ࡱ> ,.)*+%` }bjbj"x"x @@t\3hhhhlll+>>>lV4((گگگ'<cw $Dh)lɱ^')hhگگ>rrr~hگlگrrr"Jlگ~ b>|J"|T0lƿlDll)r m))V4V4V4ZDV4V4V4hhhhhh Exploring the American Dream: Romanticism Romanticism: Historical Background & setting the scene: Read pages 242-253 in your textbook (22 points) What is a nature writer? Who is Henry David Thoreau? Why did Thoreau spend time at Walden Pond? (There are two reasons. Name them both.) What essential lesson do we learn from Thoreaus writing? What aged the nations spirit by 1870? What doubled the nations size in 1803? What did the new prosperity lead to? Why was the US faced with trouble as well as bright promise? What is Americas primary theme in literature after 1800? Read the American Experience Highlight on Edgar Allan Poe on page 249. Fill in the two research notes rows below, by extracting the two main ideas. Research Subtopic (done for you)Noteswrite down information from the text using paraphrasing, summarizing, or direct quotes; every time you switch ideas, switch rowsWhy the information is importantthis comes from your own head; why did you write this down? What can you say about the information?  Poean immature genius  (par. ____) or (page ___)Poe as Mature Craftsman (par. ____) or (page ___)Why is the term Romanticism sometimes misleading? Who are the best known Transcendentalists? Why did Emily Dickinson write poems? Of all the poets between 1800 and 1070, who had the most lasting effect on American literature? What ended the Romantic period? Extra Credit: Think back to the Puritanism we studied earlier. Think about how strict and unyielding the Puritans were. In what way is Transcendentalism (optimistic & tolerant philosophy) a response to Puritanism? The Myth of Robert Johnson (http://www.readingonline.org/newliteracies/jaal/2-03_column/) At the age of 17, Robert Johnson would shyly stand just offstage while musicians entertained the masses with verses and riffs of the Mississippi Delta blues. And in the wee hours of the morning, when the couples had worn themselves out on the dance floor and the men on stage were picking at what was left of their callused hands, Robert Johnson would quietly ask if he could play a few songs on the battered strings of his guitar. In their exhaustionand ornerinessthe men would nod their approval, and Robert Johnson would take the stage. Before the end of the first song, the groggy stragglers in the audience would holler up taunts and jeers at the young boy on stage. And when he refused to quit and continued to play, patrons would begin throwing whatever was within their reachglasses, whiskey bottles, chairsin hopes of convincing this pathetic wretch to return to the cotton fields where he belonged. But Robert Johnson kept playing. He did his best to sing and strum with a passion that boiled up from the depths of his soul while he ignored the ridicule. It did, however, take its toll. Eventually, when the bar patrons left for home with the first rays of the rising sun, Robert Johnson, frustrated and embarrassed, would make his way home with his guitar case dragging along like a tail between his legs. And the very next week, the entire scene would play itself out again in a different "jukehouse" with the same disconcerting result. Until one day, when he no longer desired to face the derision, Robert Johnson simply picked up his guitar and vanished into thin air. Months later, a road-wearied Robert Johnson returned to the Delta taverns and bars, looking unmerciful and indifferent, to wait his turn for a little time on stage. He offered no explanation for his disappearance or his whereabouts. He simply stood quietly against the wall, sipping a bottle of whiskey with his guitar in hand, waiting for his chance at redemption. And as the evening came grinding to a halt and the musicians began packing up, Robert Johnson once again climbed on stage to the jeers of the audience that remained. Despite his long absence, the sense of torment still had not left his soul. Every time he tuned his guitar, he remembered the embarrassment, frustration, and humiliation of his previous performances. Nevertheless, he continued. When Robert Johnson fell into the verse of the first song of his mysterious return, the people's attitude and demeanor changed almost instantly. As his mournful voice, full of a brooding sense of despair, filled the small confines of the predawn light, the myth and the reality of Robert Johnson began to take shape. He continued through his set, rarely pausing in his sweeping visions of a darkened wasteland mirrored against the ominous moan of his tenor voice. As the morning light started to filter through the cracks in the shuttered windows, Robert Johnson continued to entrance the minds of his audience. When he reached a technical guitar phrase, he would turn his back to the audience to conceal his fingers upon the instrument's neck, and the cataract in one of his eyes would make his gaze appear to drift evilly over the dance floor. By the end of his final haunting note, the audience stood mesmerized by what they had seen, heard, felt, and lived. The legend of Robert Johnson had begun. To this day, experts are mystified by some sounds Robert Johnson was able to produce with his guitar, for there appears to be no manner in which one human being could play such music by himself. As the legend grew, people became more and more curious about the origin of Johnson's phenomenal skill and expertise. It seemed impossible to comprehend the vision of the man on stage and the boy they had laughed at only a short time before. His long absence had certainly been curious enough, and there were several claims that Johnson had been seen during that time alone in the town cemetery, strumming away on his guitar while seated on a tombstone in the black of night. Despite the questions of how he acquired his amazing skill, Johnson refused to offer an explanation. The only semblance of an answer resided in his lyrics. According to the myth, the greatest of all Mississippi Delta bluesmen, Robert Johnson, traveled to a country crossroads and, at the stroke of midnight, sold his soul to the devil in exchange for masterful musical abilities on the guitar. His assault on the world of the blues lasted only a few short years; in the middle of a 1938 performance in Three Forks, Mississippi, he crawled upon his hands and knees out into the street and collapsed in the gutter. Eyewitnesses said that Robert Johnson spent his final hours "barking at the moon"a reference to the guttural sounds of severe vomiting associated with strychnine, the poison a jealous husband had placed that night in Johnson's whiskey bottle. However, according to the mythology of Southern culture in the United States, a person barked at the moon when the devil appeared to claim his or her soul. Even Johnson's infamous last words, "I pray that my redeemer will come and take me from my grave," seemed to point to a mysterious connection with the afterlife. The above is a Faust legend. Based on what you have read, define Faust legend below. (1 point) The Devil and Tom Walker Active Reading Worksheet Before You Read (4 points): Pretend that you have just made a deal with the devil. A.) What are some things you desire that could cause you to strike such a deal? B.) What are your limits to the bargain? In other words, what are you willing and not willing to do to seal the deal? As You Read (8 points): When Tom is taking a shortcut through the forest and stops at the old Indian fort, he sits on an old stump and picks up a skull. This is when he meets Old Scratch. Describe the devils appearance and personality. Of all the assignments the devil wants Tom to do, he refuses to become a slave trader. A.) Based on what you know about Tom, does this surprise you? B.) Why do you think he considers this to be so awful? Think about the time and place (setting) of the story. Toward the end of his life, Tom regrets making the deal with the devil. What does he do in response? What is something you regret? Explain what happens to Toms valuables in the end (horses, gold/silver, house, etc.). After You Read (6 points): In your opinion, could Tom have escaped the consequences of his bargain with Old Scratch? Explain. How is the devil in this story similar and/or different from your thoughts of the devil? Discuss what you think is the theme of the story. Use at least 1 piece of evidence to support your response. Crossroad Blues (Robert Johnson) I went to the crossroad, fell down on my knees I went to the crossroad, fell down on my knees Asked the Lord above "Have mercy, now save poor Bob, if you please" Yeoo, standin' at the crossroad, tried to flag a ride Ooo eeee, I tried to flag a ride Didn't nobody seem to know me, babe, everybody pass me by Standin' at the crossroad, baby, risin' sun goin' down Standin' at the crossroad, baby, eee, eee, risin' sun goin' down I believe to my soul, now, poor Bob is sinkin' down You can run, you can run, tell my friend Willie Brown You can run, you can run, tell my friend Willie Brown That I got the crossroad blues this mornin', Lord, babe, I'm sinkin' down And I went to the crossroad, mama, I looked east and west I went to the crossroad, baby, I looked east and west Lord, I didn't have no sweet woman, ooh well, babe, in my distress The Road Not Taken (Robert Frost) Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim Because it was grassy and wanted wear, Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I marked the first for another day! Yet knowing how way leads on to way I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I, I took the one less traveled by, And that has made all the difference. Analysis Questions (10 points)What do the speakers in each of the pieces have in common? Summarize the main idea of each work in one line (cite key words from the text of each to support). If you were to interview both Robert Johnson and Robert Frost, what would you ask them about their respective dilemmas? What conclusions can you draw about the different paths that each ends up taking? What choice would you have made given the same experience with crossroads decisions? Describe a decision youve had to make that was like standing at a crossroads. Bedazzled A persuasive argument in Faust Legend (10 points) What arguments does the Devil use to convince Eliot to sign the contract? What counterargument does Eliot use? Which is the most convincing to Eliotuse evidence to back up your response. What do Eliot, Tom, Johnny and Robert, all our protagonists in the Faust Legends we have looked at, have in common (think personality as well as wants and look BEYOND the surfaceyes, they are all men; yes, they all make deals with the devilgo further, deeper!)? In your opinion, what makes the Faust Legend plot so appealing? The Devil and Tom Walker vs. The Devil went Down to Georgia (12 pts) The Devil and Tom WalkerSimilaritiesThe Devil went Down to GeorgiaCharacters Conflict Plot Resolution  The devil went down to Georgia (Charlie Daniels Band) The devil went down to Georgia He was lookin' for a soul to steal He was in a bind 'Cause he was way behind And he was willin' to make a deal When he came upon this young man Sawin' on a fiddle and playin' it hot And the devil jumped Up on a hickory stump And said boy let me tell you what I guess you didn't know it but I'm a fiddle player too And if you care to take a dare I'll make a bet with you Now you play a pretty good fiddle, boy But give the devil his due I'll bet a fiddle of gold Against your soul 'Cause I think I'm better than you The boy said my name's Johnny And it might be a sin But I'll take your bet And you're gonna regret 'Cause I'm the best there's ever been Johnny rosin up your bow and play your fiddle hard Cause hell's broke loose in Georgia and the devil deals the cards And if you win you get this shiny fiddle made of gold But if you lose the devil gets your soul. The devil opened up his case And he said I'll start this show And fire flew from his fingertips As he rosined up his bow Then he pulled the bow across the strings And it made a [sic] evil hiss And a band of demons joined in And it sounded something like this [Instrumental] When the devil finished Johnny said well you're pretty good old son Just sit right in that chair right there And let me show you how it's done He played Fire on the Mountain Run boys, run The devil's in the House of the Rising Sun Chicken in a bread pan picken' out dough Granny does your dog bite No child, no The devil bowed his head Because he knew that he'd been beat And he laid that golden fiddle On the ground at Johnny's feet Johnny said, Devil just come on back If you ever wanna try again I done told you once you son of a bitch I'm the best there's ever been Faust Legend: Due date___ ____ In our society, it is not uncommon to see political candidates caught doing illegal or morally/ethically questionable acts to win elections; business executives who make money in a dishonest way; athletes who bend the rules to advance their sport; or students who cheat to enhance their grades. While these individuals may not face the devil and make a verbal pact, they are selling out morally to obtain a desired result. After reading The Devil and Tom Walker, you can understand the Faust legend and create your own! Assessment: Create your own example of the Faust legend. You may: Art work that demonstrates this idea Collect news articles that illustrate this idea in current events and present as a poster or in another format (PowerPoint etc). **this option is great given the current political atmosphere*** Create a poem or song lyrics (no specified length, but must include background, characters, pact with the devil and resolution like The Devil Went Down to Georgia) Contemporary short story: update the story as set in todays world with new plot events and character details. You may complete this in outline form, but will need to include written details as follows: (1) lay out the opening paragraph with an introduction to setting and characters and the conflict; (2) give a description of the appearance of your devil including a name; (3) present a passage of brief dialogue when your character makes a pact with the devil (include up-dated vocabulary to reflect cultural changes as well as pact specifics); (4) write a conclusion with the resolution. **This mini-project is worth 50 points. You will be presenting these legends on ________________. The presentation grade will be 30 points. For your presentation you will need to Introduce yourself 2. Introduce your product (say which one you chose) Explain your product in detail (share the storyline; read the poem/song; discuss the poster; discuss the art) Ask if anyone has questions 5. Answer questions 6. Thank your audience Template for Presentation outline: Introduce yourself (be unique; grab attention; dont bore us to death) Introduce your project Project you chose Why you chose that one (and because it took less time is not a good thing to say) What your inspiration was Explain your project in detail (put details in logical order Ask if anyone has questions (Wait and then answer) Thank your audience (be unique) Rubric for Faust Legend Project CATEGORY 5432Quality of Construction The product shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. There are no stray marks, smudges or glue stains. Nothing is hanging over the edges. The product shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. The product shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges. The product was put together sloppily. Items appear to be just "slapped on". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident. OROrganization The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story is a little hard to follow. The transitions are sometimes not clear. Ideas and scenes seem to be randomly arranged. Creativity Several of the graphics or objects used in the product reflect an exceptional degree of student creativity in their creation and/or display One or two of the graphics or objects used in the product reflect student creativity in their creation and/or display. One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop). The student did not make or customize any of the items on the product. Attention to Theme The student gives a reasonable explanation of how every item in the product is related to the assigned theme. For most items, the relationship is clear without explanation. The student gives a reasonable explanation of how most items in the product are related to the assigned theme. For many of the items, the relationship is clear without explanation. The student gives a fairly reasonable explanation of how most items in the product are related to the assigned theme. The student's explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme. Time and Effort . Much time and effort went into the planning and design of the product. It is clear the student worked at home more than one day. Student could have put in more time and effort at home. It appears as though the assignment was completed the night before. It appears as though little time was put into the project and it was simply slapped together at the very last minute  Resume Project: This project is split into 2 parts. Part 1 will be done in class and will be graded as class work. Part 2 will be done at home and will count as a project grade. Follow each set of directions carefully in order to complete both parts successfully. Resume skills are important for every profession outside of high school. The sooner you learn these resume skills the more practice you will have and therefore will be more professional as you enter the work force. Sample Author Resume: (use this as the rubric!) Samuel Clemens PO Box 1800 Hannibal, MO 12345 (000) 555-5795 Huck_Finn_01@yahoo.com __________________________________________________________________________________________ Objective: American Literary author seeking to satirize the world and make a difference one laugh at a time. Education: Bachelor of Arts-English , Yale University, May 1880s GPA: 3.98 WORK EXPERIENCE: You need at least 2 work experiences with 2-3 bullets each OR 1 work experiences with 5-6 bullets Steamboat Captain, Mississippi River Transportation, Mississippi, 1859-60 Direct a crew of 20+. Navigate the Mississippi River in various weather types Manage the cleaning and upkeep of the riverboat Second Lieutenant Confederate Army Command a small band of soldiers Execute orders by superiors Inspire soldiers Published Author, New York Saturday Press, Charles L. Webster & Co. Publishing Company, 1865-Present Write and develop plot lines that are both appealing and part of my own style. Create vivid and lasting characters Develop satirical elements that teach moral lessons and inspire change HONORS: Honorary M.A., Yale University, 1888; Litt.D., Yale University, 1901; LL.D., University of Missouri, 1902; named to American Academy of Arts and Letters, 1904; D.Litt., Oxford University, 1907. REFERENCES: You need at least 2 references. They can be friends or someone mentioned in the biographies, or you can get creative and list a reference that could have known the person because they lived in the same time period etc. Harriet Beecher Stowe, Writer, Hartford, CT Phone: 000-555-5678 Horace Bixby, Steamboat Captain, Mississippi Riverboat Co., Jackson, MI Phone: 000-555-7878 Bibliographic Information (20 points) MLA Citation formatted from HYPERLINK "http://www.citationmachine.net"http://www.citationmachine.net OR HYPERLINK "http://www.easybib.com"www.easybib.com OR at the end of a gale database article. Research Subtopic (leave blank until outline process)Noteswrite down information from the text using paraphrasing, summarizing, or direct quotes; every time you switch ideas, switch rowsWhy the information is importantthis comes from your own head; why did you write this down? What can you say about the information?   (par. ____) or (page ___)  (par. ____) or (page ___)  (par. ____) or (page ___) (par. ____) or (page ___)Research SubtopicNotesWhy the information is important  (par. ____) or (page ___)  (par. ____) or (page ___)  (par. ____) or (page ___) (par. ____) or (page ___) The Bells Edgar Allan PoeAnalysis 15 points I Hear the sledges with the bells - Silver bells! What a world of merriment their melody foretells! How they tinkle, tinkle, tinkle, In the icy air of night! While the stars that oversprinkle All the heavens, seem to twinkle With a crystalline delight; Keeping time, time, time, In a sort of Runic rhyme, To the tintinnabulation that so musically wells From the bells, bells, bells, bells, Bells, bells, bells - From the jingling and the tinkling of the bells. II Hear the mellow wedding bells - Golden bells! What a world of happiness their harmony foretells! Through the balmy air of night How they ring out their delight! - From the molten - golden notes, And all in tune, What a liquid ditty floats To the turtle - dove that listens, while she gloats On the moon! Oh, from out the sounding cells, What a gush of euphony voluminously wells! How it swells! How it dwells On the Future! - how it tells Of the rapture that impels To the swinging and the ringing Of the bells, bells, bells - Of the bells, bells, bells, bells, Bells, bells, bells - To the rhyming and the chiming of the bells! III Hear the loud alarum bells - Brazen bells! What a tale of terror, now, their turbulency tells! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek, Out of tune, In a clamorous appealing to the mercy of the fire, In a mad expostulation with the deaf and frantic fire, Leaping higher, higher, higher, With a desperate desire, And a resolute endeavor Now - now to sit, or never, By the side of the pale - faced moon. Oh, the bells, bells, bells! What a tale their terror tells Of Despair! How they clang, and clash and roar! What a horror they outpour On the bosom of the palpitating air! Yet the ear, it fully knows, By the twanging, And the clanging, How the danger ebbs and flows; Yet the ear distinctly tells, In the jangling, And the wrangling, How the danger sinks and swells, By the sinking or the swelling in the anger of the bells - Of the bells - Of the bells, bells, bells, bells, Bells, bells, bells - In the clamor and the clanging of the bells! IV Hear the tolling of the bells - Iron bells! What a world of solemn thought their monody compels! In the silence of the night, How we shiver with affright At the melancholy menace of their tone! For every sound that floats From the rust within their throats Is a groan. And the people - ah, the people - They that dwell up in the steeple, All alone, And who, tolling, tolling, tolling, In that muffled monotone, Feel a glory in so rolling On the human heart a stone - They are neither man nor woman - They are neither brute nor human - They are Ghouls: - And their king it is who tolls: - And he rolls, rolls, rolls, Rolls A paean from the bells! And his merry bosom swells With the paean of the bells! And he dances, and he yells; Keeping time, time, time, In a sort of Runic rhyme, To the paean of the bells: - Of the bells: Keeping time, time, time In a sort of Runic rhyme, To the throbbing of the bells - Of the bells, bells, bells: - To the sobbing of the bells: - Keeping time, time, time, As he knells, knells, knells, In a happy Runic rhyme, To the rolling of the bells - Of the bells, bells, bells - To the tolling of the bells - Of the bells, bells, bells, bells, Bells, bells, bells, - To the moaning and the groaning of the bells. Whitman: I Hear America SingingReaction # 1 To Walt Whitman (Angela de Hoyos) hey man, my brother world-poet prophet democratic heres a guitar for you -a chicana guitar- so you can spill out a song for the open road Big enough for my people -my Native American race that I cant seem to find in your poems Reaction # 2 I, Too (Langston Hughes) I, too, sing America. I am the darker brother. They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong. Tomorrow Ill be at the table When company comes. Nobodyll dare say to me, Eat in the kitchen Then. Besides, Theyll see how beautiful I am And be ashamed I, too, am America (2 points) What do these reactions/allusions to Whitman suggest about the poets place in the 21st century? (2 points)Are these poems complimentary, disapproving, or both? (2 points) What are your own reactions to Whitmans poems? To these poems? In the poem I Hear America Singing (p. 448), Whitman celebrates the diversity of American life. This poem is a catalogue poemWhitman lists or catalogues the people he hears singing. Using the framework below, write your own version of this poem using West Forsyth, Clemmons, or some other subject as your inspiration. Update the poem to show how America has changed since Whitmans day. What new jobs or roles do people have in todays society? I hear _______________ singing, the varied carols I hear, Those of _______________ ,each one singing _______________ as it should be _______________ and _______________, The _______________ singing _______________ as he _______________ his _______________ or _______________, The _______________ singing his as he makes ready for _______________, or leaves off _______________, The _______________ singing what belongs to him in his _______________ the _______________ singing on the _______________, The _______________ singing as he sits on his _______________ the _______________ singing as he _______________, The _______________s song, the _______________s on his way in the _______________ or at _______________ or at _______________, The _______________ singing of the _______________ ,or of the young _______________ at _______________ ,or of the _______________ _______________ or _______________, Each singing what belongs to him or her and to none else, The day what belongs to the day at night the _______________ of _______________, _______________, Singing with open mouths their strong melodious songs. Nature by Ralph Waldo Emerson (9 points) Quotes: What is Emerson trying to say by claiming that In the woods is perpetual youth (390)? Emerson said, It is necessary to use these pleasures with great temperance (392). What pleasures is he referring to? What does it mean to use them with temperance (think about Ben Franklins autobiography when we defined temperance)? In the first sentence Emerson claims that Nature is a setting that fits equally well a comic or a mourning piece (390). Do you agree with this idea? Given our fast-paced, technological society, it is sometimes difficult to understand the basis of Transcendentalism: focusing on the individual and becoming one with nature. Nature, in certain ways, reflects a deeper sense of self actualization than people give it credit for. For example, a seed is not just a seed, it can also be seen as a symbol of new life (plant a tree, save the environment), or a sustainer of current life (squirrels eat seeds). Identify with an item that comes from nature (like the seed). How could you take this piece of nature and see an important value of life? Describe this in the box below. (ex. Pinecone, flower, lake etc.)  Civil Disobedience by Henry David Thoreau (6 points) Quotes: That government is best which governs least is the motto that Thoreau expresses throughout this essay (416). What does he mean? What change is he calling for? Thoreau cites the Mexican war by saying Witness the present Mexican war, the work of comparatively a few individuals using the standing government as their tool; for in the outset, the people would not have consented to this measure (416). What idea does this evidence support (what is his goal for using this example)? Does Thoreau support the war? Explain. How does this political idea reflect ideas of Transcendentalism?     Carmichael English III: Exploring the AD Page  PAGE 8 of  NUMPAGES 13 Class work In class you will research an authors biography (chosen from the list provided). You will learn all about this persons life and will take notes on note cards to help you practice the research process. You will need at least 2 sources. Once you have a feel for the authors life/personality, you will draft a resume for that person. This will require you to be creative and use your critical thinking skills. You will apply the knowledge you have gained about the person to the resume and also will have to use your creativity to enhance the resumes appeal given the personality involved. See the sample for Mark Twain AKA Samuel Clemens provided. Use your newfound knowledge abut crafting a resume to assist the format and appeal of the resume. 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