March 6th, 2013

3/16/13

In Class:
Journal-- "One day you will realize that material things mean nothing. All that matters is the well-being of the people in your life." - Leon Brown

Students completed "A Somewhat Brief Survey on Modern Literature -- Living Rebellion" (feedback on course and instructor).

Student presentations from Keegan M., Anna M., and Lily R.

Independent work time to catch up on missing assignments or finish finals.

Exit ticket: What grade do you think you deserve in this course?

Homework:
Be rebellious over break!

March 4th, 2013

3/4/13

In Class:
Journal--  Describe one way in which Stalin's USSR is similar to/different from INGSOC's Oceania.

Screened and discussed "Olya Povlatsky" in regards to contemporary effects of Stalinism on the culture and living conditions of Russian citizens.

Screened and discussed "Khalid Sheikh Mohammed's Trial at Gitmo" in connection to torture, forced confessions, habeus corpus, and censorship in 1984 and the USSR.

Jesus H. and Angel M. presented on the connections between Oceania and Nazi-era Germany.

Independent work time to: finish missing work (essays, golden lines, journals, etc.) and prepare presentations.

Note: Please return 1984 when you have completed your final!

Exit Ticket: How will you celebrate your freedom over the upcoming break?

Homework:
Finish any missing work.
Finalize presentation.

February 27th, 2013

2/27/13

In Class:
[15 minutes to print, polish, and proofread essays.]
Journal--  Respond to the following quote: "Even if you are a minority of one, the truth is the truth." - Mahatma Gandhi

Finished Declassified: Joseph Stalin, including worksheet and class discussion. Instructor will collect worksheets on Monday, March 4th.

Students worked independently on missing work (missing journal entries, work included on individual missing work reports, final essays, golden lines) or on final presentations for next week.

Homework:
Prepare final presentations.
Catch up on any missing work.

February 25th, 2013

2/25/13

In Class:
Journal--  What is the significance of Winston's intellectual transformation at the end of 1984?

Watched and discussed first section of Declassified: Joseph Stalin and completed corresponding worksheet.

Students worked independently research, composition, and revision for final projects.

Homework:
Finish essay.
Finish golden lines.

February 22nd, 2013

2/22/13

In Class:
Journal--  "The death of one man is a tragedy. The death of millions is a statistic." - Joseph Stalin

Mini-lesson on proper research citation in MLA format.

Students worked independently on research, composition, and revision for final projects.

Reviewed important due dates:
Final project essay due Wednesday, February 27th.
Golden Lines due Wednesday, February 27th.
Presentations completed on or before Wednesday, March 8th.
All missing work submitted by Wednesday, March 8th.
Final journal collection on Thursday, March 9th, at 3:00 PM.

Exit ticket: What percentage of your golden lines have you finished?

Homework:
Finish golden lines by Wednesday.
Finish essay by Wednesday.

February 20th, 2013

2/20/13

In Class:
Journal--  The Judeo-Christian model of moral behavior, the Ten Commandments, identifies 10 essential rules of virtue and goodness: You shall...
...have no other gods before me.
...not make for yourself an idol.
...not take the Lord’s name in vain.
...remember the Sabbath day.
...honor your father and mother.
...not commit adultery.
...not steal.
...not lie.
...not kill.
...not covet.
Which of these standards are enforced by our legal code? Which are enforced by our social standards? Do you consider these ideas to be essential to being a ‘good person?’

Defined and discussed terms of morality in sociological context: norm, folkway, more, taboo, law, moral, immoral, amoral.

Read "A Modest Proposal" by Jonathon Swift. Discussed the social construction of morality, especially in relation to 'orthodoxy' in 1984.

Addressed questions on final projects so far.

Exit Ticket: When is your essay due?

Homework:
Keep working on final.
Polish golden lines.

February 13th, 2013

2/13/13

In Class:
Journal--  Respond to the following quote: "Hate the sin; love the sinner." - Mahatma Gandhi

Read and discussed "You and the Atomic Bomb" by George Orwell in context of 1984 and the Cold War.

Reviewed final project deadlines: essay due two weeks from today! (Wednesday, February 27th)

Exit ticket: Who should be allowed to have an atomic bomb?

Homework:
Finish 1984 by Wednesday.

Note: we will not have class on Monday, February 18th (President's Day). We will meet instead on Wednesday and Friday next week.

February 11th, 2013

2/11/13

In Class:
Journal--  Revisit Goldstein's discussion of "War is Peace" (164-77). What is the purpose of sustained war in Oceanic society?

Class jigsaw activity in Russian Revolution history covering Joseph Stalin, Vladimir Lenin, The Bolsheviks & the October Revolution, and Russian Civil War (1917-1922). Discussed information and relevance to the establishment of the USSR. [Get notes from a classmate.]

Exit Ticket: Why does 'hope lie in the proles'?

Homework:
Read through p 232 of 1984 by Wednesday.
Make sure you are keeping golden lines!

February 4th, 2013

2/4/13

In Class:
Journal--  Describe how Julia is simultaneously orthodox and unorthodox by the standards of Big Brother. Do you think this is more or less effective than direct rebellion?

Seminar discussion of 1984.

In-class time to work on project proposals and research.

Exit ticket: List at least three terms/words from 1984 that are unique to the book (e.g., doublethink). Think of terms especially that you might be having trouble understanding.

Homework:
Read through p. 178 of 1984 by Wednesday.
Make sure you have all 8 journal entries by Thursday at 3 PM.
Project proposals due Wednesday by 10:40 AM.
Catch up on any missing work.

Midterm and Final Project

Modern Literature – Final Project

Due dates:

Proposal — Wednesday, February 6^th, 2013 (*Note: This will be your ‘midterm’)

Essay — Wednesday, February 27^th, 2013

Presentation — on or before March 6^th, 2013

In order to expand your knowledge of literature’s context in our culture, you will engage in a research project and presentation on 1984 by George Orwell. This exercise will both extend your interpretation of the novel and also foster your growth in critical thinking overall.

Assignment:

For this project, you will identify and research an actual oppressive, overreaching, authoritarian, or totalitarian government from history or from the present. Examples include, but are not limited to, the following:

·      Republic of Sudan	·      Democratic People’s Republic of [North] Korea
·      People’s Republic of China	·      United States of America
·      Republic of Cuba	·      Union of Soviet Socialist Republics
·      Islamic Republic of Iran	·      Greater German Reich
·      State of Libya	·      United Kingdom/British Empire
…and many more.

You should choose a country and government you are interested in learning more about; while many countries have very interesting histories of government, find one that you genuinely care about.

Part One: Proposal

By Wednesday, February 6^th, you must submit a proposal for your project outlining your initial thoughts. The proposal should include the following:

·      The country and time period you plan on researching

·      A brief description of the oppressive government

·      A brief description of at least one clear connection to 1984

If you do not submit a proposal by February 6^th, you will see an ‘IP’ on your reports, regardless of your performance prior. You can still earn a passing grade on the project and in the class, but only if you catch up.

Part Two: Essay

Your project will include a traditional essay which compiles your research, analyzes your findings, and connects the actual government to Oceania in 1984. Be sure to include:

1)    the history and establishment of the government.

2)    the manner in which it is oppressive, overreaching, authoritarian, or totalitarian, including specific examples.

3)    the details of important leaders in the government.

4)    the response to oppression from the people (or lack thereof).

5)    the connection to 1984.

Your essay must use MLA format. If you have any questions, consult the MLA Handbook, Purdue OWL (http://owl.english.purdue.edu/owl/resource/747/01/), or Shane.

There is no page maximum or minimum; you should use as much writing as is necessary to demonstrate your new learning—to prove that you’re an expert on this government. If you need a number, though, shoot for three pages.

Part Three: Presentation

Your project will also include a presentation to the class on your chosen government. You should address the same ideas you tackle in your essay; this presentation is an opportunity to showcase what you’ve learned and to educate your peers about it.

Multimedia presentations are highly encouraged: you should consider using a slideshow, YouTube, a poster, a song, or other resources that will enhance your material.

Tips for Success on this Project:

·      Start early and take your time. The more time you allow yourself, the better your research and analysis will be.

·      Ask questions; submit drafts; get help from others. I’m here to support you throughout this project—you are absolutely welcome to ask for help, to bounce ideas off me, or to just chat.

·      Choose a country that really interests you: it will be obvious whether or not you care.

Important Note on Research: It is ABSOLUTELY ESSENTIAL that you document your sources. You must know where your information is coming from. Failure to document your resources properly will result in a severely decreased performance on the project.

January 30th, 2013

1/30/13

In Class:
Journal--   Describe the Party’s stance on sex in 1984. Why is it viewed this way? What does this say about Oceanic society? Try to use specific examples from the book.
        OR
Reflect on the Party’s slogan, “Who controls the present controls the past; who controls the past controls the future” (30).

Seminar discussion of sex and romance in Oceanic society in 1984.

Introduced midterm/final project (see separate post).

Homework:
Read through p. 158 of 1984 by Monday.
Compile terms unique to 1984 (e.g., doublethink, thoughtcrime) for a running vocabulary list.

January 28th, 2013

1/28/13

In Class:
Journal--  Respond to the following quote: “All tyranny needs to gain a foothold is for people of good conscience to remain silent.” -Thomas Jefferson

Seminar discussion of historical revision in Oceania in 1984.

Partner research of the rise of Communism in Russia: Joseph Stalin, Vladmir Lenin, Bolsheviks and October Revolution, Russian Civil War (1917-22).

Exit Ticket: Define "proletariat."

Homework:
Read through p. 121 of 1984 by Wednesday.

January 25th, 2013

1/25/13

In Class:
Journal--  Revisit and explore Winston's discussion with Syme regarding Newspeak (45).

Seminar-style discussion of 1984, including Newspeak, Two Minutes Hate, and thoughtcrime.

Homework:
Read through p 92 of 1984 by Monday.

January 23rd, 2013

1/23/13

In Class:
Journal--  Wade back through the first five pages of 1984. Describe the living conditions in Oceania.

Discussed introduction to 1984.

Instruction in the basic tenets of Marxism, including terms: ideology, socioeconomic structure, dominant class, proletariat, social mobility, hegemony.

Introduced cumulative Golden Lines assignment.

Exit Ticket: Describe 'ideology.'

Homework:
Read through p 72 of 1984.

January 16th, 2013

1/16/13

In Class:
Journal--  What is the most unfair or illogical rule or law you have ever encountered?
Assessment (Pop quiz):
1) Describe one 'handicap' from the story.
2) What is the fate of Emperor Harrison Bergeron and his Empress?

Discussed the meaning of literature as a socially relevant art form and a transactional "meaning-making" process. Defined theme, plot, character, and characterization in relation to writing and reading.

theme: the implicit, abstract meaning or message or a piece of literature or art.

plot: "what happens." The storyline of course of events.

character: an 'actor' in a story--can be a person, animal, or object.

characterization: the deliberate process of developing and explaining a character. Uses action, thoughts, dialogue, and direct description.


Students read "LZ Gator, Vietnam, February 1994" by Tim O'Brien independently, then identified characters and character traits. Class arranged general plot events in a flowchart form. Students articulated themes using the 'standard format' for our class purposes: In "LZ Gator, Vietnam, February 1994," Tim O'Brien uses ____________________ to convey the theme of the __________________ .

Introduction to 1984 and George Orwell, including graphics of The British Empire and the fictitious world of the novel:

British Empire, circa mid-1930s










Fictional territories in 1984.





Distributed 1984 to students.
Exit Ticket: What is the definition of 'theme?'

Homework:
Read through p. 42 of 1984.

NOTE: Class will not meet on Monday, January 21st. Next week, we will meet on Wednesday and Friday.

Modern & Contemporary Literature: Living Rebellion Syllabus

 Modern & Contemporary Literature: Living Rebellion

January 14^th – March 6^th, 2013

MW 10:40-12:10, Room 1

http://boulderprepmodernlit.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

1984 by George Orwell

The following blog will also serve as a resource for disseminating materials and texts: 

http://boulderprepmodernlit.blogspot.com/

Note: many course texts will be provided in handouts by the instructor or provided by the students themselves; a folder, binder, or other organizational system is highly recommended.

Course Description

This course endeavors to explore modern literature through the lens of society and government as illuminated by the novel 1984 by George Orwell and other related texts. Literature is one of the strongest and most common media for social critique; by exploring 1984 as a piece of literary art, history, sociopolitical foresight, and social analysis, we will enhance and broaden our ability to perceive the world critically and thoughtfully. This course will function as a primarily reading- and discussion-oriented course in the style of a college-level literature class.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       engage in the analysis, discussion, and interpretation of contemporary literature.

·       independently and collaboratively develop arguments, insights, and philosophical understanding beyond the basic level of textual comprehension.

·       demonstrate an awareness and understanding of implicit dimensions of literature, including theme.

·       participate in academic and affective discussions on literature.

·       recognize and articulate the relevance of fictional literature in the culture of academia and in the broader global community.

We will aim to explore—perhaps even answer—some of the following questions:

·       How do authors build thematic insight into their writing, and how can we uncover and interpret it?

·       What are the relationships between humanity, society, government, and individuality? How can these be defined and understood?

·       What should be the role of government in an ideal society? What is the mission of government?

·       How are social, ethnic, class, and other distinctions in status built into our communities, as Americans, Westerners, and humans? How can we identify, understand, and deconstruct unfair stratification?

·       What is the basic nature of the human condition? Are revolution and rebellion natural parts of human social systems?

·       What are the benefits to collaborative analysis of texts? To independent exploration?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); ‘golden line’ textual analysis (graded twice); daily journals; in-class and out-of-class assignments; and a summative final project involving research and literary analysis. Additionally, other artistic or academic assignments may be collected and assessed when the instructor sees appropriate.

Classroom Policy – Grading, Attendance, and Comportment

Grades for Modern Literature will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 8-week course, points possible will amount to roughly 800-1000 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Students should attend all classes as possible. There will be only 16 sessions of Modern Literature; each absence is detrimental to learning potential. I will not deduct points for absences, whether they are excused or unexcused. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. If a student misses class, I advise visiting the course blog – http://boulderprepmodernlit.blogspot.com/ — to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 10:40. This does not mean walking from the Commons to the classroom at 10:40; this does not mean arriving at 10:39 and leaving to use the bathroom until 10:45. In regards to breaks: there will be no out-of-class breaks. You should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn.

Course Specific Grades:

Daily participation – 10 pts. / day

Golden lines – 100 pts. / collection

Daily journals – 160 pts.

General assignments – approx. 250 pts.

In-class activities – approx. 250 pts.

Summative assessment – 300 pts.

                  * see particular assignment sheets for specific breakdown and expectations

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

Electronic Devices

In order to facilitate the development of a respectful and focused classroom environment, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)

Course texts

Recommended: Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change. Please refer to daily assignments for more accurate information.                

All reading assignments should be completed before the beginning of the noted class.

These will not be the only assigned readings!

Week one (1/14 – 1/18) –	Introduction to Modern & Contemporary Literature What is our understanding of society and government? What is our definition of ‘literature’? What is the significance of reading and writing in the world of academia? In the rest of our community and culture? Background on George Orwell and literature as social critique. Reading assignment—             1984 p. 42 by 1/23
Week two (1/22 – 1/25) – *Note: class this week will meet Wednesday/Friday due to the holiday on Monday.	Security and Surveillance What role does government play in the introduction to 1984? How do Oceania’s tactics of surveillance define their society and the behavior of their citizens? What is ‘propaganda’, and how is it used in 1984? In what other cultures and societies have similar tactics been used? In what other cultures and societies are similar tactics still used? Do these behaviors still exist in America? Reading assignment—             1984 p. 72 by 1/25                                     1984 p. 92 by 1/28
Week three (1/28 – 2/1) –	Morality and Social Norms In 1984, Orwell and Winston (amongst  other characters) are particularly concerned with ‘orthodoxy.’ How does this relate to conventional and contemporary morality? What are ‘norms,’ ‘mores,’ ‘folkways,’ and ‘taboos’ in regard to understanding social behaviors? How are standards of ethics and morality determined (constructed) in our society? Reading assignment—             1984 p. 121 by 1/30                                     1984 p. 158 by 2/4
Week four (2/4 – 2/8) –	Identity and Individualism How does Orwell outline Winston’s struggle for identity in 1984? What is the nature of identity in a society that celebrates conformity? In what ways can we discover and assert individualism? Reading assignment—             1984 p. 178 by 2/6                                     1984 p. 200 by 2/11
Week five (2/11 – 2/15) –	Modes of Economy and Social Implications Introduce Final Project. Ø  Due on 3/4 (can be completed and presented before 3/4). In 1984, Orwell critiques various economic structures, including both capitalism and Communism. What are the tenets of capitalism, Communism, Marxism, and other common modes of economy? How does government relate to economy? What is Maslow’s Hierarchy of Needs, and how does it apply to 1984? Reading assignment—             1984 p. 232 by 2/13                                     Finish 1984 by 2/20
Week six (2/19 – 2/22) – *Note: class this week will meet Wednesday/Friday due to the holiday on Monday.	Modes of Economy and Social Implications How does economy create social stratification? What are ‘hegemony,’ ‘ideology,’ ‘commodification,’ and ‘reification’? How does socioeconomic stratification determine the fate of citizens?
Week seven (2/25 – 3/1) –	The Role of Symbols and Language By controlling language—including the use of Newspeak—the Party in 1984 increases their control of thought. How is language socially constructed? What is the significance of an artificially constructed language?
Week eight (3/4 – 3/8) –	Rebellion in the Contemporary Sphere While social issues are far less obvious around us than they are in 1984, they certainly still exist. In what ways can we promote social critique, individuality, creative thinking, and forward-thinking mentalities in our own communities? Outside our communities?

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

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[Please detach and return this section.]

I, _______________________________, hereby acknowledge that I have received and reviewed this syllabus. Any

(print name)

questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

_____________________________________                                                                                __________________