Here I will give a brief summary of what we have been working on over the past week. I apologize for the lack of recent updates. I have been quite ill, but should be getting back on schedule for daily updates to the blog.
American Literature
Last week students worked on responding in writing to the questions about the Frontier in America. These questions drew on a number of sources that demonstrated some beliefs and attitudes towards the frontier land. The capstone of this consideration was our study of the "Gettysburg Address." Students memorized the Address and participated in a school assembly recitation yesterday (Nov. 20). We discussed how the Address was symbolically a baptism of America. In a baptism ceremony, the old man of sin is buried in the water and a new man is "born again" as he emerges from the water. Baptism represents the consecration (or dedication) of a man to Christ's cause as he emerges with a new identity. In similar fashion, Lincoln provided a symbolic "baptism" of the United States in his address. He begins with the archaic language, even for his days, of "four score and seven years ago" which clearly echoes Biblical language. Thus he hearkens back to the Declaration of Independence as the moment of "conception" of the nation and simultaneously points to the shared Judeo-Christian values of the Founding. Throughout the speech he refers to a "new birth" of the nation, even while dedicating the graves of the men who have died at Gettysburg. It is as if he is saying that this battle has paid the price for the collective sin of the nation, of slavery, and that from hence forth the listeners will be newly dedicated to the proposition that "all men are created equal." It is interesting to note the shift in American consciousness which occurred as Americans stopped referring to the United States in the plural (The United States are) and began referring to them in the singular (The United States is). This shift may echo the transformation of identity marked by the Gettysburg Address which--in contrast to the Declaration of Independence which declares the states to be "free and independent"--discusses an identity of unity. Lincoln's presidency and war clearly established the inadmissible notion that secession from the Union was a valid and viable option. If rule of law was to prevail in a democracy, the people must be willing to submit to the will of the majority, rather than indulge the divisive impulse which would destroy the rule of democratic law.
Thus Abraham Lincoln's Gettysburg Address shifts and strengthens the focus of Jefferson's vision of an empire of liberty, and of Winthrop's "city upon a hill", as it demonstrates not just to Americans but to the entire world, the possibilities and constraints of liberty.
Having considered the concept of the frontier as the heart of democracy, in our unit on American Nature Writing, students are now moving on to consider the quintessential American Nature writers: Emerson and Thoreau. We will be exploring the American Transcendentalist movement by reading excerpts from Emerson's essay "Nature" and Thoreau's book Walden.
AP
Students continue to work on their synthesis essays on the Wilderness Act of 1964. They also read sample student essays from a past AP Synthesis Essay Question (2011 on locavores). They read explanations of the scoring of these sample exams.
Wednesday, November 20, 2013
Tuesday, November 12, 2013
Update Nov. 12
Bellwrite: None
Students worked to respond in writing to the questions below (about Frontier America). As a class we began analyzing the "Gettysburg Address." We talked about how all language does work. For example, when someone proposes marriage, the work of forming an agreement for a wedding is accomplished. We read and annotated the historical background to the "Gettysburg Address", noting which parts of the background give us clues about the work the speech may be accomplishing.
Homework:
Please respond to the following
questions on a separate sheet of paper. Questions with an asterisk * should be
considered carefully and answered with a full paragraph.
“American Progress” by John Gast
“The Significance of the Frontier in
American History” by Frederick Turner
Undaunted Courage by Stephen E.
Ambrose
Students worked to respond in writing to the questions below (about Frontier America). As a class we began analyzing the "Gettysburg Address." We talked about how all language does work. For example, when someone proposes marriage, the work of forming an agreement for a wedding is accomplished. We read and annotated the historical background to the "Gettysburg Address", noting which parts of the background give us clues about the work the speech may be accomplishing.
Homework:
- Begin memorizing the Gettysburg Address. Due Monday, Nov. 18.
- Frontier America questions are due on Thursday.
Please respond to the following
questions on a separate sheet of paper. Questions with an asterisk * should be
considered carefully and answered with a full paragraph.
“American Progress” by John Gast
1.
What is Gast’s argument in the painting?
2.
*How does Gast use color/lighting, spatial
arrangement, and symbolism to communicate his message?
“The Significance of the Frontier in
American History” by Frederick Turner
3.
According to Turner, how did the ever-shifting American
frontier give Americans their unique identity?
4.
How has the land you have lived on shaped your
identity?
Undaunted Courage by Stephen E.
Ambrose
5.
*How did Jefferson’s Northwest Ordinance of 1787
reinvent the concept of empire?
6.
*What were Jefferson’s greatest achievements?
Which do you believe was most important and why?
7.
What is secession? Who was considering secession
early on in Jefferson’s presidency? Why?
8.
Explain why Ambrose quotes Donald Jackson on
pp.54-55?
9.
Note the second full paragraph on p.55. Describe
the syntactical structure of the paragraph.
10.
How did Jefferson’s attitude towards Indians
differ from his attitude towards Blacks? Explain. How did Jefferson plan to
deal with the Indians living on the land east of the Mississippi?
11.
*How does Jefferson’s view of the land relate to
Winthrop’s concept of a covenant land?
Gettysburg Address” by Abraham Lincoln
12.
Where in this speech does Lincoln use rhetoric
that indicates his vision of America extends beyond America?
13.
How does the Gettysburg Address relate to the
excerpts from the Declaration of Independence?
14.
A friend of mine once suggested that the
Gettysburg Address was a metaphorical baptismal service for the United States.
What evidence do you find in the speech and in its historical context that
would support this reading of the speech?
15.
*How is Lincoln’s speech an extension of
Jefferson’s vision of an “Empire of Liberty”?
Monday, November 11, 2013
Update Nov. 11
Bellwrite: Summarize Ballard's argument from the Veteran's Day assembly today. Then respond to it.
We learned that an effective summary must include a summary of the thesis, the main supporting points, and the conclusion. We worked together to create an accurate summary of Ballard's presentation. Then we responded to it.
We set expectations for all assignments submitted in this class:
1) Typed (handwritten if appropriate)
2) MLA format/professional appearance
3) Respond with complete sentences
4) Deep reading
Students received their "Promised Land" assignment back. We talked about two aspects of the analysis that we need to do better on.
First, when identifying the background events that have occasioned the speech, it is important to look for how the background events created a need for the communication about the promised land. For example, when Moses talks to the Israelites about the promised land covenant, he is doing so after they have wandered in the wilderness for forty years. They were led out of Egypt by God's hand, but could not enter the promised land yet. Why? Because they were not yet prepared to obey the covenant. They had reverted to the idolatry of Egypt when they worshipped the Golden Calf and they had proved themselves unprepared for the higher law. Thus, they had received the lower or Mosaic law and had to learn obedience by a law of penalties. Forty years of re-education had prepared them, but now they would be tested again as they entered the land of Canaan which was already occupied by people who worshipped false gods. Their ability to keep the covenant Moses is about to describe would determine whether they could enjoy liberty, protection, and prosperity in that land. This is the type of background analysis students should conduct for these scriptures.
Second, when analyzing HOW the speaker says, it is important not only to identify the rhetorical strategies used (i.e., strong diction, repetition, metaphors) but also to explain why those rhetorical strategies are effective. For example, when the Lord gives His covenant to Abraham, he uses the simile of comparing Abraham's offspring to the dust of the earth. This simile emphasizes the infinite number of progeny that Abraham will receive if he is faithful to the covenant. Certainly the dust of the earth cannot be counted; likewise the offspring of Abraham, if he is faithful, will include all the peoples of the earth. Certainly the image of trying to count the grains of dust on the earth gives one a sense of the overwhelming scope of this promise--beyond comprehension.
Homework:
Students are asked to redo the analysis of any ONE of the Promised Land passages. They are also asked to reconsider and deepen their responses to the Central Questions (at least a paragraph response to each). This assignment should be typed and is due tomorrow.
We learned that an effective summary must include a summary of the thesis, the main supporting points, and the conclusion. We worked together to create an accurate summary of Ballard's presentation. Then we responded to it.
We set expectations for all assignments submitted in this class:
1) Typed (handwritten if appropriate)
2) MLA format/professional appearance
3) Respond with complete sentences
4) Deep reading
Students received their "Promised Land" assignment back. We talked about two aspects of the analysis that we need to do better on.
First, when identifying the background events that have occasioned the speech, it is important to look for how the background events created a need for the communication about the promised land. For example, when Moses talks to the Israelites about the promised land covenant, he is doing so after they have wandered in the wilderness for forty years. They were led out of Egypt by God's hand, but could not enter the promised land yet. Why? Because they were not yet prepared to obey the covenant. They had reverted to the idolatry of Egypt when they worshipped the Golden Calf and they had proved themselves unprepared for the higher law. Thus, they had received the lower or Mosaic law and had to learn obedience by a law of penalties. Forty years of re-education had prepared them, but now they would be tested again as they entered the land of Canaan which was already occupied by people who worshipped false gods. Their ability to keep the covenant Moses is about to describe would determine whether they could enjoy liberty, protection, and prosperity in that land. This is the type of background analysis students should conduct for these scriptures.
Second, when analyzing HOW the speaker says, it is important not only to identify the rhetorical strategies used (i.e., strong diction, repetition, metaphors) but also to explain why those rhetorical strategies are effective. For example, when the Lord gives His covenant to Abraham, he uses the simile of comparing Abraham's offspring to the dust of the earth. This simile emphasizes the infinite number of progeny that Abraham will receive if he is faithful to the covenant. Certainly the dust of the earth cannot be counted; likewise the offspring of Abraham, if he is faithful, will include all the peoples of the earth. Certainly the image of trying to count the grains of dust on the earth gives one a sense of the overwhelming scope of this promise--beyond comprehension.
Homework:
Students are asked to redo the analysis of any ONE of the Promised Land passages. They are also asked to reconsider and deepen their responses to the Central Questions (at least a paragraph response to each). This assignment should be typed and is due tomorrow.
Friday, November 8, 2013
Update Nov. 7
Bellwrite: What is nature?
We discussed Turner's argument that the shifting frontier was key to shaping the American identity as generations of Americans relived the birth and evolution of new societies along the advancing frontier. Each generation was permitted to return to the simplicity of primitive society, stripping it of European traditions and allowing a new American identity to be continuously reborn. We considered the ways in which the land in which we live shapes our identities. Many Utahans find themselves the direct product of ancestors who partook of the frontier life described by Turner. Utah, a separate territory from the United States when the Saints first arrived, was permitted to develop a unique cultural identity founded in core gospel principles and the pioneering spirit of industry and frugality.
We then began reading about Ralph Waldo Emerson, the father of the American Transcendentalist movement. We will continue reading together next week.
No homework.
We discussed Turner's argument that the shifting frontier was key to shaping the American identity as generations of Americans relived the birth and evolution of new societies along the advancing frontier. Each generation was permitted to return to the simplicity of primitive society, stripping it of European traditions and allowing a new American identity to be continuously reborn. We considered the ways in which the land in which we live shapes our identities. Many Utahans find themselves the direct product of ancestors who partook of the frontier life described by Turner. Utah, a separate territory from the United States when the Saints first arrived, was permitted to develop a unique cultural identity founded in core gospel principles and the pioneering spirit of industry and frugality.
We then began reading about Ralph Waldo Emerson, the father of the American Transcendentalist movement. We will continue reading together next week.
No homework.
Update Nov. 6
Bellwrite: What are your personal frontiers?
We considered the portrayal of the American land in Gast's painting "American Progress" and in Kathy Lee Bates' poem "America, the Beautiful." We considered these arguments in light of Jefferson's belief in an "Empire of Liberty." Jefferson redefined the meaning of empire from the traditional European model--wherein the mother country governs over and profits from the colonies as a superior--to a new model, created by the Northwest Ordinance of 1787, wherein new territories could become full and equal partner states integrated into the United States of America. Thus the Empire of Liberty would spread from "sea to shining sea."
Homework: Read the excerpt from Frederick Jackson Turner's essay "The Significance of the Frontier in American History." Write a one-paragraph summary of his argument.
AP
Students worked on developing their synthesis essays (on the Wilderness Act of 1964). Please note that there are two types of questions being asked in the prompt:
1) a question of fact (How should "wilderness" be defined?)
2) a question of policy (To what extent should wilderness be protected or even restored by law?)
Homework: Write a first draft of your essay. Spend no more than 60 minutes working on it.
We considered the portrayal of the American land in Gast's painting "American Progress" and in Kathy Lee Bates' poem "America, the Beautiful." We considered these arguments in light of Jefferson's belief in an "Empire of Liberty." Jefferson redefined the meaning of empire from the traditional European model--wherein the mother country governs over and profits from the colonies as a superior--to a new model, created by the Northwest Ordinance of 1787, wherein new territories could become full and equal partner states integrated into the United States of America. Thus the Empire of Liberty would spread from "sea to shining sea."
Homework: Read the excerpt from Frederick Jackson Turner's essay "The Significance of the Frontier in American History." Write a one-paragraph summary of his argument.
AP
Students worked on developing their synthesis essays (on the Wilderness Act of 1964). Please note that there are two types of questions being asked in the prompt:
1) a question of fact (How should "wilderness" be defined?)
2) a question of policy (To what extent should wilderness be protected or even restored by law?)
Homework: Write a first draft of your essay. Spend no more than 60 minutes working on it.
Tuesday, November 5, 2013
Update Nov. 5
Bellwrite: What are your personal frontiers?
We collected the Promised Land assignment and discussed insights from it. Then we continued our discussion of frontiers from yesterday. We first summarized our take-aways from the discussion yesterday. Then we considered the arguments of some American landscape painting from the 19th Century including the following:
"Looking Down Yosemite Valley" by Bierstadt
"Emigrants Crossing the Plain" by Bierstadt
"A Storm in the Rocky Mountains, Mt. Rosalie" by Bierstadt
"American Progress" by John Gast
We read an excerpt from Frederick Jackson Turner's essay, 'The Significance of the Frontier in American History."
We considered the concept of Manifest Destiny and Jefferson's concept of an "Empire of Liberty." We saw that this ideal carried through into Lincoln's "Gettysburg Address."
Homework: Read the excerpt from Undaunted Courage.
We collected the Promised Land assignment and discussed insights from it. Then we continued our discussion of frontiers from yesterday. We first summarized our take-aways from the discussion yesterday. Then we considered the arguments of some American landscape painting from the 19th Century including the following:
"Looking Down Yosemite Valley" by Bierstadt
"Emigrants Crossing the Plain" by Bierstadt
"A Storm in the Rocky Mountains, Mt. Rosalie" by Bierstadt
"American Progress" by John Gast
We read an excerpt from Frederick Jackson Turner's essay, 'The Significance of the Frontier in American History."
We considered the concept of Manifest Destiny and Jefferson's concept of an "Empire of Liberty." We saw that this ideal carried through into Lincoln's "Gettysburg Address."
Homework: Read the excerpt from Undaunted Courage.
Update Nov. 4
Bellwrite: What is a frontier? How do you think America's ever-shifting frontier shaped American's identity? How does the lack of a frontier affect modern Americans' sense of identity?
We discussed the meaning of frontier, both literally and metaphorically. We saw that as the frontier advanced across the North American continent, the seeds of local self-government were continually sown and cultivated in newly emergent settlements which grew into towns and eventually into industrialized cities. Thus, the American democratic Spirit was continually renewed and kept alive. A student suggested that when America ran out of new land, this impulse to renew the spirit of democracy and liberty was expressed through America's international affairs.
We saw that frontiers are associated with progress and advancement. Perhaps our modern America has a technological frontier. How might that shape our identity?
We considered the image of European celebrity Benjamin Franklin preferred by the French: the image of Benjamin Franklin in a fur cap. Why did they prefer this image of "Americans" and why did Franklin oblige them by intentionally cultivating this image?
Next we considered a painting of young Joseph Smith kneeling in prayer in the Sacred Grove. What is the argument of such an image? Joseph Smith was a frontier prophet, someone who had reached the edge of religious "civilization" and was stepping beyond into the unknown future. Why is he portrayed as a frontier farmboy? To show how he was untainted by the confines of religious preconceptions, of traditional religious dogma.
No homework.
We discussed the meaning of frontier, both literally and metaphorically. We saw that as the frontier advanced across the North American continent, the seeds of local self-government were continually sown and cultivated in newly emergent settlements which grew into towns and eventually into industrialized cities. Thus, the American democratic Spirit was continually renewed and kept alive. A student suggested that when America ran out of new land, this impulse to renew the spirit of democracy and liberty was expressed through America's international affairs.
We saw that frontiers are associated with progress and advancement. Perhaps our modern America has a technological frontier. How might that shape our identity?
We considered the image of European celebrity Benjamin Franklin preferred by the French: the image of Benjamin Franklin in a fur cap. Why did they prefer this image of "Americans" and why did Franklin oblige them by intentionally cultivating this image?
Next we considered a painting of young Joseph Smith kneeling in prayer in the Sacred Grove. What is the argument of such an image? Joseph Smith was a frontier prophet, someone who had reached the edge of religious "civilization" and was stepping beyond into the unknown future. Why is he portrayed as a frontier farmboy? To show how he was untainted by the confines of religious preconceptions, of traditional religious dogma.
No homework.
Friday, November 1, 2013
Update Nov. 1
Bellwrite: Record in your commonplace book your most important learning from the past week.
Students worked to complete their "Promised Land" assignment. It is due on Monday.
AP
We played "Stump the Chump" with vocabulary students had learned. Students also turned in their current events for the week.
We worked on summarizing how the authors of various articles would respond to the definition of wilderness given in the Wilderness Act of 1964.
Homework: Give a one-sentence response to the definition of wilderness from the Wilderness Act of 1964 from the point of view of each of the articles for the synthesis essay. Write your own one-sentence response to the definition of wilderness based on your own thoughts. This will be your thesis statement for the synthesis essay. Type all these sentences on a single sheet of paper for us to work with in class.
Students worked to complete their "Promised Land" assignment. It is due on Monday.
AP
We played "Stump the Chump" with vocabulary students had learned. Students also turned in their current events for the week.
We worked on summarizing how the authors of various articles would respond to the definition of wilderness given in the Wilderness Act of 1964.
Homework: Give a one-sentence response to the definition of wilderness from the Wilderness Act of 1964 from the point of view of each of the articles for the synthesis essay. Write your own one-sentence response to the definition of wilderness based on your own thoughts. This will be your thesis statement for the synthesis essay. Type all these sentences on a single sheet of paper for us to work with in class.
Subscribe to:
Posts (Atom)