English 11/12 Midterm Essay

Compare/Contrast Essay        ___/40

Read the following definitions of two similar, but different literary figures.

·       A tragic hero is a character with a fatal flaw (like pride, for example) who is doomed to fail in search of their tragic dream despite their best efforts or good intentions.  A tragic hero is a good and noble person whose choices (sometimes combines with fate) lead to his/her own demise.  Lastly, the suffering of the hero must not be senseless: it must have meaning! 

·       An anti-hero is a central character in a work of literature who lacks traditional heroic qualities such as courage, physical prowess, and fortitude. Anti-heroes typically distrust conventional values and are unable to commit themselves to any ideals. They generally feel helpless in a world over which they have no control. Anti-heroes usually accept, and often celebrate, their positions as social outcasts.  They show the frailty of being human, and authors often use this literary device to criticize society’s treatment of the individual.

Directions:

Characterize both Willy Loman (Death of a Salesman by Arthur Miller) and Randall McMurphy (One Flew over the Cuckoo’s Nest by Ken Kesey) as either tragic heroes or anti-heroes.  You may choose to define them as two different types of hero or as the same type.  Refer to the rubric for planning ideas/directions:

·       Paragraph #1: Name which books, authors, and characters you are going to discuss.  Name how you are going to define each of them. (5 points)

·       Paragraph #2: Discuss McMurphy in One Flew over the Cuckoo’s Nest.  Is he a tragic hero or anti-hero and why?  Give at least three specific reasons for your definition. (10 points)

·       Paragraph #3: Discuss Willy Loman in Death of a Salesman.  Is he a tragic hero or anti-hero and why?  Give at least three specific reasons for your definition. (10 points)

·       Paragraph #4: Give and overview of how McMurphy and Willy Loman are similar and different.  Discuss what the authors’ purposes were for both characters—what point(s) were Kesey and Miller making about modern life by writing about non-traditional heroes? (10 points)

·       **5 points for overall readability (organization and editing)

Cuckoo Questions for pages 129-173

Follow the link and choose a set of questions to answer in a complete paragraph by yourself, with a partner, or in a group of no more than three students.  Do not choose a series of questions that have already been claimed.

One Flew over the Cuckoo's Nest

Access the questions for pages 83-128 on Google Docs.  Working in a group of no more than three, write a complete paragraph response to one of the sets of questions that have not already been claimed.

After you have finished your paragraph response, make sure that you have synonyms and antonyms for ALL your vocabulary words.  If that is complete, start drawing pictures for each word.

One Flew over the Cuckoo's Nest Questions, pages 42-82.

Working in groups of no more than three, completely answer one question for this section of One Flew over the Cuckoo's Nest.  Remember, do not answer the same question as another group and read ALL directions first!

One Flew Over the Cuckoo's Nest, pp. 1-41

Now that you have finished reading the first part of Ken Kesey's One Flew over the Cuckoo's Nest, you can answer some questions about it.  Specifically, you can answer one complex paragraph-style question within a group of two to three on this Google Doc.  Read and follow the directions and complete the task as your teacher has modeled and instructed for you.

One Flew Over the Cuckoo's Nest Vocabulary

Copy the following definitions in the MEANS box on your vocab sheet:

·       Acute:  sharp, focused

·       Chronic: keeps happening

·       Existentialism: belief that you are in control of your own destiny

·       Combine: group of people that work together OR a factory

·       Matriarchy: society controlled by women

·       Emasculate: take away a man’s “manhood”

·       Sadistic: enjoy inflicting pain on others

·       Punitive: meant as a punishment

·       Psychotic: crazy, detached from reality

·       Schizophrenia: mental illness where you have a false perception of reality

FINAL EXAM ESSAYS

Please refer to the essay questions for your finals with Ms. Kappelman.  You are encouraged to work on these ahead of time so that you may both effectively review your materials from the school year and focus on the rest of your exam (matching, multiple choice, etc.) in a timely manner on the day of your exam.

English 9/10: For 40 points (40% of your final exam grade) complete this one five-paragraph essay.

Both Edgar Allan Poe and Antoine de Saint-Exupéry in The Little Prince explore how feelings we experience about losing someone close to us.  Alfred Lord Tennyson, a nineteenth century British poet, tells us, “'Tis better to have loved and lost / Than never to have loved at all.”  Do you agree with this? 

Plan and write a five paragraph essay in which you address this idea, using examples from our readings and your own life/observations.

RUBRIC:  For full credit, you must do the following for 10 points each:

• organize your thoughts in a coherent form with an introduction, conclusion, and mostly proper spelling, capitalization, and grammar.
• connect evidence from one or more of Edgar Allan Poe’s works to your thesis.
• connect evidence from The Little Prince by Antoine de Saint-Exupéry to your thesis.
• connect evidence from your own experiences/observations/study to your thesis

English 11/12: For 25 points (25% of your final exam grade) complete this one essay (note, it should probably be two or three paragraphs long)

Respond to the following prompt on a separate piece of paper:

• Pretend that you are writing for an audience of people who do not know very much about the alternative program, but have some influence over its direction (like the principal or the superintendent).  Describe the program as it currently is.  Is this a good/worthwhile/effective program?  Why or why not?  What could be improved next year (please offer some specific suggestions).

 25 Point Rubric:

• Organization: Intro, body, conclusion that connects and transitions:            5 points
• Description of current program:                                                                      5 points
• Opinion of current program with support:                                                      5 points
• Suggestions for the future/next year:                                                              5 points
• Overall readability: flow, word choice, style, and mechanics:                      5 points

World Studies:  For 30 points total (30% of your grade), complete THREE (10 points each) of the following essays (note, they should be at least one complete paragraph each).

a.  Compare and contrast the reasons behind the rise and fall of an empire we have studied with the rise and potential fall of the United States.  In what ways is the US similar / different?   Be sure to use specific examples to support your comparisons.

 b.  Explain the impact geography has had on the development of the world.  Use specific examples from ancient or modern times to show these impacts.

 c. Compare and contrast two of the world’s great religions.  Use specific examples to explain their origins, beliefs, and practices.

 d. Explain ways in which religious conflict has been evident historically and / or today.  Choose three different examples and explain the causes / effects of each.

 e. Choose a person from history and evaluate his / her importance both during the time in which he/she lived and the impact they had on the future.  Use specific examples to show the ways the significance of this person and the legacy they left.  Is this an overall positive or negative legacy?

 f. Choose an invention or idea from world history.  Discuss what factors helped lead to this creation and how it changed the world using facts and details from class.

 g. How has cultural diffusion affected the development of civilization throughout the world.  Use examples from ancient and/or modern societies to show.

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

Civics:  For 20 points total (20% of your grade), complete TWO (10 points each) of the following essays (note, they should be at least one complete paragraph each).

• Compare and contrast the two major parties in U.S. politics.  Give at least three major differences between these two parties.  Tell which party you tend to agree with more and explain why.
• Describe the different parts of the Constitution and the information included in each part.
• Describe two of the compromises in ratifying the Constitution.  Explain both sides and what was finally agreed upon for each. 
• What is the concept of “checks and balances”?  What is the concept of “separation of powers”?  Give an example of each and connect at least one to the concept of federalism

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

American History:  For 30 points total (30% of your grade), complete THREE (10 points each) of the following essays (note, they should be at least complete paragraph each and you must choose one essay from each of the three sections).

 1940s-1950s: WWII, Korea, & the Cold War

• ·         How and why did the United States remain neutral in the beginning of World War II?  Why did the United States become involved in the war and how did they contribute to the war?
• ·         How did WWII affect women and African Americans?  Be specific.
• ·         Why did Americans’ Cold War fears center on communism?  How did these fears affect both domestic and foreign policies?

1950s-1960s: Civil Rights & Vietnam

• ·         What were the three most important events in the African American civil rights movement?  Describe the causes and effects of each event within the context of the movement.
• ·         Compare and contrast Kennedy’s, Johnson’s, and Carter’s Vietnam policies.  Whose do you think was best?  Why?
• ·         Compare and contrast the war in Vietnam with the wars in Iraq and Afghanistan.

1970s-2000s

• ·         Discuss the troubles in the Middle East during the 1970s, 1980s, 1990s, and 2000s.  Include at least three major events and/or policies that affected the United States and our relations with countries in the Middle East.
• ·         Discuss the “green” movement, including at least three different important events/policies and where you think the movement is headed in the future.
• ·         Describe three different advances in technology and medicine in the past 30 years and the controversy surrounding these.

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above.

Psychology/Sociology:  For 30 points total (30% of your grade), complete THREE (10 points each) of the following essays (note, they should be at least one complete paragraph each).

Directions: In complete paragraphs, answer THREE (3) of the following questions for 10 points each.

A.     Compare and contrast three psychological disorders within the same category of DSM IV.

B.      Describe the Bystander Effect and write a situation in which you explain the variables about why one would or would not help a stranger.

C.      What is the fundamental attribution error?  How can it be avoided?  Provide a specific example.

D.     Compare and contrast the three major theories of sociology.

E.      Discuss your own socialization, specifically how three or more agents of socialization have made you who you are.

F.      What is a total institution?  Describe its purpose and how it achieves this purpose, using at least two real world examples.

G.     Why does deviance occur?  How should society handle deviance? Think of our studies and your own observations/experiences?

H.     Discuss one of the movies that we watched this semester from a sociological or psychological standpoint.  Argue for its educational value and use in the classroom using terms that you learned from class.

RUBRIC

·         10 points =  Student clearly answers all parts of the prompt, providing multiple specific and relevant examples from his/her studies and/or observations.  Writing has a clear introduction (thesis in which an original argument is asserted), body, and conclusion.

·         9 points =  Student clearly attempts to answer all parts of the prompt, providing some specific and relevant evidence from his/her studies and/or observations.  Writing has a clear introduction (thesis), body, and conclusion.

·         8 points =  Student answers most parts of the prompt, providing relevant evidence from his/her studies and/or observations.  Writing has a clear introduction, body, and conclusion.

·         7 points =  Student attempts to answer the main part of the prompt, providing somewhat relevant evidence from his/her studies and/or observations.  Writing has a clear introduction and  body.

·         1-6 points =  Student’s answer lacks clarity and/or organization discussed above. 

Pop Music as Poetry

View the following slide shows to see examples of the type of project you will be working on for the rest of the school year.  As you are viewing, fill in the Guided Note Taking worksheet.
Johnny Cash's "I Walk the Line"
The Shins' "New Slang"
Next, read the directions for your assignment and begin work!

Othello essay example

In Othello, William Shakespeare illustrates the role of women through three different female characters.  Shakespeare’s characterization of Bianca, Desdemona, and Emilia show that womanhood is complex and femininity can mean many different things.

Bianca’s character is, on the whole, pretty one-dimensional.  She is Cassio’s jealous lover and is referred to as a prostitute on more than one occasion.  Iago uses this information about Bianca to get his way, explaining, “Now will I question Cassio of Bianca, / A huswife that by selling her desires / Buys herself bread and clothes. It is a creature / That dotes on Cassio.” (IV.i.)  Bianca represents women who are ruled by their desires.  She desires clothes and food, so she sells her body, and her desire for Cassio causes her to act jealously.  She is a woman with needs and is ruled by her emotions.

Othello Characters

Othello

Character Sheet

DIRECTIONS:  Identify who each of the following characters are/

Othello:  Hero of the story; black Moor.  War hero and leader.

Iago:  Othello’s “ancient.”  Pretending to be loyal to Othello but really working with Roderigo to undermine Othello

Desdemona:  Othello’s wife.

Cassio: Othello’s lieutenant and friend.

Emilia:  Iago’s wife

Roderigo:  Working with Iago to undermine Othello.  Wanted to marry Desdemona.

Brabantio:  Desdemona’s father.  Angry about Desdemona eloping with Othello

 

Vocabulary Defininitions

 

from Shakespeare's Othello

• Beguile: to influence through trickery
• Censure: express disapproval and/or punish
• Chaste: innocent/virginal
• Cunning: smart,clever, sly
• Devise: to plan or invent
• Disposition: general attitude of a person
• Ignorance: not knowing
• Insinuate: to hint something without saying it outright
• Malice: doing something to cause harm or being mean on purpose
• Modest: shy, conservative, not showy
• Notorious: known for something bad
• Paradox: something that contradicts itself
• Repent: to regret something you did/said and try to make up for it
• Solicit: to try to get something by appealing to someone
• Vice: a bad habit or negative quality in a person
• Vouch: to support as true or good

 

Othello Prereading

 Copy the following information/definitions for questions 1-3.  Questions 4-7 are your opininions.

1.   the troubled part of the hero's life

2.  Tragic hero, reversal of fortune, irreversible trouble that usually leads to death(s)

3.  a “good” character who is destined for downfall and suffering due to a tragic flaw

Anthem by Ayn Rand: Daily Assigments

Directions:  Answer five of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY ONE:  chapter 1

Chapter I

1. (a) Describe the society in which Anthem is set. Some areas to consider are: the political structure, degree of technology, social relationships, quality of life, and education.

(b) Would you want to live in this society? Explain why or why not.

2. (a) When does this novel take place—in the past, the present, or the future? How do you know?

(b)   In this chapter Equality 7-2521 states that it is very unusual for men to reach the age of 45. Offer several possible explanations as to why life expectancy is so short in his society.

3. Clearly, Ayn Rand intended Equality to stand out from his “brothers.” Explain how she accomplishes this by contrasting Equality’s physical qualities and character traits to those of his fellow men.

4. (a) How would your teachers react if you had Equality’s “curse”?

(b) Why do Equality’s teachers disapprove of his quick mind?

(c) Why does the Council of Vocations assign Equality the job of street sweeper? Is it due to error, incompetence, or a more sinister motivation? Explain.

5. At this point in the novel, does Equality accept the moral teachings of his society? If so, why doesn’t he feel shame or remorse when he knows that he’s committing a crime? Find textual evidence to support your answer.

6. (a) Would you want to be friends with someone like Equality? Why or why not?

  (b) Would this answer change depending on if you lived in the society depicted in the book or in our society today?  Why or why not?

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Directions:  Answer five of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY TWO:  chapters 2-3

Chapter II

1. Reread the account of Liberty 5-3000 on page 38. What character traits are revealed in this brief description?

2. Find several examples of the ways in which this society tries to obliterate each individual’s mind (and self) by quashing personal choices, desires, and values.

3. (a) Contrast Equality with the rest of the men living in this society (pg. 46).

  (b) Of the whole range of feelings possible to man (joy, excitement, anger, embarrassment, etc.), why is fear the prevalent emotion in this society?

4. (a) What word is Equality struggling to recapture on page 49?

(b) In your opinion, why is mentioning this word the only crime punishable by death in this society? How does this word contradict the ideals of this society? What could its rediscovery possibly lead to?

Chapter III

5. (a) What does Equality discover in this chapter?

(b) How important is this discovery? Describe four or five ways in which it would help society, and make life easier or more enjoyable.

6. Outline some of the Council of Scholars’ beliefs, and Equality’s refutation of each of those beliefs.

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Directions:  Answer each of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY THREE:  chapters 4-6

Chapter IV

1. Discuss the appropriateness of Equality’s new name, “Unconquered.”

Chapter V

2. Equality understands that his invention will benefit mankind greatly; however, this was not his main motivation in conducting his experiments, and it is not the primary source of the great joy he experiences. Discuss.

3. In your opinion, why is Equality so interested in seeing his own image at this point in the novel? What emotion is he feeling?

Chapter VI

4. The old locks and lack of guards in the Palace of Corrective Detention indicate that prisoners never tried to escape. Why not?

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Directions:  Answer each of the following questions in complete sentences/paragraphs on a separate piece of paper so that someone who has not read the question but has read the book would know what you are talking about.

DAY FOUR:  chapters 7-8

Chapter VII

1. (a) Outline four of the Council’s reasons for rejecting Equality’s invention.

(b)  What are the real reasons behind the Council’s rejection and fear of the gift?

2. What does Equality mean, at the beginning of the chapter, when he says, “We are old now, but we were young this morning” (pg. 68)?

Chapter VIII

3. What is Equality experiencing for the first time in this chapter, and what does he feel as a result?

4. Explain why Equality laughs when he remembers that he is “the Damned.”

5. What does the Uncharted Forest symbolize in Anthem?

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Directions:  Answer each of the following questions in complete sentences/paragraphs so that someone who has not read the question but has read the book would know what you are talking about.

DAY FIVE:  chapters 9-10

Chapter IX

1. On pages 93–94, Liberty contrasts Equality to his fellow men. Paraphrase this passage.

2. In this chapter, Equality questions the morality of his former society. Contrast what he was previously taught about solitude, good, evil, and joy to what he now believes.

Chapter X

3. Describe the house and its contents in your own words, and explain why Liberty and Equality find it so strange and unique.

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Directions:  Answer five of the following questions in complete sentences/paragraphs so that someone who has not read the question but has read the book would know what you are talking about.

DAY SIX:  chapters 11-12

Chapter XI

1. What great discovery does Equality make in this chapter?  What effect does this discovery have on him?  How will his life change because of this?

2. Explain the following quotations in your own words, and discuss how they can be applied to your life:(a) “Whatever road I take, the guiding star is within me.”(b) “For the word ‘We’ must never be spoken, save by one’s choice and as a second thought.”

3. What does Equality now realize is the proper goal and purpose of his life?

4. In what ways is “I” like a God?

5. Reread the incident with the Saint of the Pyre (pg. 50). What was he trying to communicate to Equality?

Chapter XII

6. Why do the main characters take the names Prometheus and Gaea? Why weren’t they allowed to choose their names in their old society?

7. What does Prometheus plan to do in the future? Why does he make theses plans?  What will he have to do to accomplish these things?

8. Prometheus reaches the important realization that “To be free, a man must be free of his brothers” (pg. 118). Cite several examples from Anthem that illustrate the truth of this statement.