If Chuck Norris were a character in your book, explain how his presence would affect the plot.
"...he would find Holden and force him to go to school by roundhouse kicking him in the face."
"Every ministry would simply become The Ministry of Chuck Norris and everyone would watch Walker: Texas Ranger on their telescreens 24/7"
"...he would kill them all in one blow using only his chin."
"...he would appear only after Jonathan Livingston Seagull attains Zen mastery and the ability to teleport."
"...he would probably turn Elizabeth Bennett into a cowboy loving bad girl and steal her from Mr. Darcey"
Friday, November 6, 2009
Tuesday, November 3, 2009
Our Youth... continued
This assignment caused all of these things to happen.
I have written fact and figures in a notebook, but I plan to ignore them for this post, and tell you instead what I have learned over the past days based upon my memory of that time. I have learned that skim milk, water and chocolate syrup all mixed together looks like dirty water when one of my students pulled this confection from his book bag, in a clear plastic water bottle, told us he filled it in a mud puddle this morning, and proceeded to drink. His presentation was on the lack of drinkable water in Africa and I'm pretty sure he could teach better than me on most days. Often I feel that I've lost my dramatic flair and have kept only the madness.
I have learned that a cosmetics company called Lush makes their products with natural materials by hand and does not test on animals. I have learned what a shampoo bar is and where to get a pretty good one should I so desire.
I have learned that women are often conscripted into rebel armies in Africa to cook. Often these women are the victims of sexual imposition and later outcast by their communities.
I have learned that the Black Hawk Down incident was caused in 1993 by American forces being dispatched by George Bush to sort out why UN foodstuffs were not reaching the Somalian citizens. Many US soldiers and many Somalian militiamen lost their lives. The leader of the Somalian troops was apprehending the foodstuffs before the people could get it. This information juxtaposed with Matt Damon's face on a flier sponsoring clean water initiatives in Africa made me wonder if American celebrities are doing more good in the world than the US Armed Forces... not out of any greater sense of duty (I'm sure the sense of duty is greater for men and women in the Armed Forces), but by the gentleness and generosity of their approach. I really think it's something else that America's wealthiest and most famous citizens have taken upon their backs the burden of confronting the world's problems. There is something wonderful in this. It makes me wish I was a celebrity so I could do something good for the world with my fame and well scrubbed face and my money. I'm planning on looking for a magnet shaped as a ribbon for my car that proclaims Support Philanthropic Celebrities.
I have really enjoyed teaching lately. Some days I think I need it more than they do.
I have written fact and figures in a notebook, but I plan to ignore them for this post, and tell you instead what I have learned over the past days based upon my memory of that time. I have learned that skim milk, water and chocolate syrup all mixed together looks like dirty water when one of my students pulled this confection from his book bag, in a clear plastic water bottle, told us he filled it in a mud puddle this morning, and proceeded to drink. His presentation was on the lack of drinkable water in Africa and I'm pretty sure he could teach better than me on most days. Often I feel that I've lost my dramatic flair and have kept only the madness.
I have learned that a cosmetics company called Lush makes their products with natural materials by hand and does not test on animals. I have learned what a shampoo bar is and where to get a pretty good one should I so desire.
I have learned that women are often conscripted into rebel armies in Africa to cook. Often these women are the victims of sexual imposition and later outcast by their communities.
I have learned that the Black Hawk Down incident was caused in 1993 by American forces being dispatched by George Bush to sort out why UN foodstuffs were not reaching the Somalian citizens. Many US soldiers and many Somalian militiamen lost their lives. The leader of the Somalian troops was apprehending the foodstuffs before the people could get it. This information juxtaposed with Matt Damon's face on a flier sponsoring clean water initiatives in Africa made me wonder if American celebrities are doing more good in the world than the US Armed Forces... not out of any greater sense of duty (I'm sure the sense of duty is greater for men and women in the Armed Forces), but by the gentleness and generosity of their approach. I really think it's something else that America's wealthiest and most famous citizens have taken upon their backs the burden of confronting the world's problems. There is something wonderful in this. It makes me wish I was a celebrity so I could do something good for the world with my fame and well scrubbed face and my money. I'm planning on looking for a magnet shaped as a ribbon for my car that proclaims Support Philanthropic Celebrities.
I have really enjoyed teaching lately. Some days I think I need it more than they do.
Thursday, October 29, 2009
Our Youth
So this new post is going to be about me, not my classroom, though it is very tempting to write about what a wonderful job they're doing researching the difficulties plaguing the life of Africa... eh, nevermind. I'm going to write about that instead. It's far more interesting than little old me.
Three students presented today first period. The first presentation was themed "We Don't Own the World" and focused on vegetarianism. Here's what we learned. 1) In order to feed a meat eater (someone like me) it takes four times the amount of land necessary to feed a vegetarian. 2) KFC and McDonald's practices debeaking of chickens and raises them in farm factories to die... we feed Wyatt chicken McNuggets when we take him to McDonald's to play. This makes me sad because he's cute and so are chickens. Maybe Ted Nugent has it right.
The second presentation focused on the AIDS epidemic in Africa. Here are some startling facts: 1) Every day AIDS kills 6,300 people. 2) 8,500 people are newly infected everyday 3) About 70% of the worldwide population of infected live in Africa... this sickness seems to be spreading due to a lack of education about preventative measures. Storytelling and superstition trump science in their culture.
The third presentation was about poaching. It seems most animals are targets for poachers to "strip" the way cars are stripped in this country by criminals for parts that can get them money. But cars don't lay bleeding where they're disfigured: animals do. The following animals are poached in Africa: Elephants (ivory tusks-hide), Rhinos (ivory horn-hide), Leopards (hide), Lions (hide), Zebras (hide and tails), giraffe (hide), and the Dik-Dik (bones).
In all the presentations were inspiring and compelled by a close study of Heart of Darkness, Christen's visit and research done entirely in a computer lab.
When the presentations are over, I have a short video and lesson to teach them about the 30 Human Rights outlined in the Universal Declaration of Human Rights created in 1948 by United Nations.
Three students presented today first period. The first presentation was themed "We Don't Own the World" and focused on vegetarianism. Here's what we learned. 1) In order to feed a meat eater (someone like me) it takes four times the amount of land necessary to feed a vegetarian. 2) KFC and McDonald's practices debeaking of chickens and raises them in farm factories to die... we feed Wyatt chicken McNuggets when we take him to McDonald's to play. This makes me sad because he's cute and so are chickens. Maybe Ted Nugent has it right.
The second presentation focused on the AIDS epidemic in Africa. Here are some startling facts: 1) Every day AIDS kills 6,300 people. 2) 8,500 people are newly infected everyday 3) About 70% of the worldwide population of infected live in Africa... this sickness seems to be spreading due to a lack of education about preventative measures. Storytelling and superstition trump science in their culture.
The third presentation was about poaching. It seems most animals are targets for poachers to "strip" the way cars are stripped in this country by criminals for parts that can get them money. But cars don't lay bleeding where they're disfigured: animals do. The following animals are poached in Africa: Elephants (ivory tusks-hide), Rhinos (ivory horn-hide), Leopards (hide), Lions (hide), Zebras (hide and tails), giraffe (hide), and the Dik-Dik (bones).
In all the presentations were inspiring and compelled by a close study of Heart of Darkness, Christen's visit and research done entirely in a computer lab.
When the presentations are over, I have a short video and lesson to teach them about the 30 Human Rights outlined in the Universal Declaration of Human Rights created in 1948 by United Nations.
Wednesday, October 21, 2009
Private Detective: Christen Wilcox
Christen Wilcox graduated from my school in 2005. I remember her as a bright fiction writer and poet. She was very quiet. She was studying in the Teacher Education Academy program. I heard back from her from time to time as I made no mystery about the fact that I thought her writing was brilliant and, as it (a short story and a handful of poems) was featured in our then school magazine she, I hope, felt her efforts were validated. She went on to a liberal arts Christian college in Chicago where she was involved in an outreach missions to the city’s homeless population. I remember she was often downcast when recalling the city’s solution: to build a wall to hide them from public view. Christen had a special place in her heart for the people she worked with, and I remember, at times, fearing for her safety. She was more concerned with spending time with them, listening to their stories, to befriend them if possible. I knew Christen was bound for great things by the sensitivity of her writing, but also by the sensitivity of her social consciousness.
While in Chicago she headed an Invisible Children chapter and become engrossed with the phenomenon of child soldiering. After a while she started to feel as if she were talking about something she didn’t know enough about. She visited Africa for the first time through a New Zealand organization called the Global Volunteer Network. She sold what she considered superfluous personal possessions, did some fundraising, bought a plane ticket and arrived in Liberia. She chose Liberia because it seemed like one of the least threatening places in Africa, and there would be less of a language barrier.
Christen spoke candidly about Liberians. “They know every capital of every American state... Their flag is like ours,” she said, “but with one star instead of fifty.” I asked if they are an American colony. “Kind of,” she said. Christen revealed that Liberia, formerly known as The Gold Coast, was formed by the United States. “We took freed slaves to Liberia and put them in charge.”
Today, people who can only be described as indentured servants work at extracting rubber for US Firestone, and gather cocoa beans for US Corporations like Nestle and Hershey. Christen finds it curious that those who were former slaves would build a system nearly identical to the one they escaped. Having interviewed over one hundred Africans, she was shocked that the trauma of growing up as an indentured servant was more horrific for some than living the life of a child soldier. After speaking for a while with Christen, it became clear that the Imperial avarice that spurned Conrad to use expressions like “the germs of empire,” and to expose the atrocities of the Ivory trade in the Belgian Congo, is alive and well in US interests in Liberia.
Christen further educated us on Tuesday in class: the capital of Liberia is Monrovia after US President James Monroe, and Liberians consider themselves American. “They say they’re more American than Hawaiians,” she said, laughing.
“So they love our culture?”
“Yes,” she said, “but the US has admitted to assassinating their presidents, and has offered arms support to all three rebel armies... I almost want them to hate me,” she says, “but they think if they make a friend with a white person that it will change their life.”
One student asked why since we have financial problems in our own country, are we spending money there? “Do they want our help?”
Christen said, “Good question. Some of the newer generations of Africans want US involvement, but in a way they’ve been brainwashed into thinking our presence is a good thing. They don’t understand our culture. They think America is paradise. Liberians don’t understand credit and how we have what we can’t afford.” She related the opinion of an elderly professor named Sweet Africa that she befriended. “He’s old enough to remember how it was before we got really involved. He doesn’t want our help.” Before the government of Liberia was set up the villages were run by tribal communities with different religious beliefs. They don’t really don’t know how to make an imposed central government work the way it’s supposed to. Christen maintained that most Africans believe in spirits and ancestors, not voting on widespread laws and issues.
As far as aide goes, Christen said, “We value resources like rubber, oil and diamonds... sometimes when we aid countries we’re doing it for ourselves.” One of Christen’s friends inherited some land in Liberia, land with gold on it, and he laughingly admitted that he was afraid to claim it. “If white people find out, I’ll be the first to die.”
One student asked what the environment was like in Liberia. Christen explained that the city has restaurants, cars, and that the streets are packed. Apparently cars are much less expensive in Africa, and though there is an emerging middle class, it is still a city of marked disparity between the wealthy and the poor. Tourism is thriving, and there are universities. Taxis are reluctant to travel outside of Monrovia due to the general practice of disarmament. When his “service” is up, a fee of $150 is paid to a soldier for his gun and he’s turned onto the streets. Most soldiers, Christen explained, were exposed to drugs at a young age and are still addicted, so their $150 goes toward cocaine or other drugs (some “blue stuff”... she didn’t know what it was), and when the money runs out, often a desperate person will turn to crime, therefore the areas outside the city can be extremely dangerous.
A few students asked about AIDS and Malaria in Africa. Christen has contracted malaria four times. Students asked what it was like. She said it was an intense fever that induced muscle cramps and delirium. “It’s the number one killer of children in Africa, but treatment only costs four dollars.” In America, the treatment for Malaria costs seven thousand dollars. In Africa, AIDS victims are stigmatized much like they are in the US, but superstition considers them downright bad luck. There are many superstitions surrounding the AIDS phenomenon. Some tribes believe the only way to get rid of it is to have sex with a virgin. Free AIDS tests and condoms are available, yet some Christian groups are against educating people in safe sex because they believe the answer is abstinence. In some African countries it’s against the law to be gay. In Ghana there’s a minimum seven-year prison sentence.
Some students asked how one could go about traveling to Africa on a budget.
Christen explained what “woofing” is. Apparently this is a way to sustain oneself in Africa. WWOOF is an acronym for Willing Workers on Organic Farms. If you agree to work on the farm, apparently you can stay on the land.
“So what did you do over there?”
Christen said, this last time I worked with a psychologist and interviewed child soldiers. Most of the questions were morbid. War is morbid. Stories of people being hacked to pieces, camp lines demarcated with intestines. There’s betrayal, cruelty, and murder. “Don’t you just want to cry?” someone asked. Christen said, “you have to keep yourself under control so your reaction doesn’t make them feel even more guilty.” Christen has interviewed more than 100 child soldiers, and worked closely with a Harvard professor in the psychological rehabilitation of Post Traumatic Stress Disorder. Christen was also responsible for teaching adult literacy. “I spent most of time with African friends, former child soldiers, drumming and hanging out on the beach,” she said.
Christen was animated when describing the process of helping one of her reformed child soldier friends how to write in English. She described the process of tracing letters. After months of one on one tutoring this man was able to write a letter in English to his daughter. “That was awesome,” she said.
Someone asked, “So what’s the war about?”
Christen claimed to feel like a detective trying to piece together printed information (most of which is unreliable, apparently) and stories from the native people. She felt if you asked five different soldiers what they were fighting for, you’d get five different answers. She reinforced that these soldiers are children dressed in costumes, like pink wigs, and crazy Elton John glasses, or naked, often high on drugs like cocaine, who have been told that if they do not kill they will themselves be killed. Her descriptions reminded me of a particularly harrowing passage of Cormac McCarthy’s Blood Meridian in which the natives (in this case, American Indians) are rushing into battle wearing piecemeal uniforms: “ A legion of horribles, hundreds in number, half naked or clad in costumes attic or biblical or wardrobed out of a fever dream with the skins of animals and silk finery and pieces of uniform still tracked with the blood of prior owners, coats of slain dragoons, frogged and braided cavalry jackets, one in a stovepipe hat and one with an umbrella and one in white stockings and a bloodstained weddingveil...”
I recalled that Ishmael Beah (Long Way Gone) was kept relatively complacent by a general who promised him revenge for his parents’ death. Christen reinforced the point that African society used to be tribal: very small groups who looked to a chief or village elder for guidance. Their way of life was wrapped up in folklore and storytelling. Once they gained independence (Ghana was the first), they didn’t know how to work within the system of government that was put in place for them. Someone asked whether or not it seemed as if imperial powers were making sure the land was in turmoil making it impossible for organization... organization that might allow Africans to charge more for their resources.
In the past, Liberians would farm what they eat, mostly rice and potato greens. Now the UN imports food and sets the price. Potable water is often imported as well. The cost of food and water is set by the UN. I said this arrangement reminds me a lot of what Daniel Quinn was writing about in Ishmael. Christen agreed. Most electricity in villages is pirated from lines to the city.
The last question of the day was “Why isn’t there more international attention paid to what’s happening in Africa?”
Christen felt that there was attention being paid to the problem but felt that the celebrity attention and the types of commercials featuring babies with swollen bellies and flies crawling on their eyes makes Africans out to seem weak, desperate, lazy and stupid. “They’re not. They’re more happy than nearly everyone I know in the United States... most Liberians under thirty speak four to five languages.” Christen also felt that part of the problem was that most Americans don’t know what the word imperialism means, much less the fact that Africa has only been independent for fifty years or so.
In all, Christen’s knowledge and wisdom helped create a highly informative and dynamic class period for my seniors reading Heart of Darkness. Thank you Christen and God bless.
While in Chicago she headed an Invisible Children chapter and become engrossed with the phenomenon of child soldiering. After a while she started to feel as if she were talking about something she didn’t know enough about. She visited Africa for the first time through a New Zealand organization called the Global Volunteer Network. She sold what she considered superfluous personal possessions, did some fundraising, bought a plane ticket and arrived in Liberia. She chose Liberia because it seemed like one of the least threatening places in Africa, and there would be less of a language barrier.
Christen spoke candidly about Liberians. “They know every capital of every American state... Their flag is like ours,” she said, “but with one star instead of fifty.” I asked if they are an American colony. “Kind of,” she said. Christen revealed that Liberia, formerly known as The Gold Coast, was formed by the United States. “We took freed slaves to Liberia and put them in charge.”
Today, people who can only be described as indentured servants work at extracting rubber for US Firestone, and gather cocoa beans for US Corporations like Nestle and Hershey. Christen finds it curious that those who were former slaves would build a system nearly identical to the one they escaped. Having interviewed over one hundred Africans, she was shocked that the trauma of growing up as an indentured servant was more horrific for some than living the life of a child soldier. After speaking for a while with Christen, it became clear that the Imperial avarice that spurned Conrad to use expressions like “the germs of empire,” and to expose the atrocities of the Ivory trade in the Belgian Congo, is alive and well in US interests in Liberia.
Christen further educated us on Tuesday in class: the capital of Liberia is Monrovia after US President James Monroe, and Liberians consider themselves American. “They say they’re more American than Hawaiians,” she said, laughing.
“So they love our culture?”
“Yes,” she said, “but the US has admitted to assassinating their presidents, and has offered arms support to all three rebel armies... I almost want them to hate me,” she says, “but they think if they make a friend with a white person that it will change their life.”
One student asked why since we have financial problems in our own country, are we spending money there? “Do they want our help?”
Christen said, “Good question. Some of the newer generations of Africans want US involvement, but in a way they’ve been brainwashed into thinking our presence is a good thing. They don’t understand our culture. They think America is paradise. Liberians don’t understand credit and how we have what we can’t afford.” She related the opinion of an elderly professor named Sweet Africa that she befriended. “He’s old enough to remember how it was before we got really involved. He doesn’t want our help.” Before the government of Liberia was set up the villages were run by tribal communities with different religious beliefs. They don’t really don’t know how to make an imposed central government work the way it’s supposed to. Christen maintained that most Africans believe in spirits and ancestors, not voting on widespread laws and issues.
As far as aide goes, Christen said, “We value resources like rubber, oil and diamonds... sometimes when we aid countries we’re doing it for ourselves.” One of Christen’s friends inherited some land in Liberia, land with gold on it, and he laughingly admitted that he was afraid to claim it. “If white people find out, I’ll be the first to die.”
One student asked what the environment was like in Liberia. Christen explained that the city has restaurants, cars, and that the streets are packed. Apparently cars are much less expensive in Africa, and though there is an emerging middle class, it is still a city of marked disparity between the wealthy and the poor. Tourism is thriving, and there are universities. Taxis are reluctant to travel outside of Monrovia due to the general practice of disarmament. When his “service” is up, a fee of $150 is paid to a soldier for his gun and he’s turned onto the streets. Most soldiers, Christen explained, were exposed to drugs at a young age and are still addicted, so their $150 goes toward cocaine or other drugs (some “blue stuff”... she didn’t know what it was), and when the money runs out, often a desperate person will turn to crime, therefore the areas outside the city can be extremely dangerous.
A few students asked about AIDS and Malaria in Africa. Christen has contracted malaria four times. Students asked what it was like. She said it was an intense fever that induced muscle cramps and delirium. “It’s the number one killer of children in Africa, but treatment only costs four dollars.” In America, the treatment for Malaria costs seven thousand dollars. In Africa, AIDS victims are stigmatized much like they are in the US, but superstition considers them downright bad luck. There are many superstitions surrounding the AIDS phenomenon. Some tribes believe the only way to get rid of it is to have sex with a virgin. Free AIDS tests and condoms are available, yet some Christian groups are against educating people in safe sex because they believe the answer is abstinence. In some African countries it’s against the law to be gay. In Ghana there’s a minimum seven-year prison sentence.
Some students asked how one could go about traveling to Africa on a budget.
Christen explained what “woofing” is. Apparently this is a way to sustain oneself in Africa. WWOOF is an acronym for Willing Workers on Organic Farms. If you agree to work on the farm, apparently you can stay on the land.
“So what did you do over there?”
Christen said, this last time I worked with a psychologist and interviewed child soldiers. Most of the questions were morbid. War is morbid. Stories of people being hacked to pieces, camp lines demarcated with intestines. There’s betrayal, cruelty, and murder. “Don’t you just want to cry?” someone asked. Christen said, “you have to keep yourself under control so your reaction doesn’t make them feel even more guilty.” Christen has interviewed more than 100 child soldiers, and worked closely with a Harvard professor in the psychological rehabilitation of Post Traumatic Stress Disorder. Christen was also responsible for teaching adult literacy. “I spent most of time with African friends, former child soldiers, drumming and hanging out on the beach,” she said.
Christen was animated when describing the process of helping one of her reformed child soldier friends how to write in English. She described the process of tracing letters. After months of one on one tutoring this man was able to write a letter in English to his daughter. “That was awesome,” she said.
Someone asked, “So what’s the war about?”
Christen claimed to feel like a detective trying to piece together printed information (most of which is unreliable, apparently) and stories from the native people. She felt if you asked five different soldiers what they were fighting for, you’d get five different answers. She reinforced that these soldiers are children dressed in costumes, like pink wigs, and crazy Elton John glasses, or naked, often high on drugs like cocaine, who have been told that if they do not kill they will themselves be killed. Her descriptions reminded me of a particularly harrowing passage of Cormac McCarthy’s Blood Meridian in which the natives (in this case, American Indians) are rushing into battle wearing piecemeal uniforms: “ A legion of horribles, hundreds in number, half naked or clad in costumes attic or biblical or wardrobed out of a fever dream with the skins of animals and silk finery and pieces of uniform still tracked with the blood of prior owners, coats of slain dragoons, frogged and braided cavalry jackets, one in a stovepipe hat and one with an umbrella and one in white stockings and a bloodstained weddingveil...”
I recalled that Ishmael Beah (Long Way Gone) was kept relatively complacent by a general who promised him revenge for his parents’ death. Christen reinforced the point that African society used to be tribal: very small groups who looked to a chief or village elder for guidance. Their way of life was wrapped up in folklore and storytelling. Once they gained independence (Ghana was the first), they didn’t know how to work within the system of government that was put in place for them. Someone asked whether or not it seemed as if imperial powers were making sure the land was in turmoil making it impossible for organization... organization that might allow Africans to charge more for their resources.
In the past, Liberians would farm what they eat, mostly rice and potato greens. Now the UN imports food and sets the price. Potable water is often imported as well. The cost of food and water is set by the UN. I said this arrangement reminds me a lot of what Daniel Quinn was writing about in Ishmael. Christen agreed. Most electricity in villages is pirated from lines to the city.
The last question of the day was “Why isn’t there more international attention paid to what’s happening in Africa?”
Christen felt that there was attention being paid to the problem but felt that the celebrity attention and the types of commercials featuring babies with swollen bellies and flies crawling on their eyes makes Africans out to seem weak, desperate, lazy and stupid. “They’re not. They’re more happy than nearly everyone I know in the United States... most Liberians under thirty speak four to five languages.” Christen also felt that part of the problem was that most Americans don’t know what the word imperialism means, much less the fact that Africa has only been independent for fifty years or so.
In all, Christen’s knowledge and wisdom helped create a highly informative and dynamic class period for my seniors reading Heart of Darkness. Thank you Christen and God bless.
Monday, October 19, 2009
Once upon a Beat
Hello Internet, I was wondering what has happened to the Beat generation. I've looked for them in the pages of my high school American Literature textbook and... can you guess? They're not there! While scouring you (Internet) for resources I have found many wonderful documentaries... no really. Not just a bunch of video montages made by college students set to their girlfriend mispronouncing words from "HOWL"... serious film. The more I study the Beats, the more I wonder if they're best left out of the survey of American literature most high school students have dolloped onto their consciousness like a fartsound spoon of cafeteria confectionery. Why leave out the Beats, folks? Why?
I understand the intellectual cowardice that rules public education. In the "HOWL" obscenity trial one of those standing against the poem was a public school teacher. We have always been part of THE MAN's tribe. Not quite gun and badge carriers, but close enough to call it. Am I right? So what's this trying to be with the hip crowd. Settle back into your Robert Frost, Norman Rockwell campy Americana, drink your Ovaltine and lower your voice. This is a library, need I remind you.
I found a lesson plan that actually calls for the teacher to play a recording of "HOWL." I mean, am I pushing the envelope too much? Should I just be content with teaching the "masters"? My book includes some of the Harlem renaissance writers... shouldn't I just leave well enough alone?
I've spent a significant amount of time with Ginsberg's poetry. I read On the Road. I know Corso and Snyder's stuff. I can't help but feel these are representative contemporary American writers. Were they any more radical than the Romantics? Maybe just a little bit. I don't know. Maybe I should just be content to put them out on the shelves and point the occasional beat soul their way. Maybe discovering these writers on your own is more gratifying. Maybe I need to stop being a pansy and just xerox 11" X 17" copies of "Bomb" for the class to read out loud. I'm not trying to be cute...
I suppose I'm having these thoughts having come off teaching The Catcher in the Rye. Isn't that part of the story? Can we be so bold as to consider it a critique of American values in the 1940s. Isn't Holden a Beat in cocoon? Haven't upper middle class, capitalist, white Christian values failed him? Isn't that the point? How can a teacher teach The Catcher in the Rye and not go on to the Beats? What am I supposed to do? Pass out copies of "The Road Not Taken" and tell them "Holden took the easy way out, and if you're not careful his failure will be your failure too." Should I be stroking my cop moustache while I say it?
Ah, it's all too much. I'm going to sleep. Peace.
I understand the intellectual cowardice that rules public education. In the "HOWL" obscenity trial one of those standing against the poem was a public school teacher. We have always been part of THE MAN's tribe. Not quite gun and badge carriers, but close enough to call it. Am I right? So what's this trying to be with the hip crowd. Settle back into your Robert Frost, Norman Rockwell campy Americana, drink your Ovaltine and lower your voice. This is a library, need I remind you.
I found a lesson plan that actually calls for the teacher to play a recording of "HOWL." I mean, am I pushing the envelope too much? Should I just be content with teaching the "masters"? My book includes some of the Harlem renaissance writers... shouldn't I just leave well enough alone?
I've spent a significant amount of time with Ginsberg's poetry. I read On the Road. I know Corso and Snyder's stuff. I can't help but feel these are representative contemporary American writers. Were they any more radical than the Romantics? Maybe just a little bit. I don't know. Maybe I should just be content to put them out on the shelves and point the occasional beat soul their way. Maybe discovering these writers on your own is more gratifying. Maybe I need to stop being a pansy and just xerox 11" X 17" copies of "Bomb" for the class to read out loud. I'm not trying to be cute...
I suppose I'm having these thoughts having come off teaching The Catcher in the Rye. Isn't that part of the story? Can we be so bold as to consider it a critique of American values in the 1940s. Isn't Holden a Beat in cocoon? Haven't upper middle class, capitalist, white Christian values failed him? Isn't that the point? How can a teacher teach The Catcher in the Rye and not go on to the Beats? What am I supposed to do? Pass out copies of "The Road Not Taken" and tell them "Holden took the easy way out, and if you're not careful his failure will be your failure too." Should I be stroking my cop moustache while I say it?
Ah, it's all too much. I'm going to sleep. Peace.
Monday, October 5, 2009
Hello, Africa!
Grade Level 12
Advanced English
Choose any one of the following activities for our study of Heart of Darkness
1. Good readers ask questions of a text. Keep a reading journal to record yours. A reading journal should be an informal piece of writing done after each significant session you have with the book. A reading journal should do all of the following:
a) List unknown words. You will look these up and write down the definitions.
b) Ask basic questions such as who, what, where, when, how?
c) Allow the reader to react to the philosophical issues of a text. This story addresses each of the following philosophical questions, for which there may be no definitive answers:
• Is evil an inherent human trait?
• Should women be protected from harsh realities?
• What is the nature of human superiority? Is there such a thing?
• Is Heart of Darkness a racist text?
• Is colonialism ethical? What stance does the book take on empire?
• How should one go about telling a story? Explore Conrad’s philosophy of storytelling. Should a story be a kernel, or the haze that brings out a glow?
d) Reflect upon imagery (light and dark) and metaphor/symbolism.
2. Africa is still a vastly troubled nation. Research modern dilemmas (such as child soldiering, the war in Darfur, etc.) and prepare an informative presentation to the class including handouts and visual aides.
3. Animal rights take a backseat to human rights in Conrad’s novella. Research the
devastating effects the need for animal products has caused in the animal kingdom and prepare an informative presentation to the class including handouts and visual aides. Your presentations need not be restricted to elephants, but should include current information about the ivory trade.
4. Ivory is just one of the sought after natural resources of Africa. Research the
other natural resources that have caused conflict in the land and prepare an informative presentation to the class including handouts and visual aides.
Wednesday, September 30, 2009
We're in the middle of the project designed to introduce Holden to modern music. There have been some really great presentations so far. The insights these students have are incredible. For example someone said how Holden sees women, girlfriends as a solution to his problems; yet another said Holden needs a girlfriend. I feel two ways about this: the truth is, I think, that we're all co dependant on somebody, regardless of how we deny it... that's love, right? And love is the whole point of this mess, so, it can't be bad. And I agree, Holden needs a hug. On the other hand, I can understand how teenagers are wary to give their hearts away, especially to the opposite sex. The potential for hurt is great, yet I've always preferred people who love without regard for their own safety. I think Holden might become one of these people. Maybe not. I mean look at JD Salinger. He took the love away. All because he got his feelings hurt. That kind of sucks in my opinion.
I feel the need to name-drop a few of the new bands I've discovered through this project, so here they are. Hollywood Undead, Mewithoutyou, Eyes Set to Kill,TUFF. Also, some of the lyrics I keep on reserve for students who want me to give them a song to interpret (and there are a few) are: "Sweet Jane" The Velvet Underground, "As I Come of Age" CSN, "Heart Cooks Brain" Modest Mouse, "Hey You" Pink Floyd, "Let It Be" Beatles, "Blowing in the Wind" Dylan, "I Am a Rock" Simon/Garfunkel
I think they really sense the humor as well as the sorrow. They get that Holden is torn up over Allie's death. They also get that he doesn't have any friends because he'd be kind of a drag to hang out with. Holden talks about being a good golfer in this book. I think golfing with Holden would probably be pretty fun.
I have been reading a lot of it out loud, because hey, everyone likes story hour, right?
Tuesday, September 15, 2009
The Poltergeist in the Rye
Sense and Sensibility and Sea Monsters just came out. There's a part of me, the ninety year old literature professor, that is appropriately horrified, but there's the other part too- the kid that would rather read about a tanar'ri named Ertu from the Abyss than the whims of pampered aristocrats-he's appropriately horrified also... and loving it. I tried reading Pride and Prejudice and Zombies, and while it was amusing, I couldn't suspend my disbelief long enough to enjoy it in any way other than in an "isn't this quirky-and-kind-of-hip" self consciousness that wasn't too much fun. In the end I could have probably ordered an ice tray with space invaders shaped inserts from hipstergifts.com, spent less money, and got the same (if not more) satisfaction while drinking Kool Aide... rather than subjecting myself (again) to 200+ pages of British dialogue.
Yet... I was thinking what would Holden do if, while in New York, a zombie outbreak occurred? I mean, he's one step away from suicidal-maybe he'd want to join them? Or, maybe he'd get satisfaction from the way they resumed the mundane tasks of their mundane lives. It might be kind of interesting. I don't know how you'd use it in the classroom, or even IF you could. Or maybe, instead of zombies you could use werewolves. Like a werewolves of London kind of thing in New York city. I'm not a very big fan of werewolves, or vampires to tell you the truth, but maybe you could use ghosts. Holden is haunted, figuratively, why not propose a prompt in which Holden is haunted literally? C'mon, even Shakespeare used ghosts. Plus ghosts aren't really that hip right now. Nor ever. I think Casper ruined that possibility... and that movie with Patrick Swayze, God rest his soul, so you don't have to feel like a sell-out.
Yet... I was thinking what would Holden do if, while in New York, a zombie outbreak occurred? I mean, he's one step away from suicidal-maybe he'd want to join them? Or, maybe he'd get satisfaction from the way they resumed the mundane tasks of their mundane lives. It might be kind of interesting. I don't know how you'd use it in the classroom, or even IF you could. Or maybe, instead of zombies you could use werewolves. Like a werewolves of London kind of thing in New York city. I'm not a very big fan of werewolves, or vampires to tell you the truth, but maybe you could use ghosts. Holden is haunted, figuratively, why not propose a prompt in which Holden is haunted literally? C'mon, even Shakespeare used ghosts. Plus ghosts aren't really that hip right now. Nor ever. I think Casper ruined that possibility... and that movie with Patrick Swayze, God rest his soul, so you don't have to feel like a sell-out.
Friday, September 11, 2009
Holden the Optimist
We learn so much about what Holden thinks is phony in his world, yet we get a strong sense of his value system throughout the book. Your assignment is to find a cause, movement, organization, or charity in our world that Holden would not think is phony.
1) In 300 words, write why you think Holden could get on board with this cause, organization, or charity. You must use specific language from the book.
2) Familiarize us with your cause, organization, or charity. How did you hear about it? What are its goals? Is it possible for anyone to join?
The name of your cause, organization, or charity is due to me by ____________. Presentations will begin ________________. If you do not have a cause, organization, or charity by _______________, I will provide you with one.
1) In 300 words, write why you think Holden could get on board with this cause, organization, or charity. You must use specific language from the book.
2) Familiarize us with your cause, organization, or charity. How did you hear about it? What are its goals? Is it possible for anyone to join?
The name of your cause, organization, or charity is due to me by ____________. Presentations will begin ________________. If you do not have a cause, organization, or charity by _______________, I will provide you with one.
Thursday, September 10, 2009
Holden the Beat
As a class, we are going to make a mixed CD for Holden Caulfield introducing him to modern music.
You must choose one song with school-appropriate lyrics to appear on the mix. You will be required to write at least 300 words and to give a short presentation (including playing the song) to the class based on the following criteria:
1. Please don’t choose songs at random. Choose the song not necessarily because you like the guitar solo, but because you think it fits Holden in some way. Maybe you think its message might be helpful to Holden. Maybe you think Holden could relate to it in some way. Maybe you think it attempts to teach us something valuable about life. Regardless, have a legitimate reason for picking the song, and be able to explain why Holden Caulfield would like this song using specific references to the novel.
2. Analyze the lyrics. What elements of poetry do you think it includes? (figurative language/symbolism, irony— hyperbole, sarcasm—narrative devices)
3. In order to present the song, you must have a CD with your song and a copy of the lyrics for me.
*This project will be graded on effort, creativity, how well you demonstrate your understanding of the novel, and how well you complete all parts of the assignment.
**Turn in a copy of the lyrics and the CD by ------------- or as soon as you have them. I will choose a song for you if I don’t have materials by this deadline. Presentations will be ----------------.
You must choose one song with school-appropriate lyrics to appear on the mix. You will be required to write at least 300 words and to give a short presentation (including playing the song) to the class based on the following criteria:
1. Please don’t choose songs at random. Choose the song not necessarily because you like the guitar solo, but because you think it fits Holden in some way. Maybe you think its message might be helpful to Holden. Maybe you think Holden could relate to it in some way. Maybe you think it attempts to teach us something valuable about life. Regardless, have a legitimate reason for picking the song, and be able to explain why Holden Caulfield would like this song using specific references to the novel.
2. Analyze the lyrics. What elements of poetry do you think it includes? (figurative language/symbolism, irony— hyperbole, sarcasm—narrative devices)
3. In order to present the song, you must have a CD with your song and a copy of the lyrics for me.
*This project will be graded on effort, creativity, how well you demonstrate your understanding of the novel, and how well you complete all parts of the assignment.
**Turn in a copy of the lyrics and the CD by ------------- or as soon as you have them. I will choose a song for you if I don’t have materials by this deadline. Presentations will be ----------------.
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