We had fed the heart on fantasy,
The heart's grown brutal from the fare.
--William Butler Yeats,
The Stare's Nest By My Window
The heart's grown brutal from the fare.
--William Butler Yeats,
The Stare's Nest By My Window
Illusions Unit Framework
Essential Question:
How and why do people/groups develop illusions and why are some illusions maintained while others are broken down?
Guiding Content Questions:
1. What is an illusion and how and why do individuals and groups form them?
2. To what extent do new perceptions, ideas, philosophies or occurrences alter illusions?
3. Is maintaining an illusion oppressive or liberating?
4. What is disillusionment and how and why do individuals and groups become disillusioned?
5. Is disillusionment oppressive or liberating?
6. What are the consequences of illusions?
7. What are the consequences of disillusionment?
8. What is the relationship and dynamic between those who subscribe to illusions and those who are disillusioned?
How and why do people/groups develop illusions and why are some illusions maintained while others are broken down?
Guiding Content Questions:
1. What is an illusion and how and why do individuals and groups form them?
2. To what extent do new perceptions, ideas, philosophies or occurrences alter illusions?
3. Is maintaining an illusion oppressive or liberating?
4. What is disillusionment and how and why do individuals and groups become disillusioned?
5. Is disillusionment oppressive or liberating?
6. What are the consequences of illusions?
7. What are the consequences of disillusionment?
8. What is the relationship and dynamic between those who subscribe to illusions and those who are disillusioned?
Men die, but the plutocracy is immortal; and it is necessary
that fresh generations should be trained to its service.
--Sinclair Lewis
that fresh generations should be trained to its service.
--Sinclair Lewis
Unit Materials and Assignments
We would rather be ruined than changed;
We would rather die in our dread
Than climb the cross of the moment
And let our illusions die.
--W.H. Auden, The Age of Anxiety
We would rather die in our dread
Than climb the cross of the moment
And let our illusions die.
--W.H. Auden, The Age of Anxiety
The [1920s] Great Gatsby
World War One (necessary background)
1. Locate (and summarize the significance of) a primary source for each of the following prevailing causes of World War One.
Militarism
Alliances
Imperialism
Nationalism
Assassination of Franz Ferdinand
Militarism
Alliances
Imperialism
Nationalism
Assassination of Franz Ferdinand
Chapters 1-4 materials
Chapter 1 Assignment - The Great Gatsby
Read Chapter 1 of The Great Gatsby. Then, complete a character analysis for two of the three characters listed below. Responses should be about a paragraph for each. Highlight and analyze the most significant aspects of the characters’ portrayals.
Tom Buchanan
Daisy Buchanan
Nick Carraway
If you don’t know where to start, consider the following:
· What are the most significant things that this character says in chapter 1?
· What are the most significant descriptions of this character in chapter 1? (What is he/she wearing? What are his/her mannerisms? What are his/her facial expressions? What is his/her voice like? What colors is he/she wearing? Etc.)
· What are the most important things that this character does in chapter 1?
· Describe this character’s interactions with others in chapter 1.
· What backstory has been provided about this character?
Read Chapter 1 of The Great Gatsby. Then, complete a character analysis for two of the three characters listed below. Responses should be about a paragraph for each. Highlight and analyze the most significant aspects of the characters’ portrayals.
Tom Buchanan
Daisy Buchanan
Nick Carraway
If you don’t know where to start, consider the following:
· What are the most significant things that this character says in chapter 1?
· What are the most significant descriptions of this character in chapter 1? (What is he/she wearing? What are his/her mannerisms? What are his/her facial expressions? What is his/her voice like? What colors is he/she wearing? Etc.)
· What are the most important things that this character does in chapter 1?
· Describe this character’s interactions with others in chapter 1.
· What backstory has been provided about this character?
1920s Tension DBQ Activity
The 1920s represented a period of tension characterized by the division between traditional and modern values/expectations. What led to the tension between traditional and modern points of view AND in what ways was the tension manifested?
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Unit Materials
1920s Consumerism and the Lovesong of J.Alfred Prufrock
Who is an American?
Develop observations about the "Eugenics" document.
Read the excerpt titled Who Is an American? by Eric Foner. How does this excerpt connect to the data analyzed as well as the sentiments expressed in Chapters 1 -3 of The Great Gatsby?
Develop some observations based on the data provided highlighting immigration patterns between 1820-1920.
Read the excerpt titled Who Is an American? by Eric Foner. How does this excerpt connect to the data analyzed as well as the sentiments expressed in Chapters 1 -3 of The Great Gatsby?
Develop some observations based on the data provided highlighting immigration patterns between 1820-1920.
Chapters 4-9 materials
Define what it means to you to be a "self made man"
Identify characteristics of a "self made man" |
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What caused the Great Depression?
Create some sort of visual diagram highlighting what you believe to be the ultimate cause of the Great Depression. |
The Great Depression
Hoover & FDR Analysis - 10/19,
Hoover Analysis
You will write your response to the prompt below. You will then copy and paste your prompt to the provided GDoc. Is it fair to blame Hoover for the growth of the depression? FDR Analysis You will write your response to the prompt below. You will then copy and paste your prompt to the provided GDoc. What was more important when trying to ease the Great Depression after 1933: restoring hope in the American public or fixing the fundamentals of the US Economy? HOW TO SUBMIT "FDR Analysis" TO BE GRADED: 1. Create a GDoc titled "FDR Analysis" 2. Submit this response on Google Classroom |
Assumption: An assumption is something we take for granted or presuppose. Usually it is something we previously learned and do not question. It is part of our system of beliefs. We assume our beliefs to be true and use them to interpret the world about us. If we believe that it is dangerous to walk late at night in big cities and we are staying in Chicago, we will infer that it is dangerous to go for a walk late at night. We take for granted our belief that it is dangerous to walk late at night in big cities. If our belief is a sound one, our assumption is sound. If our belief is not sound, our assumption is not sound. Beliefs, and hence assumptions, can be unjustified or justified, depending upon whether we do or do not have good reasons for them. Consider this example: “I heard a scratch at the door. I got up to let the cat in.” My inference was based on the assumption (my prior belief) that only the cat makes that noise, and that he makes it only when he wants to be let in.
Taken From: http://www.criticalthinking.org/pages/critical-thinking-distinguishing-between-inferences-and-assumptions/484 |
Collaborate!
Read the analytical responses created by your classmates and in one comment complete the following for TWO separate responses.
Pick two of the responses and complete the following in a comment:
a. What assumptions does the author of the text hold?
b. What do you agree with in the text?
c. What do you want to argue with in the text?
HOW TO SUBMIT THIS WORK TO BE GRADED:
1. Create a GDoc titled Hoover - FDR
2. Copy your written response to the Hoover question to this document
3. Copy your written response to the FDR question to this document
4. Make sure this file is located in your name folder for American Studies
Read the analytical responses created by your classmates and in one comment complete the following for TWO separate responses.
Pick two of the responses and complete the following in a comment:
a. What assumptions does the author of the text hold?
b. What do you agree with in the text?
c. What do you want to argue with in the text?
HOW TO SUBMIT THIS WORK TO BE GRADED:
1. Create a GDoc titled Hoover - FDR
2. Copy your written response to the Hoover question to this document
3. Copy your written response to the FDR question to this document
4. Make sure this file is located in your name folder for American Studies
Transcendentalism
Transcendentalism Overview and Description
transcendental_overview.doc | |
File Size: | 1285 kb |
File Type: | doc |
Introductory Samples and Questions
sr1_3_q.doc | |
File Size: | 44 kb |
File Type: | doc |
Sample Readings with Groups |
civil_disobedience1.doc | |
File Size: | 28 kb |
File Type: | doc |
civil_disobedience2.doc | |
File Size: | 30 kb |
File Type: | doc |
self_reliance_2.doc | |
File Size: | 27 kb |
File Type: | doc |
Group Questions
transcendental_questionnaire_groups.doc | |
File Size: | 25 kb |
File Type: | doc |
Civil Disobedience Seminar Questions
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The Love Song of J. Alfred Prufrock
j_alfred_prufrock.docx | |
File Size: | 20 kb |
File Type: | docx |
Illusions Project
illusions_project.pdf | |
File Size: | 259 kb |
File Type: |