ILLEGAL IMMIGRATION AFFECTS USM COMMUNITY

This Spring Break, you read T.C. Boyle's The Tortilla Curtain, a fictional look at the issues raised by illegal immigration. In the novel, Candido and America, a pair of Mexican illegal immigrants seeking a better life, security, and personal dignity, find themselves thwarted by the Mossbachers, intent on keeping the same for themselves. The novel culminates in a scene exposing both the best and worst of humanity in a world where laws and culture have been forsaken, and it asks us to examine both the noble and ignoble consequences of pursuing the American Dream.


Los Angeles, where the novel takes place, may seem like a different world from Milwaukee, but the issue of illegal immigration has affected our own USM community as well. A recent graduate of USM was herself threatened with deportation in 2009 for being in the country illegally. You can read about the story here: http://www.jsonline.com/news/wisconsin/29567089.html.

When the story hits closer to home, the issues are not as crystal clear. What does our study of the American Dream say should take priority? With whom do your sympathies lie, and why? Who is more deserving of a better fortune? Is Boyle fair to both sides of the issue? How does he structure the novel to draw parallels between the ill-fated couples? Does Boyle believe in the America Dream?

I look forward to hearing your answers when we return from break.

May, 2010

Reading Schedule and Questions for Adventures of Huckleberry Finn

 

On this day...	You should read ...
May 5, 2010	Chapters 01-05
May 6, 2010	Chapters 06-08
May 7, 2010	Chapters 09-13
May 10, 2010	Chapters 14-15, and chapter 16, pages 106-107 through “…he could most always start a good plan when you wanted one.” Stop there, and resume reading on page 123 with “I didn’t wait to kiss good bye, but went overboard and broke for shore.” Continue to end of chapter.
May 12, 2010	Chapters 17-18
May 13, 2010	Chapters 19-21
May 14, 2010	Chapters 22-24
May 17, 2010	Chapters 25-27
May 18, 2010	Chapters 28-29
May 20, 2010	Chapters 30-31
May 21, 2010	Chapters 32-35
May 24, 2010	Chapters 36-38
May 25, 2010	Chapters 39-41
May 26, 2010	Chapters 42 & Chapter the Last

 

QUESTIONS TO CONSIDER WHILE READING

 

 Adventures of Huckleberry Finn: Chapters 1-5

1. Does Huck understand how people feel about him?
2. What are the differences between the widow Douglass and Miss Watson? Which one earns Huck’s respect more and why?
3. What ideas govern Huck’s universe? Would you call him primitive?
4. Does Jim know the boys are there? Explain why you think he does or does not.
5. How does Huck view Jim and how do you know?
6. Why does Jim tell the story of the witches and wear the five cent piece?
7. Where does Tom get his ideas? What sorts of values do these ideas promote?
8. What do we learn about Huck’s background?
9. How does Tom use money? Is it admirable?
10. Is Pap sincere when he tells the judge he wants to turn over a new leaf?

Adventures of Huckleberry Finn: Chapters 6-8

1. Why does Huck want to spite pap, even if it means pap will beat him?
2. Why does pap kidnap Huck?
3. Think carefully about what he tells us: he is kidnapped by his physically abusive, impoverished father and held captive in the woods across the river where he is beaten daily, and yet he tells us he gets "used to being where I was, and liked it" (30). What exactly does he like?
4. What are the reasons that finally drive Huck to seek escape?
5. Why do you suppose Twain includes pap's tirade about the "govment"? What do we learn about the responsibilities of government and citizen from it?
6. Why isn't Huck more deeply affected by pap's imprisonment of him and his efforts to murder him?
7. Would you characterize Huck as violent?
8. Why does Huck wish Tom were there?
9. When the ferry containing all of the people he's been connected to--good or bad--comes along, Huck is noticeably silent about the effect of his apparent murder on them, and the fact that to maintain the ploy, Huck can never talk to them again. Why is he seemingly indifferent to this?
10. Why is he terrified by the discovery of the campfire?
11. Why is Huck so happy to see Jim?
12. What hints do we have early on in the conversation Huck has with Jim that Jim does not trust him?
13. Why does Huck agree to keep Jim's secret?
14. Are Jim and Huck's escapes comparable in any way? If so, how?
15. Would you say Huck and Jim are smart? Qualify this a bit and explain what you mean.
16. The explanatory notes about Jim's unusual investments are helpful.
17. How is the final quote of chapter 8 a loaded one?

Aventures of Huckleberry Finn: Chapters 9-13

 

Page 61: “I didn’t look at him at all. Jim throwed some old rags over him, but he needn’t done it; I didn’t want to see him.” [emphasis mine]

Page 63: “After breakfast I wanted to talk about the dead man and guess out how he come to be killed, but Jim didn’t want to.” [emphasis mine]

What accounts for the change? Why doesn’t Jim want to talk about the dead man?

Why doesn’t Huck tell Jim about his role in putting the snake on his bed?

Why does Judith Loftus want to help Huck?

Why does Jim agree to land on the boat? Why does he hesitate to do it?

What are some of the things Huck misses (i.e. remains unaware of) in last night’s reading?

Why is Huck concerned about the gang?

Why is Huck’s story to the ferry captain an effective one?

Why does Huck wish the widow knew what he did to save the men on the wreck?

“I felt a little bit heavy-hearted about the gang, but not much, for I reckoned if they could stand it, I could” (91). What does this mean?

Adventures of Huckleberry Finn Class Journal: Chapters 14-16 (do not read 107-122)

1. What do Jim and Huck try to teach one another in their conversation about Solomon and language? (93-98)
2. “I reckoned Jim had fetched up on a snag, maybe, and it was all up with him. I was good and tired, so I laid down in the canoe and said I wouldn’t bother no more” (101-2). Why isn’t Huck troubled by this thought?
3. Why does Huck play a trick on Jim?
4. Why does Jim use the word “boss” when addressing Huck?
5. Does Jim really think he was dreaming?
6. Consider what happens to Huck and Jim in these chapters: Huck tries to find out where Cairo is but is unsuccessful. (123); Huck thinks about turning Jim in. (123-124); Huck convinces the slave catchers that there is smallpox aboard the raft so they don’t find Jim. (125-126); A steamboat hits the raft and Huck is unaware if Jim survived. (130-131). Consider/Review all of these events, and then carefully consider your answer to the following question: On the whole, is Huck loyal to Jim?

Adventures of Huckleberry Finn: Chapters 17-18

Huck arrives at the Grangerford home. SEE EXPLANATORY NOTES 415-422

1. What does Huck notice about the Grangerfords’ behavior?
2. What are some of the descriptive details of the family (character)?
3. By what is Huck impressed at the Grangerfords’ (setting)? Create a list.
4. On the whole, why is Huck impressed by the family? Should he be?

THE GRANGERFORDS

1. How does Col. Grangerford compare to pap? (142-143)
2. Why doesn’t Harney try to shoot Buck? (144-145)
3. Do the Grangerfords and Shepherdsons respect one another? (146-147)
4. Why is the feud continuing? (146-147)
5. What contradiction does Twain expose in Huck’s description of the Sunday sermon? (147)
6. What clues does Twain give us about the elopement before it happens?

REUNITING WITH JIM

1. Why does Jack use the excuse of going to see water moccasins? Why not tell the truth? (149-151)
2. Is Huck glad to see Jim again? (149-151)

THE FEUD

1. Why doesn’t Huck want “to talk about the next day” (151)? What are other indications that this has been a traumatic event for him?
2. Think about the Social Worker activity you went through for chapters 6-8. How is Huck’s mental health?

Adventures of Huckleberry Finn Class Journal: Chapters 19-21

 

LEAVING THE GRANGERFORDS

1. Huck begins this chapter with a long description of quiet, lazy days and nights on the river. Why? What mood do his descriptions establish? Why make such a contrast with what came before?

THE DUKE AND KING

1. Why does Huck rescue the duke and king?
2. Why do the duke and king claim to be descended from aristocracy?
3. Does Huck believe them? Does Jim?
4. What principles guide the duke and kings actions? Huck’s? Jim’s?
5. Why do the duke and king stay with Huck and Jim?
6. Are the duke and king an asset or liability to Huck and Jim’s journey?

HOW JIM AND HUCK CHANGE AROUND THE KING AND DUKE

1. What signs do we have that Jim and Huck are still building a solid relationship, even with the interlopers on board?
2. Up until now, Huck “used to slip ashore towards ten o‘clock at some little village and buy ten or fifteen cents worth of meal or bacon or other stuff to eat” (79). This ad hoc approach has worked just fine until now, but something changes. Why does Jim send Huck with the duke and king into the one-horse town under the pretense that they need coffee (170)?
3. Why does Jim laugh on the night of the storm?

HOW POOR, RURAL SOCIETY BEHAVES

1. What do we learn about people and religion in the town meeting?
2. Why are they eager to help the king?

SHERBURN-BOGGS

1. Is Sherburn justified in his response to Boggs?
2. What do we learn about mob mentality from this episode?

Adventures of Huckleberry Finn Class Journal: Chapters 22-24

1. Why does the lynching attempt fail?
2. How does the circus fool Huck several times over? What is Twain reminding us about Huck and why is it necessary for him to do so?

BRIEF PLOT REVIEW

1. What is “The Royal Nonesuch”? Why does it run for three nights if it is so awful?
2. What conclusions do Huck and Jim reach about kings and dukes?
3. What story does Jim tell about his daughter (201-202)?
4. How do the king and duke find out about the Wilks family? (204-206)
5. What is the Wilks’ family tree? (206)

INTERPRETIVE QUESTIONS

1. Based on everything we have seen so far, how would you judge the quality of the king and duke’s acting abilities? Why do people fall for them?
2. Who’s more pathetic in “The Royal Nonesuch”? The audience or the actors? Why is the name of the production significant?
3. Why does Twain put the story about Jim’s daughter here? What effect does it have on you and how you think about Jim? About the people around him? About what happens to him at the beginning of chapter 24?
4. Why doesn’t Jim just leave when Huck, the duke and the king are gone?
5. If the king and duke aren’t so great at acting, why do people believe them as the Wilks brothers?
6. How are the duke and king contributing to Huck’s moral growth?

Adventures of Huckleberry Finn Class Journal: Chapters 25-27

1. What is buried in the Wilks’ basement (214)?’
2. What’s the “deffisit” (215)?
3. Why do the duke and king give the money to the girls? (215-216)
4. What does Doc. Robinson say about the king and duke? What are people’s responses? (218-219)
5. How do the duke and king get people to trust them even more? How does that change your opinion of them?
6. Why don’t the people believe Doc Robinson when he calls the duke and king frauds? How do the prior discussions of mob mentality help us understand what happens at the Wilks’ place?

BRIEF PLOT REVIEW

1. Summarize the conversation Huck and Joanna have (221-224).
2. What question does Joanna ask about servants and what is Huck’s answer (223)?
3. Why exactly is Mary Jane so upset with Joanna (224-225)? What is the effect of her anger on Huck (225)?
4. Why does the duke want to leave (226-227)?
5. Why does the king want to stick around, and how does he explain why it’s OK if they do (227-228)?
6. Where does Huck finally hide the money and why (230)?
7. What disrupts the funeral (232)?
8. Why is Huck so concerned when the undertaker screws the lid on the coffin (233)?
9. What does the king say will happen now that the funeral is over (234)?
10. What is the first thing the king sells and what effect does it have (234)?
11. How does Huck divert the king’s suspicion that he took the money (234-237)?

INTERPRETIVE QUESTIONS

1. Why is it important that Huck has had to act as the king and duke’s servant? What has his having to do so taught him?
2. What happens on page 225 three times? What does this show us?
3. Why isn’t Mary Jane troubled to hear that Huck might have been telling lies?
4. What are Huck’s feelings about Mary Jane?
5. Why does he choose to steal the money (225-226)?

 

April 30. 2010

Today, we began class with a quiz on last night's reading.  We then spoke about the implications raised by last night's reading.  Specifically:

FUNDAMENTAL ASSUMPTIONS FROM LAST NIGHT’S READING:

• Language shapes reality and capacity for thought. Limit language, and you limit human endeavor, potential, and relationships.
• The human spirit can be destroyed by external forces.
• Mass producing consumer culture poses threats to the vitality of the human spirit in much the same way a fear-mongering totalitarian dictatorship does.

ESSENTIAL QUESTIONS RAISED BY THE NOVEL:

• Are human beings inherently good?
• Does truth exist objectively?
• What should be the role of government? 
• What should be the role of citizen?
• What flaws in human nature threaten both individual and society?

DETERMINING THE NOVEL’S LIMITS: DOES IT APPLY TODAY?

• The most radical recent shifts in the English language have taken place with the advent of technology. Grammar and style have become less formal in written correspondence. Text messaging, emailing, and instant messaging have inspired all sorts of abbreviations (OMG, BTW, BFF, IMHO, etc.) and have blurred the lines between acceptable and unacceptable. For example, Marsalis feels comfortable calling Macbeth a BAMF in class, but I suspect would not feel comfortable describing Macbeth with an extended version of that acronym because of societally agreed upon features of formal classroom relationships. The change in the language has also changed how we relate. How does the language of text messaging distance you from/bring you closer to peers and older adults? Do you agree with Orwell that language does shape reality? Is it possible to conceive of concepts without the words for them (e.g. justice, honor, freedom, integrity, virtue, loyalty, etc.)? Does technology or language have a greater impact on personal behavior and collective relationships? In other words, are Orwell's assumptions correct, and are his warnings about the change in language accurate?
• Orwell’s book was written in response to the rise of totalitarian regimes in nation states and the arms race that resulted. The political landscape is much different now. Nations remain sovereign, but operate often in concert, as they do through the UN, NATO or the European Union. Our enemies are not necessarily nations, but rogue bands of ideologues, like fundamentalist Islamist groups like the Taliban or Al Quaeda. Rather than a quest for resources, these groups are motivated by cultural beliefs and a profound rejection of Western concepts and practices. Rather than conventional warfare, they engage in insurgency and guerilla tactics, targeting civilians on both sides as well as conventional military targets. Does Orwell’s message about the dangers of excessive government/world powers still apply?

YOUR ASSIGNMENT

• In truth, we barely scratched the surface of these questions in class, though it is obvious you enjoyed the book and felt it gave you plenty to think about.  That sentiment is the motivation for tonight's assignment.  For Tuesday, I would like you to ponder these questions, and any other questions you feel the book raises, and develop a substantial typed journal entry at least a page in length about the book.  The topic is entirely your choosing.  You should have a focused, coherent perspective on an aspect of the book that you explore in depth.  Can't think of what to write? Read all of the above again to help focus your thinking.  Other questions to consider:
• Are Julia and Winston admirable rebels? Are their methods of rebelling effective, even if the ultimately fail? Were their efforts worthwhile in any way?
• At the end of the Afterward, Erich Fromm writes "the new form of managerial industrialism, in which man builds machines which act like men and develops men which act like machines, is conducive to an era of dehumanization and complete alienation, in which men are transformed into things and become appendices to the process of production and consumption" (291). In other words, according to Fromm, this book tells us just as much about corporate indoctrination as it does about government overreaching.  Think about the vast cubicle land satirized in movies like "Office Space."  Consider what you saw in the movie "Metropolis." In a vast consumer economy, Big Brother is not the government, but the corporation that produces--be it brand name clothing (Ugg boots, Tori Burch shoes, etc.) or our own equivalent of "prolefeed" (MTV Real Life, cable news & infotainment, etc.).  Is there any element of truth to what Fromm claims here? Do you see this book teaching us anything about the dangers of losing human dignity to the oppressive powers of a consumerist society?
• Given what is missing from Winston and Julia's life, what ingredients is Orwell saying are essential to human fulfillment? Do you agree?
• Is the Chestnut Tree cafe like Starbucks? Is the Ministry of Truth like school? Is the Golden Field like a vacation spot? What parallels can you draw between Winston's life and our own, and what do those parallels show us about ourselves?

Hopefully, this will give you some topics to get you started.  You can write on some other aspect entirely.  Again, this is open ended.  What am I looking for?  Proof that you can:

• Develop a focused, developed, arguable, personal opinion about a text
• Sustain that opinion in a meaningful way through layers of developed thought, and not just superficially scratch the surface
• Incorporate quotations effectively to demonstrate how you come by your thinking
• Effectively use formal written conventions. In other words, your paper should use correct format, and be grammatically sound and stylistically engaging.

You don't need to use the 12 sentence format, though you are welcome to do so.  What I would like you to focus on is your ability to have a fully developed and well-articulated perspective about the book.  In other words, focus on developing a concise and original thesis statement that explains why this book effectively or ineffectively instructs us about some aspect of modern life.  Then, back it up with some cogent and substantiated prose.

April 21, 2010

We opened today with a look at discussion grading:

TO EARN THE FOLLOWING DISCUSSION GRADES, A STUDENT DEMONSTRATES THE FOLLOWING


A -/+
Engaged, attentive, ready to go, actively making connections, offering interpretations, asking interesting questions, providing thoughtful and focused ideas, seeking references in text, taking notes and annotating the novel.

B -/+
Engaged, reciting factual knowledge of reading, asking questions for clarification, seeking references in text, taking notes.

C -/+
Engaged, observant, called upon if asked, referring to passages referenced by others, jotting down a note or two.

D -/+
Observant, but tunes out every now and then; seems familiar with the reading but misses a few facts if asked; avoids note taking and referencing text.

F -/+
Distracting to others, unprepared, offers goofy answers when called upon, takes no notes, doesn’t refer to book.


We will continue with reading #6 tomorrow.

APRIL 16, 2009

Today, we took a quiz, which also served as a sample for you about the types of quizzes you might write.  The benchmark should be: write a quiz that people who have read and paid attention while reading will do quite well on without difficulty.  It should not be so easy that someone who breezed through the reading or stuck only with Sparksnotes can ace it.  It should not be so hard that only people who have memorized it word for word can do it. 

We then spoke about chapters 3-5.

On Monday, Kayleigh and Maddie will run the class, arriving with a quiz and a handout for all of the class (make one of each for me, too, please!). You offered the suggestions of a debate, a competition, and the offering of edible prizes as ideas to get them started.  On Tuesday, Catie and Kelly will be leading the class.  The same rules apply.

At a bare minimum, ALL OF YOU should come to class fully prepared to discuss the questions provided to you.

QUESTIONS FOR MONDAY'S READING
1. Why does recalling the evening with the prostitute inspire such violent reactions in Winston?

2. How does life differ for Party members and the proles?
3. “The aim of the Party was not merely to prevent men and women from forming loyalties which it might not be able to control. Its real, undeclared purpose was to remove all pleasure from the sexual act” (58). Why? What purpose does this serve?
4. Why aren’t the proles supposed to have gin? Why are they allowed to be promiscuous and divorce one another, but Party members are not?
5. Why does Winston think “If there is hope, it lies in the proles” (61)? Explain what his reasoning is likely to be.
6. “The ideal set up by the Party was something huge, terrible, and glittering -- a world of steel and concrete, of monstrous machines and terrifying weapons -- a nation of warriors and fanatics, marching forward in perfect unity, all thinking the same thoughts and shouting the same slogans, perpetually working, fighting, triumphing, persecuting -- three hundred million people all with the same face” (65). What about this is appealing?
7. What does the literacy rate imply about life in Oceania?
8. What sort of person hangs out at the Chestnut Tree Café?
9. What do you supposed in meant by the lyrics on page 68?
10. Why did he throw away the photograph then, and why would he keep it now?
11. Why does he think he is writing the diary for O’Brien?
12. Explain the logic that motivates the lines: “Freedom is the freedom to say that two plus two make four. If that is granted, all else follows” (72).

QUESTIONS FOR TUESDAY'S READING
1. Who is bombing the proles and why?

2. Why does Winston approach the old man with such uncharacteristic openness and determination?
3. Why does he find the answers from the old man at the bar annoying but the similar quality of answer from Mr. Charrington interesting?
4. Does Winston have courage?
5. Why does the dark haired girl write that particular message when she has never spoken to Winston? Does she mean it?
6. Why does he want to see her?
7. We end Book One in this reading assignment. Such sections of books are generally unified sections, distinct from one another. What are some of the unifying themes of Book One? Just from the first chapter, can you tell if Book Two is going to focus on something different?
8. Should Winston trust the dark haired girl? Do you?
9. Just from the way the dark-haired girl goes about shadowing him, then attracting Winston’s attention, learning about him and then arranging a meeting with him, what can we tell about her? (see pages 8, 10, 12, 27, 54, 55, 89, 93-4, 98-103)
10. Why does everyone rush to see the prisoners? What can we tell from their expressions?

APRIL 14, 2009

Today, we sopke about chapters 1 and 2 in 1984, and highlighted the physical appearances of a few characters (we spoke about Winston Smith, Emmanuel Goldstein, Mrs. Parsons and her children). Don't forget about the dark haired girl and O'Brien, as well as Big Brother.  We identified the four ministries and their purposes and spoke about the meanings behind the slogans.  We also spoke about the purposes behind Newspeak.  Read the entry on 266.

For Friday, I asked you to read chapters 3-5 and to develop a discussion question you want to address.  This question should be on a piece of paper, ready to turn in.

April 13, 2009

Today, we finished watching the National Geographic documentary on North Korea. (It's worth reading some of the Amazon reviews for criticism of it.) The documentary is available via Youtube:











Your homework tonight is to read pages 1-25 of George Orwell's 1984. That's chapers 1 and 2. And, you are to answer the study guide questions.