Learning Target: I can use literature as a means of reflecting on my own beliefs and values.

Form Groups of three.
Take out Civil Disobedience
and

• Please put your Skill-focused revision assignment materials on the corner of your desk, so that I can quickly check them while you are engaged in small group discussions.

• Remembering the characteristics of a good, lively conversation, discuss the following questions, alternating leadership roles.  

• Also,a few tips for follow-up questions:

If you do not understand what someone has said and/or they have not supported it with textual evidence:

·         Ask “Why do you say that?”

·         Ask “What do you mean when you say...?”

·         Refer to a specific word or phrase in the text and ask, “What does this mean? How does it fit in?”

If you think someone needs to expand or clarify a position taken:

·         Ask “Would you explain your statement?”

·         Ask “Can your position be supported from the text?”

If you think someone is incorrect in the use of a word:

·         Ask “Why do you use this word?”

·         Ask “Is this what the author intended?”

·         Use a similar word and ask, “Does it fit?”

If someone is talking too fast or speaking without citing evidence:

·         Say, “I don’t follow quite follow you, would you explain or would you repeat your statement?”

·         Ask, “Where do you find a reference in the text?”

1) November 5, 2014 Journal Assignment: Interpretive Question and Response for Civil Disobedience. Having re-read pages 16-18, first fill out the top two entries - leader's question and your answer before discussion - on the Building Your Answer To An Interpretive Question sheet.  Then discuss the following, using textual evidence to support your answers:

Interpretive: If Thoreau thinks "that the world is not governed by policy and expediency," then what (or who) would he think governs the world based on what he has said in the rest of the essay (16)? 

Now, write your answer after discussion, and textual evidence which supported your answer.

2)Evaluative Question: On page 18 Thoreau expresses his ideal “government” by saying “There will never be a really free and enlightened State, until the State comes to recognize the individual as a higher and independent power, from which all its own power and authority are derived, and treats him accordingly”. Is it possible for a state of which Thoreau describes to exist in the modern world? If not, is this impractical world due to human nature or the nature of government. Furthermore, is a government truly a government if it recognizes the individual as a higher power? 

Evaluative Question: The idea that "[common men] cannot spare the protection of the existing government, and they dread the consequences of disobedience to it to their properties and families" illustrates Thoreau's digression that it can be difficult to "live honestly and at the same time comfortably in outward respects" (11). Is it more important to defend your principles or protect your physical well-being and the well-being of your dependents? At what point do the two issues converge?

Music Intermission: The Logical Song by Supertramp

Bellringer: 
Chris McCandless took on the pseudonym of Alex Supertramp.  While the word supertramp could suggest an uber-traveler of the country, someone who walks and travels all over, he may have also been inspired by the band, Supertramp, a band that had a popular album, Breakfast in America, when Chris (and I) were in junior high/high school. No doubt he would have been familiar with it, and one of the songs from it was called The Logical Song. As you listen to incredibly high male vocals, pay attention to the words and think about how they might appeal - or be applied - to Chris (or Thoreau) or maybe the radical side of all of us.

• Now, discuss the song and any connections you to see to McCandless, Thoreau and yourself, classmates, family, etc.

• Share one or two ideas from your constitution or moral code.

Homework: 

1. Complete the skill-based revision assignment.
2. If you had an A on The Scarlet Letter and want to receive 5 points more, I will have you review a couple of the revision assignments and provide some written feedback to those students.  (That will happen next week) 
3. November 6: Journal Assignment (typed): Write a Constitution of ____________ or a personal moral code statement Write a final draft of your Constitution or Moral Code.  Type it in a font that you like; give it that declarative feel.  Print and then sign your name to it.  Keep it as a formal journal assignment.  We will do some sharing tomorrow; I will have you read some selected portions of your constitution to one or two other people - YOU DO NOT HAVE TO SHARE YOUR ENTIRE PIECE WITH THEM.   Some people may have elements of a personal moral code, for example, which are, well, personal.  I want to respect your privacy. Keep in mind that I will read them when I collect your journal entries for the 2nd quarter (expect that it will be one of them)
4. A Personal Moral Code, which might address, among other things, your relationship/conduct toward others, the state (i.e., the ruling government),  the earth, the Divine, etc.
5. Bring Emerson's "Self-Reliance and Other Essays"