http://www.scribd.com/people/view/74539-tatertot This a feed for documents on Scribd written by tatertot 30 Sun, 22 Jul 2007 08:12:57 GMT Sun, 22 Jul 2007 08:12:57 GMT http://www.scribd.com/doc/203131/poems-to-teach-high-school-students K, included find several poems that I taught and thought were successful. I would suggest limited the schema that the students focus on to five main aspects. I used speaker, setting, imagery, mood/tone, theme. You may even want to cut out theme. The students can examine these five dimensions at the beginning of every poem analysis. then go into the poem in more detail. rather than grouping poems according to forms and structure (like sonnets and limericks), maybe than can be grouped and taught according to idea. For example, “Slim Cunning Hands” and “At the San Francisco Airport” could Sun, 22 Jul 2007 08:12:57 GMT http://www.scribd.com/doc/203131/poems-to-teach-high-school-students http://www.scribd.com/doc/203128/teaching-maya-angelous-still-i-rise "Still I Rise" You may write me down in history With your bitter, twisted lies, You may trod me in the very dirt But still, like dust, I'll rise. Does my sassiness upset you? Why are you beset with gloom? 'Cause I walk like I've got oil wells Pumping in my living room. Just like moons and like suns, With the certainty of tides, Just like hopes springing high, Still I'll rise. Did you want to see me broken? Bowed head and lowered eyes? Shoulders falling down like teardrops. Weakened by my soulful cries. Does my haughtiness offend you? Don't you take it awful hard 'Cause I laugh like I've got go Sun, 22 Jul 2007 08:11:27 GMT http://www.scribd.com/doc/203128/teaching-maya-angelous-still-i-rise http://www.scribd.com/doc/202982/milton-at-a-solemn-music-analysis The Poet’s Song “At a Solemn Music” 1 Blest pair of sirens, pledges of heaven’s joy, 2 Sphere-borne harmonious sisters, Voice, and Verse, 3 Wed your divine sounds, and mixed power employ 4 Dead things with inbreathed sense able to pierce, 5 And to our high-raised phantasy present, 6 That undisturbed song of pure concent, 7 Ay sung before the sapphire-coloured throne 8 To him that sits thereon 9 With saintly shout, and solemn jubilee, 10 Where the bright seraphim in burning row 11 Their loud uplifted angel trumpets blow, 12 And the cherubic host in thousand choirs 13 Touch their immorta Sun, 22 Jul 2007 00:50:39 GMT http://www.scribd.com/doc/202982/milton-at-a-solemn-music-analysis http://www.scribd.com/doc/202929/taxi-driver-film-notes travis' loneliness is figured through glass - everyone he meets is first seen as an image through a window, rear-view mirror, tv screen. he's a voyeur, a watcher, not a man of action that interacts w/others. his loneliness and frustration leads him to become a man of action in the most extreme form by the end of the movie, when he saves the prostitute and kills her oppressors. his loneliness and alienation result from his inability to communicate. he is mostly silent, and when he speaks, he angers others or is unable to express himself. he pisses off the man who hired him at the beginning of t Sat, 21 Jul 2007 22:32:06 GMT http://www.scribd.com/doc/202929/taxi-driver-film-notes http://www.scribd.com/doc/202928/notes-on-anthropology-of-cute-in-japan i'm reading about "cuteness" in japan. it was originally a phenomenon started by youth but soon appropriated by industry. soon the selling of cute little trinkets, some of them near-useless or entirely useless, was huge. the cute lent personality to objects such that consumers could have relationships w/their commodities that they might lack with other people in a society pervaded by alienation. in japan of the popular sense of "cute" was closely associated with "pitiful". this was illustrated by the case of a pair of 100-yr old twin women who become wildly popular as cute. thus cute was not r Sat, 21 Jul 2007 22:32:05 GMT http://www.scribd.com/doc/202928/notes-on-anthropology-of-cute-in-japan http://www.scribd.com/doc/202926/irish-film-analysis Due to Ireland’s small size and its history of colonization, it must constantly consider its relationship with larger outside powers. With Britain in the east and America in the west, the Irish are divided upon how to deal with these foreign forces. Presently, Ireland imports American culture and modernity while exporting a traditional, picturesque image of itself. Thus, Ireland is “torn between presenting itself as a modern, dynamic society… and an idyllic, prelapsarian culture unsullied by the twentieth century” (Linehan, 46). It vacillates between inwardness and outwardness, traditi Sat, 21 Jul 2007 22:32:00 GMT http://www.scribd.com/doc/202926/irish-film-analysis http://www.scribd.com/doc/202925/historical-analysis-of-rap-music The teacher of my 6th grade music class insisted upon the following point: “Rap is not music.” She outlined the necessary components of music and pointed out that rap was missing harmony, melody, and euphony. Artistically speaking, rap was just “noise.” She then launched into social commentary, illuminating for us the damaging aspects of rap that come about due to its association with violence, drugs, sex, gangs, and guns. The larger society agreed with my music teacher. In the late 80s, rap struggled with radio bans, censorship, and Hollywood derision. Though this black musical genre Sat, 21 Jul 2007 22:31:58 GMT http://www.scribd.com/doc/202925/historical-analysis-of-rap-music http://www.scribd.com/doc/202924/henry-james-daisy-miller-analysis Dialogism in Daisy Miller Bakhtin’s explanation of dialogism can help us understand the dynamics and narrative direction of Henry James’ Daisy Miller. Winterborne is the Bakhtinian “arena” in which the opposing discourses of Daisy Miller engage in a struggle with each other. Daisy Miller represents the American discourse of innocence and naïve purity. Mrs. Costello and Mrs. Walker, on the other hand, represent the European discourse of aristocratic elitism and strict adherence to social conventions. Winterborne starts out as a Europeanized American, as one who has assimilated the Euro Sat, 21 Jul 2007 22:31:55 GMT http://www.scribd.com/doc/202924/henry-james-daisy-miller-analysis http://www.scribd.com/doc/202923/giacometti-femme-debout-analysis The first striking quality of Giacometti’s “Femme Debout” is that, though the sculpture generally resembles the shape of a woman’s body, it is not strictly mimetic. Like his past constructions, it is “not ‘natural’ to a model posed in a studio.” In fact, “its sources was in another work of art,” which, in Giacometti’s case, means a “primitive” source. The face of the woman resembles the formalized African masks, with its unrealistically long face and angular features. Throughout his work, Giacometti rejected Western Classical art and its attendant associations with ra Sat, 21 Jul 2007 22:31:53 GMT http://www.scribd.com/doc/202923/giacometti-femme-debout-analysis http://www.scribd.com/doc/202922/German-postwar-film-industry Lost in the Rubble The vibrant German film industry, which boasted a cinematic tradition and star system relatively independent from Hollywood, found itself in shambles in the aftermath of World War II. During the Third Reich, cinema served as Goebbel’s most powerful propaganda instrument. Nationalistic films celebrated nationalism and militarism and entertainment movies projected images of immaculate social stability. For its role in disguising the unpleasant realities of the fascist regime, Nazi cinema has earned itself the name, “Dream Factory.”1 If Third Reich film was the era of dre Sat, 21 Jul 2007 22:31:52 GMT http://www.scribd.com/doc/202922/German-postwar-film-industry http://www.scribd.com/doc/202921/george-gross-inside-and-outside-analysis Looking Inside George Grosz painted Inside and Outside in 1926, a time in his career when he was still actively engaged in leftist political agitation in Germany. The message of this painting, like most of his political art, is simple and direct. The “outside” represents the desolate world of the oppressed lower class, whereas the “inside” displays the luxury enjoyed by the upper class. The purpose of art, for Grosz, was to expose societal inequality. He sought to portray “brutal reality,” a reality of injustice and exploitation that is usually hidden from the masses. Combining ava Sat, 21 Jul 2007 22:30:46 GMT http://www.scribd.com/doc/202921/george-gross-inside-and-outside-analysis http://www.scribd.com/doc/202920/endgame-notes • first, the most obvious space- the room. (clausterphobic, sterile, empty, barren, bare) • room is the literal representation of the other spaces in the play numerous other spaces: space of the ashcans in which Nell and Nagg are too far apart, space outside the room (as seen thru the window), windows can only be reached by ladder, hell, chessboard space (checkmate when Clov leaves) characteristic of all these spaces to focus on- emptiness E: spaces of emptiness that must be filled (w/meaning, order, center, dialogue, illusion, memory) emptiness: hollowness. Nagg wanting to be scratched in Sat, 21 Jul 2007 22:30:39 GMT http://www.scribd.com/doc/202920/endgame-notes http://www.scribd.com/doc/202919/endgame-and-2001-space-odyssey-analysis Ordering Space The characters of Samuel Beckett’s Endgame and Stanley Kubrick’s 2001: A Space Odyssey have psychological desires for order that are manifested and illustrated by the physical spaces around them. They try to assert control over their space through the use of technology. Their neurotic attempts to measure and order space are a reaction to the frightening reality that the universe is boundless, chaotic, and unfathomable. Human beings’ agoraphobic fear of their own insignificance within such vast expanses of immeasurable emptiness drives them to impose an artificial structure Sat, 21 Jul 2007 22:30:38 GMT http://www.scribd.com/doc/202919/endgame-and-2001-space-odyssey-analysis http://www.scribd.com/doc/202918/countee-cullen-analysis According to Marxist theory, the superstructure, structure, and base of society form a system that desires to perpetuate itself. Though the society is brimming with inequality, the system manages to contain and siphon off discontent and revolution by presenting itself as “natural,” as the way things should and have to be. Gramsci says that this unstable equilibrium is infrequently punctured with dissent. One of these punctures was the 1919 race riots, out of which poured resentment over the social, economic, and political inequality between whites and blacks. The riots amounted to a revolt Sat, 21 Jul 2007 22:30:18 GMT http://www.scribd.com/doc/202918/countee-cullen-analysis http://www.scribd.com/doc/202917/chinese-poetry-and-erza-pound-imagism Chinese Imagism When developing his ideas for Imagism, Ezra Pound found such inspiration in Chinese poetry that he declared, “It is possible that this century may find a new Greece in China.”1 In 1915, Pound published Cathay, a translation of fifteen Chinese poems. Possessing no knowledge of Chinese himself, he based his translations entirely upon the glosses and notes of Ernest Fenollosa, an American scholar who was fascinated with the Chinese language. Later scholars have both defended and shed doubt upon Pound’s translations. His inaccuracies are obvious and undeniable, but his apolog Sat, 21 Jul 2007 22:30:16 GMT http://www.scribd.com/doc/202917/chinese-poetry-and-erza-pound-imagism http://www.scribd.com/doc/202916/chinese-lyric-poetry Mold clay into a vessel; In its emptiness, Lies the vessel’s usefulness. Cut out doors and windows for a house; In its emptiness, Lies the house’s usefulness. Therefore “something” is what we gain, But “emptiness” is what we use.1 埏埴以為器 當其無 有器之用 鑿戶牖以為室 當其無 有室之用 故有之以為利 無之 以 為 用 The philosophy expressed here, from Chapter 11 of the Daode Jing (Tao Te Ching) 道 德 經, exemplifies a primary feature in Chinese poetry; the valorization of wu 無, which means “nothingness” or “non-being.” In this text, it Sat, 21 Jul 2007 22:30:10 GMT http://www.scribd.com/doc/202916/chinese-lyric-poetry http://www.scribd.com/doc/202915/british-reparations-policy-to-germany Dismantling the Reparations Upon the conclusion of WWII, the Allies were faced with forming a reparations policy that would compensate victims of German aggression and eliminate German war potential, while balancing these concerns against the need to economically reconstruct the rest of Europe. Since Germany’s currency and financial system was all but defunct in the immediate post-war period, all reparations had to be taken either from Germany’s current industrial production or through the dismantling and allocation of its capital equipment, which included plants and machine tools. Reparat Sat, 21 Jul 2007 22:30:03 GMT http://www.scribd.com/doc/202915/british-reparations-policy-to-germany http://www.scribd.com/doc/202914/african-film-analysis Defining Africa After a recent history of colonialism and continuing cultural and political marginalization, African filmmakers face the difficult task of reconstructing their people’s identity in a time when identity is becoming increasingly fluid. An influx of foreign images and capital are redefining Africa, as Africa’s culture is still struggling to assert that, far from being primitive and irrelevant, it has something useful and unique to offer the rest of the world. The question of how Africans should approach modernization, both internally and in regards to its relationship to forei Sat, 21 Jul 2007 22:30:00 GMT http://www.scribd.com/doc/202914/african-film-analysis http://www.scribd.com/doc/202913/tv-is-evil average American spends half of their 5 hrs. of leisure per day on television - American Time-Use Survey, by US Dept of Labor, Sept 2004 within approximately 30 seconds her brain waves shifted from primarily beta waves (conscious, alert attention) to primarily alpha waves (a receptive, light trance state) shift from unfocused left brain logical analytical processing to right brain emotive uncritical processing Right brain activity additionally produces Beta-endorphins and enkephalins, natural opiates that make us feel good and reinforce the activity the longer people spent playing video games, Sat, 21 Jul 2007 22:29:58 GMT http://www.scribd.com/doc/202913/tv-is-evil http://www.scribd.com/doc/202893/yellow-raft-in-blue-water-lesson-plans Yellow Raft general notes  TV as fantasy box. yellow raft is also fantasy space. isolated.  multiple narratives so the reader must triangulate to find the “truth”. elusiveness of reality  quest for identity thru remembering past  isolation & self-sufficiency vs. inseparability of the 3 women. males are alienated  extravagant fancy mixed with the mundane (real life vs. fantasy TV life)  what’s with the red and white stripes? (Mom and Father Tom)  Indian writing emerges from the oral and communal traditions of peoples resistant to Western ideas of linear narrative and Sat, 21 Jul 2007 21:41:59 GMT http://www.scribd.com/doc/202893/yellow-raft-in-blue-water-lesson-plans http://www.scribd.com/doc/202892/Sula-lesson-plans Day 1: Tuesday, January 21  Smoke Signals (89 minutes).  Collect Lone Ranger, distribute Sula  HW: read to pg. 41 by next Tuesday. -----------------------------------------------------------------Day 2: Wednesday, January 22  Journaling: 8 hrs. of free time per week. 9000 min. over the semester, or 150 hrs.  explain independent reading assignment.  reviewing the final  cut up all the questions and distribute them to students. students are responsible for finding out the correct answers and explaining to the class.  read a good interpretive essay  Finish watching Smok Sat, 21 Jul 2007 21:41:56 GMT http://www.scribd.com/doc/202892/Sula-lesson-plans http://www.scribd.com/doc/202890/Lone-Ranger-test Please identify the passage with the appropriate story. “Every Little Hurricane” “Because My Father Always Said He Was the Only Indian Who Saw Jimi Hendrix Play “The Star-Spangled Banner” at Woodstock” “Crazy Horse Dreams” “This Is What It Means to Say Phoenix, Arizona” “Jesus Christ’s Half-Brother Is Alive and Well on the Spokane Indian Reservation” “A Drug Called Tradition” “A Train Is an Order of Occurrence Designed to Lead to Some Result” “Indian Education” “The Fun House” “This morning I pick up the sports page and read the headline: INDIANS LOS Sat, 21 Jul 2007 21:41:42 GMT http://www.scribd.com/doc/202890/Lone-Ranger-test http://www.scribd.com/doc/202889/Lone-Ranger-and-Tonto-lesson-plans                The themes in the book are redeeming tradition, storytelling, basketball as the new religion of the reservation, heroes, and family relationships. He also reclaims the past by creating artificial traditions to take over the past ones. Car stealing replaces horse stealing as a way for a young Indian to gain honor. Alexie is making a statement that the past world was sacred and he knows that the modern deeds are so small in comparison. He explains the gap satirically. In one sense he is mourning the loss of meaningful traditions, bu Sat, 21 Jul 2007 21:41:40 GMT http://www.scribd.com/doc/202889/Lone-Ranger-and-Tonto-lesson-plans http://www.scribd.com/doc/202888/Joy-Luck-Club-lesson-plans 6th quarter plans Tuesday, April 22 • Journal • Grammar • Emily Dickinson poem • Chinese history. Foot-binding. Pretend you are a reporter visiting a culture in which women dominate the men. Men are supposed to be submissive to their wives, etc. Give a name to your culture and describe a cultural practice that discriminates against men. Include quotes of men that you have interviewed. Include headline and byline. (40 pts) • Boys must wear pink ribbon – cultural practice of the classroom, and must obey female students’ commands as long as they don’t contradict class rules. Boys Sat, 21 Jul 2007 21:41:37 GMT http://www.scribd.com/doc/202888/Joy-Luck-Club-lesson-plans http://www.scribd.com/doc/202887/jasmine-test2 Jasmine Test #2 1. 2. What is your name? (13 points) Ethnic Experience Literature October 8, 2002 “Every time I lift a glass of water to my lips, fleetingly I smell it. I know what I don’t want to become.” What is Jasmine referring to? (5 points) 3. “They tell me I have no accent, but I don’t sound Iowan, either. I’m like those voices on the telephone, very clear and soothing. Maybe Northern California, they say. Du says they’re computer generated.” What does Jasmine’s accent (or lack thereof) have to do with technology? (5 points) 4. What is the significance of Jasmine Sat, 21 Jul 2007 21:41:35 GMT http://www.scribd.com/doc/202887/jasmine-test2 http://www.scribd.com/doc/202886/jasmine-test1 September 24, 2002 Name:_________________________ Ethnic Experience Literature Mr. Wang Jasmine test #1 You will be graded both on the accuracy of your answers and the quality of your writing. This is a closed-book test. You may not refer to your book. There are 128 possible points that you can earn on this test, so if you get everything right, you earn 28 points of extra credit. If you don’t know the answer to a question, skip it. It may be difficult for you to finish the entire test within the period. I am looking for detailed answers. 1. What is Jasmine’s attitude towards fate? Use at Sat, 21 Jul 2007 21:41:33 GMT http://www.scribd.com/doc/202886/jasmine-test1 http://www.scribd.com/doc/202885/Jasmine-lesson-plans Jasmine Unit Plan Day 1: Into Activities Stereotypes about India: The students watch a clip from the beginning of the movie, Indiana Jones and the Temple of Doom. The students will watch the segment when Indiana’s Indian hosts eat monkey brains, eyeballs, and snakes. After watching the clip, the students silently construct a list of all of the prior knowledge or stereotypes they have about India for 10 minutes. Then, students will share their lists. For each item shared by a student, the class must decide whether the piece of information about India is a “fact” or a “stereotype.” Stu Sat, 21 Jul 2007 21:41:32 GMT http://www.scribd.com/doc/202885/Jasmine-lesson-plans http://www.scribd.com/doc/202884/hunger-of-memory-lesson-plans 5th quarter plans ----------------------------------------------------Day 1: Monday, March 3 (absent) • A Lesson Before Dying -----------------------------------------------------------Day 2: Tuesday/Wednesday, March 4/5 (testing schedule) • journal, SSR, journal check • go over Test Prep  Grammar: placement of phrases and clauses  Grammar review: double subject (1 ques), subject-verb agreement (5 ques), pronoun antecedents (2 ques), correct pronoun reference (4 ques), correct comparisons (1 ques), placement of phrases and clauses (2 ques) -----------------------------------Day 3: Sat, 21 Jul 2007 21:41:30 GMT http://www.scribd.com/doc/202884/hunger-of-memory-lesson-plans http://www.scribd.com/doc/202883/ethnic-experience-literature-final2 ****important**** Remember to put the test no. on your scantron: TEST NO. B 1. For Richard Rodriguez English is: a) a public language b) a private language c) the gringo language d) the nuns’ language e) hard to learn 2. When Rodriguez’s mother says, “You look like a negrito” she is talking about: a) his attitude b) his job c) his work ethic d) his skin e) his hair 3. Which is not a symbol of the lower class for Rodriguez’s parents? a) hard, worn hands b) dark skin c) uniforms d) menial labor e) none of the above 4. Rodriguez spent a summer: a) as a landscaper b) as a factory worker Sat, 21 Jul 2007 21:41:26 GMT http://www.scribd.com/doc/202883/ethnic-experience-literature-final2 http://www.scribd.com/doc/202882/ethnic-experience-literature-final1 In questions 1-8, mark (A) if the underlined word is a simple subject, (B) if it’s a simple predicate, (C) if it’s a direct object, (D) if it’s an indirect object, and (E) if it’s none of the above. 1. 2. 3. 4. 5. 6. 7. 8. The slightly upset woman was declared insane. Polly bought me a bouquet of flowers. He cannot prove that he has a Canadian girlfriend. The sublime lays in the unwritten, where the imagination is free to wander. Feed me. We will return after the following messages from our sponsor. They sent me to prison for twenty years. After eating the fried chicken, I was in a sta Sat, 21 Jul 2007 21:41:19 GMT http://www.scribd.com/doc/202882/ethnic-experience-literature-final1 http://www.scribd.com/doc/202881/yellow-raft-in-blue-water-test Yellow Raft in Blue Water Test Instructions: Write all your answers legibly on a separate sheet of paper. For questions 1-13, explain the significance of each quote in as much detail as you can. Try to connect each quote to the main themes of the novel. This test is worth 100 points. Each question is worth 6 points, so you can earn a total of 108 points. Be mindful of your time, since this is a long test. If a question is too hard, skip it and go on to the next one. 1. 2. 3. “My skirt is too short and keeps riding up on my thighs.” (1) “I dated a guy who played an Indian in that movie. Sat, 21 Jul 2007 21:41:17 GMT http://www.scribd.com/doc/202881/yellow-raft-in-blue-water-test