AP English Liteature TH eFall of Rome Response

As a reminder, on Monday, you must have written responses for any two questions from the Readers/Discussion Guide from The Fall of Rome. You may not respond to quesitons 1 or 13. Additionally, be sure your response demonstrates full reading of the novel. Do not forget to bring the novel to class on Monday.

Great Books "Joe Turner's Come and Gone" Reflection

Reminder: This reflection is DUE on Monday at 8:00 a.m. Also on Monday Remember to bring your literature circle text and any snacks for the class. We will have one last literature circle meeting. You will also write one last literature circle response.
Joe Turner's Come and Gone Reflection
Directions: Think about answers to each of the following questions and combine your responses into a well written reflection. The reflection still needs an introductory paragraph; transitional words and phrases. Questions should not necessarily be answered in the order in which they are written. Suggested length at least two full pages. Must show evidence of brainstorming. It might be helpdful to re-read the section called "The Play" before the actual play begins.

1. What obstacles and opportunies do African-Americans face at the turn of the century (1900's) and how are these conflicts reflected in the lives of Seth, Bertha, Bynum, Loomis, Jeremy, Molly, Mattie and even Zonia?
2. With which character's struggle do you most admire and why? Identify that character and why you connect or understand that character's struggle.
3. What do you feel to be a major theme of "Joe Turner's Come and Gone"? Why
4. Did you enjoy reading the play? Why? Which part was the most important or significant or meaningul to you? Why?

English 10B Fahrenheit 451 Questions

Re-read the Sieve and the Sand pages 71-110
1. When was the last liberal arts college closed and why?
2. Why did Faber's fear disappear when Montag stood outside his door?
3. How did Montag finally get Faber to agree to help him?
4. What item did Faber create to help him hear conversations?
5. When Faber says, "Those that don't build, burn". What do you think he means? How might this apply to our world?

The Past is Prologue

In Chapter 4, entitled Past is Prologue, we learn an important lesson that is paradoxically true: the past influences our future--not just events that happened in our past, also the past of of family. For this writing assignment you are to create a timeline of events, both large and small, monumental and mudane that you feel in some ways currently does influence you OR Might influence your behavior, your disposition, your personality, your career choices, etc. First start with you: identify ten likes/dislikes/habits you have. Then identify 5-10 goals you have for your immediate future and perhaps the next 8 years.
Then, write down basic information about your parents/household. Do you live with one or two parents? granparents? foster care? other relative? What work does each of your parents do? Did they emigrate to Los Angeles from another country? city? state? what is your income, roughly? have your parents obtained higher education in the US or home country? Do your parents have good credit? HOw do you know? Do your parents own or rent?
Take several minutes and compile answers to these questions to form a narrative that you will construct outlining your Past.

AP English Literature The Fall of Rome Chapter 4-7

The Fall of Rome Response and Discussion Questions

Directions: the Following reading questions assess your understanding of events from Chapter 4-7. Be sure to also complete two entries in your Race, Class, Gender journal.

1. Explain the concept—The Past is Prologue? What does it mean literally and symbolically? How is this true, even if we don’t acknowledge it?
2. What in Mr. Washington’s family life, his upbringing, suggest his outlook on education? Relationships? Why was the relationship between Washington’s mother and father strained? What happened to Mr. Washington’s brother? How do these events affect Washington?
3. Why do you think Mr. Washington only focuses on Rashid’s running ability? Which of the “dozen demons” is this connected to?
4. Explain the different reactions that Ms. Hansen and Mr. Washington have when learning of Kofi’s death.
5. How do you explain Mr. Washington’s mother’s reaction to Isaiah’s? Why do you think Mr. Washington never thought about Isaiah until he met Rashid?
6. Carefully re-read the bottom of page 91, beginning at “Fox had been with the Chelsea school for only ten years..” Do you think that Mr. Washington had been unfairly overlooked for the position of headmaster? Why or why not? Why did he remain at Chelsea?
7. On pages 94-95, Mr. Washington gives questions that speak to his beliefs about race, and privilege. He also questions Mr. Fox’s sincerity when asking him to go on a recruiting trip. Why does Mr. Washington object to going on the trip? What do his thoughts on pages 95 reveal about his beliefs of acceptance to Chelsea?
8. What “complex of problems” do many inner city kids arrive to school with that, in the words of Mr. Fox (pg96) we (the Chelsea staff) are not equipped to deal with? Do you think the staff was not equipped to deal with these problems, or simply unwilling? Why do schools prefer the likes of Gerald Davis and not Rashid?
9. Why is Mr. Washington so resistant to recruiting African-American students? What flaws does it reveal in his character?
10. What two events suggest that Mr. Washington has been the victim of racism and discrimination himself?

AP English Literature

1. Be sure you have read, and re-read the Introduction packet to Race, Class, Gender studies and answered questions on the board.
2. Homework: Finish reading Chapter 1 and read Chapter 2 of The Fall of Rome. Questions:
1. Why is it significant that chapter 1 is written from the point of view of a participant of the story (Mr. Washington the Latin teacher?) What can we predict about this? List at two concepts about first person narration and how it may inform the novel.
2. What evidence is there in Chapter 1 of "institutionalized racism"?
3. What has happened to Rashid Bryson before he comes to Chelsea school? (paragraph answer)
4. Chapter two is told from the point of view of an omniscent narrator? Why do you think the author chooses this switch?
5. Gerald and Rashid are two African-American male students both attending Chelsea. What differences do you perceive between Rashid and Gerald? Explain the role social class plays in the "invisible differences" between them.
6. What evidence of educational inequlity is found in chapter 2? Explain, then, the (ironic)link/s between race, social class and education.

Be prepared to write in your Race, Class, Gender journal about a time you were misperceived or misperceived.

GReat Books/Expos Comp.

Directions: Finish Reading Chapter 10- The Narrative of Frederick Douglass and respond to the questions that follow:
Why and where does Frederick begin a Sabbath school? Why is it essential that the slaves tell no one about it?
Why does Frederick decide to include the slaves in his Sabbath school in his plans to obtain his freedom? Why is this dangerous?
Frederick makes the point that many slaves would “rather bear those ills we had, than fly to others, that we knew not of ”
(p. 93). How does this help explain why so few slaves escaped?
How do the slaves plan to run away?
What is the purpose of the “protections” written by Frederick?
What happens to their plan, and how do the “protections” nearly cause their deaths?
What happens to each of the slaves who attempted to run away?
When Frederick returns to Baltimore, what does he do?
Frederick again decides to fight when he is attacked. What happens to him? What does Master Hugh attempt to do for Frederick?
What must Frederick do with the wages he earns each week as a caulker? Why?