1950s

3/20: We are working on the Art page now (see link below).

3/17: D Block: We worked our way through "A Fly in the Buttermilk" (see page 2 of "Cont Am Cult Reading James Baldwin") . Paragraphs due on Monday.

3/16: We worked again on the proof paragraphs (I have moved the due date to Monday). Some tips for the paragraphs: If you find yourself summarizing the whole plot, there's problem. Narrow the focus of each paragraph to an aspect of the story, essay, speech, etc. [like: one character, setting, title, word choice, symbol, etc.] that proves your thesis. Doing this will focus your evidence AND give you something specific to analyze in terms of the 1950s theme). Make sure you go back into the materials we studied and look for specific evidence (do not do this from memory). Re-watch the video of Till so you can write specifically about photographs, revisit Counts' photo, the speeches, the memoir, etc.

3/13: HOMEWORK: Please see "Cont Am Cult Grading for proof paras +" for grading criteria for the proof paragraphs. These are due on Friday.

F Block: In class - we worked on "A Fly in the Buttermilk" (see page 2 of "Cont Am Cult Reading James Baldwin") and students worked in response groups on their paragraphs.

D Block: In class - response on proof paragraphs.

3/10: HOMEWORK: Revise your first paragraph and add a second proof paragraph. Remember that you need a strong, clear topic sentence (one that includes as opinion) and solid evidence plus analysis. Ask yourself: WHY does this matter???

Classwork: We spent some of the time in class discussing Baldwin and some talking through ideas for the proof paragraphs.

On the front of the notecard: respond, reflect, react to the clip of James Baldwin and to "A Fly in the Buttermilk" - ask questions, make connections, etc. Fill the front of the notecard. Here's the clip of Baldwin that we watched in class.

3/9: D Block: HOMEWORK FOR FRIDAY: See "Cont Am Cult Reading James Baldwin" attached below. Revising the paragraph and writing another is due on Monday.

We also talked about revising the proof paragraphs (see attached sample paragraph) and did some revising in class.

3/8: F Block: HOMEWORK FOR FRIDAY: See "Cont Am Cult Reading James Baldwin" attached below. Revising the paragraph and writing another is due on Monday.

We talked about Lillian Smith's letter and Melba Beals' memory of segregated bathrooms. We also talked about revising the proof paragraphs (see attached sample paragraph).

3/7: D Block: HOMEWORK FOR THURSDAY: Find one strong intersection between two of the pieces from the 1950s we’ve studied (“The Lottery,” The Enormous Radio,” “The Green Book,” “A Declaration of Conscience,” The Body of Emmett Till/100 Photos/Time, the excerpt from Beals’ memoir, Lillian Smith’s letter and Will Counts’ photograph. The intersection should be more thematic than simple observation. Write me a paragraph proving the intersection. Start with a strong topic sentence that makes your argument, then use context and evidence to back it up and analyze that evidence in terms of the intersection. The Body of Emmett Till/100 Photos/Time. Prod. Kira Pollack and Paul Coakley. Perf. Bryan Stephenson. YouTube. Time,

Nov. 2016. Web. 3 Mar. 2017.

We looked at the iconic image of the integration of Little Rock High School in Arkansas and talked about the composition and effect of the image (see "Elizabeth Eckford and Hazel Bryan" below). Here's the video we watched.

F Block: HOWEWORK: Please read the excerpt from Melba Patella Beals' memoir and Lillian Smith's letter (attached below as "Melba Pattilo Beals and Lillian Smith.pdf"). Mark it up, paying special attention to how what they have to say contributes to and extends what we have been talking about.

3/6: D Block: HOWEWORK: Please read the excerpt from Melba Patella Beals' memoir and Lillian Smith's letter (attached below as "Melba Pattilo Beals and Lillian Smith.pdf"). Mark it up, paying special attention to how what they have to say contributes to and extends what we have been talking about.

Classwork: We wrapped up discussion of Margaret Chase Smith's speech: What do we take away from this speech and its place in the 1950s? Why does it matter? How does it fit into our thematic ideas: modernity vs tradition, technology - its uses and dangers, the scapegoating of the "other," etc.

Then, we turned to "The Green Book" podcast and talked about what we learned (students handed in the notes). We looked at the Rockwell painting Going and Coming (attached below).

Finally, we watched The Body of Emmett Till (see "Body of Emmett Till" attached). On the back of the notecard use for Margaret Chase Smith's speech, respond and react to the video. What surprised you? What horrified you? What did you think was most effective about the use of photographs and WHY? How does this speak to our contemporary society?

3/3: F BLOCK: Classwork: Please see "Body of Emmett Till" (attached). If you missed class, watch the video and On the back of the notecard used for Margaret Chase Smith's speech, respond and react to the video. What surprised you? What horrified you? What did you think was most effective about the use of photographs and WHY? How does this speak to our contemporary society? HOMEWORK FOR TUESDAY: Find one strong intersection between two of the pieces from the 1950s we’ve studied (“The Lottery,” The Enormous Radio,” “The Green Book,” “A Declaration of Conscience,” and The Body of Emmett Till/100Photos/Time. The intersection should be more thematic than simple observation. Write me a paragraph or two proving the intersection. Start with a strong topic sentence that makes your argument, then use context and evidence to back it up and analyze that evidence in terms of the intersection.

D BLOCK: Classwork: We worked with rhetorical devices as we revisited the Margaret Chase Smith speech (see the "Rhetorical devices" handout attached below - it is two pages long). After that analysis and discussion, we wrapped the discussion by thinking about the following: What do we take away from this speech and its place in the 1950s? Why does it matter? How does it fit into our thematic ideas: modernity vs tradition, technology - its uses and dangers, the scapegoating of the "other," etc. HOMEWORK: Here's the link for "The Green Book" podcast . Mars, Roman. "The Green Book." 99% Invisible. Radiotopia. 23 Feb 2016. Web. 3 March 2017. (the assignment is explained on "Cont Am Culture Pledge article +" which is attached below).

3/2: F Block: We worked with rhetorical devices as we revisited the Margaret Chase Smith speech (see the "Rhetorical devices" handout attached below - it is two pages long). After that analysis and discussion, we wrapped the discussion by thinking about the following: What do we take away from this speech and its place in the 1950s? Why does it matter? How does it fit into our thematic ideas: modernity vs tradition, technology - its uses and dangers, the scapegoating of the "other," etc.

Then, we turned to "The Green Book" podcast and talked about what we learned (students handed in the notes). We looked at the Rockwell painting Going and Coming (attached below).

D Block: We talked about Margaret Chase Smith's speech and its effectiveness. Classwork: On the front of the notecard: gather your thoughts about Margaret Chase Smith’s speech. What struck you as particularly important or memorable and why? What would you say were her central claims? Why do they matter (given her purpose)? What confused you, inspired you, made you want to talk with your neighbor, etc. Fill the front of the card.

3/1: F Block: We talked about Margaret Chase Smith's speech and its effectiveness. Classwork: On the front of the notecard: gather your thoughts about Margaret Chase Smith’s speech. What struck you as particularly important or memorable and why? What would you say were her central claims? Why do they matter (given her purpose)? What confused you, inspired you, made you want to talk with your neighbor, etc. Fill the front of the card.

D Block: McCarthy background ( Here's the link for a McCarthy video if you need more background) and Margaret Chase Smith's speech. HOMEWORK: Please read the speech and mark it up. Pay attention to her central claims, to the structure and language of the speech and what you think of its effectiveness. On the back of the speech, write down compelling ideas.

2/28: D Block: Classwork: Please see "Cont Am Culture Pledge article +" attached, as is the Pledge article. Here's the link for "The Green Book" podcast (homework for Monday).

F Block: Handed back essays and talked through some grammar issues.

2/27: HOMEWORK: Please read through Margaret Chase Smith's speech in reaction to McCarthy's brandishing of the list of communists he claimed to have. Pay attention to her central claims, to the structure and language of the speech and what you think of its effectiveness.

Classwork: Please see "Cont Am Culture Pledge article +" attached, as is the Pledge article. Here's the link for the McCarthy video we watched in class. Here's the link for "The Green Book" podcast (homework for Thursday)

2/17: See "Lottery + Radio + Lottery Letters" (attached).

2/16: D Block - we worked with student paragraphs for the reflection in order to talk together about how to revise. Students spent the last 45 minutes of class revising. HOMEWORK: papers due tomorrow. No late papers accepted

2/15: We talked more about the two stories.

2/14: F Block: See "Revision of Deep Story +..." attached below.

D Block: Start class by looking at this list of topics (I am trying to gauge what you already know so that I can most effectively use our class time) below. On the index card , write down the number of the topics you know about and tell me what you know (for example, if you know about Emmett Till, write down 1. and then tell me what you know). Please turn this in to the sub.1. Emmett Till, 2. Joseph McCarthy, 3. House on UnAmerican Activities, 4. Margaret Chase Smith, 5. Little Rock Nine. 6. Invisible Man.Then, get together in groups of 4. Start with “The Lottery.” help each other with areas of confusion, then dig deeper – we are reading these two stories in an effort to understand 1950s culture, its questions and its concerns. Look closely at craft – characterization, setting and why it matters, narrative voice (very, very important in both of these stories). THINK about the thematic ideas the stor(-ies) wrestle with – tradition, change, community vs individual, etc. Keep one set of group notes for both stories (handle them one at a time to start) that you can hand in to the sub at the end of the class (make sure everyone’s name is on the notes). Include in the notes questions you cannot resolve, your best insights into the stories (separately) AND (if you get this far) the intersections between the stories and WHY those matter (what do they tell you about the concerns and the culture of the 1950s). Please keep your notecards for the stories – I’ll collect them tomorrow.

Homework is to revise the reflection (final is due before we leave on break. Include all draftwork),

2/10: D Block - we met in response groups for the reflective essay (essay assignment on "Early Days" page). I made some notes on the board and I took pictures and attache those below.

2/8: HOMEWORK: (see "the Lottery and Enormous Radio" attached below - look for your block). There's an audio version of "The Lottery" here (start at 3:00) and you can find a copy of the story here. You can find a copy of the text for "Enormous Radio" here.

In class: We read and responded to an excerpt from Bill Bryson's book (attached below) and Stephanie Koontz's "Not So Good Old Days" (also attached). We looked for intersections and for contradictions between the two in order to get a fuller picture of American culture in the 1950s.

T.V. clips from the 1950s: Father Knows Best, I Love Lucy, Dragnet.

2/6: HOMEWORK: Please read the Bryson piece and mark it up, thinking about his view of 1950s America. Also, get started on your reflection (drafts due Thursday - see "Deep Story reflection" handout attached below). In class, we talked about the two contemporary war pieces and looked at some of Rockwell's war art (see Rockwell art page link for the art).