1/4 Winter Break	1/5 District Institute Day	1/6 The Sacred Calling By Adrienne Rich Annotate and three double entry journals	1/7 The Sacred Calling Write 2 discuss questions for small and large group discussion (Parts 2 & 3)	1/8 Motherhood and Maternity The Awakening Ch 1-4 due
1/11 The Awakening Ch 5-8 due	1/12 The Awakening Chapter ch 9-12	1/13 Late Start Day Ch13-16 due	1/14	1/15 The Awakening Ch 17-23 due
1/18 MLK JR. DAY	1/19 The Awakening Ch 24-28 due	1/20 The Awakening Ch 29-34 due	1/21 The Awakening Ch 35 to end due The Awakening Ch 29-34 due	1/22 The Awakening Ch 35 to end due
1/25 Awakening In-class Essay	1/26	1/27 Late Start Day	1/28	1/29
2/1	2/2	2/3 School Improvement Day (11:30 dismissal)	2/4	2/5
2/8	2/9	2/10 Late Start Day	2/11	2/12
2/15 PRESIDENTS’ DAY	2/16	2/17	2/18	2/19
2/22	2/23	2/24 Late Start Day	2/25	2/26 District Institute Day
2/29	3/1	3/2	3/3	3/4
3/7 CASIMIR PULASKI DAY *or weather make-up day	3/8	3/9 Late Start Day	3/10	3/11 QUARTER 3 END

The Awakening...

Homework: Read through chapter 28 for Tuesday, and use the vocab and questions below from the study guide to help you focus your reading.

 CHAPTER XVII

Vocabulary

din – noise

picturesque – visually pleasing

1.       What is the setting for Chapter Seventeen? How is this a contrast to the previous setting?

2.       How is Léonce Pontellier’s attitude toward his home similar to his attitude toward his wife?

3.       What is the purpose of Edna’s Tuesday “at home”? How does this change after she returns from Grand Isle, and how does this fit into the theme of rebellion?

4.       How does her husband react to this and other things that happen in the household, such as his complaints about the cook?

5.       What does Edna do after Léonce leaves?

6.       What is the significance of Edna taking off her wedding ring and then putting it back on?

CHAPTER XVIII

Vocabulary

alacrity – cheerful eagerness

animation – liveliness

antagonistic – hostile

commiseration – sympathy

complacency – self-satisfaction

ennui – boredom

extraneous – extra, unnecessary, unconnected

inutility – of no use

1. Edna visits the home of Adéle Ratignolle in New Orleans. How is the Ratignolle marriage a contrast to the Pontellier marriage?

2. How does Edna feel about a marriage such as Adéle’s?

CHAPTER XIX

Vocabulary

atelier – studio

expedients – acts meant to bring about desired effects

insolent – boldly disrespectful

tacit – unspoken but understood

1.       How does Edna spend most of her time in this section of the book?

2. What is Léonce’s reaction?

.

2.       How does Edna feel about her painting?

4. Although she is haunted by memories of Grand Isle, how does she manage to “enjoy” her life?

Chapter XX

Vocabulary

bantered – exchanged amusing remarks

emphatic – forceful

glibly – smoothly

1.       Why does Edna go to the Lebrun home in New Orleans?

2.       How is this house described? In what way is this description related to Edna’s desire for Robert?

3.  Edna meets Robert’s brother, Victor.  How is Victor a kind of exaggeration of Robert?

.4.  What does Edna learn about Robert while she is there? Why does this depress her?

CHAPTER XXI

Vocabulary

gaiter – shoe

prunella – a strong textile

1.       Describe the apartment of Mademoiselle Reisz. Her apartment is symbolic of another way of life, less stifling and confining.

2.       How does Mademoiselle Reisz react when Edna talks about her painting?

3.       What is the content of a letter Robert has written to Mademoiselle Reisz?

4.       What is Edna’s reaction?

5.        What is the attitude of Mademoiselle Reisz at this time?

CHAPTER XXII

Vocabulary

laurels – past achievements

portly – stout

profusion – a large amount of

pseudo-intellectual – pretending to be but not intellectual

1. How do the actions and comments of Léonce and Doctor Mandelet illustrate the following

theme: that men cannot understand women? Cite specific references to the text to support

your answer.

2.What advice does Doctor Mandelet give Léonce?

3. What does the doctor suspect but never say to Léonce?

.

CHAPTER XXIII

Vocabulary

coquetted – flirted

murky – gloomy

perambulations – walks

1.       What do Edna and her father share as a common interest?

2.       How is her father’s dress and appearance characteristic of him as a person?

3.        How does Adéle treat Edna’s father? What is Edna’s reaction?

.

4.       What observations does Doctor Mandelet make when he comes to the Pontellier home to meet Edna’s father and to observe her?

5.       Describe the stories told by the following people during the evening: Léonce, the Colonel, and Edna.

6.        What is the doctor’s reaction to the evening and to Edna’s story?  How is this an example of foreshadowing?

CHAPTER XXIV

Vocabulary

ardent – passionate

coercion – intimidation

filial – befitting a daughter

1.       What is Edna’s attitude toward her sister’s wedding? How do her father and Léonce react to this?

2.       Compare Edna’s father to Léonce.

3.       What is different about Edna’s attitude toward Léonce both before and after he leaves for the wedding?

4.       Why does she act this way?

5.       Where are Edna’s children?

6. How does she feel about being alone?

CHAPTER XXV

Vocabulary

apprised – made aware of

deplored – disliked

infidelity – a breach of loyalty

mellow – to calm

pretext – excuse

remittent – coming at intervals

1.       Who is Alcée Arobin?

2.  How does he feel about his past encounters with Edna?  What is different now?

2.       Describe Edna’s reaction to the races.

3.       Describe Edna’s behavior after her evening with Alcée.

4.       How does the relationship between Edna and Alcée develop?

5.       What thoughts does Edna have about Robert and about her husband?

6.       Give examples of Chopin’s use of sensual language in this chapter.

7.       How would readers in the time period of the novel react to this language.

CHAPTER XXVI

Vocabulary

effulgence – radiance

1.       As their meetings continue, in what way does Edna allow Alcée to speak to her? Cite a quotation.

2.       Why does Edna visit Mademoiselle Reisz?

3.       What decision has Edna made? Why does she decide this?

4.       What does Edna decide to do before leaving?

5.  From his letters to Reisz, what does Edna learn about Robert’s plans?

6.       What comment does Mademoiselle Reisz make about Robert, and how does Edna react to her comment?

7.       What does Edna do for her children and for her husband?

8.       What has Edna not taken into consideration?

CHAPTER XXVII

Vocabulary

irrelevantly – without connection to the subject

1. What happens in the developing relationship between Edna and Alcée?

CHAPTER XXVIII

Vocabulary

assailed – overwhelmed

1.       This is the shortest chapter in the book, less than one page. How does Chopin present the consummation of Edna and Alcée’s relationship? After the passionate kiss with Alcée, what does Edna realize about herself?

CHAPTER XXIX

Vocabulary

bade – urged

tabouret – a stool

1.       What does Edna do in order to carry out her plan to leave Léonce? How does this illustrate the theme of independence?

2.       When Alcée visits her that afternoon, how is Edna very much in command of the situation?

3. How does Edna appear as a different person now? 

Quiz tomorrow...chapters 1-16
Two parts...

Part I: Content (15 questions for 30 points; approximately one question per chapter)...I will give you a quote and the chapter it came from, and you will be asked to either identify the speaker, identify who is speaking to whom, identify who/what is being described. Be familiar with study guide questions; they will help.

Vocab...(10 sentences for 20 points) I will have a word bank...Match the word to the sentence which it completes.  Some sentences will come from the book, others will come from another source.

Do not rely solely on the definitions provided on this sheet, as some are lacking (they do not fit the context of the word in the sentence or even contain misspellings ...eg. prostrate = knelling?)

congenial
entreaty
prostrating
sonorous
vouchsafe
ponderous
propensity
vehemently
capricious
demure
imperious
plaintive
flippancy
listlessly
supercilious
reproach
procure
pacify 
dissuade

Wesley III AP  Quarter 3  2015-2016

1/4 Winter Break	1/5 District Institute Day	1/6 The Sacred Calling By Adrienne Rich Annotate and three double entry journals	1/7 The Sacred Calling Write 2 discuss questions for small and large group discussion (Parts 2 & 3)	1/8 Motherhood and Maternity The Awakening Ch 1-4 due
1/11 The Awakening Ch 5-8 due and use study guide to guide annotations	1/12 The Awakening Chapter ch 9-12	1/13 Late Start Day Ch13-16 due	1/14 TBD	1/15 The Awakening Ch 17-23 due
1/18 MLK JR. DAY	1/19 The Awakening Ch 24-28 due	1/20 The Awakening Ch 29-34 due	1/21 The Awakening Ch 35 to end due	1/22
1/25 Awakening In-class Essay	1/26	1/27 Late Start Day	1/28	1/29

The Awakening Study Guide Chapters 5-8 

Use this study guide to “guide” your annotations this weekend.  You do not have to fill it out, however, unless that helps you.  I suggest at least numbering your annotations to correspond to the question numbers.

CHAPTER V

Vocabulary

aptitude – talent

congenial – agreeable; sharing common tastes

and interests

contemptuous – scornful

detain – keep from leaving

earnest – genuine

entreaty – request

imperative – powerful; important

inconsolable – unable to be calmed

naivete – extreme innocence, foolish simplicity

prostrating – knelling

remonstrate – to make objections

sensuous – that which stimulates the senses

sonorous – full, deep, rich sound

vouchsafe – bestow, give, grant

1. During the Middle Ages, courtly love was embodied in the behavior of a knight toward the fine lady he loved. He would prostrate himself before her, idealize her, carry her favor into battle, but never demonstrate physical love for her. How does Robert’s behavior toward Edna fit this pattern?

2. What is the difference between Robert’s present attentions to Edna and his past attentions to Adéle Ratignolle?

3. What is the significance of Edna’s sketching in this chapter?

CHAPTER VI

Vocabulary

abysses – immeasurably deep spaces

ponderous – difficult to handle

1. What question does Robert pose to Edna after Madame Ratignolle leaves? Why does this question pose a problem for Edna?

2. How is the sea used symbolically in this chapter?

Chapter VII

Vocabulary

acme – the highest point

candor – frankness, honesty

decrees – events that seem foreordained

effusive – expressing great emotion

enamored – feeling love for

hitherto – until now

induce – persuade

intoxicated – excited

manifestation – an expression of

propensity – an inclination

relinquish – to give up

1. How are Edna Pontellier and Adéle Ratignolle contrasted in this chapter?

2. How is the road to the beach used symbolically in this chapter?

3. How are the lady in black and the two lovers used symbolically in this chapter?

4. How is the flashback to Edna’s childhood used to show the reader how Edna has been repressed and lonely all her life?

5. What do you learn about Edna as a person, given the reasons for her marriage to Léonce?

6. “She grew fond of her husband, realizing with some unaccountable satisfaction that no trace of passion or excessive and fictitious warmth colored her affection, thereby threatening its dissolution.” How does this omniscience of Chopin reveal Edna’s feelings about marriage and intimate relationships?

7. How does Edna feel toward her children? What does she realize about herself and her role as a mother?

8. How is the theme of “awakening” revealed in this chapter?

9. How is the symbolism of the unknown “lovers” used in this chapter?

CHAPTER VIII

Vocabulary

desultory – random

discernment – the ability to perceive

imperiling – putting at risk

propensity – habit

resounding – echoing loudly

solicitation – request

vehemently – with force and passion

1. Why does Adéle tell Robert to leave Edna alone? Why is he annoyed by this?

2. How is the sound of the sewing machine (different from previous sounds) used in this chapter to reflect mood? 

The Awakening

Did we read and discuss "It's a Woman's World" earlier in the year?

Discuss The Sacred Calling
Write two discussion questions based on your annotations and journal entries from yesterday's reading.

Homework: Read and annotate (look up vocab)

Read chapters 1-4 in The Awakening

Enrichment Activity (optional): read the text below and think about the questions that feminism has raised about motherhood

Motherhood and Maternity - Feminist Critiques

Debates over motherhood have been fundamental to feminist movements, whether in the United Kingdom, the United States, Japan, India, or China. In this context, the issues for feminism are numerous. Some of these are analyzed in a historical context below, with references to how literary representations use tropes of motherhood that reinforce patriarchies of race and gender. Finally, contemporary debates on issues such as abortion, the use of reproductive technologies, surrogate motherhood, and single mothers are examined.

Broadly speaking, critiques of motherhood argue that femininity is widely defined in essentialist terms that assume that women have instincts that make them selfless nurturers. Such assumptions, in turn, shape social practices that make women automatically responsible as caregivers. Feminist theorists argue that such myths, constructed by the patriarchy, undergird social practices that eventually restrict women. Although contemporary feminisms have widely vocalized these issues, it is important to recognize that the first formulations on this issue predate twenty-first-century feminism.

The French writer Simone de Beauvoir (1908–1986) argued that women are repeatedly told from infancy that they are "made" for childbearing. While the "splendors of maternity" are forever being sung to her, the drawbacks of her situation—menstruation, illnesses, and even the boredom of household drudgery—are all justified by this "marvelous privilege" she has of bringing children into the world. Beauvoir pointed out that such pervasive socialization shapes women's desire to "choose" motherhood.

The second-wave feminist movement in the United States (after the 1960s) brought these interrogations to center stage. Feminists argued that throughout human history, maternal experience has been defined and written by patriarchal culture. Religion, art, medicine, psychoanalysis, and other bastions of male power have objectified motherhood, have disregarded female subjectivity, and have silenced the voice of the mother. Feminist activists insisted on middle-class women's right to work and participate in public life beyond the family (working class and poor women had been working all along, while also raising their families), and, along with this, that mothering was not essential to women's fulfillment or necessary to every woman's life.

Feminists in the United Kingdom, North America, and Europe began to challenge the overemphasis on fertility, insisting that the link between childbearing and childrearing is socially manipulative and serves to exclude women from other productive roles. Feminist theorists debunked the social pressures of a mothering role that seeks to control women's bodies and energy. They argued that such notions limit women's possibilities to the domestic sphere and restrict their entry into the public domain, thus vitally feeding into patriarchal agendas.

Although the second-wave feminists vocalized the issue of fertility more aggressively than before, it is important to remember that the earliest efforts in this direction were made in the 1920s through activism of the suffragists and women like Margaret Sanger (1879–1966), who founded the American Birth Control League in 1921. Sanger's movement made an impact in North America, Britain, and India, and forcefully argued for "planned parenthood" as essential to ensure women's participation in the public domain. Since the work of the second-wave feminists, fertility has remained a crucial part of the feminist agenda.

Literary criticism.

Since the 1970s, feminist critics have generated a prolific body of literary criticism that demands an inquiry into the nature of the maternal instinct and the psychology of the mother-child relationship. This task is common to feminism in the West and the widely different cultures of Japan and India. In the 1970s, Japanese feminist critiques began to assert that bosei (innate maternal instinct) was a social construct. They sought to demonstrate that modern Japanese conceptions of womanhood as motherhood, of motherhood as something natural and instinctive to women, were artifacts of contemporary society whose construction could be historically interrogated. Contemporary Japanese fiction such as Child of Fortune by Yuko Tsushima (1983), about a woman struggling between the reality of motherhood and the expectations of society influenced by an idealized good mother paradigm, presents a stinging critique of rigid and constraining constructions of motherhood.
Along a related trajectory, the work of Marianne Hirsch from the late 1980s captures the spirit of Western feminists' preoccupation with the literature of matrilineage in conjunction with an ongoing feminist pursuit of retrieving maternal subjectivity. The literary representations of mother-daughter voices in contemporary matrilineal narratives open up a new chapter in the feminist project of repositioning mothers as individuals and as subjects. This repositioning sheds new light in the study of relationality in the field of feminist maternal scholarship.

Feminist scholarship from Latin America has critiqued the implications of local mythologies and motherhood discourses for Latina women. A feminist analysis of the La Malinche/Virgin of Guadalupe dichotomy reveals that the Virgin (symbolizing passivity, tenderness, and self-sacrifice) is central to the construction of femininity in Latin American cultures because she embodies virtues convenient for the patriarchal order. La Malinche—the sexualized, headstrong woman who freely chose her destiny—is dangerous to the patriarchal order and is presented as hateful. Women thus feel compelled to emulate the Virgin, a less threatening figure. In effect, the Virgin image serves to suppress the threatening or deviant femininity embodied La Malinche—regarded as the Mexican Eve. The Virgin becomes the embodiment of Mexican motherhood, while La Malinche's depraved sexuality becomes a reason to justify the oppression of women.

Motherhood and race.

Feminism and the self-reflexive questionings within the women's movement in North America also drew attention to the fact that notions of motherhood are racially specific and conditioned by prevailing social hierarchies. For instance, in North America from the Reconstruction through the Progressive Era, African-American and white women were encouraged to view motherhood as a national racial imperative. The mother-nation symbolism was anchored in a patriotic discourse. Literary representations depict a conflated mother-nation as a protector who also needs protection by her children/citizens, who must ensure the mother-nation's perpetuation by reproducing her progeny. Novels of sexual awakening by Kate Chopin (1851–1904) and Edith Wharton (1862–1937) depict motherhood as personally limiting but racially necessary. Women writers and activists responded to this imperative by using diverse strategies that reflected the broader public debates about race, reproduction, and female agency.

In the American context, it has also been argued that early-twentieth-century depictions of motherhood for African-American women sought to depict mothers as active agents rather than passive instruments of reproduction. However, the narratives also revealed that women's agency as mothers comes at a price and was continually constrained by fixed gender roles and social expectations. The brutalizing effects of slavery marred the joys of black motherhood, as did complications of biracial identity (Berg). Such fictional and nonliterary texts also reflected the early twentieth-century debates over birth control, feminism, and eugenics in the United States, using motherhood and race as key tropes for discussions of social progress and decline. These texts also established that even notions of universal motherhood that fostered cross-racial conversations reinforced social and racial hierarchies.

Feminist critiques from South Africa point out how nationalist and patriarchal causes have appropriated the African-woman-as-mother. This figure has been used to extol the ostensibly unique qualities of nurturance, protectiveness, and altruism of African women, qualities that are often believed to make them morally and culturally superior to Western women. Celebrated in much of the nationalist poetry and prose during the 1950s and 1960s, the African mother recurs in a range of present-day discourses in public and domestic life.

From another context, ethnographic research from Asia and the Pacific shows that maternal experiences vary greatly depending upon historical time and local discourses. For instance, motherhood as embodied experience for women in colonized societies was shaped by colonial policies, missionary influence, and conflicts between Western medicine and biomedical birthing methods. All these shaped the experience of modern mothering in many colonial societies (Ram).
Feminist theorists and writers challenge valorizations of motherhood fostered by conservative patriarchies. However, it is important to emphasize that feminists do not reject maternity or devalue the woman-centered experience of birthing and mothering. Their project is to interrogate the myths and assumptions that impose oppressive role expectations and erase the reality of maternal experience. Feminist voices seek to liberate motherhood from the institution and the myth that confine it to the narrow playing field of the conventional family, leaving no space for women to choose alternative identities.


Read more: Motherhood and Maternity - Feminist Critiques - Women, Social, Maternal, and Feminists - JRank Articles http://science.jrank.org/pages/10305/Motherhood-Maternity-Feminist-Critiques.html#ixzz3poGJwVPf

Happy New Year!

"even as a child she instinctively apprehended the dual life - that outward existence which conforms, the inward life which questions"

What does this mean to you? Does it describe most of us, some of us, a select few? Write a paragraph reflection which includes connections to your own life or the lives of people you know well or at least know of. You don't have to share the paragraph with anyone, but we will speak about the quote as a class terms after you finish writing.

What do you know (or suspect) about the daily lives of  working class, middle class, and upper class women around the turn of the 19th/20th century (approximately 1900)? 

Some questions you might consider:

What were some of the probable characteristics of their work lives?

What was their home-life like? 

What expectations existed concerning love and family?

What percentage married?

How many children did the average woman have?

How might one's race and ethnicity influence the quality of life of women? 

What percentage worked outside the home?

What kind of work might they have done?

Discuss with one another...then as a group.

Read and annotate the following:

Chapter 2: The Sacred Calling

From “Of Woman Born” by Adrienne Rich

Pg. 43, part 2

Double-entry journal - 3 entries

Quote and page #

Reaction

From earliest settled life until the growth of factories as centers of production, the home was not a refuge, a place for leisure and retreat from the cruelty of the “outside world”; it was a part of the world, a center of work, a subsistence unit. (page 47) In it women, men and children as early as they were able, carried on an endless, seasonal activity of raising, preparing, and processing food, processing skins, reeds, clay, dyes, fats, herbs, producing textiles and clothing, brewing, making soap and candles, doctoring and nursing, passing on these skills and crafts to younger people.  A woman was rarely if ever alone with nothing but the needs of a child or children to see to.  (2)

I have sort of suspected this, but it was interesting to hear Adrienne Rich confirm it in this article. Because most people were farmers (for centuries) and their homes were essentially mini-businesses, the woman, man and chidren often worked together to produce goods for sale and to take care of the numerous needs of daily life.