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ACCEPTANCE OF CULTURE AND SELF

Personal Journeys of Self Discovery

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PRIORITY COMMON CORE STANDARDS RL.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

W.10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.

W.10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

SL.10.1 Participate effectively in a range of collaborative discussions

SL 10.2 Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source

RI 10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone

RI 10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

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METACOGNITIVE STRATEGIES

Metacognitive Strategies…

PREDICT• What do you think will happen?• Stop and check if you are correct

VISUALIZE• Create mental images of characters, setting and actions in the story.• Organize the details in your mind

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Metacognitive Strategies …

QUESTION• What do you understand?• What do you need more information on?• Question parts of the text

 

CONNECT• What do you already know about the text?• Connect to characters, setting, situations• Connect to self• Connect to world• Connect to previous works

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Metacognitive Strategies …

IDENTIFY What are the main points? What is the author’s purpose? What is the main idea? What is the theme?

 

INFER Use clues Use prior knowledge Draw conclusions Fill in the blanks What are the underlying messages?

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Metacognitive Strategies…

EVALUATE Consider the entire work Form opinions Analyze and evaluate• “Big Picture

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CHARACTERIZATION ELEMENTS

1. Character revealed by physical description

2. Character revealed by narrator’s direct comments

3. Character’s nature revealed through thoughts, actions and speech

4. Characters described by other characters

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MORAL AND THEME

Moral

Principle to live by

Practical advice

Lesson learned in a story

Theme

Main idea of a story

The meaning of a story

Inferred from the story

Universal application, applies to the real world

(synonymous to THESIS in informational text)

All themes teach morals.

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AUTHOR’S PURPOSE

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AUTHOR’S PURPOSE: TO ENTERTAIN1. To entertain

1. Humorous language2. Tell jokes, make audience laugh3. Is the text amusing and engaging?4. Example: songs

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AUTHOR’S PURPOSE: TO PERSUADE1. To persuade

1. Arguments, Claims, Values2. Convince, argue, prove3. Is the text trying to get the reader to do something?4. Example: advertisement, speech

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AUTHOR’S PURPOSE: TO INFORM1. To inform

1. Facts and information2. State, teach or explain3. Is the text enlightening or providing information to the reader?4. Example: Essays, articles, directions5. Narrate: tell a story

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to Inform to Entertain to Persuade

The Underground Railroad was a secret organization which helped slaves escape to freedom. Many slaves were able to escape because of the conductors and station masters. The northern states were free states and slaves were free once they arrived in the north. Secret codes and signals were used to identify the conductors and station masters.

to Inform to Entertain to Persuade

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TONE & MOOD

Tone

Author’s attitude toward reader

Author’s attitude toward subject

Word usage

Examples: formal, humorous, amused, angry, playful, neutral, suspicious, witty

Mood

Atmosphere or feeling in a work of literature

Frame of mind a literary work creates

Music in movies, words in literature

Prevailing feeling

Examples: imaginary, fanciful, idealistic, romantic, optimistic, pessimistic, gloomy, sorrowful

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FEELINGS AND EMOTIONS

STUDENT LEARNING

OBJECTIVES

Student Products

1. Vocabulary lists

2. Metacognitive reading notes

3. Annotations

4. Literary analyses

5. Short essays

6. Personal Narrative

• Analyze personal transformation as a result of conflict and life trials.

• Evaluate how setting develops theme in the text.

• Analyze how author’s choice affects plot development.

SHORT STORIES/NARRATIVE STORIES“The Bass, the River and Shelia Mant” by W.D. Wetherell

“Boys and Girls” by Alice Munro

Narrative of Frederick Douglass

“THE BASS, THE RIVER AND SHELIA MANT” BY W.D. WETHERELL Identify these literary elements:

Exposition Setting Characters Basic Conflict

External Conflict

Internal Conflict

Climax

Resolution

How does the setting develop the plot?

How does conflict accelerate the plot of the story?

VOCABULARY

1. denizens

2. moored

3. idly

4. pensive

5. scull

6. coxswain

7. jaded

8. incarnation

1. epitome

2. antipathy

3. filial

4. Surreptitiously

5. conspicuous

6. Inhibitions

7. Aura

8. luminous

9. quizzical

SETTINGSetting is when and where the story takes place.

Use the following textual clues to determine the setting of the story and complete the sentence.“There was a summer in my life when the only creature that seemed lovelier to me than a largemouth bass was Shelia Mant.” p 36

“It was late August by the time I got up the nerve to ask her out.” p. 36“The Dartmouth heavyweight crew would skull…”“… I would do endless laps between my house and the Vermont shore…” p. 36“The bass was slanting toward the rocks on the New Hampshire side …” p. 38“I was thinking of getting my hair styled, more swept back? I mean, Ann-Margret?” p. 38

“I saw Jackie Kennedy in Boston…” p. 39

“The Bass, the River and Shelia Mant” was set in the state of ___________ on the ___________ River in the _____________(season) of ___________(year).

CHARACTERS

List the characters in the story. Provide a brief description of the major characters. Were they characterized directly, indirectly or both? Support your answer with textual evidence.

THE EXTERNAL CONFLICT WAS BETWEEN:

____________ and ____________________

In the box provided, identify and draw pictures of the characters in conflict

INTERNAL CONFLICT

What was the internal conflict in the story? Who was experiencing the conflict? How was the conflict resolved?

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“EVERYDAY USE” BY ALICE WALKER

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STUDENT LEARNING

OBJECTIVES

BackgroundWhat predictions can you make about the story?

What does the title of the story suggest?

What is perspective? (transparency)

What is heritage?

What about your heritage to you accept? What do you reject?

What objects symbolize/represent your heritage?

Should those items be used or displayed?

Is Art solely for Arts’ Sake?

• How does characterization develop theme across the text?

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VOCABULARY

1. Homely

2. Confront

3. Totter

4. Sidle

5. Furtive

6. Ream

7. Doctrine

8. Rifle

9. Mercilessly

10. Glisten

11. Witty

12. Envelope

13. Pity

14. Earnest

15. Cower

16. Whittle

17. Alcove

“made it”

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“EVERYDAY USE” BY ALICE WALKER LITERARY ELEMENTS

Exposition When and where does the story take place? How does the author inform the reader of the setting?

Who is telling the story? Which character is present at the beginning of the story? Which character(s) experience(s) conflict? Who drives the action of the story?

What is the basic conflict? Is it internal or external?

How are these characterized?

What events make up the story? At what point is the tension strongest? What is the highest point in story?

How are the conflicts resolved?

What point does the author want the reader to understand?

Connotations

Dialect

Flashback

Imagery

Irony

Metaphor

Simile

Mood

Narrative hook

Point of view

Theme

Tone

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FIGURATIVE LANGUAGE

“my skin like an uncooked barley pancake”

“Maggie’s hand is limp as a fish”

“something hit me in the top of my head and ran down to the soles of my feet.”

“Bracelets dangling and making noises when she moves her arm up to shake the folds of the dress out of her armpits.”

You’ve no doubt seen those TV shows where the child who has “made it” is confronted, as a surprise.

Quotes?

Meaning?

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THE AMERICAN DREAM

Foundation

High SchoolUndergraduate Ed

Building

Career BuildingMarriageHouse/car/babiesVacationsEntertainment

Reproducing

RetireGrandkidslegacy

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ESSENTIAL QUESTIONS

How does the author’s use of setting help develop the plot?How does conflict develop the theme of the text?How does character development contribute to the theme?

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EXPOSITION

SettingRural Georgia, circa 1960s

“I will wait for her in the yard” (p 70) “When the hard clay is swept clean…” “I can work outside all day, breaking ice to get water for washing” (p 71) “house in a pasture”

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CHARACTERS

DeeMaggie Mama

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CHARACTERIZATIONS…WHO AM I?

“will be nervous until after her sister goes. She will stand hopelessly in corners, homely and ashamed of the burn scars down her arms and legs” p 71

“thin body enveloped in a pink skirt”

“lame animal” “chin on chest, eyes on the ground, feet in shuffle” p 71

“Stumbles (when reading) along good naturedly but can’t see well” p 72

“She knows she is not bright. Like good looks and money, quickness passed her by” p 72

“trembles when Hakeem a Barber tries to hug her” p. 73

“knows how to quilt” “put them (quilts) to everyday use” p 75

“used to never winning anything” p 75

“the world had not learned to tell her no”

Maggie’s brain is like an elephant. p74

“lighter than Maggie, fuller figure, nicer hair than Maggie”

“wanted nice things”p. 72

“at 16 had a style of her own”p. 72

“didn’t have time for us when dating Jimmy T”p. 72

“She had hated the house that much” p. 72

“I used to think she hated Maggie” p71

“I am a large, big-boned woman with rough, man-working hands. In the winter I wear flannel nightgowns to bed and overalls during the day. I can kill and clean a hog… My fat keeps me hot in zero weather…I knocked a bull calf straight in the brain between the eyes with a sledgehammer.”p 71

“Dee is dead…”

“Wangero went through the chitlins…”

“ream it out again…”

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EXTERNAL CONFLICTS

External

Dee and mother

“I am the way my daughter would want me be: a hundred pounds lighter, my skin like an uncooked barley pancake.”(p. 71)

“She (Dee) used to read to us without pity, forcing words…” “shove us away at just the moment, like dimwits” (p. 72)

“Dee looked at me with hatred” (p 75)

Dee and Maggie

“Maggie will be nervous until her sister goes”

White against Black

“White folks poisoned some of the herd” (p 74)

(Dee) “I don’t want to be named after the people who oppress me”

(Mama) “Who could imagine looking a white man in the eyes?”

“Colored asked fewer questions than they do now”

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CONFLICTS ARE PROBLEMS THAT NEED TO BE SOLVED

External Conflicts

Conflict between two characters

Conflict between a character and nature

Conflict between a character and society

Internal Conflicts

Conflict within a character

Conflict with competing desires, needs or emotions

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INTERNAL CONFLICTS

•Dee and Wangero – “She’s dead . . . I couldn’t bear it any longer, being named after the people who oppress me” p. 73

•“You know as well as me you was named after your Aunt Dicie.” p.73

•Maggie feels inferior – “somebody used to never winning anything or having anything reserved for her” p. 75

•“Despite the sweat, and she keeps trying to pull it back.” p. 73

•Mother who to give inheritance to• Quilts – cultural artifacts for everyday use or decoration

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NARRATIVE TEXTS

Purpose

Characteristics

Seven ElementsPlotSettingAtmosphereCharacterThemePoint of ViewLiterary Devices

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FINDING THEMETheme is the message the writer uses the story to

convey to the reader about life in general.

Understand the main character.

Identify the conflict.

Note recurring images and symbols.

Analyze how the conflict was resolved.

Make a generalization.

Big World of the Theme.Applies to the “Real” World.

Identifying Themes

Themes are not explicit (clearly stated).

Themes are implied.

Themes are bigger than the story.

SmallWorldof theStory

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POSSIBLE THEMES

Remember where you came from.

Cherish your heritage.

You will always be connected to your family.

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TYPES OF WRITINGAnalysisTo write an analysis, you need to think about how each part of something contributes to the

success of the whole.

ArgumentativeTo write an argument essay, you’ll need to gather evidence and present a well-reasoned

argument on a debatable issue.

Cause and EffectA cause and effect essay explains how one action or event caused certain effects to occur. This

essay identifies patterns and explains what took place and why.

Compare and ContrastTo write a compare/contrast essay, you will need to describe the connections between two

things and the differences between them, in the same essay. Narrative

To write a narrative essay, you’ll need to tell a story (usually about something that happened to you) in such a way that he audience learns a lesson or gains insight.

10W4,5 Develop and strengthen writing as needed by planning, revising, editing, and rewriting, focusing on addressing what is most significant for a specific purpose and audience. Produce clear, coherent writing.

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WHAT TYPE OF WRITING SHOULD BE USED TO ANSWER THE FOLLOWING PROMPTS?Type of writing

Analysis

Argumentative

Cause and Effect

Compare and Contrast

Narrative

Prompt

How was the setting of “Everyday Use” similar to the setting in The House on Mango Street?

How did violence against Blacks during slavery impact Mama’s interaction with White people?

Maggie felt physically and intellectually inferior within her family unit, describe a personal experience when you felt the same way.

Explain the theme of “Everyday Use.”

How does character development impact the theme in “Everyday Use?”

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REVIEWING THE TEXT “According to Mama, how is Dee different from her and from Maggie?

  From Mama’s perspective, Dee is an anomaly in their family; she differs from her and Maggie in appearance, personality and education. Mama describes herself as “a large, big boned woman with rough, man-working hands” (p 71) and Maggie has a “homely” appearance (p70). Maggie has “burn scars down her arms and legs” (p 70),a “thin body” (p 71) and she walks with a limp (“feet scraping the floor” p75). Dee, on the other hand is “lighter than Maggie, with nicer hair and a fuller figure” (p.71). The reader can assume Dee’s complexion is lighter than Mama’s too because Mama states Dee would prefer her to be “a hundred pounds lighter, (her) skin like an uncooked barley pancake” (p. 71). Dee is abusive and controlling, she is a merciless person with few friends and expensive tastes (p. 72). Mama and Maggie are traditionalist, they maintain family practices, history and heritage (p 74). They live a simple life in the country while Dee has left for college in a larger city. Mama and Maggie enjoy their lives and do not expect more than what they are given (p 71, 75). Dee is more educated than Mama and Maggie. Mama has a second grade education and we assume Maggie has a little more, but Maggie struggles to read (p.72).

 

How would Maggie and Dee use the quilts differently?

 Maggie and Dee had different values about heritage, so they would use the quilts differently. Maggie would put the quilts to “everyday use” (p. 75) because she valued family history and the tradition of quilting. Mam stated “Maggie knows how to quilt”(p75). Conversely, Mama “offered Dee (Wangero) a quilt when she went away to college” but Dee refused it, saying “they were old-fashioned, out of style” (p.75). Dee wants to hang the quilts on the wall (p.75) for decoration. Mama wanted the quilts to be used daily because that keeps the memory of their ancestors alive (p.75).

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ESSAY WRITING

The Writing Process

1. Read and understand the prompt.

2. Predict expectations based on the audience.

3. Brainstorm reasons and supporting details.

4. Write thesis statement.

5. Find a creative way to start.

6. Write rough draft.

7. Proofread.

8. Finalize.

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THE PROMPT…How does the author’s choice of setting help accelerate the plot in “Everyday Use”?oWhat is this prompt asking you to write about? (Use your own words.)

oWhat do you have to know to answer this question?

oWho is the audience?

oWhat type of essay is required to answer this question?

oWhy is this important?

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BRAINSTORMING…WHAT QUESTIONS HELP YOU THINK ABOUT THE RELATIONSHIP BETWEEN SETTING AND THE EVENTS THAT OCCUR IN “EVERYDAY USE?”

Who? What?When?Where?How?Why?

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BRAINSTORMING QUESTIONS When and where did the story take place? How was the setting characterized? Why does Dee take pictures of the house?

How did the characters interact with the setting? What do you already know about the setting of the story?

What significant events took place in the setting? Did the setting change over the course of the story? Does the setting reveal how people relate to each other in that particular place? How is this setting different from someplace else?

How would the story change if it was set in a different place? Why would the author chose this place? Are stereotypes associated with this setting?

What is the theme of the story?

How does the setting relate to the theme of the story?

Would the theme change if the setting changed?

How was this setting the best place to learn the lesson of the theme?

What can you support? Ideas and details

The setting helps develop the characters

in the story.

• Education limitation, agrarian society

• “I never had an education myself after 2nd grade the school closed down.” p72 “I can kill and clean a hog as mercilessly as a man.” p72

The setting helps develop the theme of

the story.

The setting helps the author set the tone of the story.

• Why?• Text Evidence• Interpretation

• Dee’s name change, Dee wants artifacts of her heritage

• Evidence from text• Interpretation

1960s rural Georgia was the only setting Walker could have chosen to advance the plot of the story “Everyday Use.”

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RELATIONSHIP BETWEEN ELEMENTS OF LITERATURESetting

Characters

Characterization

Narrator

Conflict

Resolution

Rising Action

Climax

Falling Action

Resolution

Exposition

Figurative language

Devices

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RAYMOND’S RUN BY TONI CADE BAMBARA RL10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL10.2 Determine a theme or central idea of a text and analyze its development over the course of a text.

RI10.3 Analyze how the author unfolds a series of events

RI10.6 Determine an author’s point of view or purpose in a text and analyze devices used to advance that purpose.

Essential Questions: How can notes aid comprehension?

How does characterization help develop theme?

How does an author’s choice of words add meaning to text?

Student Objectives

Analyze how characters transform as a result of life circumstances.

Understand the impact of family, culture and geographic location on personal perceptions.

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BEFORE WE READ

Pre Reading Activities

1. Summarize author’s background.

2. Survey Prior knowledge. (Bambara, New York City neighborhoods, authenticity, vocabulary)

3. Extrapolate meaning from the title.

4. Discuss Methods of Characterization

5. Establish reading focus.

Predicting and Monitoring

What can you predict based on the pre reading activities?

How will you monitor your comprehension of the story?

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WHILE READING…

Identify the literary elements listed and cite strong textual evidence to support.

1. Protagonist

2. Antagonist

3. Conflict

4. Setting

5. Point of View

6. Mood

7. Dialect

8. Personification

9. Simile

10. Flashback

11. Imagery

12. Symbolism

13. Suspense

How is Squeaky characterized? What are her qualities? Support your answer with textual evidence. (complete character chart)

Interpreting Meanings 1-6 on page 11.

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WHAT IS THE SIGNIFICANCE OF MAY DAY? (SETTING) Who?

What?

How?

Do the actions of Albert Parsons and August Spies correlate with those of Squeaky?

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RELATING AUTHOR’S PURPOSE TO THEMEMatters of Importance to the author.

(Author’s Biography)

Relationships “Then I get hit when I get home.” (p5)

“Then I have to go behind him apologizing to all the old people sitting around trying to get some sun and getting all upset with the pigeons fluttering around them, scattering their news papers and upsetting the wax paper lunches in their laps.” (p5)

“I’m jumping up and down so glad to see him-my brother Raymond, a great runner in the family tradition.” (p10)

Friendships“here comes Gretchen and her sidekicks:…”

“Mary Louise, who used to be a friend of mine when she first moved to Harlem from Baltimore and got beat up by everybody till I took up for her on account of her mother and my mother used to sing in the same choir when they were young girls, but people ain’t grateful, so now she hangs out with the new girl Gretchen and talks about me like a dog.”

“…smiles Mary Louise, only it’s not a smile at all.” (p6)

“says Rosie, trying to signify with her hands on her hips all salty” (p6)

“Gretchen smiles, but it’s not a smile, and I’m thinking that girls never really smile at each other because they don’t know how and don’t want to know how and there’s probably no one to teach us how, cause grown-up girls don’t know either.” (p7)

“sasses Rosie.” (p7)

“Then she walks around me looking me up and down…” (p7)

“We stand there with this big smile of respect between us. It’s about as real a smile as girls can do for each other, considering we don’t practice real smiling everyday”

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SYMBOLISMSmiling

“…smiles Mary Louise, only it’s not a smile at all.” (p6)

“Gretchen smiles, but it’s not a smile, and I’m thinking that girls never really smile at each other because they don’t know how and don’t want to know how and there’s probably no one to teach us how, cause grown-up girls don’t know either.” (p7)

“We stand there with this big smile of respect between us. It’s about as real a smile as girls can do for each other, considering we don’t practice real smiling everyday”(p10)

How is smiling symbolic in this story? What does smile mean and what does Bambara extend the meaning to include?

Running

“my brother Raymond, a great runner in the family tradition.” (p10)

“I’ve won again and everybody on 151st Street can walk tall for another year.” (p10)

“I have a big rep as the baddest thing around” (p10)

“There’s no track meet that I don’t win the first place medal.” (p4)

“The big kids call me Mercury cause I’m the swiftest thing in the neighborhood. Everybody knows that” (p4)

“no one can beat me and that’s all there is to it.’ (p4)

“As anybody can tell you, I’m the fastest thing on two feet.” (p4)

“And if things get too rough, I run.” (p4)

“I’m subject to run the quarter-meter relay all by myself and come in first, second and third.” (p4)

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FAKE VERSUS REAL

Which characters are fake?

How do they demonstrate this quality?

Does this position Squeaky as the judge?

Which characters are real?

How do they demonstrate authenticity?

Is the author making a statement about authenticity? How does authenticity affect relationships?

Raymond

Father

Mother

George

Gretchen

Mary Louise

Rosie

Elders

Mr. Pearson

Residents of 151st St.

Big kids

Fairies

Flowers

Cynthia Proctor

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Black Speech StylesValidates culture

Recognizes history

Gives voice to tell own story

Figurative LanguageSimiles

Metaphors

imagery

TIME TO WRITE!

Choose one of the following writing prompts and write a five paragraph essay response.• What is Toni Cade Bambara’s attitude toward female relationships in Raymond’s Run?• Compare and contrast the ways Mama and Squeaky protected their family members.• Have you ever been in a situation where you had to protect someone who couldn’t

defend himself or herself? Write a narrative about the experience.• Discuss the symbolism of run/running in Raymond’s Run.• How does background knowledge help interpret the theme of “Raymond’s Run”?• How does the author’s use of voice and speech styles accelerate the plot in

Raymond’s Run?• How does the author use nicknames to characterize Hazel Elizabeth Deborah Parker?

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Thesis Statement

• What?– Statement that provides direction for the entire essay.– Informs the reader what you are arguing and lists the reasons supporting

your claim.– Thesis statement can be more than one sentence.

• Where?– Thesis statement is towards the end of the Introductory Paragraph.

• How?– If prompt is not a question, formulate it into one and answer it in the thesis statement.

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Topic Sentences

• What? Sentence that provides direction for the paragraph. Tells subject and what the reader needs to know.

• When? Within an essay, topic sentence will be the first sentence in the body paragraph.

• How? Vary the use of the first part of the thesis statement

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Using “The Pee Chain” to answer literary analysis questions

Point Evidence Explanation

Narrative of the Life of Frederick Douglass• Why is Douglass specific about making friends with “little white

boys”?– Douglass intentionally made friends with “little white boys” so he

could learn about life as a free person. For example, he stated he “converted” the boys into teachers. He also exchanged bread for “that more valuable bread of knowledge”. Frederick Douglass specifically befriended “all the little white boys whom he met in the street” so he could learn how to survive as a free person.

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ANSWER THESE QUESTIONS USING THE PEE CHAIN How did Douglass learn how to read when running errands?

How does Douglass’ life differ from the white boys’ lives?

Douglass is describing events from the past. These ”boys” are now adult men, so why would he avoid giving their names?

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HOW DID DOUGLASS LEARN TO READ WHILE ON ERRANDS? 1. Douglass learned to read while running errands by bringing books and bread. For example, when he went on errands he “always took (his) book with (him). After quickly finishing the errands, Douglass “found time to get a lesson in” before returning. Douglass made friends with “all the little white boys” and “converted” them to teachers by giving them bread in exchange for “that more valuable bread of knowledge.” While running errands, Douglass used his time wisely to learn to read. He also used his resources of bread and friends to learn to read during time away on errands.

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HOW DOES DOUGLASS LIFE DIFFER FROM THE WHITE BOYS’ LIVES? Douglass’ life differed from the white boys lives because of the institution of slavery. For example, Douglass had to learn to read from the white boys because it was “an unpardonable offence to teach slaves to read.” Also, in conversation, Douglass explained the difference of their futures. He exclaimed “I wish I could be as free as they would be when they got to be men.” Douglass’ friendships and conversations with white boys reveals his desire for freedom and equality for all of them.

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WRITE A LITERARY ANALYSIS OF THE TEXT. Choose a prompt and answer in detail using evidence from the text.

1. Which of these meanings of “trouble” is Douglass using? Why did he choose this word? How would the meaning have changed if he had chosen the word “anger”?

2. Why does Douglass describe the master’s response as both “desired” and “unexpected”? Why the contrast between these two words?

3. How do the last 5 sentences of this passage suggest the narrator’s internal conflict?

4. Explain the irony implicit in Douglass’ observation that “it is almost an unpardonable offence to teach slaves to read in this Christian country”.

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Why does Douglass describe the master’s response as both “desired” and “unexpected”? Why the contrast between these two words?

Point Evidence ExplanationDouglass may have described the master’s response as both “desired” and “unexpected” because the dialogue showed the slave and master were equals but had different perspectives.

“the whole argument in behalf of slavery was brought forward by the master, all of which was disposed of by the slave”

Douglass described the master’s response as desired and unexpected because the had to respect the intelligence of the slave and release him.

Point Evidence Explanation

Douglass may have described the master’s response as both “desired” and “unexpected” because it demonstrates an internal conflict within the master.

“the whole argument in behalf of slavery was brought forward by the master, all of which was disposed of by the slave”

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EXPLAIN THE IRONY IMPLICIT IN DOUGLASS’ OBSERVATION THAT “IT IS ALMOST AN UNPARDONABLE OFFENCE TO TEACH SLAVES TO READ IN THIS CHRISTIAN COUNTRY”.

Point Evidence Explanation

The irony implicit in Douglass’ observation that “it is almost an unpardonable offense to teach slaves to read in this Christian country” is that a “Christian country is not Blacks the same as Whites.

The irony implicit in Douglass’ observation is that slavery should not exist in a Christian country.

Not only was it an offense for Whites to teach slaves to read, but also an offense for slaves to know how to read. In a Christian country, Douglass asks “Have not I as good a right to be free as you have?”

“it is almost an unpardonable offence to teach slaves to read in this Christian country.”

Douglass did not

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Which of these meanings of “trouble” is Douglass using? Why did he choose this word? How would the meaning have changed if he had chosen the word “anger”?

Point Evidence ExplanationDouglass uses the word trouble to mean worry or bother to describe the white boys’ temporary feelings about his fate as slave.

Douglass chose the word trouble because trouble expresses the white boys’ feeling of sympathy and pity for him while in conversation. Douglass probably did not chose to use anger because their feelings were not hostile and they were not moved to act against the institution. If Douglass used the word anger, he probably would have revealed their names in the testimonial because they would not have been embarrassed.

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MORE ANALYSIS…

Q7 When Douglass says, “They gave tongue to interesting thoughts,” how is he using the word “tongue”?

Q8 What moral did Douglass learn from these books?

Q9 In what ways is Douglass saying slaveholders are like robbers? Find and explore the structure of the sentence that gives voice to this idea most clearly.

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REMEMBER TO PEE ON THE ANALYSISMake a point in response to the question.Support your point with words from the text.Explain how your point and evidence are relevant to answering the question.

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Q7: WHEN DOUGLASS SAYS, “THEY GAVE TONGUE TO INTERESTING THOUGHTS,” HOW IS HE USING THE WORD “TONGUE”?

Point Evidence ExplanationDouglass uses the word “tongue” figuratively to show how the documents spoke for his deepest thoughts.

Douglass stated, “I read them over and over again with unabated interest. They gave tongue to interesting thoughts of my own soul, which had frequently flashed through my mind, and died away for want of utterance.

Because a tongue is necessary for speech to occur, the dialogue in The Columbian Orator gave public voice to Douglass’ deep sense of humanity and freedom.

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Q8: WHAT MORAL DID DOUGLASS LEARN FROM THESE BOOKS?

Point Evidence Explanation

Reading The Columbian Orator, Douglass learned that he was not alone in thinking slavery was wrong.

Douglass stated, “The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder. What I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights.”

From reading books he selected, Douglass learned that truth has power over money, greed, and evil. He also learned that slavery was a violation of human rights and public protest was a powerful weapon for making the truth known and defending human rights.

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Q10: IN WHAT WAYS IS DOUGLASS SAYING SLAVEHOLDERS ARE LIKE ROBBERS?

Point Evidence ExplanationI could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery.

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