Be on the look out for the following lessons from Robert A. Heinlein:

a) Historical Allusions to events or people

b) Pro-Meritocracy Propaganda

c) Pro-Military Propaganda

d) Pro-Multicultural Propaganda

There will be frequent assignments surrounding the above

Due Dates listed on Google Classroom.

Chapter 1 (pages 1-21) 

Chapter 2 (pages 22-43)

Chapter 3 & 4 (pages 44-62)

Chapter 5 (pages 63-81) 

Chapter 6 (pages 82-102) 

Chapter 7,8,9 (pages 103-136) 

Chapter 10 & 11 (pages 137-173) 

Chapter 12 (pages 174-212) (substitute the film for half)

Chapter 13 & 14 (pages 272-279)  (substitute film)

Chapter 13 has a 60 page combat scene (212-272) Read it if you love the book 

COMPOSITION BOOKS

Chapter 1

- In composition book, Heinlein quickly introduces Rodger Young; explain if RAH would or would NOT use Pat Tillman or Jessica Lynch from the War on Terror in his novel.

- Compare and contrast the portrayal of the soldier in the movie and book. T-chart

- Reflect then how the tone of the film and novel are different in the beginning

- This book commemorates the heroics of the paratroopers of World War II; in small groups list 5-10 facts known about paratroopers in World War II then look up to confirm

- In the book, Heinlein states that the soldiers speak Basic; this would be a global lingua franca.  Look that word up then check out Esperanto and write down 7-10 facts about this attempted lingua franca.

Fun Fact:

"Come on you apes!  You wanta live forever?"  Unknown platoon sergeant 1918

(opening quote of the novel)

Real Life:

Look up Daniel Joseph Daly  on Wikipedia and read the first three paragraphs.  Oh, and check out the picture.  :-) 

Chapter 2 - Completed in class

• Count off 1-5 and research the following: Air Force Academy, West Point, Naval Academy (Annapolis), Green Beret, Navy Seal.

Look up 5-7 facts two of which must be the cost to train a soldier, and amount of time trained, and 3-5 others on education and duty.

• In groups: look up allusions on page 27, identify them and explain commonality they share

Chapter 6 -

Grammatical Analysis.Review the Mr. Dubois letter and do the following:

1. Look up at least 3 words and define them in your composition book

2. List all of the mid-sentence punctuation and then write the sentence in your composition notebook.  Be able to explain (in your own words) the 4 different usages.

3. Explain why and how Robert A Heinlein utilized the Danny Deever allusion to further the plot of Starship Troopers..

Essay Practice! Write a full introduction followed by 3 listed quotes in MLA that answers the following prompt:.Explain how Robert A Heinlein's use of Thomas Paine reflects his (RAH) overall theme of the novel.

Danny Deever

BY RUDYARD KIPLING

‘What are the bugles blowin’ for?' said Files-on-Parade.   

‘To turn you out, to turn you out,’ the Colour-Sergeant said. 

‘What makes you look so white, so white?’ said Files-on-Parade. 

‘I’m dreadin’ what I’ve got to watch,’ the Colour-Sergeant said. 

      For they’re hangin’ Danny Deever, you can hear the Dead March play, 

      The Regiment’s in ’ollow square—they’re hangin’ him to-day; 

      They’ve taken of his buttons off an’ cut his stripes away, 

      An’ they're hangin’ Danny Deever in the mornin’. 

‘What makes the rear-rank breathe so ’ard?’ said Files-on-Parade. 

‘It’s bitter cold, it's bitter cold,’ the Colour-Sergeant said. 

‘What makes that front-rank man fall down?’ said Files-on-Parade. 

‘A touch o’ sun, a touch o’ sun,’ the Colour-Sergeant said. 

      They are hangin’ Danny Deever, they are marchin’ of ’im round, 

      They ’ave ’alted Danny Deever by ’is coffin on the ground; 

      An’ ’e’ll swing in ’arf a minute for a sneakin’ shootin’ hound— 

      O they’re hangin’ Danny Deever in the mornin!’ 

‘’Is cot was right-’and cot to mine,’ said Files-on-Parade. 

‘’E’s sleepin’ out an’ far to-night,’ the Colour-Sergeant said. 

‘I’ve drunk ’is beer a score o’ times,’ said Files-on-Parade. 

‘’E’s drinkin’ bitter beer alone,’ the Colour-Sergeant said. 

      They are hangin’ Danny Deever, you must mark ’im to ’is place, 

      For ’e shot a comrade sleepin’—you must look ’im in the face; 

      Nine ’undred of ’is county an’ the Regiment’s disgrace,   

      While they’re hangin’ Danny Deever in the mornin’. 

‘What’s that so black agin the sun?’ said Files-on-Parade.   

‘It’s Danny fightin’ ’ard for life,’ the Colour-Sergeant said.   

‘What’s that that whimpers over’ead?’ said Files-on-Parade. 

‘It’s Danny’s soul that’s passin’ now,’ the Colour-Sergeant said. 

      For they’re done with Danny Deever, you can ’ear the quickstep play, 

      The Regiment’s in column, an’ they’re marchin’ us away; 

      Ho! the young recruits are shakin’, an’ they’ll want their beer to-day, 

      After hangin’ Danny Deever in the mornin’!

Chapter 8 -.

1. Find the quote/passage and explain with proof Heinlein's view on punishment of the "insane" or "sick".

2. Explain with a quote/passage the puppy analogy.

3. Identify 3 quotes in the novel (chapter 8) which expresses Heinlein's disdain for liberalism.

4. Review Chapter 8.....compare/contrast Heinlein's 1959 view of justice to today (1/2 page)

Chapter 10 and 11 -

Post quiz activity.....

1. Look up and write 5 facts about Valley Forge from the Revolution (a ship mentioned). 

2. Look up and write 5 facts about Dieppe, a battle in World War II (I believe a ship mentioned)

3. Look up and write 5 facts about Gallipoli, a battle/place in World War I (mentioned later)

4. Look up and write 5 facts about Ypres, and town/battle in World War I  (collided with Valley Forge)

5. Why use these names for ships?  What do they all have in common?  What shared quality?

6. Read the section beginning on page 157 that starts with "So I looked him up....." and ends with chapter break on 159. Explain the significance of the scene.

Chapter 12

1. reread pages 174-181 and Explain the nature of Heinlein's propaganda and highlight the most important quotation.

2.  Reread pages 191-197 (top "...expand through it.") Explain RAHs view of self-government along with his view of man's place in the universe.  Support each with 2 quotations.

End of Starship Troopers

Chapter One

1. Vocabulary Acquisition.  In first three paragraphs, mark and list at least 10 high level vocabulary words.  Look up and define any you do not know.  Construct a sentence with two of them.

2. Character Analysis.  List 5-7 facts about Randy Bragg as presented by Florence Wechek and the narrator, then write a 1/2 page to full page character analysis of Randy.  Think Thematic when writing it.  (Hint: his age of 32 isn't thematic)

3. Hook.  "Alas, Babyon."  Explain the novel's hook (1/2 page will do) as it relates to the plot of the story.  You will need to talk about Randy's and Mark's background / plan.

4. Watch:  USA's nuclear assault:  https://www.youtube.com/watch?v=Z1fvMmkIfSM

World Without End - Part I

Chapter 1 - Pages 3-25 (22) 

15 VOCAB:  Conflagration, pestilence, qualm, dictum, menagerie, pathos, futility, abeyance, repugnance, despondency, perturbed, impinged, poignant, hodge-podge, reclusive  

COMP BOOK: Activity

Explain how the intercalary paragraphs on pages 8,10, & 17 reflect the mood and potential theme of the novel.  Identify the subject the author is evaluating and interpret the author's point.  

Chapters 2 - 3 - Pages 26-65 (39)  - Actively read, take notes in margin, ask questions

20 VOCAB

Inert, Oblivion, Trite, Unkempt, Congenial, Bereft, Befuddled, Disconsolate, Effrontery, Rendered, Meticulously, Apprehensively, Flamboyantly, Listlessly, Imperceptibly, Stupor, Succulent, Abject, Predilection, Variegated

COMP BOOK: Activity

Analyze and explain why cats have a better chance of survival than the dogs according to the author.

In chapter 3, make a chart of the animals and their subsequent fate according to the author, then explain which fate offers the most stinging rebuke of mankind.

Chapters 4 & 5 - Pages 66-93 (27) 

15 VOCAB

COMP BOOK: Activity

Explain how the intercalary paragraphs on 67, 83, & 92 demonstrate the flaw in man's general thinking.  Offer at least two (2) examples. 

Imperceptible, caprice, docile, connoisseur, bugaboo, raucous, palatable, apathy, vagary, provocative, ardent, climactic, meticulous, nemesis, contrived, melodramatic

Chapters 6 & 7 - Pages 94-120 (26) 

10 VOCAB:  woebegone, disconcerting, fatalism, disillusioned, affirmation, palatable, prodigious, corruption

Review the intercalary paragraphs on page 109, compare and contrast the view of the automobile today with that of Stewart's 1949 commentary.

Chapters 8 & Quick Years - Pages 121-146 (25) 

10 VOCAB

Vocab - Crestfallen (122), continuity (123),  lugubrious (124), innumerable (132), bigamy (132), vestige (140), quiescent (140), duffer (142), desultory (145)

Re-read Years 4, 6, 8, 9 and 16, what western world traditions are being attacked.  Explain Stewart's viewpoint. 

Year 22 - Part II

CAVEAT:  Make sure you know the colon, semi-colon, and dash rule for these tests

Chapters 1 & 2 - Pages 149-187 (38)  

25 VOCAB questions

Languid, cynical, aberrant, constitute, deference, retrograde, fusillade, recollect, forlorn, 

lethargy, nostalgic, euthanasia, and pedant

Pay attention to historical references, Isherwood's plan, and analogies to the past

1. React to the opening quotation to the section Year 22

2. Find 3 quotations which express the fears of Isherwood concerning the future of man (chapter 1).

3. Who is correct about the Tribe's cross-country expedition?  Ish or Em?

Chapters 3 & 4 - Pages 188-214 (26) 

20 VOCAB questions

Rambunctious, cavorting, plaintive, odious, stodgy, stolid, febrile, unrequited, ponderous, discontinuity, purposive, chafed, cohort, semblance, croon, heinous, inordinate, & incise

https://www.nytimes.com/2020/03/09/health/coronavirus-is-very-different-from-the-spanish-flu-of-1918-heres-how.html

READ NEW YORK TIMES: 3, 2, 1 for class discussion

Review your GRAMMAR rules, mark the iconic places Isherwood discusses, 

1.  How do the two intercalary sections of chapter 3 compare/contrast to the plot of chapter 3?

2.  Explain how the intercalary section of chapter 4 compares/constrast to the voyage of the boys

3.  See Below:

“The boundaries, like the fences, drew lines that were hard and uncompromising. They, too, were man-made, abstractions dominating reality” (210).

What kind of changes does the narrator say take place when a person crosses from one state into another? What argument is he trying to make about the “boundaries” that distinguish one state from another? Do you agree or disagree, and why?

Chapters 5 & 6 - Pages 215 - 247 (32) 

15 VOCAB questions.  Define these words.  

Hubbub, demagogue, clandestine, impetuous, insolent, stalwart, omnipotent, taboo, provincial

Make notes on the following:  religious attacks, allusion to literature, specifics of cross-country trip

1. Stewart frequently revisits the concept of “superstition” in this chapter. Watch the following short video to learn more about where superstitions come from: https://www.youtube.com/watch?v=quOdF1CAPXs

2. Cite evidence from either the video, from Chapter 5 of Earth Abides, or from your own life experiences to answer the following questions: What are some of the dangers or possible consequences of believing in superstitions? What are some of the possible benefits? 

3. In this chapter, Ish attempts to teach the children a number of skills and concepts he considers “essential,” including reading, writing, arithmetic, geometry, and geography. Which concepts does he discover are no longer relevant in the “New World” and why? What new skills and knowledge are more practical in the Tribe?

Chapter 6

1. How does Ish respond to the newcomer who joins the Tribe in this chapter? Do you think his reaction is justified? Why or why not?

2. Cite an example of foreshadowing from the chapter and explain what you think it could be foreshadowing. 

Chapters 7 & 8 - Pages 248 - 278 (30) 

15 VOCAB questions

Reticent, precipitous, privy, dysphemism, dissuade, solidarity, idyllic, beneficent 

Pay attention to the hammer, remember: ethos, pathos, logos, metaphor, simile, & allusion

1. Relate the motif of the hammer to the main action of chapter 7

2. Stylistically, why does Stewart skip the action of chapter 7 and solely focus upon the dialogue?

3.  While reviewing the two intercalary sections of chapter 8, compare them to mankind.

4. What does Ezra say is wrong with Charlie? What threat does he pose to the community?

“You can’t punish a man for something he ain’t done yet” (260).

“To be effective, punishment should not be retribution so much as a prevention” (263).

These quotations express opposing viewpoints on the issues of justice, law, and order. Which do you more closely agree with? Why? 

Chapters 9,10,11, & Quick Years - 279-314 (35) 

13 VOCAB questions

Enmity, emeritus, grovel, wanton, consternation, furtive, pretense, acquiesce, contorted, sinecure

Pay attention to thematic lessons, watch for an allusion, and what Isherwood learns

1. Focus upon the dark nature of chapter 9.  Support with two quotations.

2. Analyze the stylistic purpose of the "Quick Years"

The Last American - Part III

Chapter 1-3 - 317 - 345 (28) F

12 VOCAB questions

Absurd, fallacy, malice, rectify, ignoble, pang, destitute, gesticulate

This chapter is ALL thematic.  Focus upon the lesson and propaganda Stewart is projecting

Updated 4/15/20

1. Find the best quote from chapter 1 and explain in a sentence the significance to the theme.

2. Find the best two quotes from chapter 2 and explain in a sentence the significance of each related to the theme.

3.  So, in truth, we could have skipped the book and gone straight to THIS QUOTATION in the final chapter.  Find that quotation and explain in one sentence why it is the most profound statement of the book and you will receive a perfect score PLUS and honorary bachelor's degree from King's College London bestowed upon you by me (for what that is worth).  

Great "Life After People"  Dogs, NYC, Power Plants

Fahrenheit 451 (1950) by Ray Bradbury

Relegated to Bench 2022-2023

Now a sophomore book (Booooo)

Fahrenheit 451 will be studied through a series of Socratic seminars following individual exploration. The novel will not focus upon vocabulary or allusions or history, but it will be a novel in which each student gets to explore characters and question the intentions and message of the author. Each student will develop seminar questions along with analyzing a few character's development. With this book do not use any outside sources. Trust thyself....every heart vibrates to that iron string.

The Hearth and the Salamander

Read Part I

In composition book, three items need to be explored:

1. Reflect upon the character development of Montag

2. Reflect upon the character development of Clarisse

3. Create lists and questions which you wish to discuss with

classmates in one of the three seminars.

Character development should be a series of 1/4 page reflections about each character. 1.5 to 2 pages on each

Review personality traits, elements which make them dynamic, predict future actions, contemplate their idealism, rationalize their actions 

Keep the following in mind when taking notes:

• Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 

• Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 

• Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). 

• Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 

• Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. 

Keep the aforementioned points in mind while reading novel and developing points of discussion for the three in-class seminars.

The Sieve and the Sand

Read Part II

In composition book, three items need to be explored:

1. Reflect upon the character development of Montag (same parameters as above)

2. Reflect upon the character development of Faber

3. Reflect upon the character development of Beatty

4. Create lists and questions which you wish to discuss with

classmates in one of the three seminars. 

Dover Beach

BY MATTHEW ARNOLD

The sea is calm tonight. 

The tide is full, the moon lies fair 

Upon the straits; on the French coast the light 

Gleams and is gone; the cliffs of England stand, 

Glimmering and vast, out in the tranquil bay. 

Come to the window, sweet is the night-air! 

Only, from the long line of spray 

Where the sea meets the moon-blanched land, 

Listen! you hear the grating roar 

Of pebbles which the waves draw back, and fling, 

At their return, up the high strand, 

Begin, and cease, and then again begin, 

With tremulous cadence slow, and bring 

The eternal note of sadness in. 

Sophocles long ago 

Heard it on the Ægean, and it brought 

Into his mind the turbid ebb and flow 

Of human misery; we 

Find also in the sound a thought, 

Hearing it by this distant northern sea. 

The Sea of Faith 

Was once, too, at the full, and round earth’s shore 

Lay like the folds of a bright girdle furled. 

But now I only hear 

Its melancholy, long, withdrawing roar, 

Retreating, to the breath 

Of the night-wind, down the vast edges drear 

And naked shingles of the world. 

Ah, love, let us be true 

To one another! for the world, which seems 

To lie before us like a land of dreams, 

So various, so beautiful, so new, 

Hath really neither joy, nor love, nor light, 

Nor certitude, nor peace, nor help for pain; 

And we are here as on a darkling plain 

Swept with confused alarms of struggle and flight, 

Where ignorant armies clash by night.

Burning Bright Part.

Read Part III.

1. Look up 2 or 3 of the novel allusions referenced on the tracks.

2. Fill out the storyline graphic organizer (rising action, climax, etc).  See and complete example below

3. Consider the "Senior Seminar" questions and prompts. Have notations in composition book for final seminar. 

4. Continue to take notes upon the character development of Montag and Faber.

5.  What is the theme of the novel?  Who is Bradbury attacking?  Why? What lesson can we learn?