Honors World Literature Dec. 5-9
Honors World Literature
Planning Your Week: December 5-9
Monday, December 5
LG: Understand political, geographical, and cultural features of Tibet that shape and influence its literary texts.
- Opener—Review the Dalai Lama’s speech to the United Nations World Conference on Human Rights; review your AP prompt essay and score from the Margaret Thatcher prompt; reflect on how you would approach the Dalai Lama’s speech if it were a prompt (consider the cultural context you now have as well as the rhetorical approaches in the speech itself).
- Student-Led Work Session—
- List ten activities you normally do in a regular day. Review the list and eliminate any activities that require electricity and replace them with activities that do not require electricity. In groups in three minutes list as many activities that do not require electricity as you can. Score like Boggle. Review how the characters in the movie used electricity and how it was limited.
- Play the electricity game; reflect on alternate energy sources and conservation, relating back to culture and values depicted in The Cup.
- Play the sponsorship game; reflect on the culture and values depicted in The Cup.
- Closer—Summarize the point of view and cultural experience reflected in The Cup.
Tuesday, December 6
LG: Understand artistic and cultural features of Tibet that shape and influence its literary texts.
- Opener: IAN ponder and respond: View sample Tibetan mandalas and identify common symbols, shapes, and compositions as well as both natural and man-made mandalas.
- Student-Led Work Session—
- Read three Zen parables (320), focusing on how paradoxes underpin the themes. Consider which elements of Buddhist teachings can relate to these morals. Answer “Literary Analysis” questions #1-3.
- Read the excerpt from Poor Richard’s Almanack (275). Based on these readings and on your experience viewing The Cup, what are some differences you notice between eastern and western philosophies? After brainstorming with your group, each member will compose a well-developed paragraph, citing evidence from your class materials, to explain at least one difference you’ve discovered between these global perspectives.
- Create your own mandala.
- Closer—Explain your symbolic and creative choices; reflect on your performance during the unit and how well you met the standards of analyzing a particular point of view or cultural experience and various accounts of a subject told in different mediums, determining which details are emphasized in each account.
Wednesday, December 7
LG: Understand geographical, political, and cultural features of North Korea and South Korea that shape and influence its literary texts.
- Opener: IAN ponder and respond: Analyze the map, statistics, and flags for North Korea and South Korea.
- Student-Led Work Session—
- Play the chair game to understand population density.
- Play the gestures/body language game to analyze the way people nonverbally express emotions.
- Closer: View the opening scene and discuss your immediate reactions to the film; answer the questions to analyze the initial characterization of the boy and his grandmother.
Thursday, December 8
LG: Refine research skills with Holocaust research.
- Read introductory materials over the St. Louis and refugee documentation from World War II. Compare and contrast to modern refugee policies. With a partner, consider historical implications – Based on your previous research on the Syrian refugee crisis, in what ways have policies changed since the 1940s? Why have policies changed? How do large-scale events shape global and national perspectives? What inspires policy to change? Is large-scale trauma and suffering a prerequisite for humanitarian change? Why?
- Create at least three research questions about the Holocaust to focus on during research time. What will you choose to learn more about? Write these three research questions on a piece of notebook paper (leave yourself plenty of room for note-taking)
- Visit the Media Center for a virtual tour on the Holocaust:
- EVERYONE USES THIS RESOURCE: http://comingofagenow.org/student-instructions/ – visit the Museum of Jewish Heritage, and follow the student instructions for examining and analyzing survivor profiles/stories. Pick the story of at least one survivor to study in detail.
- USE YOUR RESEARCH QUESTIONS to explore the following resources:
- https://www.ushmm.org/learn/students – View these historical resources for students to contextualize the time period. Allow your research questions to guide your reading.
- https://www.ushmm.org/learn/timeline-of-events/before-1933 – Use this timeline of events to explore the events as they unfolded.
- https://www.ushmm.org/learn/students/online-activities – Explore online activities that pique your interest.
- https://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005267&MediaId=3544 – Explore the Voyage of the St. Louis animated map to contextualize our introductory reading materials.
- https://www.ushmm.org/online/st-louis/ – Visit this resource for additional information about the voyage of the St. Louis.
Friday, December 9
LG: Analyze cultural elements depicted in film, focusing on what is emphasized in this account and how the director develops character over the course of the text to advance plot and develop theme.
- Opener—Journal walk: rotate from desk to desk at least four times, reading peers’ journal entries from yesterday’s closer.
- Student work session:
- Review key scenes from the film to complete the character handout “The Character of Sang-Woo.”
- Compose a paragraph analyzing how and why Sang-Woo’s character changes throughout the film.
- Closer—Reflect on how you interact with your grandparents (or other elderly relatives). How do/did your parents interact with their grandparents?