Tuesday, April 1, 2014

Prejudice, Values, Maturity

CHOOSING AND WRITING QUOTES:  While you are skimming the novel, notice any lines that seem to illustrate prejudice, Atticus's values, or Maturity.  Choose a sentence or several sentences that effectively show one of these themes; write the quote and the page number down.  

Use the sample below to show how to embed the quote in a sentence by starting with the context as an introductory phrase (the situation in which the line occurs).  Use present tense when discussing events in literature.  Make sure you have punctuated and cited the quote correctly.

2.   ANALYZING YOUR QUOTE:  After choosing the line and blending it carefully, explain the reasons for your choice in writing (several sentences). Why is the line you chose important?  What does it show about the Prejudice, Values, Maturity?  In other words, what is the author trying to convey to the reader in this quote?

Examples:
In chapter 25, Jem starts to mature and grow up. But Scout just think that “Jem was the one getting more like a girl every day, not [her]” (320). Scout doesn’t realize that Jem is maturing now and starting to be a young man. She also doesn’t realize that her brother is slowly slipping away from their childhood entering the real world. To Scout, Jem is starting to be boring and hanging out with the adults now. I don’t think she understands what’s happening to Jem. 

In chapter three, we see Jem already starting to get older, he knows right from wrong now and he doesn't just beat people up for the heck of it, unlike Scout who started beating up Walter and "was rubbing his nose in the dirt [when] Jem came by and told me to stop."(22)After this encounter he invites him over to lunch just to apologies it shows hes growing up.
He and Scout are also suppose to face life's challenges like when they had to walk by Mrs. Dubose's house every now and then on their walk, "Previous minor encounters with her left me with no desire for more, but Jem said I had to grow up some time"(99). Harper Lee is showing them that they are facing their fear rather then ignoring them.

Thursday, March 27, 2014

Poem in Two Voices: Reflection

I.  Write a reflection that explores the relationship between the two voices used to construct your poem.

Paragraph 1: Introduce your two "characters".  
Who are they?  What role do they play in the novel?  Why are these two characters important/significant to the novel?  What qualities do these characters possess?

Starters: 
This poem in two voices features__________________.
This poem in two voices describes_________________.
This poem in two voices explores the relationship between____________________.

Paragraph 2:  Describe your poem.
Why did you choose the images?  Which lines best capture the relationship between the characters?  Explain.  
Which of the following Essential Understandings are best illustrated by your poem:
    • People see the world through the lens of their own experience and background.
    • We can understand others better by considering their experiences, background, and perspective.
    • Societies are governed by spoken and unspoken codes of behavior.


2. Please place the link to your animoto in your post.

3. Now take a few minutes to look and comment on THREE (3) of your peers animotos.
What are the strengths?
Which lines and/or images captured the essence of this relationship?

Monday, March 17, 2014

The Closing Argument

Watch the clip and read Atticus' closing argument below for examples of ethos, logos, and pathos. Then, in the comment box, EXAMINE and EXPLAIN one example of ethos, logos, pathos and the effect this appeal should have on the audience.  200 word minimum.
Evaluate your response.

Atticus Finch delivers his Closing Argument at the Trial of Tom Robinson
Atticus paused, then he did something he didn’t ordinarily do. He unhitched his watch 
and chain and placed them on the table, saying, “With the court’s permission—” 
   Judge Taylor nodded, and then Atticus did something I never saw him do before or 
since, in public or in private: he unbuttoned his vest, unbuttoned his collar, loosened his 
tie, and took off his coat. He never loosened a scrap of his clothing until he undressed at 
bedtime, and to Jem and me, this was the equivalent of him standing before us stark 
naked. We exchanged horrified glances. 
   Atticus put his hands in his pockets, and as he returned to the jury, I saw his gold 
collar button and the tips of his pen and pencil winking in the light. 
 “Gentlemen,” he said. Jem and I again looked at each other: Atticus might have said, 
“Scout.” His voice had lost its aridity, its detachment, and he was talking to the jury as if 
they were folks on the post office corner. 
  “Gentlemen,” he was saying, “I shall be brief, but I would like to use my remaining time 
with you to remind you that this case is not a difficult one, it requires no minute sifting of 
complicated facts, but it does require you to be sure beyond all reasonable doubt as to 
the guilt of the defendant. To begin with, this case should never have come to trial. This 
case is as simple as black and white. 
 “The state has not produced one iota of medical evidence to the effect that the crime 
Tom Robinson is charged with ever took place. It has relied instead upon the testimony 
of two witnesses whose evidence has not only been called into serious question on 
cross-examination, but has been flatly contradicted by the defendant. The defendant is 
not guilty, but somebody in this courtroom is. 
 “I have nothing but pity in my heart for the chief witness for the state, but my pity does 
not extend so far as to her putting a man’s life at stake, which she has done in an effort 
to get rid of her own guilt. 
 “I say guilt, gentlemen, because it was guilt that motivated her. She has committed no 
crime, she has merely broken a rigid and time-honored code of our society, a code so 
severe that whoever breaks it is hounded from our midst as unfit to live with. She is the 
victim of cruel poverty and ignorance, but I cannot pity her: she is white. She knew full 
well the enormity of her offense, but because her desires were stronger than the code 
she was breaking, she persisted in breaking it. She persisted, and her subsequent 
reaction is something that all of us have known at one time or another. She did 
something every child has done—she tried to put the evidence of her offense away from 
her. But in this case she was no child hiding stolen contraband: she struck out at her 
victim—of necessity she must put him away from her—he must be removed from her 
presence, from this world. She must destroy the evidence of her offense. 
 “What was the evidence of her offense? Tom Robinson, a human being. She must put 
Tom Robinson away from her. Tom Robinson was her daily reminder of what she did. 
What did she do? She tempted a Negro. 
 “She was white, and she tempted a Negro. She did something that in our society is 
unspeakable: she kissed a black man. Not an old Uncle, but a strong young Negro man. 
No code mattered to her before she broke it, but it came crashing down on her 
afterwards. 
 “Her father saw it, and the defendant has testified as to his remarks. What did her 
father do? We don’t know, but there is circumstantial evidence to indicate that Mayella 
Ewell was beaten savagely by someone who led almost exclusively with his left. We do 
know in part what Mr. Ewell did: he did what any God-fearing, persevering, respectable 
white man would do under the circumstances—he swore out a warrant, no doubt signing 
it with his left hand, and Tom Robinson now sits before you, having taken the oath with 
the only good hand he possesses—his right hand. 
    “And so a quiet, respectable, humble Negro who had the unmitigated temerity to ‘feel 
sorry’ for a white woman has had to put his word against two white people’s. I need not 
remind you of their appearance and conduct on the stand—you saw them for 
yourselves. The witnesses for the state, with the exception of the sheriff of Maycomb 
County, have presented themselves to you gentlemen, to this court, in the cynical 
confidence that their testimony would not be doubted, confident that you gentlemen 
would go along with them on the assumption—the evil assumption—that all Negroes lie, 
that all Negroes are basically immoral beings, that all Negro men are not to be trusted 
around our women, an assumption one associates with minds of their caliber. 
    “Which, gentlemen, we know is in itself a lie as black as Tom Robinson’s skin, a lie I 
do not have to point out to you. You know the truth, and the truth is this: some Negroes 
lie, some Negroes are immoral, some Negro men are not to be trusted around women—
black or white. But this is a truth that applies to the human race and to no particular race 
of men. There is not a person in this courtroom who has never told a lie, who has never 
done an immoral thing, and there is no man living who has never looked upon a woman 
without desire.” 
    Atticus paused and took out his handkerchief. Then he took off his glasses and wiped 
them, and we saw another “first”: we had never seen him sweat—he was one of those 
men whose faces never perspired, but now it was shining tan. 
    “One more thing, gentlemen, before I quit. Thomas Jefferson once said that all men 
are created equal, a phrase that the Yankees and the distaff side of the Executive 
branch in Washington are fond of hurling at us. There is a tendency in this year of grace, 
1935, for certain people to use this phrase out of context, to satisfy all conditions. The 
most ridiculous example I can think of is that the people who run public education 
promote the stupid and idle along with the industrious—because all men are created 
equal, educators will gravely tell you, the children left behind suffer terrible feelings of 
inferiority. We know all men are not created equal in the sense some people would have 
us believe—some people are smarter than others, some people have more opportunity 
because they’re born with it, some men make more money than others, some ladies 
make better cakes than others—some people are born gifted beyond the normal scope 
of most men. 
    “But there is one way in this country in which all men are created equal—there is one 
human institution that makes a pauper the equal of a Rockefeller, the stupid man the 
equal of an Einstein, and the ignorant man the equal of any college president. That 
institution, gentlemen, is a court. It can be the Supreme Court of the United States or the 
humblest J.P. court in the land, or this honorable court which you serve. Our courts have 
their faults, as does any human institution, but in this country our courts are the great 
levelers, and in our courts all men are created equal. 
     “I’m no idealist to believe firmly in the integrity of our courts and in the jury system—
that is no ideal to me, it is a living, working reality. Gentlemen, a court is no better than 
each man of you sitting before me on this jury. A court is only as sound as its jury, and a 
jury is only as sound as the men who make it up. I am confident that you gentlemen will 
review without passion the evidence you have heard, come to a decision, and restore 
this defendant to his family. In the name of God, do your duty.” 
In the name of God, do your duty. In the name of God, believe Tom Robinson.

Sunday, March 16, 2014

To Kill a Mockingbird: Evidence Collection and Analysis





Compare the results of the trial (Chapter 21) to what you think the verdict should have been from your evaluation of the evidence. 

Explain how class structure might have affected the jury’s verdict.

Self-Evaluate your post using the rubric below.

Criteria:
  1. 3 pieces of evidence from the trial
  2. discuss the credibility of the evidence
  3. include details about class structure in Maycomb
  4. has a concluding statement
Model:
Paragraph 1:  EVIDENCE
Based on the evidence presented in the case, the jury should have found Tom Robinson________________.  The most compelling piece of evidence came from the testimony of _________________.  

Paragraph 2:  WHY the evidence did not acquit him.
The guilty verdict should not be surprising to anyone who knows about the Jim Crow South in the 1930s. 



4- EXEMPLARY
3- PROFICIENT
2 -DEVELOPING
Position:
Did you meet all the requirements of the assignment?

The student clearly addresses task, purpose, and audience.
They have gone above and beyond the expectations of the assignment.
Images are thoughtfully chosen.
The student addresses task, purpose, and/or audience
They have met the requirements of the assignment.  Images match the content.
The student weakly addresses task, purpose, and/or audience.
They have barely met the requirements of the assignment.
Images are not original or do not match the content.
Evidence and Support
Do you include appropriate and reliable information in your presentation?
The response  is richly supported with information from the text..The supporting ideas in the response are well developed;
information is accurate and relevant.


The position in the response contains some support using information from a source(s) material.The supporting ideas in the response are generally developed; information is accurate and relevant.
The response contains limited support or may not use information from the text.  The ideas in the response are not thoroughly or only somewhat developed; some information may be inaccurate or irrelevant.
Organization
The response is unified and focused ideas; organization and control are sustained throughout


The response is organized
ideas; digressions, if present, are not disruptive.
The response may lack focus;  there may be digressions or abrupt shifts that interfere with meaning.
Composition
Is your presentation edited?  Is it thoughtful?
Does it reflect pride and professionalism?
The response has few editing/grammatical errors.
Quotes are properly blended and cited.
Response reflects thoughtful analysis of evidence.
The response has a few editing/grammar errors. Quotes are not always properly blended/cited.
Response reflects some analysis of evidence.
Several careless editing/grammatical errors.
Quotes are not blended/cited.
Little to no analysis of evidence.

Tuesday, March 11, 2014

To Kill a Mockingbird Chapter 20

Briefly summarize the most important events of Chapter 20.  Type your entry and evaluate your performance using the following criteria created by your class.

Evaluation Criteria:
Give your entry up to FIVE points based on the following criteria:

Specific textual references
Use of character names
Correct information
Well developed responses of at least 50-75 words each.
Complete sentences, capitalization, punctuation
Proper citation

Comment on another classmates' post.  (50 word minimum).
Agree/Disagree
Develop
Connect
Question


Tuesday, March 4, 2014

Scottsboro: 82 Years Later

Read this article about the Scottsboro Trial, published in The Nation in 1931. How does the journalist feel about the trial of the Scottsboro Boys as it's developing? How can you tell?  Blend a quotation from the article to support your response.

How does understanding this trial influence your understanding of the Tom Robinson trial that has just gotten underway in To Kill a Mockingbird?



This Week in ‘Nation’ History: Pardoning the Scottsboro Boys, Eighty Years Too Late


The Scottsboro boys dancing and singing in an Alabama prison in 1937. (AP Photo)
The Scottsboro boys dancing and singing in an Alabama prison in 1937. (AP Photo)
Eighty-two years after being pulled off a Memphis-bound freight train, accused of raping two white women, threatened with lynching and subjected to years of blatant miscarriages of justice, the three Scottsboro Boys who had not yet been acquitted or pardoned were cleared by the state of Alabama on November 21. “Today is a reminder that it is never too late to right a wrong,” saidState Senator Arthur Orr, who sponsored a bill to create a legal framework for the pardon. But however important as a symbolic gesture, the overdue action only underscored the fact that justice delayed is by definition justice denied: Clarence Norris, the last of the Scottsboro Boys, died in 1989.
Edited and published at the time by NAACP co-founder Oswald Garrison Villard, The Nationimmediately recognized Scottsboro as a vital front in the battle for civil rights and dispatched associate editor Dorothy Van Doren to Alabama to report on the case. Eight of the nine boys arrested had been charged in a snap trial lasting less than two weeks and were scheduled to hang in June 1931, but that date was postponed as a motion for a new trial was granted. They would remain in legal limbo, enduring numerous retrials and new convictions at the hands of all-white juries—even after one of the accusers admitted her allegation was a lie—for years.
In “Eight Who Must Not Die” (June 3, 1931), Van Doren wrote that precisely what made the accused such ripe targets for a racist and bloodthirsty Alabama judicial system was precisely what made their exoneration—if, as seemed clear to Van Doren and most observers, they were innocent—all the more necessary. In words sure to make twenty-first-century progressives uncomfortable, she wrote of the defendants:
None of them can read or write. All have unsavory reputations. They have been accused of various petty crimes—gambling, thieving, more or less harmful mischief in general. They are not noble characters; it is a safe guess that not one of them will ever amount to much. They are the products of ignorance, of the most wretched and extreme poverty, of dirt, disorder, and race oppression. Yet there is no reason in the world why they should not have every legal right accorded to the finest and most cultivated person in the land. They are poor and ignorant and irresponsible. All the more should the state protect them, all the more should every device of the courts and every safeguard of the law be invoked to the end that justice be served.
Two years later, as the proceedings were moved from Scottsboro to Decatur—“from all reports just a larger Scottsboro”—The Nation wrote in an editorial: “The Scottsboro boys are now more than ever in mortal danger. It is likely that only the pressure of public opinion upon the State of Alabama can save their lives. We hope that that pressure will be increasingly applied, by letter, by telegram, and by widespread publicity.”
In 1936, the great journalist Carleton Beals—who otherwise mostly wrote for The Nation on South and Central American politics—traveled to Alabama to interview Ozie Powell, the Scottsboro defendant who told a judge he had only three months of schooling and who, earlier that year, had been shot in the head by a police officer after pulling out a knife. Beals wrote in his article not only about the accused, but also about their accusers—the Alabaman whites looking for scapegoats:
As one rides through the countryside and sees the shacks in which they live, the boards warped and rotting, the windows broken and stuffed with rags, as one looks at the stony hillsides and the pine trees standing in swampy pools, one realizes that many of these people in America in the twentieth century live worse than most peasants in the Balkans and certainly have fewer cultural attainments. They fear the Negroes. It is an economic fear. It is a physical fear. It is a cultural fear. It is a blind fear.
In 1937, four of the Scottsboro Boys were acquitted of all charges, while the remaining four—Haywood Patterson, Andrew Wright, Charlie Weems and Clarence Norris—were convicted of rape and sentenced to seventy-five years, ninety-nine years, 105 years and death (later commuted to life), respectively. The peculiar and uneven conclusion to the case perplexed outside observers and prompted Morris Shapiro, secretary of the Scottsboro Defense Committee, to write in The Nation: “Alabama justice has yielded to expediency in the Scottsboro case. No other explanation is possible for the farcical finale which left the state in the anomalous position of providing only 50 per cent protection for the ‘flower of Southern womanhood.’”
All of the defendants were out of prison by 1950. Norris had jumped parole and wasn’t found until 1976, in Brooklyn; George Wallace, the segregationist governor of Alabama, pardoned him. Many of the others had found life extraordinarily difficult after the hardships they endured: Patterson died in prison after being convicted of manslaughter; Wright, living in Albany, New York, was again falsely accused of rape and later stabbed his wife; his little brother, Roy, just 13 at the time of his arrest, shot his wife and then himself in 1959.
As early as June 1931, Dorothy Van Doren had predicted that even if exonerated the Scottsboro Boys would not have easy lives. This was not so much because of the trauma of their recent ordeal, she wrote, as because of the overwhelmingly hostile and racist world into which they had been born. It was worthwhile, Van Doren wrote,
to consider for a moment to what sort of world they will get out, if they get out. Earnest persons who want to help somewhere and do not quite know how might ponder this point. They will reenter a world of poverty, ignorance, and race repression. Their chances of being in it a credit either to themselves or to their country are not large. Their chances even of living out their lives peaceably and dying in their beds are not large. They are the children of violence, and it is altogether likely that violence will overtake them in the end.

Sunday, March 2, 2014

Scottsboro Trial and To Kill a Mockingbird


Read the profiles of Ruby Bates and Victoria Price

1.  Briefly describe the two women who accused the Scottsboro defendants of rape, especially their socio-economic background.





Read the profiles of Olen Montgomery and other Scottsboro defendants. 

2.  Briefly describe these young men, especially their socio-economic background.


3.  How might the socio-economic background of both the accusers and the defendants have helped shape the events of the case?



4. Evaluate your post using the following rubric and EXPLAIN your grade.


Criteria
4- Exemplary
3- Proficient
2- Developing
Understanding the Text
The student demonstrates a clear understanding of the text in a response that includes specific evidence
The student demonstrates an understanding of the text in a response that includes evidence.
The student demonstrates a limited understanding of the text in a response that may be illogical,vague, or irrelevant.
Synthesizing and Analyzing the Text
The student clearly synthesizes and analyzes the development of the ideas.
The student synthesizes and/or analyzes the development of some ideas.
The student offers little synthesis or analysis of ideas.