
Share "The Things Students Carried"
Read THE THINGS THEY CARRY

Thursday, May 20th:
Fourth period 11:57 - 12:45 p.m. (48 minutes)
Share the "Things the Students Carried"
Read THE THINGS THEY CARRIED

Friday, May 21st:
Read THE THINGS THEY CARRIED

Monday, May 10, 2010

Grammar; Writer's Choice:Infinitives









Writer’s Choice: Infinitives
Page 522; exercises 12, 13, 14
To talk: hablar
She loves to talk.
Conjugated verb to talk:
She always talks.
You talk too much.
Infinitive form of the verb:
To talk
To exercise twenty minutes a day is not enough. (subject)
No one wishes to volunteer. (direct object)
Their decision was to merge. (predicate nominative)
Their decision is the subject.
Verb: was (to be form of the verb)
To be
I am (first person form of the verb to be)
You are
He is
We are
They are
To be:
Is, were, was, am
Predicate: is everything that is not the subject. It includes the verb.
The predicate nominative is the noun that occurs in the predicate and that completes the subject.
My favorite animal is a cat.
Subject: My favorite animal
Predicate: is a cat.
Cat is the predicate nominative.
Infinitive: always begins with a “to”.
Object of a preposition: follows the preposition.
A preposition is anything a kitten can do to a table.
In, into, on, around, through, over, under the table, sit behind, inside, above, beside
If a noun follows a preposition, it cannot be the subject.

Pages 522; exercise 13:

1. infinitive phrase: To measure the depths – subject
2. infinitive phrase: to unlock the secrets –
begun is a verb – direct object.

Friday, April 30, 2010

May 3, 2010 - May 7, 2010 Weekly Agenda for Contemporary Composition

MAY 3, 2010 – MAY 7, 2010
WEEKLY AGENDA FOR CONTEMPORARY COMPOSITION

Monday, May 3rd:
CST released test
Read THE THINGS THEY CARRIED

Tuesday, May 4th:
Shortened day
Using your Unit 7 vocabulary words, write five sentences using participial or gerund phrases.
Read THE THINGS THEY CARRIED

Wednesday, May 5th:
Assign Unit 8 Vocabulary; this will be due on Wednesday, May 12th.
Read THE THINGS THEY CARRY

Thursday, May 6th:
Please bring your WRITER’S CHOICE book today; pages 521 - 522; "Infinitives and Infinitive Phrases"; exercises 12, 13, and 14; this assignment will be due on Tuesday, May 11th:
Read THE THINGS THEY CARRY

Friday, May 7th:
CST released test
Read THE THINGS THEY CARRY

Friday, April 23, 2010

Grammar: Gerunds and Participles


GERUNDS and PARTICIPLES

A gerund is a verb that ends in ing and is used as a noun.
Walking and swimming are our favorite forms of exercise.
A gerund phrase is a phrase with a gerund and any complements.
Example:
Waiting in line always makes me impatient.

A participle is a verb that ends with an ing or an ed and is used as an adjective.
Rising prices are hurting the middle class.
To rise is a verb; add an ing to it and put it before a noun and it becomes a participle.

If the verbal comes before a noun, chances are it is a participle.
Example: Katrina was a devastating hurricane.

Exercise 10; page 520; copy the verbal phrase from sentences 1 – 20; Identify it as either a gerund phrase or a participial phrase.

Exercise 11; page 520; select five of the gerund phrases from the sentences from exercise 10 and create your own sentences from them. Make sure they are gerund phrases (used as nouns) and not participial phrases (used as adjectives).

This will be due on Tuesday, April 27th.

Thursday, April 22, 2010

April 26, 2010 - April 30, 2010 Weekly Agenda for Contemporary Composition


April 26, 2010 - April 30, 2010
Weekly Agenda for Contemporary Composition

Monday, April 26th:
Warm-ups:
CST released test
Finish the sharing of "The Things My Classmates Carry"
Creative Writing Assignment:
Write a paragraph modeled on Tim O'Brien's THE THINGS THEY CARRIED
Choose five high school students (they can be real, people you know, or they can be fictional) and write three things they carry in their purses or their backpacks. Each item should reveal something about themselves.
This creative writing assignment will be due on Thursday, April 29th.
Read THE THINGS THEY CARRIED

Tuesday, April 27th:
Shortened Day
Your Writer's Choice is due today; Gerunds and gerund phrases; pages 519 - 520; exercises 10 - 11. Go over in class.
Read THE THINGS THEY CARRIED

Wednesday, April 28th:
Warm-up:
CST released test
Read THE THINGS THEY CARRIED

Thursday, April 29th:
Share with the class your creative writing assignment:"The Things My Classmates Carry".
Read THE THINGS THEY CARRIED

Friday, April 30th:
Warm-up:
Write five sentences with gerunds using five words from you Unit 7 vocabulary.
Read THE THINGS THEY CARRIED

Friday, April 16, 2010

April 19, 2010 - April 23, 2010 Weekly Agenda for 11th Contemporary Composition










April 19, 2010 - April 23, 2010
Weekly Agenda for 11th Contemporary Composition

Monday, April 19th:
CST Warm-ups
Go over Unit 7 Vocabulary
Begin reading THE THINGS THEY CARRIED

Tuesday, April 20th:
CST Warm-ups
Begin reading THE THINGS THEY CARRIED

Wednesday, April 21st:
CST Warm-ups
Bring in backpack or purse with personal items. Share with the rest of class.
Write a paragraph modeled on the paragraph in THE THINGS THEY CARRIED.
Read THE THINGS THEY CARRIED.

Thursday, April 22nd:
CST Warm-ups
Please bring your WRITER’S CHOICE grammar book. Gerunds and gerund phrases will be assigned today. Pages 519 - 520; exercises 10 and 11 will be due on Tuesday, April 27th.
Read THE THINGS THEY CARRIED.

Friday, April 23rd:
CST Warm-ups
Read THE THINGS THEY CARRIED.

Tuesday, April 13, 2010


IN ANOTHER COUNTRY
BY ERNEST HEMINGWAY
PAGE 579
SETTING:
MILAN: A CITY IN THE NORTHERN PART OF ITALY.
DURING WORLD WAR 1; 1914 – 1918

Examples of loneliness and isolation:
The cold wind; the dark streets, the warm glow of the restaurants filled with laughing Italian couples, which exclude the five soldiers walking in the dark on the sidewalk.
The dead animals, the “game”, the deer, the foxes and the birds hanging in the chill wind. the wind is ruffling the foxes’ fur and powdering it with snow.
The soldiers, all officers, are hated by the Italians and jeered at.
The soldiers are wounded and “no longer go to the war”. They go to a hospital each day where they work on miracle machines which will restore their bodies. But they are not working.
The three men are “hawks”. Hawks are predatory animals, birds of prey, which imply strength, courage, brutality. The narrator and the young man whose face was blown off during his first hour on the battle field are not hawks.
There is a distance within the group between the hawks and the other two.
There is a major with a withered hand who is using the machines, but he does not have much faith. The major was Italian.
The narrator was learning Italian from the major.
Why did the major continue with the treatments if he didn’t believe in them?
The machines were new and he was part of the test study.
It was a routine and it provided him with companionship.
He didn’t like it b/c if his hand is cured he will be returned to the war.
Do you do things you don’t believe in?
Why do you think the major is angry one day?
You should never place yourself in a position where you can lose something that you love. Therefore, according to the major, a man should never marry.
His wife died. She is very young.
This is situational irony. It is the middle of the war with a great deal of death, but this young, beautiful and rich woman dies – unexpectedly.
What were the photographs of?
Before and after photos of hands that had been mangled and photos of the hands after they were healed.
The photos were fake.
The machine represented repetition for the major. It was a source of comfort, a comfort zone for him. It also gave him something to do.
Existentialism: the philosophy that we are in charge of our lives; that the universe is indifferent to our lives and to our suffering; that we must find meaning and purpose to our lives. God, if he exists, will not tell us. It is our responsibility to determine our moral codes, and the meaning and purpose of our lives.

Where did the photographs come from?

Go back through the story and find one example which shows each man’s loneliness or isolation:
The three “hawks”
The fourth soldier whose nose was blown off during his first hour on the front line.
The narrator
The major.