Gumboots poetry
Write a poem about the trains in South Africa. Use rhyme, rhythm, and other poetic sound devices to imitate the sounds of the song and sound of the trains. However, this should not just be a collection of sounds. Create a poem that both imitates the sound AND conveys the significance and meaning of the song to the South African people.
Your poem must include:
Alliteration
Assonance
Onomatopoeia
Rhythm/ Meter
Label one example for each of these devices in your poem with colors and make a key.
Length : Minimum of 14 lines, typed
Due: Next class
Tuesday, May 4, 2010
Friday, April 23, 2010
TRC Reflection Sheet
TRC Debrief (if absent)
1. What was the Truth and Reconciliation Committee? Why did some people praise this? Why were some people opposed to this? What did they hope to achieve?
2.. Many relatives of victims wanted to hear how their loved ones died. Why might this be? What does this achieve?
3. Is it better to discuss hurts out in the open, or should people just “let sleeping dogs lie”?
4. “ We make the mistakes of conflating all justice into the Retributive justice, when there is a thing called restorative justice. And this is the option we have chosen. But there is justice. The perpetrators don’t get off scot free. They have to confess publicly, in the full glare of television lights, that they did those ghastly things.” (Desmond Tutu). DO you agree with him? Is the public confession of acts enough to establish justice in South Africa?
1. What was the Truth and Reconciliation Committee? Why did some people praise this? Why were some people opposed to this? What did they hope to achieve?
2.. Many relatives of victims wanted to hear how their loved ones died. Why might this be? What does this achieve?
3. Is it better to discuss hurts out in the open, or should people just “let sleeping dogs lie”?
4. “ We make the mistakes of conflating all justice into the Retributive justice, when there is a thing called restorative justice. And this is the option we have chosen. But there is justice. The perpetrators don’t get off scot free. They have to confess publicly, in the full glare of television lights, that they did those ghastly things.” (Desmond Tutu). DO you agree with him? Is the public confession of acts enough to establish justice in South Africa?
4-23/ 4-26 2010 TRC
Lesson:
We discussed the Truth and Reconciliation process and discussed whether or not this was, in fact, justice.
If you were absent please read these two websites and then fill out the sheet on the assignments age labeled "Truth and Reconciliation"
Read these two websites first:
http://www.peaceworkmagazine.org/pwork/0599/0515.htm
http://news.bbc.co.uk/2/hi/special_report/1998/10/98/truth_and_reconciliation/203134.stm
HMWK:
TRC Worksheet (see assignments page)
Final SOuth Africa Project due 5-4 Sheldon/ 5-5 South
This I Believe: Personal Essay
Name:________________________
'This I Believe' Essay-Writing Instructions
We invite you to share your own beliefs by writing your own statement of personal belief. You may choose to relate it to one of the themes we have explored in our South Africa unit. Some topics you may wish to consider include:
* What is courage?
* What is justice?
* Fear as a prison/ obstacle to change and reconciliation
* The need for violence (or not)
* The power of teenagers in transforming society
* _______________________________________
We understand how challenging this is -- it requires such intimacy that no one else can do it for you. To guide you through this process, we offer these suggestions:
Tell a story: Be specific. Take your belief out of the ether and ground it in the events of your life. Consider moments when belief was formed or tested or changed. Think of your own experience, work and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching -- it can even be funny -- but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs about this issue in your own life.
Be brief: Your statement should be between 350 and 500 words. That's about three minutes when read aloud at your natural pace.
Name your belief: If you can't name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on a core belief, because three minutes is a very short time.
Be positive: Please avoid preaching or editorializing. Tell us what you do believe, not what you don't believe. Avoid speaking in the editorial "we." Make your essay about you; speak in the first person.
Be personal: Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone and story that truly echo your belief and the way you speak.
Due: 4-23 South/ 4-26 Sheldon
'This I Believe' Essay-Writing Instructions
We invite you to share your own beliefs by writing your own statement of personal belief. You may choose to relate it to one of the themes we have explored in our South Africa unit. Some topics you may wish to consider include:
* What is courage?
* What is justice?
* Fear as a prison/ obstacle to change and reconciliation
* The need for violence (or not)
* The power of teenagers in transforming society
* _______________________________________
We understand how challenging this is -- it requires such intimacy that no one else can do it for you. To guide you through this process, we offer these suggestions:
Tell a story: Be specific. Take your belief out of the ether and ground it in the events of your life. Consider moments when belief was formed or tested or changed. Think of your own experience, work and family, and tell of the things you know that no one else does. Your story need not be heart-warming or gut-wrenching -- it can even be funny -- but it should be real. Make sure your story ties to the essence of your daily life philosophy and the shaping of your beliefs about this issue in your own life.
Be brief: Your statement should be between 350 and 500 words. That's about three minutes when read aloud at your natural pace.
Name your belief: If you can't name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on a core belief, because three minutes is a very short time.
Be positive: Please avoid preaching or editorializing. Tell us what you do believe, not what you don't believe. Avoid speaking in the editorial "we." Make your essay about you; speak in the first person.
Be personal: Write in words and phrases that are comfortable for you to speak. We recommend you read your essay aloud to yourself several times, and each time edit it and simplify it until you find the words, tone and story that truly echo your belief and the way you speak.
Due: 4-23 South/ 4-26 Sheldon
Monday, April 19, 2010
"The Moment Before the Gun Went Off" Questions
Global Literature Name:___________________________________
1. Who is the main character? What do we know about the main character? What kind of person is he? He is a politically involved man. What are his beliefs?
How does the narrator’s choice of words and expressions reveal prejudice? Give examples of the narrator’s prejudice.
2. The story has a surprise ending. Until the final paragraph, one type of relationship is implied between Van der Vyver and the young man killed.
(a) What was that relationship?
(b) What relationship is revealed in the last paragraph?
3. One of the story’s themes is a constant worrying about how “others” will construe the shooting death of a young male. Identify two specific allusions to these “others”. What does the narrator imply will be the other’s inaccurate interpretations of the shooting death?
4. The surprise ending strengthens the strong sense of irony present throughout the story. Explain why.
5. Find an earlier passage which foreshadows the relationship revealed in the last paragraph.
6. Based on the clues in the story, why is it impossible for Van der Vyver to clear himself of the murder charge by revealing the true nature of the relationship with the dead man.
7. The gun that went off was Van der Vyver;s father’s. Given that Apartheid began in the 1940’s, what could the symbolic significance of the gun be?
8. Why does Van der Vyver have a high, barbed fence around his house and garden? Why are guns “domestic object- now-adays” in the cities?
9. What does Van der Vyver fear? How are his fears ironic and self-deluding?
1. Who is the main character? What do we know about the main character? What kind of person is he? He is a politically involved man. What are his beliefs?
How does the narrator’s choice of words and expressions reveal prejudice? Give examples of the narrator’s prejudice.
2. The story has a surprise ending. Until the final paragraph, one type of relationship is implied between Van der Vyver and the young man killed.
(a) What was that relationship?
(b) What relationship is revealed in the last paragraph?
3. One of the story’s themes is a constant worrying about how “others” will construe the shooting death of a young male. Identify two specific allusions to these “others”. What does the narrator imply will be the other’s inaccurate interpretations of the shooting death?
4. The surprise ending strengthens the strong sense of irony present throughout the story. Explain why.
5. Find an earlier passage which foreshadows the relationship revealed in the last paragraph.
6. Based on the clues in the story, why is it impossible for Van der Vyver to clear himself of the murder charge by revealing the true nature of the relationship with the dead man.
7. The gun that went off was Van der Vyver;s father’s. Given that Apartheid began in the 1940’s, what could the symbolic significance of the gun be?
8. Why does Van der Vyver have a high, barbed fence around his house and garden? Why are guns “domestic object- now-adays” in the cities?
9. What does Van der Vyver fear? How are his fears ironic and self-deluding?
Tuesday, April 13, 2010
South Africa Final Project
Global Literature
Unit: South Africa
Final Project
In lieu of a test or final essay we would like to give you a chance to show us through a medium of your choice what you have learned about South Africa. Think about central issues and questions that have been raised in this unit. Take one or several issues from our unit and explore them in a final project. To help you narrow down some topics or issues to explore, we’ve included a list of suggested topics below. Additionally, we gathered several quotations that relate to South Africa which may function as a source of inspiration. We expect you to ponder the complexity of the issues alluded to and then express your ideas in one of the following modes.
Writing
Write a play, original short story, a collection of poems , a song (lyrics and music), or a formal essay.
Note: Although length is not the most important aspect of your work remember that the more you write the more opportunity you have to show us what you have learned.
Art
Create a painting, drawing, sculpture, photo essay, quilt, etc
Performance
Write/ create a play, puppet show, interpretive dance, song, speech, video, power point presentation, animation, etc. Note: You will only be able to perform for about 5 minutes. Keep your work short or show a selection and turn the rest in on paper, tape/CD, or computer disk.
Your work must show depth of thought and considerable effort. This assignment is worth 75 points so show off your talents. This is no time for half hearted sketches on lined paper, ripped out of your notebook….
Other requirements:
Typed or calligraphy (where appropriate)
All art work or performances should include a short explanation of your work (typed, one page)
Include at least three specific references to issues/ works we studied in class
Title your work with a quotation or central question/ topic
You may work in pairs on this assignment but we will expect double the effort & double the thought
Due Date: Alpha (Sheldon) May 4th ` Omega (South) May 5th
Examples of topics
• What is courage?
• What is justice?
• Fear as a prison/ obstacle to change and reconciliation
• The need for violence (or not)
• The power of teenagers in transforming society
Quotations
• “Power in defense of freedom is greater than power on behalf of tyranny and oppression” Malcolm X
• “Hate has no medicine.” Ga Proverb
• “We aim to remember, to forgive and to go on, with full recognition of how fragile the threads of community are.” Desmond Tutu
• “Force is the only language the imperialists can hear, and no country became free without some sort of violence.” Nelson Mandela
• “To get justice, we must strive to undo the top dog/ underdog reversals that make human errors endure. There is no point exacting vengeance now, knowing that it will be the cause for future vengeance by the offspring of those we punish. Vengeance only leads to revenge” Desmond Tutu
• “Non-violence is the answer to the crucial political and moral questions of our time; the need for man to overcome oppression and violence without resorting to oppression and violence.” M.L. King
• “But somehow tenderness survives.” Dennis Brutus
Unit: South Africa
Final Project
In lieu of a test or final essay we would like to give you a chance to show us through a medium of your choice what you have learned about South Africa. Think about central issues and questions that have been raised in this unit. Take one or several issues from our unit and explore them in a final project. To help you narrow down some topics or issues to explore, we’ve included a list of suggested topics below. Additionally, we gathered several quotations that relate to South Africa which may function as a source of inspiration. We expect you to ponder the complexity of the issues alluded to and then express your ideas in one of the following modes.
Writing
Write a play, original short story, a collection of poems , a song (lyrics and music), or a formal essay.
Note: Although length is not the most important aspect of your work remember that the more you write the more opportunity you have to show us what you have learned.
Art
Create a painting, drawing, sculpture, photo essay, quilt, etc
Performance
Write/ create a play, puppet show, interpretive dance, song, speech, video, power point presentation, animation, etc. Note: You will only be able to perform for about 5 minutes. Keep your work short or show a selection and turn the rest in on paper, tape/CD, or computer disk.
Your work must show depth of thought and considerable effort. This assignment is worth 75 points so show off your talents. This is no time for half hearted sketches on lined paper, ripped out of your notebook….
Other requirements:
Typed or calligraphy (where appropriate)
All art work or performances should include a short explanation of your work (typed, one page)
Include at least three specific references to issues/ works we studied in class
Title your work with a quotation or central question/ topic
You may work in pairs on this assignment but we will expect double the effort & double the thought
Due Date: Alpha (Sheldon) May 4th ` Omega (South) May 5th
Examples of topics
• What is courage?
• What is justice?
• Fear as a prison/ obstacle to change and reconciliation
• The need for violence (or not)
• The power of teenagers in transforming society
Quotations
• “Power in defense of freedom is greater than power on behalf of tyranny and oppression” Malcolm X
• “Hate has no medicine.” Ga Proverb
• “We aim to remember, to forgive and to go on, with full recognition of how fragile the threads of community are.” Desmond Tutu
• “Force is the only language the imperialists can hear, and no country became free without some sort of violence.” Nelson Mandela
• “To get justice, we must strive to undo the top dog/ underdog reversals that make human errors endure. There is no point exacting vengeance now, knowing that it will be the cause for future vengeance by the offspring of those we punish. Vengeance only leads to revenge” Desmond Tutu
• “Non-violence is the answer to the crucial political and moral questions of our time; the need for man to overcome oppression and violence without resorting to oppression and violence.” M.L. King
• “But somehow tenderness survives.” Dennis Brutus
One Upon a Time Questions
Global Literature Name:___________________
Once Upon a Time- by Nadine Gordimer
Symbol: a concrete object that is used to represent an idea (a person, a place, a thing, or an event). Examples are: the dove = peace, the hourglass = time passing, etc
The following objects appear in the story. Write down as many symbolic meanings for each object that you can think of in relation to Apartheid and/or South Africa:
1. The growing wall and razor bladed coils:
2. The boy:
3. The roses and the perfect lawn
4. The red smudge marks on the whitewash wall
5. The narrator’s house being built above a South African mine
Irony: is using a word or phrase to mean the exact opposite of its literal or normal meaning. There are three kinds of irony:
• Dramatic irony, in which the reader or the audience sees a character’s mistakes, but the character does not.
• Verbal irony, in which the writer says one thing and means another: “The best substitute for experience is being thirteen:; and
• Irony of situation, in which there is a great difference between the purpose of a particular action and the result.
6. Explain the irony you see in the story “Once Upon a Time”
Once Upon a Time- by Nadine Gordimer
Symbol: a concrete object that is used to represent an idea (a person, a place, a thing, or an event). Examples are: the dove = peace, the hourglass = time passing, etc
The following objects appear in the story. Write down as many symbolic meanings for each object that you can think of in relation to Apartheid and/or South Africa:
1. The growing wall and razor bladed coils:
2. The boy:
3. The roses and the perfect lawn
4. The red smudge marks on the whitewash wall
5. The narrator’s house being built above a South African mine
Irony: is using a word or phrase to mean the exact opposite of its literal or normal meaning. There are three kinds of irony:
• Dramatic irony, in which the reader or the audience sees a character’s mistakes, but the character does not.
• Verbal irony, in which the writer says one thing and means another: “The best substitute for experience is being thirteen:; and
• Irony of situation, in which there is a great difference between the purpose of a particular action and the result.
6. Explain the irony you see in the story “Once Upon a Time”
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