British Tradition Grade 12 · Unit 5 from The Pilgrim’s Progress, John Bunyan from Gulliver’s...

British TraditionGrade 12

Extension Activities

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Extension Actvities

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CONTENTSIntroductionUnit 1 from Beowulf, Anonymous, Verse Translated by Burton Raffel, Prologue Translated by Robin Lamb The Seafarer, Anonymous, Translated by Burton Raffel / The Wife’s Lament, Anonymous, Translated by Marcelle Thiébaux

Unit 2 from Bonny Barbara Allan / Lord Randall, Anonymous

from Le Morte d’Arthur, Sir Thomas Malory

Unit 3 Speech to the Troops at Tilbury, Queen Elizabeth I

Song (“Go and catch a falling star”) / Meditation 17 (“Perchance he for whom this bell tolls”), from Devotions Upon Emergent Occasions, John DonneUnit 4 The Tragedy of Macbeth, Act II, William Shakespeare

from The Tragical History of Doctor Faustus, Christopher MarloweUnit 5 from The Pilgrim’s Progress, John Bunyan

from Gulliver’s Travels / A Modest Proposal, Jonathan SwiftUnit 6 London, William Blake

Ozymandias / Ode to the West Wind / To a Skylark, Percy Bysshe ShelleyUnit 7 The Darkling Thrush, Thomas Hardy

The Mark of the Beast, Rudyard Kipling

Unit 8 The Soldier, Rupert Brooke

The Second Coming / Sailing to Byzantium, William Butler YeatsUnit 9 B. Wordsworth, V. S. Naipaul Telephone Conversation, Wole Soyinka / from Midsummer XXIII, Derek Walcott

v

Collaborative Learning: 1 Compare CulturesMedia Literacy: Analyze Film Portrayals 3

Lifelong Learning: Conduct 4 an InterviewCritical Literacy: Create a 6 Map of Arthur’s Britain Media Literacy: 7 Compare SpeechesCollaborative Learning: 8 Ask the Author

Lifelong Learning: Research 9 the Effects of an AssassinationCritical Literacy: Compare 10 Soul-Selling Themes Collaborative Learning: 11 Create a Board GameLifelong Learning: Write a 12 Problem/ Solution Essay Media Literacy: 14 Compile an AnthologyCritical Literacy: 15 Analyze Themes Critical Literacy: 17 Conduct Literary CriticismMedia Literacy: Create a 18 Public Health Brochure

Collaborative Learning: 20 Compile a Poetry BookletLifelong Learning: 21 Develop a Résumé

Media Literacy: Create a Poster 22Lifelong Learning: 23 Present an Oral Report

Name: ____________________________________________________ Date: __________________

1© EMC Publishing, LLC Extension Activities

This lesson supports the Collaborative Learning assignment on page 49 of your textbook.

Get Started

Boasts are common in ancient epics like Beowulf, Homer’s The Iliad, and the Indian Ramayana. In contemporary culture in the United States, such ringing declarations of personal achievement and worth might be considered egocentric, selfish, and rude. At times, however, boasting is expected or even encouraged. Think, for example, of cheers like “We are number one!”—meant to stir up emotions and encourage a football or basketball team to push harder for victory. For this assignment, you will work in a small group to compare and contrast the concept of boasting in Beowulf and in contemporary culture. You will use a dictionary to analyze the definition of the word boast, and complete a Compare-and-Contrast Chart to analyze boasting references in Beowulf and in contemporary culture. After summarizing your findings, you will participate in a class discussion to share what you have learned.

Define the Concept

Use an online or print dictionary to define the word boast before you start your analysis. Note that boast can be a noun or a verb and that its definitions have evolved over the centuries. Also trace the etymology (history) of the word, using a reference such as The Oxford English Dictionary. Fill in the definition and etymology box below.

Definitions for boast

boast (as a verb):

boast (as a noun):

Etymology and usage examples:

from Beowulf, page 18

COLLABORATIVE LEARNING

Compare Cultures

For more on definitions, parts of speech, and etymology in a dictionary entry, see Language Arts Handbook 2.3, Using a Dictionary, in your textbook.

2 © EMC Publishing, LLCExtension Activities

For more on working in a small group, see Language Arts Handbook 7.3, Collaborative Learning and Communication, in your textbook.

Analyze the Concept

Use your working definition of boast to complete a Compare-and-Contrast Chart for boasting in Beowulf and in contemporary culture. Use the example below as a model for your own chart. Begin by rereading Beowulf, looking for references to boasting. Cite the reference by canto and line number, identify who boasts and why (the context), and work as a group to note your reactions. Is the boast justified? Does it serve a purpose or cause harm?

Compare-and-Contrast Chart

Beowulf Canto and Line Number Who Boasts, and Why Group Notes and Reactions

Canto 1, lines 15–29 Hrothgar resolves to build a hall higher than anything ever built and this “boast comes true”

Here boast seems to mean an ambitious goal that leads to an impressive achievement.

Purpose and value of boasting in Beowulf:

Next, work as a group to find examples of boasting in today’s culture. Summarize these incidents in a Compare-and-Contrast Chart, as you did for Beowulf. Finally, compare the information in both charts and write a summary statement that answers the following questions: What are the differences and similarities in how boasting is regarded in Beowulf’s time and today? How, if at all, has the concept changed?

Summary Statement:

Share Your Findings

Appoint one member of your group as spokesperson to share your findings with the class. After each group has reported its conclusions, work to develop a consensus statement that synthesizes, or brings together, the findings of the class as a whole.

Name: ____________________________________________________ Date: __________________


Review page H51 of the Literary Terms Handbook in your textbook for a reminder of how a character is constructed in a literary work. Also review the terms protagonist (page R7) and antagonist (page H50).

This lesson supports the Media Literacy activity on page 63 of your textbook. This lesson asks you to analyze stereotypes about sailors and fishers in films. Begin by consulting a dictionary for a definition of the term stereotyping. Then brainstorm a list of stereotypical characteristics for sailors and fishers. Next, consider films that portray people who live and work on the sea, and choose one to watch.

Gather Information

View the film you have selected. As you watch, take notes about the main characters. Who is the protagonist and who is the antagonist? What are they like? Record your impressions on a copy of the following chart. Use your brainstormed list of stereotypical characteristics to help you decide whether each portrayal is stereotypical or fresh.

Compare-and-Contrast Chart for Film Characters

Title of Film (year released)

Protagonist Antagonist

Predominant Character Traits

Stereotypical (S) or Fresh (F)

Portrayal?

Predominant Character Traits

Stereotypical (S) or Fresh (F)

Portrayal?

Analyze and Present Your Findings

After filling in your chart, write a short summary of your findings. Answer the questions below to guide your writing. When you are finished, present your summary to the class. 1. To what degree did the film use stereotypical characters? 2. Did the degree of stereotyping differ for protagonists versus

antagonists? 3. How did the use of stereotyping affect your impression of each

character? (For example, did the stereotyping simply provide entertainment or comfortable predictability, or did it have a deeper effect on your impression of the character?)

4. What did you find most interesting about the protagonist? about the antagonist? Explain if and how stereotyping infuenced your answers.

The Seafarer / The Wife’s Lament, page 55

MEDIA LITERACY

Analyze Film Portrayals

For information about using a dictionary, see Language Arts Handbook 2.3, Using a Dictionary, in your textbook.

Name: ____________________________________________________ Date: __________________


For information on documenting your research sources, see Language Arts Handbook 5.6, Documenting Sources, in your textbook.

This lesson supports the Lifelong Learning activity on page 95 of your textbook. This lesson asks you to work with a partner to present an interview between a reporter and a medieval troubadour, exploring the role of mothers in medieval ballads. To begin, read the anonymous ballads “Bonny Barbara Allan” and “Lord Randall” in your textbook. Then, with your partner, discuss your initial ideas on the topic, jotting down notes as you talk. Address these questions in your discussion: What are the roles of mothers in the ballads you have read? How are they portrayed, and why do you think they are portrayed this way?

Research the Topic

With your partner, use the library or Internet to research the topic. Social class was a significant aspect of medieval society, and a mother’s life and role were greatly affected by the class to which she belonged. The chart below is divided into three medieval social classes. Copy the chart onto a separate piece of paper and use it to guide your research on the different categories listed in the chart. Document your sources and save all research notes to turn in to your instructor.

Roles of Mothers in Medieval Times

Working Class / Peasants

Middle Class / Merchants

Upper Class / Landed Aristocracy

Marriage

Raising children

Household responsibilities

Employment

Community contributions

Friendships

Other

Bonny Barbara Allan / Lord Randall, page 86

LIFELONG LEARNING

Conduct an Interview


For information on elements to consider when giving a presentation, see Language Arts Handbook 7.1, Verbal and Nonverbal Communication, in your textbook.

Prepare for the Interview

After you and your partner have completed your research, use the information you have gathered to prepare an interview between a reporter and a medieval troubadour. Decide who will play the interviewer and who will play the troubadour. Then discuss the information you found and how it relates to the roles of mothers in ballads, specifically the ballads you read in your textbook. How does your research help to explain• why mothers are included in these ballads?• the way mothers are portrayed in these ballads?• the ways mothers feel or behave in these ballads?• the ways mothers are treated in these ballads? Use the responses you come up with to help you plan the questions and answers for the interview. If you are the interviewer, write down the questions you will ask; if you are the troubadour, take notes on how you will respond. Remember to keep the five Ws and an H (who, what, when, where, why, and how) in mind to ensure you are covering all the necessary information in your interview. The content of the interview should help to reveal the factual information you found in your research, but the troubadour may also express his or her opinions on the topic. You may want to include aspects of comedy or conflict to make the interview more interesting for the audience. Consider incorporating music or props if they are available to you.

Present the Interview

Perform your interview for the class. It should take about five minutes, and the interviewer and troubadour should contribute equally to the performance. Remember to speak clearly and loudly and to leave time for questions from the audience at the end. When you are finished, hand your research notes in to your instructor.

Name: ____________________________________________________ Date: __________________


As you read the story, take notes on historical structures and people because these items might lead you to additional geographical markers. For example, if you see the Archbishop of Canterbury, look up Canterbury in an atlas. You will find that it is a city and an administrative district.

This lesson supports the Critical Literacy activity on page 165 of your textbook. For this lesson, your class will create a map of Arthurian England, using historical atlases and information from Le Morte d’Arthur. You will begin by working on your own to gather information.

Gather Information

Copy the chart below and record information under the appropriate headings as you read the excerpts from Le Morte d’Arthur on pages 154–162 of your textbook. If the story mentions a distance between markers, such as when Merlin (while at the pavilions) states, “Castle of Tintagel is but ten miles hence,” include that information as well. If the distance is mentioned as a measure of time, note the time and guess the distance that might be covered in that amount of time.

Geographical Markers (including rivers,

mountains or mountain ranges, and forests)

Historical Places (general regions, such as cities or counties)

Human-Built Structures (such as castles,

bridges, cathedrals, and siege pavilions)

Historical People (including kings,

queens, knights, and bishops)

When you have finished reading the excerpts in your textbook, use the Internet or library to locate one or more atlases and maps of Britain from the time of the story, around 1470. Also find or draw an outline of England from this time period. Then search the historical atlases and maps for each item that you listed in your chart, and place each item in the correct spot on your map of England. Be aware that you are not likely to find all of your listed items.

Create and Discuss a Class Map

Work with your classmates to prepare a comprehensive map of Arthur’s Britain, using the information from all of your individual maps. Include a key with a distance scale and explanations of any symbols or figures you created. When you are done, discuss how the map helps you understand what happened in the story. Share any surprising things you learned while working on the map. Also pose any questions you have, and respond to any that your classmates raise.

from Le Morte d’Arthur, page 154

CRITICAL LITERACY

Create a Map of Arthur’s Britain

To create the class map, you might tape several sheets of poster board or a large piece of paper on a wall, create a transparency to display on a screen, or work in an electronic drawing program and then display the map in a PowerPoint slide.

Name: ____________________________________________________ Date: __________________


For more information on writing a compare- and-contrast essay, see Language Arts Handbook 4.1, The Writing Process, in your textbook.

This lesson supports the Media Literacy assignment on page 193 of your textbook. For this activity, you are to compare and contrast one of those inspirational speeches with the speech by Queen Elizabeth I in your textbook. The table below contains a sample of speeches that can be found online. Choose one of these or find one on your own.

Topic Speaker Title of Speech Year

Freedom / equal rights

Sojourner TruthMohandas GandhiNelson MandelaMartin Luther King Jr.Hillary Clinton

Ain’t I a Woman?Quit IndiaNo Easy Road to FreedomI Have a DreamWomen’s Rights Are Human Rights

18511942195319631995

World peace Winston ChurchillHarry S. TrumanRonald Reagan

Iron Curtain DoctrineTear Down This Wall

194619471987

Military Franklin D. RooseveltDwight D. Eisenhower

Day of InfamyD-Day Order of Battle

19411944

Human spirit / patriotism

Harold IckesRobert KennedyGeorge W. Bush

What Is an American?On Courage9/11

194119662001

Sports / competition

Knute RockneVince Lombardi

Win One for the GipperWhat It Takes to Be Number One

19281970

Use these questions to help establish similarities and differences between the speeches you chose and Queen Elizabeth I’s speech. Use your answers to write a compare and contrast essay.

1. What are the occasions and purposes of the speeches? 2. How do the speeches provide insight into the characters and

convictions of the speakers? 3. How are the speeches relevant to the lives of the listeners? 4. How effectively do the speakers use the rhetorical triangle (ethos,

pathos, and logos) to persuade and inspire listeners? 5. How are figurative language, repetition of ideas, rhetorical

questions, and point of view used to persuade and inspire listeners? 6. How would you describe the tone of each speech? 7. What common threads or concepts do the two speeches share? 8. What calls to action are issued? How effective are the messages?

Speech to the Troops at Tilbury, page 187

MEDIA LITERACY

Compare Speeches

Many great leaders have delivered inspirational speeches. Some of these speeches gave hope and direction to nations teetering on disaster; some gave voice to populations silenced by intimidation; others rallied individuals to work toward a common goal. All had one thing in common: words that could move people toward change.

Name: ____________________________________________________ Date: __________________


For tips on developing interview questions, see Language Arts Handbook 7.4, Asking and Answering Questions, and 7.5, Conducting an Interview, in your textbook.

This lesson supports the Collaborative Learning assignment on page E76 in Passport. For this activity, you are to work in a small group and brainstorm a set of interview questions to ask John Donne. Before you can formulate questions, you need to familiarize yourself with his life and his writings. On your own, review the background information that is provided in your textbook on pages 294–295 and 305. Also locate and read biographical material online or in the library. Use the categories in the table below as reference points for your research.

John Donne’s Background

Personal Life Writings

• Childhood (family dynamics, early influences)• Education (Oxford, Cambridge, the Oath of Supremacy,

religious training)• Relationship with Anne More (marriage scandal,

imprisonment, influence)• Varied pursuits (military, law, politics, diplomacy,

writing, religion)• Religious faith (persecution, conversion, influence

on writings)• Hardships (finances, illnesses, deaths)• Obsession with death (tragic family events, portrait in

burial shroud, funeral sermon)• Identities (radical, free spirit, prisoner, devoted

husband, spiritual leader, sexist, metaphysical poet, religious zealot, diplomat, iconoclast, realist, intellect, humorist)

• Personal commentary about his life/works

• Influence of historical context on writings• Themes of love, loss, religion, and death evident

in poetry• Writing process (inspirations, challenges, routine)• Social commentary on English society evident in poetry• Canon of literature (sonnets, religious poems,

songs, sermons, satires, elegies); gamut of human experiences/emotions

• Metaphysical ideas in writings (intellectual view of physical world; references to science, mathematics, politics, and religion in imagery and symbolism)

• Gender roles in writings• Humor in poetry (puns, wordplay, satire)• Literary circle and influences• Literary manuscripts (unpublished writings, anonymity

until the late nineteenth century)

In your small group, brainstorm a list of questions you would like to ask Donne. After you are done brainstorming, use your ideas to write out thoughtful questions for a formal interview. As you develop the questions, keep the following tips in mind:• Write open-ended questions that cannot be answered with a yes or no

response and therefore encourage elaboration.• To avoid confusion, formulate simple questions and focus on one

main concept in each question.• Write clear, unbiased questions.• Formulate questions that cover many facets of Donne’s life

experiences and writings.

Song (“Go and catch a falling star”) / Meditation 17 (“Perchance he for whom this bell tolls”), from Devotions Upon Emergent Occasions, page E71


Ask the Author

Name: ____________________________________________________ Date: __________________


For more information on conducting research, see Language Arts Handbook 5.2, Research Skills, and 5.3, Internet Research, in your textbook.

This lesson supports the Lifelong Learning assignment on page 290 of your textbook. An assassination is a deliberate murder of a prominent figure. Although it is typically done for political or ideological reasons, an assassination can also be motivated by military control, financial gain, revenge, or mental illness. For this activity, you are to research the assassination of the individuals in the table below, or choose another with your teacher’s approval.

Assassinated National and World LeadersPhilip II of Macedonia (336 bc) Franz Ferdinand (1914) Anwar el Sadat (1981)Julius Caesar (44 bce) Mohandas Gandhi (1948) Benigno Aquino Jr. (1983)Thomas Becket (1170) John F. Kennedy (1963) Indira Gandhi (1984)Abraham Lincoln (1865) Malcolm X (1964) Chris Hani (1993)Alexander II of Russia (1881) Martin Luther King Jr. (1968) Yitzhak Rabin (1995)William McKinley (1901) Robert F. Kennedy (1968) Benazir Bhutto (2007)

In your investigation, take notes on the time, place, and circumstances of the assassination; the identity of the victim; and the profile of the assassin. Also examine immediate and long-term effects of the event, using the questions in the table below. Be aware that some of the questions may not apply to the assassination you are investigating.

Impact of the AssassinationHistorical 1. What was the impact of the assassination on the course of history?

2. How did the assassination affect the international community?

Political 1. What was the impact of the assassination on the political landscape of the nation and the world? 2. Did existing political instability serve as a motivating factor? Explain.3. How did the assassination affect the government-citizen relationship?

Social 1. How did the assassination affect the behavior of citizens?2. How did media coverage affect society’s reaction to the assassination?

Legal 1. What legal proceedings occurred following the assassination?2. What legal investigations (conspiracy theories, cover-ups) occurred?3. What changes in legislation, if any, resulted from the assassination?

Emotional/Psychological

1. What effect did the assassination have on individual and national security and mental health?2. What role did collective guilt play after the assassination?

Compare your chosen assassination with King Duncan’s in The Tragedy of Macbeth, Act II. Use your research to predict how the killing will affect Scotland and its citizens. Write one or two paragraphs explaining your reasoning and supporting it with examples from your research and from Act II of the play.

The Tragedy of Macbeth, Act II, page 277

LIFELONG LEARNING

Research the Effects of an Assassination

Name: ____________________________________________________ Date: __________________


This lesson supports the Critical Literacy assignment on page E92 in Passport. Selling one’s soul to the devil is a common theme in Western art and literature. For this activity, you are to choose a story that has this theme, and compare it with the excerpt from Christopher Marlowe’s The Tragical History of Doctor Faustus in your textbook. Refer to the table below for suggested works to use in your comparative analysis.

Works with Soul-Selling Themes

Category Title

Literature “The Devil and Tom Walker,” by Washington Irving“Young Goodman Brown,” by Nathaniel Hawthorne“The Devil and the Shoemaker,” by Anton Chekhov“The Devil and Daniel Webster,” by Stephen Vincent Benét

Film Angel on My Shoulder (1946)Damn Yankees! (1958)Doctor Faustus (1967)Bedazzled (1967; remake, 2000)

Television Twilight Zone, Season 1, Episode 6: “Escape Clause”Twilight Zone, Season 4, Episode 9: “Printer’s Devil”

Music “Cross Road Blues,” by Robert Johnson“The Devil Went Down to Georgia,” by the Charlie Daniels Band

Use the guiding questions below to help you establish similarities and differences between your selection and the Doctor Faustus selection. Use a Venn diagram to record your findings, and share your observations with your classmates. 1. How do the selections reflect the historical periods and cultures of

their creators? 2. What is the devil called? How is the devil portrayed? If the devil is in

disguise, what identifying clues are given? 3. What is the turning point for the main character? What choice does

the character make? What factors drive his or her decision? 4. What pact does the main character make with the devil? How is the

pact sealed? 5. What actions, if any, does the main character take to try to get out of

the pact with the devil? 6. What is the outcome of the pact with the devil? 7. Is the main character a tragic hero? Why or why not? 8. What is the selection saying about temptation and human nature?

Why do you think the “pact with the devil” theme is popular among writers?

from The Tragical History of Doctor Faustus, page E86

CRITICAL LITERACY

Compare Soul-Selling Themes

A Venn diagram, which consists of two overlapping circles, is a good way to visually express similarities and differences. The outer parts of the circles show the differences between two things, and the area where the circles intersect shows the things they have in common.

Name: ____________________________________________________ Date: __________________


Test Your GameTo test the effectiveness of your game and the preciseness of your directions, have another group in your class play the game. Use their feedback to improve the game.

This lesson supports the Collaborative Learning assignment on page E11 in Passport. The Pilgrim’s Progress is a journey tale in which the main character, Christian, embarks on a religious pilgrimage to find salvation. Christian encounters obstacles that test his fortitude, but he ultimately receives enlightenment from his adventures. These factors make the tale an ideal base for a creative board game. Form a group with two or three other students. Your task is to design a board game for other students who are familiar with the allegory. The object will be to navigate through several obstacles, encounter several characters, and, finally, reach the Celestial City.

Design the Board Game

To focus on the design of the game, consider these questions:• Which settings from the story will you include? Place them in a logical

path on your board.• How might you portray the characters as pawns? More than forty

characters are mentioned in Parts I and II of the allegory. Identify your main pawns and when they will encounter one another.

• How can you incorporate the plot of the story? What are some important decisions that had positive or negative outcomes? How can you use that information to move players around the board?

• How is symbolism used in the allegory? How might your group incorporate symbolic objects from the story into your game?

• What playing pieces are necessary? Will you make cards to give clues, to tell where to move, or to award or take prizes? Will you have play money, a spinner or dice, a timer, or tokens?

Write the Playing Directions

To write clear directions for your game, follow these six steps: 1. Begin each step with an action verb. Avoid using the pronoun you. 2. Break your instructions into single, numbered steps. 3. Place relevant explanations after each instruction. These may

describe what will happen after the step, explain why the step is important, or give a brief definition of an unfamiliar term.

4. Follow chronological order and use transitional words, such as first and next.

5. Include precise measurements, landmarks, and spatial orientation words (for example, up, down, under, and above).

6. Repeat key words to move your reader from one step to another.

from The Pilgrim’s Progress, page E104


Create a Board Game

Name: ____________________________________________________ Date: __________________


For more information on argumentative writing, see Language Arts Handbook 4.2, Modes and Purposes of Writing, in your textbook.

This lesson supports the Lifelong Learning assignment on page 421 of your textbook. A problem/solution essay is a type of informative writing that identifies a problem and proposes one or more solutions. This type of essay is similar to an argumentative essay in that the writer takes a position (in this instance, a problem that the writer believes merits attention), outlines aspects of the problem and its urgency, offers possible solutions and persuasive evidence, and convinces readers to take action. Jonathan Swift’s “A Modest Proposal” is a problem/solution essay that offers a satirical solution to problems suffered by Irish peasants under British rule. For this activity, you are to write a problem/solution essay about a school issue. Your essay may be ironic, like Swift’s, or it might offer a serious, practical solution. Choose a problem that you are passionate about. Consider the broad topics listed below, and narrow your focus to address a specific problem in one of these categories.

bullying/tolerance high-school dropout rates crime/safetydress code student driving/parking concerns homework class schedules grade point average/weighted classes grading policiesstandardized testing discipline/zero-tolerance policies plagiarismabsenteeism extracurricular activities scholarships

Research the Topic

Gather as much information about it as possible. Copy the following graphic organizer and then use the questions to help focus your research.

Note-Taking Chart

Guiding Questions Answers

Who• Who is involved in the problem?• Who knows about the problem?• Who could provide insight into the problem?

from Gulliver’s Travels / A Modest Proposal, page 407

LIFELONG LEARNING

Write a Problem/Solution Essay


For more information on revising and proofreading your draft, see Language Arts Handbook 4.1, The Writing Process, in your textbook.

Guiding Questions Answers

What• What is the problem?• What do you know about the problem?• What evidence confirms the problem and supports the solutions?• What background information is necessary to understand the problem?• What has been done in the past to try to solve the problem?• What are the possible counterarguments to solving the problem?• What are the responses to these counterarguments?

When• When does the problem occur?

Where• Where does the problem occur?

Why• Why does the problem matter?• Why does the problem occur?• Why have previous solutions failed?

How• How do you view the problem?• How do others view the problem?• How can the problem be solved?

Write, Revise, and Publish Your Essay

To structure your essay, follow the guidelines below. After writing your essay, proofread it for errors in grammar, spelling, and mechanics, and make any necessary revisions. When you have completed these tasks, submit your problem/solution essay to your school or local newspaper.

Format GuidelinesSection Components of Section

I. Introduction • Open with an attention-getter—a personal anecdote, hypothetical situation, shocking or interesting fact or statistic, vivid description, or relevant quotation.

• Define the problem, address its importance, and state the urgency of a solution.

II. Body A. Problem

B. Past solutions

C. Your solution

D. Evidence for solution

• Further define the problem by providing a history of the problem, the public’s awareness of the problem, the reason for the problem, and the extent of the problem.

• Discuss other solutions that have been proposed. Analyze the successful and unsuccessful components of those solutions.

• Present a specific solution that is realistic and reasonable. Outline the components of your solution.

• Provide reasons and evidence to justify your solution.• Address possible counterarguments and offer appropriate responses.

III. Conclusion • Summarize the main points of your essay.• Encourage readers to accept your views and to take action to reach the

proposed solution.

Name: ____________________________________________________ Date: __________________


This lesson supports the Media Literacy assignment on page 504 of your textbook. During the Romantic Period, from 1798 to 1832, several gifted writers used London as inspiration. Each author sought beauty in the bustling city, but not all found it. William Blake’s poem “London” describes the suffering that could be seen on the streets of the great city. For this activity, you are to research Romantic literary works set in London, and then to compile an anthology using your findings.

Read and Analyze Romantic Works

Go online or to the library and find Romantic poems or prose set in London. The following poems are a sampling of the works available:• Samuel Taylor Coleridge: “Frost at Midnight”• William Wordsworth: “The Sun Has Long Been Set,” “London

(1802),” “Composed Upon Westminster Bridge”• Letitia Elizabeth Landon: “Scenes in London,” “St. George’s Hospital,

Hyde-Park Corner,” “Changes in London,” “The Country Retreat”• Mary Darby Robinson: “London’s Summer Morning”• George Gordon, Lord Byron: Don Juan, Canto X, Verses 82–83• William Blake: “London,” “Jerusalem”• Anna Letitia Barbauld: “Eighteen Hundred and Eleven”• Joanne Baillie: “London” Select at least three works and record their titles and authors. After reading each piece, respond to the following questions on a separate piece of paper: 1. How does the selection reflect the historical context of London

during this period? 2. How does the speaker or author feel about London? How is

this attitude revealed through word choice, sentence structure, and imagery?

3. How does the selection reflect the hallmarks of Romanticism?

Compile an Anthology

Meet with your classmates to determine which selections to include in your class anthology. Use the guidelines listed in the margin to organize the collection.

London, page 502

MEDIA LITERACY

Compile an Anthology

Anthology Elements• a cover with the title of

the collection, the name of your class, and an illustration

• an introduction offering observations about the Romantics’ views of London and explaining why you selected and organized the works the way you did

• a table of contents listing the titles, authors, and page numbers of your selections

• the selections, organized by the authors’ views of London, the topics they wrote about, or another principle, each typed in a unique font and accompanied by an illustration

Name: ____________________________________________________ Date: __________________


This lesson supports the Critical Literacy assignment on page E181 in Passport. The inspirations for Percy Bysshe Shelley’s poetry came from his own observations and experiences in a world that favored totalitarianism over democracy, mechanization over craftsmanship, reason over imagination, and the collective over the individual. Shelley believed the individual could find salvation and restorative power by celebrating the beauty, uniqueness, resilience, spontaneity, and transience found in nature and humanity. Shelley’s perceptions can be seen in the themes of his poems. A theme is the central message or idea about life revealed through a literary work. Often, several themes can be inferred from one literary selection. For this activity, you are asked to uncover the unique and shared themes of the poems by Shelley that are included in Unit 6 of your textbook. To do so, you will need to combine your background knowledge with textual evidence and make inferences.

Read and Analyze

Use the guidelines below to help you analyze “Ozymandias,” “Ode to the West Wind,” and “To a Skylark” in your textbook. Take notes as you read the poems and background information. 1. To understand Shelley’s life and the time period in which he wrote,

read pages 490–492 and 547 in your textbook and E154 in Passport. 2. Read the poems to find clues to their themes. Look at each poem’s

title, subject, diction, imagery, symbolism, and tone, and use this textual evidence to make inferences about possible themes.

3. Find connections between the poems and your life (text-to-self), the poems themselves (text-to-text), and the poems and the world (text-to-world).

Establish Themes

Using the information that you have gathered, establish the unique, shared, and Romantic Period themes for Shelley’s three poems. Fill in the designated items in the graphic organizer on the next page.

Ozymandias / Ode to the West Wind / To a Skylark, page 548 / E175

CRITICAL LITERACY

Analyze Themes

Common Poetic Themesbeautypowertruthdutylovepainlonelinessobediencesacrificebraveryhappinessnatureright/wronghonestygreedlife/deathsurvivalfreedomdreamschoices


Draw Conclusions

When you have finished filling in the graphic organizer, answer the following questions on a separate piece of paper: 1. How do Shelley’s poems reflect the historical context (political,

social, economic, and cultural climate) of the Romantic Period? How do they reflect his life experiences?

2. In what ways are Shelley’s poems typical and atypical of the Romantic Period?

3. Choose one of the following quotations by Shelley and apply its meaning to the themes of any of the three poems: (1) “Poetry is a mirror which makes beautiful that which is distorted,” (2) “The great instrument of moral good is the imagination,” (3) “Reason respects the differences, and imagination the similitudes of things.”

Shared Theme(s) of Shelley’s Poems

Romantic Theme(s) of Shelley’s Poems

Unique Theme(s) of “Ozymandias”

Unique Theme(s) of “Ode to the West Wind”

Unique Theme(s) of “To a Skylark”

Name: ____________________________________________________ Date: __________________


For more information on critical analyses and how to write them, see Language Arts Handbook 5.1, Critical Thinking Skills, and 4.1, The Writing Process, in your textbook.

This lesson supports the Critical Literacy assignment on page 634 of your textbook. Literary criticism is an informed and analytical evaluation of a work of literature. Some literary critics believe that a work of literature should be interpreted using only the literary elements of the work itself. Others believe that examining issues outside a literary work provides important insights into the work. In this assignment, you will be using a combination of biographical and historical criticism to analyze Thomas Hardy’s poem “The Darkling Thrush.” The chart below outlines these types of literary criticism.

Biographical Criticism Historical Criticism

In biographical criticism, the critic relates events in the author’s life to the work itself. For example, as a child, Charles Dickens experienced poverty. Later, Dickens wrote about the effects of poverty on his characters and on society in general. In using biographical criticism, readers must be careful not to assume that all events and attitudes in an author’s work are taken from his or her own life.

In historical criticism, critics relate aspects of a literary work to events and issues present in society at the time it was written. In applying history to interpreting a literary work, readers recognize that the state of society and the state of the world affect the language, characters, and events of the work.

Begin by researching and answering the following questions to learn more about biographical and historical influences on Hardy. Then use your answers to write a biographical-historical criticism of the poem. 1. Describe Hardy’s use of personification in the poem’s second stanza.

What attitude does the stanza suggest toward the century that had just ended? What other details in the poem suggest this attitude?

2. Identify five events of the nineteenth century that may have affected Hardy’s attitude toward it.

3. Find answers to the following biographical questions about Thomas Hardy:

a. What were Hardy’s religious beliefs? How did they change throughout his life?

b. Describe Hardy’s first marriage. In what state was his marriage in 1899 when he wrote “The Darkling Thrush”?

c. What were Hardy’s views on people and life in general, as expressed in The Mayor of Casterbridge and his other novels?

The Darkling Thrush, page 630

CRITICAL LITERACY

Conduct Literary Criticism

Name: ____________________________________________________ Date: __________________


Cursed by the CursedIn “The Mark of the Beast,” Kipling develops an interesting plot twist based on a cultural response to leprosy: a man who has been cursed by the gods in turn curses someone who has offended the gods.

This lesson supports the Media Literacy assignment on page E211 in Passport. The protagonist in “The Mark of the Beast,” by Rudyard Kipling, suffers from leprosy, or Hansen’s disease. This chronic illness is caused by a bacillus that invades the skin, mucous membranes, and nervous system, producing skin nodules that enlarge and spread. These skin nodules are an identifying characteristic of the disease, and they result in disfigurement that causes both physical and emotional scars for its victims. For this activity, you will research leprosy to create an informative public health brochure.

Build Background

Leprosy has existed for thousands of years: the first known reference to it was found on an Egyptian papyrus from 1550 bce. This illness has affected thousands worldwide and has been, perhaps, the most misunderstood disease known to humankind. Because the disease is mildly contagious and disfiguring, its victims—known as lepers—were shunned by past generations. Frequently, lepers were forced to become beggars, walking the streets in black cowls and ringing bells to signal that they were victims of the disease. Those who came into contact with lepers would utter prayers and cross themselves, believing that leprosy was a curse from the gods; others would stone the lepers out of fear. The most widely accepted practice for handling those affected by leprosy was the establishment of isolated colonies and leprosariums—where lepers would be removed from their homes, families, and society to coexist only with other victims. Their rights to live freely were stripped as they were banished and declared “dead.” Leprosy continues to be a worldwide health concern, but its incidence, according to the World Health Organization, has decreased nearly 20 percent per year in the past five years because of early diagnosis and treatment programs. Today, there are approximately 225,000 known cases, mainly in Africa and Southeast Asia.

Research and Organize

Use the categories in the outline on the next page to guide you in the research and organization of your data for the brochure.

The Mark of the Beast, page E200

MEDIA LITERACY

Create a Public Health Brochure


For more information on documenting your research for this brochure, see Language Arts Handbook 5.6, Documenting Sources, in your textbook.

Brochure Categories

I. Definition of disease

II. Transmission of disease A. Cause B. Risk factors 1. Vulnerable populations (age, family history, nutritional status, medical history) 2. Environmental conditions (geographical location, living conditions, sanitation)

III. Incidence A. Geographic distribution B. Affected populations

IV. Clinical presentation/progression of disease A. Stages of disease B. Early/advanced signs and symptoms

V. Diagnosis A. Signs and symptoms B. Laboratory tests C. Personal history

VI. Treatment options/prognosis A. Drug regimens/supportive care B. Recovery

VII. Preventive measures

VIII. Resources

Write the Content

Using your notes from the graphic organizer, write the information for your brochure. As you are writing the material, keep in mind the tips listed in the margin.

Design the Brochure

Construct a trifold brochure with a total of six panels: one front panel, four interior panels, and one back panel. The front panel should include the subject of your brochure, an attention-getting graphic, and your name. Panels 2–5 should contain your findings, and the back panel should be reserved for documenting your sources. Creativity in format and design will make your brochure distinct. Experiment with different fonts, type sizes, colors, and other graphic elements. There are several computer software programs available that can help you with your brochure design.

Polish and Present

Read through your brochure to determine the effectiveness of your organization and graphics. Proofread the text for clarity and for errors in spelling, grammar, and punctuation. Share your finished brochure with your classmates.

Writing Tips• Follow the organization

listed in the graphic organizer.

• Use simple sentences, and break the copy with subheads and lists.

• Define technical terms, as necessary, for the general public.

• Include graphics, such as illustrations, tables, and maps.

Name: ____________________________________________________ Date: __________________



This lesson supports the Collaborative Learning assignment on page E259 in Passport. Poetry plays a large role in times of crisis because it has the power to unite, console, heal, and give voice to thoughts and emotions. This is especially apparent in the poetry written by soldiers serving on the front lines in World War I. For this activity, you and a partner are to use library and Internet sources to compile a booklet of verse about World War I. Some famous poets of the period are listed below.

Richard Aldington Mary Gabrielle Collins John McCrae Siegfried SassoonLaurence Binyon Eleanor Farjeon Edith Nesbit Alan SeegerEdmund Blunden Robert Graves Robert Nichols Edith SitwellVera Brittain Julian Grenfell Wilfred Owen Charles Hamilton SorleyRupert Brooke Winifred M. Letts Isaac Rosenberg Edward Thomas

With your partner, investigate the lives of these or other World War I poets. Read several of their works and choose four to six poems to highlight in your booklet. You may also want to locate the books Out in the Dark: Poetry of the First World War and Minds at War: The Poetry and Experience of the First World War, both edited by David Roberts. These include a wealth of information from this period. As you gather information, note common threads between the poets or poems. These notes will help you and your partner choose a chronological or thematic approach for your booklet. For a chronological approach, organize your content by publication date; by early, middle, and late periods of World War I; or by author and then publication date. For a thematic approach, organize your content by similar themes or connections. For ideas, refer to the suggestions below.

People Places Ideas

• poets who were soldiers or war heroes

• poets who were war supporters or protesters

• female poets • poets who shared native

homelands, such as France

• poems about battlefields in general

• poems about specific battlefields, such as Verdun

• poems about specific countries, such as England

• poems about medical or convalescent facilities

• poems that reflect patriotism• poems about death• poems that honor courage• poems about postwar trauma• poems that mourn wasted youth• poems that show comradeship• poems that find beauty amid

destruction

For each poem, write a brief biography of the poet and an introduction to the work itself. Add meaningful artwork to accompany the poems, and create a booklet cover with the title of your poetry collection, your names, and a powerful illustration.

The Soldier, page E255


Compile a Poetry Booklet

Name: ____________________________________________________ Date: __________________


For guidelines on writing and formatting a résumé, see the Writing Workshop on pages 174–175 of your textbook.

This lesson supports the Lifelong Learning assignment on page E272 in Passport. For this activity, you will create a résumé for William Butler Yeats to use in applying for a theater director position at the University of Dublin. A résumé is a summary of work experience, education, and skills. Begin the assignment by gathering information on Yeats’s life. To focus your research, use the graphic organizer below.

Résumé Components

Personal Information. Provide the full name, address, and other contact information for Yeats.

Career Objective. Offer a one-sentence statement that describes the type of position Yeats is seeking—in this case, theater director.

Work Experience. List Yeats’s work history. There are two ways to format this section: chronologically or functionally. For a chronological approach, list a reverse work history, beginning with Yeats’s current position. Underneath each position, include a bulleted list of job responsibilities. For a functional approach, list three to five broad areas of responsibility and provide a bulleted list of specific tasks for each area. Follow up with a brief reverse chronological work history. Whichever format you choose, include dates, job titles, and business names and locations. Begin each job responsibility or task description with an action verb.

Educational Background. Mention Yeats’s high school and postsecondary education only. Include dates, courses of study, academic accomplishments, and the names and addresses of the educational institutions.

Skills. List any of Yeats’s specialized skills that would make him an ideal candidate for the posted position.

Honors/Awards. List the titles of relevant honors or awards Yeats has received and the dates these awards were conferred.

Publications. List any of Yeats’s publications that would be relevant to the posted position.

References. List professional references, including names, job titles, and addresses.

Use the notes from your research to write the résumé. Lay out the résumé in an organized and consistent format, and avoid articles (a, an, and the) and personal pronouns (such as I, me, he, him, she, and her). Convey Yeats’s positive personal characteristics, such as honesty or a strong work ethic, through your word choice. Review the résumé for conciseness and accuracy, and proofread it for errors. Also check that the format is consistent and that you have used type treatments (such as boldface headings) and text markers (such as spaces, bullets, and tabs) to aid readability. Print your résumé using black ink on white paper.

The Second Coming / Sailing to Byzantium, page E267

LIFELONG LEARNING

Develop a Résumé

For a list of strong action verbs to use in a résumé, go to http://lit/emcp.net/action verbs.

Name: ____________________________________________________ Date: __________________



This lesson supports the Media Literacy assignment on page 837 of your textbook. The story “B. Wordsworth,” by V. S. Naipaul, is set in Trinidad. In Naipaul’s story, a man on the street offers to sell the narrator a poem for four cents. The narrator tells the man that peddling poetry is strange—that only calypso musicians do that sort of thing. The roots of calypso music go back to the eighteenth century and the West African slaves who worked the island is sugarcane plantations. As they worked in the fields, they began communicating by singing songs. The lyrics were improvised and often commented on daily events, the hardships of labor, and the tyranny of the slave masters. In other words, calypso music began as a type of protest music. Today, calypso musicians play for tips on the street. For this activity, you are to create a poster that advertises a calypso music festival on the island of Trinidad.

Research

Research the role of calypso music in the history and culture of Trinidad. Go online or to the library to find materials. As you conduct your research, take notes in the following categories:

Plan, Create, and Share

Determine the information that must appear on the poster: the name of the event; the date, time, and location; and any costs. Then, using the information from your research, answer the following questions. 1. What is the purpose of your poster? Who is your

intended audience? 2. What would entice locals and visitors to attend the festival? 3. What kinds of activities could you offer during the festival that

would appeal to a variety of age groups? Choose lettering (fonts and type sizes) and graphics (borders, illustrations, photographs, and so on) that will enhance the poster’s content. For high impact, use minimal copy and bold graphics. Hang all the finished posters in the classroom, and note any similarities and differences. Decide as a class which poster elements best capture the essence of a calypso music festival.

B. Wordsworth, page 831

MEDIA LITERACY

Create a Poster

Located just off the northeastern coast of Venezuela in the West Indies, Trinidad is the southernmost island in the Caribbean Sea. Known for beautiful white-sand beaches and a tropical bird sanctuary, it is also famous as the birthplace of calypso music.

• Origin of the term calypso• History and evolution of calypso music• Past and current instruments of

calypso music

• Traditional melodies and lyrics of calypso music

• Popular calypso musicians• Cultural significance of calypso music

Name: ____________________________________________________ Date: __________________



This lesson supports the Lifelong Learning assignment on page 843 of your textbook. The poems “Telephone Conversation,” by Wole Soyinka, and “Midsummer XXIII,” by Derek Walcott, deal with the related topics of prejudice and discrimination. In the excerpt from “Midsummer XXIII” reproduced in your textbook, the poet compares midsummer leaves to the Brixton riots. In 1981, the area of south London known as Brixton was the scene of a devastating confrontation. Racial tension between Brixton’s predominantly black citizens and the predominantly white London Metropolitan Police was reaching a breaking point, and clashes between the two groups were on the rise. To tighten security in this region, the police launched Operation Swamp, in which approximately one hundred plainclothes officers stopped and searched more than one thousand youths in the neighborhood over a six-day period. The “sus law” (short for “suspicion law”) allowed police to perform these searches without any proof of wrongdoing. More than one hundred people were arrested. The community of Brixton was outraged and declared the operation to be nothing more than racial profiling. The climax of the situation came on April 10. Police spotted a black youth in the street who had suffered stab wounds to his back. According to their reports, police were attempting to give first aid to the victim when they were surrounded by fifty black youths who believed the victim was being harassed and arrested by the police. The victim and the other youths broke free, and the victim was taken to the hospital by the youths. On April 11, another black youth was arrested following a run-in with undercover officers. The outrage over these two incidents led to a riot in the streets of Brixton. Protesters armed with bricks, bottles, and petrol bombs (Molotov cocktails) ran through the streets. Police officers formed a ring around Brixton to control the outbreak of physical violence, looting, and burning of police vehicles. By April 12, the London Metropolitan Police reported that nearly three hundred police officers and sixty-five civilians were injured; more than one hundred vehicles were damaged or destroyed; nearly 150 properties were damaged or looted; and eighty-two people were arrested. For this activity, you are to conduct online and library research on the causes and effects of the Brixton riot in 1981. You will then use your findings to prepare and present an oral report on the topic.

Telephone Conversation / from Midsummer XXIII, page 838

LIFELONG LEARNING

Present an Oral Report


For more information on presenting an oral report, see Language Arts Handbook 7.6, Public Speaking, in your textbook.

Research

To help guide you in your research, copy the graphic organizer below. Take notes for each of the categories listed under the main headings. These categories will help you discover the contributing factors and underlying causes of the Brixton riot of 1981.

Citizens of Brixton• Demographics• Lifestyle/attitudes• Socioeconomic issues• Criminal activity

London Metropolitan Police• Demographics• Job performance/attitudes• Policing initiatives/laws

Brixton Citizens vs. London Metropolitan Police• Mounting tensions (time line of events)• Rumors/breakdown in communication

Brixton Riot of 1981

Prepare and Present

Using your notes from the graphic organizer, prepare an oral report to present to the class. Follow the outline below to set up your report:I. Introduction Paragraph 1. Create an attention-getting opener by using an anecdote, a surprising fact or statistic, or a compelling quotation that you found in your research. II. Body Paragraph 2. Outline and describe the causes of the riot. Present a fair and balanced account from the perspective of the citizens as well as the police. Paragraph 3. Discuss the immediate and long-term effects of the riot and the results of the Scarman investigation. Paragraph 4. Focus on one of the long-term effects and how it led to change.III. Conclusion Paragraph 5. Discuss how London has tried to heal the scars from this incident. When you have finished writing, read through your report to verify that your ideas are clearly presented and that they follow a cause-and-effect sequence. If you wish, add a visual element to your presentation by including charts, photographs, or illustrations. Practice your delivery before giving your presentation to your classmates.

Scarman Report of 1981

Changes in Black British Community

Changes in Police Community

Changes in England’s Legislation

British Tradition Grade 12 · Unit 5 from The Pilgrim’s Progress, John Bunyan from Gulliver’s...

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Transcript of British Tradition Grade 12 · Unit 5 from The Pilgrim’s Progress, John Bunyan from Gulliver’s...