One
important perspective to consider is from the documentary film Life and Debt by Stephen Brown because in
its depiction of Jamaica’s national debt experience with austerity we see riots
over cuts to services like education. The experience of austerity is the
relevant idea to the nineteenth century riots because we see similar kinds of conflicts
between the government and the rioters. The documentary shows how Jamaica’s
experience with international loans brought the country into chaos and a
dependence on American markets as a result, for example. In the film, we see
riots after they did hard labor and then were fired from their jobs. The film
shows [summarize key scene]. One rioter says, “blanky blank,” meaning she
really believe4s asl;jfsdakl;fsda (Life
and Debt). Paraphrase [in your own words] the quote. The rioter in the film
reminds me of 1877 because___________. Al;ksdjflsdkafjsadkl;fsdakl. Asefsladjfsdlkfsd
. asdflkjasdfsadf.
Monday, March 30, 2015
Class Agenda 3.30
1. Quiz: Based on the events taking place in the novel, what is this novel "really about"? Use one or two events from the novel as evidence for your answer.
2. Let's look at part of the essay one assignment regarding integrating 'outside' perspective(s) into your paper. How can you use other texts/perspectives/frameworks to understand the riots we've studied and read about? How can you best integrate this paragraph into your thesis statement and essay?
3. Looking ahead to the Essay One Peer Review: BRING THREE COPIES of your draft.
4. Constructing paragraphs that employ evidence. Let's return to the college paragraph structure. Now let's build up a paragraph around a passage from The Destruction of Gotham as a model.
5. Reading Groups: Together with 2-3 other students, assemble into discussion groups for The Destruction of Gotham. In your groups, complete the following tasks:
a. Name the top five plot events in the novel up to page 92.
b. Establish who is and is not a 'sympathetic' character (who are we supposed to identify with? What are we supposed to feel toward the main characters?).
c. Identify one passage (with page number) that is about "the urban" experience in New York, and/or life in New York, at the time the novel was written.
d. Identify one passage (with page number) that you believe offers insight into the overall 'meaning' of the novel.
6. Explain what you believe 'the novel is actually about.'
7. Let's process some of your findings.
8. Return to the handout passage from class ("Reserve Army of Labour.")
2. Let's look at part of the essay one assignment regarding integrating 'outside' perspective(s) into your paper. How can you use other texts/perspectives/frameworks to understand the riots we've studied and read about? How can you best integrate this paragraph into your thesis statement and essay?
3. Looking ahead to the Essay One Peer Review: BRING THREE COPIES of your draft.
4. Constructing paragraphs that employ evidence. Let's return to the college paragraph structure. Now let's build up a paragraph around a passage from The Destruction of Gotham as a model.
5. Reading Groups: Together with 2-3 other students, assemble into discussion groups for The Destruction of Gotham. In your groups, complete the following tasks:
a. Name the top five plot events in the novel up to page 92.
b. Establish who is and is not a 'sympathetic' character (who are we supposed to identify with? What are we supposed to feel toward the main characters?).
c. Identify one passage (with page number) that is about "the urban" experience in New York, and/or life in New York, at the time the novel was written.
d. Identify one passage (with page number) that you believe offers insight into the overall 'meaning' of the novel.
6. Explain what you believe 'the novel is actually about.'
7. Let's process some of your findings.
8. Return to the handout passage from class ("Reserve Army of Labour.")
Structure Idea for the First Essay
Some students may find it helpful to use the following outline/structure as a template or model for the first essay assignment.
intro...
Thesis template: One commonality among the riots was _______________. On the one hand, the riots could be morally justified because ___________. On the other hand, one could argue ___________. One important perspective to consider is _______________________.
Paragraph[s]: One commonality among the riots was ___________. We see this in _____ and ________. [textual evidence: "direct quotation"]
Paragraph: The riots could be morally justified because ____________. [textual evidence: "direct quotation"]
Paragraph: the riots could be seen as immoral or not justified because ______________. [textual evidence: "direct quotation"]
Paragraph: One important perspective to consider is _______ because _____________. [textual evidence: "direct quotation"]
Conclusion: Based on my own life experiences I think/feel ________ because ___________ [provide evidence/reasons]
intro...
Thesis template: One commonality among the riots was _______________. On the one hand, the riots could be morally justified because ___________. On the other hand, one could argue ___________. One important perspective to consider is _______________________.
Paragraph[s]: One commonality among the riots was ___________. We see this in _____ and ________. [textual evidence: "direct quotation"]
Paragraph: The riots could be morally justified because ____________. [textual evidence: "direct quotation"]
Paragraph: the riots could be seen as immoral or not justified because ______________. [textual evidence: "direct quotation"]
Paragraph: One important perspective to consider is _______ because _____________. [textual evidence: "direct quotation"]
Conclusion: Based on my own life experiences I think/feel ________ because ___________ [provide evidence/reasons]
Wednesday, March 25, 2015
Class Agenda 3.25
1. Quiz 4.
What do you make of the novel so far? How would you characterize the plot? Who seem to be the main characters? What do you think is the most important event which occurs?
These quizzes are now open note, or open book if you can prove that you did the reading - proof consists of notes, annotations, sticky notes, or any other form of textual marking occurring throughout the extent of the assigned text.
Last Quiz: 36% did most or all of the reading; 8% did some of the reading; 32% didn't do the reading; 20% didn't take the quiz.
This result means that there will be quizzes for the next three classes. These quizzes will escalate in weight, with Quiz 4 counting as 10, Quiz 5 counting as 15, and Quiz 6 counting as 20 points. If less than 75% of the students continue to not read, all further quizzes will remain at 20 points. All future quizzes will be open-note or open-text subject to the conditions described above.
2. Responses to last quizzes: the size of the National Guard; the scope of the rioting, including non-railroad employees; the fact this took place 'pre' tear gas; the rioters were "regaining a right" (Francely); to what extent was the riot a reaction to the militia firing on the crowd (Kimberly); what is the purpose of burning buildings?; the size of the mob; the reason to 'deputize' men;
3. Images
Pittsburgh roundhouse
destroyed railcars
union depot burning
communism as death: Thomas Nast
3. Writing Lab: Draft your working thesis and create an outline for the first essay assignment. Raise your hand if you need assistance.
Closer look: have a look at the visual materials provided by the professor.
4. Sharing ideas: Share your paper ideas with another student.
5. The Destruction of Gotham.
What do you make of the novel so far? How would you characterize the plot? Who seem to be the main characters? What do you think is the most important event which occurs?
These quizzes are now open note, or open book if you can prove that you did the reading - proof consists of notes, annotations, sticky notes, or any other form of textual marking occurring throughout the extent of the assigned text.
Last Quiz: 36% did most or all of the reading; 8% did some of the reading; 32% didn't do the reading; 20% didn't take the quiz.
This result means that there will be quizzes for the next three classes. These quizzes will escalate in weight, with Quiz 4 counting as 10, Quiz 5 counting as 15, and Quiz 6 counting as 20 points. If less than 75% of the students continue to not read, all further quizzes will remain at 20 points. All future quizzes will be open-note or open-text subject to the conditions described above.
2. Responses to last quizzes: the size of the National Guard; the scope of the rioting, including non-railroad employees; the fact this took place 'pre' tear gas; the rioters were "regaining a right" (Francely); to what extent was the riot a reaction to the militia firing on the crowd (Kimberly); what is the purpose of burning buildings?; the size of the mob; the reason to 'deputize' men;
3. Images
Homeless sleeping in police station
Rich and poor family side by side
Poor child
Policeman and abandoned child
3. Writing Lab: Draft your working thesis and create an outline for the first essay assignment. Raise your hand if you need assistance.
Closer look: have a look at the visual materials provided by the professor.
4. Sharing ideas: Share your paper ideas with another student.
5. The Destruction of Gotham.
Monday, March 23, 2015
Twitter Assignment #3
1. Tweet out one of the passages your group found related to the assignment. Include the page number and a key phrase ("a group of words") that come from the passage you found.
2. Tweet out a perspective/point of view that it EITHER sympathetic to or NOT sympathetic to the rioters. Try make this perspective embedded in a reason - i.e, this was justified because, or, this wasn't justified because.
If you're looking for other students in class to follow, find Sharona and then follow who she's following. You'll have to ask her to approve your request, but once she does, you can better find some classmates.
2. Tweet out a perspective/point of view that it EITHER sympathetic to or NOT sympathetic to the rioters. Try make this perspective embedded in a reason - i.e, this was justified because, or, this wasn't justified because.
If you're looking for other students in class to follow, find Sharona and then follow who she's following. You'll have to ask her to approve your request, but once she does, you can better find some classmates.
Sharona AbramovaProtected Tweets
@SharonaAbramova
Class Agenda 3.23
1. Quiz: What is your reaction to the events in Pittsburgh Headley describes?
2. Handout: "Explosions."
3. Finish Film
4. Twitter Feed.
5. Gatling Gun
6. Headley passages: groups divided by chapters. What passages work for the essay assignment? What perspectives does the assignment ask you take on these events? What are your tentative perspectives?
7. Class discussion
8. Handout: "Reserve Army of Labour."
2. Handout: "Explosions."
3. Finish Film
4. Twitter Feed.
5. Gatling Gun
6. Headley passages: groups divided by chapters. What passages work for the essay assignment? What perspectives does the assignment ask you take on these events? What are your tentative perspectives?
7. Class discussion
8. Handout: "Reserve Army of Labour."
Wednesday, March 18, 2015
Class Agenda 3.18
1. Image: Corning (344-5); New York (352-3);
2. Headley: Passages from Chapter XXII:
unions and strikes: 338
no attempts made to prevent unionization [claim]: 339
strikes and preventing work: 340; despotism (341); "striking at the very foundation of society" (341); communism: "Communists believe...that men were made to be equal" (342); women and socialists (343); "all things in common" (343); masses believe "they have an equal right to the things in this world" (344);
"it does seem that the wealth..."(344) [contradiction]
the "savage" join the strike (345)
"they are all rioters" (345); "the principle is fixed...no man or set of men can allowed to vindicate themselves or enforce their rights outside of the forms of law" (346)
company: "that is not so criminal as to tear down houses" (346)
"the right of revolution" (346)
"it is a fearful thing to shoot down citizens" (347)
2. Film: 1877
3. Comparison and contrast: Film v./& Headley
4.passages from handouts...
2. Headley: Passages from Chapter XXII:
unions and strikes: 338
no attempts made to prevent unionization [claim]: 339
strikes and preventing work: 340; despotism (341); "striking at the very foundation of society" (341); communism: "Communists believe...that men were made to be equal" (342); women and socialists (343); "all things in common" (343); masses believe "they have an equal right to the things in this world" (344);
"it does seem that the wealth..."(344) [contradiction]
the "savage" join the strike (345)
"they are all rioters" (345); "the principle is fixed...no man or set of men can allowed to vindicate themselves or enforce their rights outside of the forms of law" (346)
company: "that is not so criminal as to tear down houses" (346)
"the right of revolution" (346)
"it is a fearful thing to shoot down citizens" (347)
2. Film: 1877
3. Comparison and contrast: Film v./& Headley
4.passages from handouts...
Monday, March 16, 2015
Twitter Assignment #2
1. First Tweet: What's one thing you learned from the film "The Grand Army of Starvation"?
2. Second Tweet: Thinking about your first essay assignment, what's one thing the rioters from 300 Years Hence, the 1837 Flour Riot, and the 1877 General Strike have in common? Or what's one thing they have in common across two of the riots?
2. Second Tweet: Thinking about your first essay assignment, what's one thing the rioters from 300 Years Hence, the 1837 Flour Riot, and the 1877 General Strike have in common? Or what's one thing they have in common across two of the riots?
Class Agenda 3.16
1. Quiz #2
2. Announcements: Twitter, email. #195
2. "The 1837 Flour Riot." Author: Joel T. Headley (1813-1897), education Union College, New York State Assemblyman (1855) and Secretary of State (1856-7). Member of American Party. Chapter from Sketches of Great Riots (1877).
Group work: One by one in groups, share a passage you found interesting for any reason. When you're done sharing, select one of those passages you'd like to discuss in class as a whole.
3. Film: The Grand Army of Starvation
4. Headley, "The Great Railroad Strikes," from Pen and Pencil Sketches of the Great Riots [The 1877 General Strike].
Compare and contrast the film with Headley's introduction. Take note of what the 1877 General Strike was all about. Take note about what we're going to focus on.
5. Essay Assignment One
6. Twitter Assignment
2. Announcements: Twitter, email. #195
2. "The 1837 Flour Riot." Author: Joel T. Headley (1813-1897), education Union College, New York State Assemblyman (1855) and Secretary of State (1856-7). Member of American Party. Chapter from Sketches of Great Riots (1877).
Group work: One by one in groups, share a passage you found interesting for any reason. When you're done sharing, select one of those passages you'd like to discuss in class as a whole.
3. Film: The Grand Army of Starvation
4. Headley, "The Great Railroad Strikes," from Pen and Pencil Sketches of the Great Riots [The 1877 General Strike].
Compare and contrast the film with Headley's introduction. Take note of what the 1877 General Strike was all about. Take note about what we're going to focus on.
5. Essay Assignment One
6. Twitter Assignment
College Paragraph Structure
Here is a sample paragraph that contains a direct quote. I will note the particular parts of the sentence that contains the direct quote.
1. topic sentence. Statement or re-statement of a supporting claim for the thesis.
2. Defining vocabulary from the topic sentence. Define the key terms you are using.
3. Introduction of text you're using to support the claim. Author, title, publication, any additional information.
4. Brief summary of the major argument of the text.
5. Brief summary of the immediate context from which you are pulling the direct quote. You do not want your reader to be confused by the meaning of the quote, or where it's coming from. Consider, too, that the text you're using was itself in conversation with other texts and authors. If you know anything about that conversation, this part of the paragraph is the time to demonstrate that.
6. The direct quote.
a. The signal phrase. She writes
b. The "direct quotation" (remember that the quote must be 'integrated' into the voice of your sentence. Avoid "dangling quotations" or "dropped quotations," in which the quote lacks even a signal phrase.
c. The (citation).
7. The paraphrase of the direct quote
8. Critical Thinking
a. agree/disagree/both
b. connect to another idea from the same text
c. connect to another idea from a different text
d. connect to another idea from another form of media (film, etc)
e. if you've already connected to other textual ideas, you can relate a useful and appropriate personal experience, or a topic from the news
f. re-state the topic sentence claim by connecting your critical thinking discussion back to your thesis
Note: as you relate the supporting ideas from the direct quote and critical thinking, it may be that all of your connections aren't a "perfect fit." be conscious of that, and honest about it. Constantly define the words you use, and be clear about what "works" with your thesis and what doesn't. In order to raise these thoughts, you'll have to ask yourself critical questions: is this really a neat fit? am I missing something? Is there a problem with the point of view I'm using? Could someone disagree with this? how?
Saturday, March 14, 2015
I've revised your first essay assignment
See the link at the right. I hope some of the revisions have made the assignment easier to understand.
Wednesday, March 11, 2015
Class Agenda 3.11
1. Announcements: Apologies, Room change
2. Quiz #1
Answer one of the following questions. Each question carries different amounts of points, but the quiz counts for 10 points.
1. (Full Points) What are some specific connections you see between the texts "300 Years Hence" and "the 1837 Bread Riot" by Headley.
2. (full points) Discuss something that interested you about one of these texts.
3. (three points) Write down anything you remember reading from any of the three readings we've been assigned.
4. (two points) Explain to me why you haven't done the reading, what you're doing about it, and what I can do to help.
3. "Three Hundred Years Hence." John Russell (b. 1793, educated Middlebury College, moved to Illinois 1828, publicly opposed slavery in writing, published this story in 1831).
What questions do we have about the reading? The references? The characters? The language? The terminology? The slang? The historical period when the novel was written?
Locate key passages for class discussion. Focus on story's conclusion.
4. Twitter Instructions and Assignment
5. "Flour Riot of 1837." Joel T. Headley (1813-1897), education Union College, New York State Assemblyman (1855) and Secretary of State (1856-7). Member of American Party. Chapter from Sketches of Great Riots (1877).
Group work: One by one in groups, share a passage you found interesting for any reason. When you're done sharing, select one of those passages you'd like to discuss in class as a whole.
6. Essay One Assignment
2. Quiz #1
Answer one of the following questions. Each question carries different amounts of points, but the quiz counts for 10 points.
1. (Full Points) What are some specific connections you see between the texts "300 Years Hence" and "the 1837 Bread Riot" by Headley.
2. (full points) Discuss something that interested you about one of these texts.
3. (three points) Write down anything you remember reading from any of the three readings we've been assigned.
4. (two points) Explain to me why you haven't done the reading, what you're doing about it, and what I can do to help.
3. "Three Hundred Years Hence." John Russell (b. 1793, educated Middlebury College, moved to Illinois 1828, publicly opposed slavery in writing, published this story in 1831).
What questions do we have about the reading? The references? The characters? The language? The terminology? The slang? The historical period when the novel was written?
Locate key passages for class discussion. Focus on story's conclusion.
4. Twitter Instructions and Assignment
5. "Flour Riot of 1837." Joel T. Headley (1813-1897), education Union College, New York State Assemblyman (1855) and Secretary of State (1856-7). Member of American Party. Chapter from Sketches of Great Riots (1877).
Group work: One by one in groups, share a passage you found interesting for any reason. When you're done sharing, select one of those passages you'd like to discuss in class as a whole.
6. Essay One Assignment
Twitter Assignment
For this first assignment, you will Tweet twice about the class reading by Sunday.
Tweet One: What's one thing you learned by reading "Three Hundred Years Hence"? (Save the snark!)
Tweet Two: What was one of the motivations of the rioters in the 1837 Bread Riot?
If you want to attract attention outside this class, use the hashtag #steinbeck.
Remember:
1) These Tweets are somewhat difficult to write because you have to say as much as possible in a short amount of space. You are allowed to write 'grammatically incorrect.' We just have to understand what you're saying. Use whatever voice you're comfortable with.
BUT!
2) This is a professional account and your thoughts and reactions should always be made with class rules in mind. This is a public account, even if it's private, because your classmates and myself are reading it. Stay focused on making claims about the book, although your Tweets will reflect, of course, your personal experiences and thoughts while reading.
Tweet One: What's one thing you learned by reading "Three Hundred Years Hence"? (Save the snark!)
Tweet Two: What was one of the motivations of the rioters in the 1837 Bread Riot?
If you want to attract attention outside this class, use the hashtag #steinbeck.
Remember:
1) These Tweets are somewhat difficult to write because you have to say as much as possible in a short amount of space. You are allowed to write 'grammatically incorrect.' We just have to understand what you're saying. Use whatever voice you're comfortable with.
BUT!
2) This is a professional account and your thoughts and reactions should always be made with class rules in mind. This is a public account, even if it's private, because your classmates and myself are reading it. Stay focused on making claims about the book, although your Tweets will reflect, of course, your personal experiences and thoughts while reading.
Konrad says thank you
Sorry again about Monday. My son had no one else to pick up because my wife was so sick.
Monday, March 9, 2015
CLASS CANCELLED
Class: I so sorry that I have to cancel tonight's class. My wife has gone home from work very ill with a very high fever, and she can't pick up our son from daycare. We couldn't find anyone else to do it. I am so sorry I had to cancel class for this reason.
For Wednesday's class please complete the assignment due for that class on the syllabus ("Headley Bread Riot New York"). That assignment is on the right-hand side of this blog and in the course packet. We will discuss this text and the texts we were assigned today on Wednesday.
Please also note the first essay assignment is also up on this blog (see right hand side). Please read it tonight and we will go over it in further detail on Wednesday.
Please email me if you have any questions for me.
For Wednesday's class please complete the assignment due for that class on the syllabus ("Headley Bread Riot New York"). That assignment is on the right-hand side of this blog and in the course packet. We will discuss this text and the texts we were assigned today on Wednesday.
Please also note the first essay assignment is also up on this blog (see right hand side). Please read it tonight and we will go over it in further detail on Wednesday.
Please email me if you have any questions for me.
Thursday, March 5, 2015
For Monday's Class
Hi everyone, just wanted to write a quick note to confirm that the only thing due for Monday's class is the reading assigned on the syllabus. That would be "300 Years Hence" and the Social Welfare history link.
We will also finish watching the video on the 1919 Chicago riot Monday, and I'll explain in more detail the Twitter assignment and our first essay assignment.
We will also finish watching the video on the 1919 Chicago riot Monday, and I'll explain in more detail the Twitter assignment and our first essay assignment.
Wednesday, March 4, 2015
Subscribe to:
Posts (Atom)