TODAY IN CLASS
Some off-topic discussion of both "high school" and the Patriot Act/broader tensions regarding the intersection of individual privacy, government intrusiveness, and government responsibility for national security. The former was inspired by some first-period artwork and the latter, of course, by the lapse in the surveillance privileges of the NSA.
And then more or less down to business, with the 12-14 folks on hand. Song of Solomon people: Know Milkman's family tree; study the song--figure out the links to what Milkman learns, know how Pilate's Chapter 1 version ties in; make sure you understand references in S of S to 50's/60's to specific ideological positions, events, and people connected with blacks in America during that time.
Tess people--questions you might have about the text content but were afraid to ask. I'm not meaning deeply literary things--just references of one sort or another in the text or motivations you might have missed or . . . . (What, for example, do you think Dairyman Crick thinks of when the rooster crows as Tess and Angel are leaving? What is the significance of Old Lady Day? Why wouldn't Angel's father send him to Oxford, and how does that tell us more about Angel than about his dad? How does that relate to Angel' and Tess? Etc. Are there things you don't "get"?
FOR TOMORROW
If you did not read Friday's blog post, do so. If you don't have a hard copy of the final essay assignment, you can get one tomorrow. (Forgot to ask today's attendees if they all had one.)
Groups should get their soundtrack material either to Dropbox (link in previous post) or on a flash drive or CD to load onto the front computer. Half the presentations will go tomorrow, the other half on Thursday.
We forgot to draw for scenes until too late in the period. FIRST THING tomorrow, and instructions for the group scene analysis. Then 3 or 4 presentations. Then work time.
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