Syllabus for February 25 - March 1

WHERE IN DICKENS’S GREAT EXPECTATIONS do we see Charles Dickens’s actual life? Starting this week, we will begin looking at Victorian England and the author’s life in an attempt to better understand Pip’s life, his experience’s in the workplace and in terms of romantic interest. How is Dickens like Pip, and Pip like him?

MONDAY

  • Starting a documentary on Charles Dickens’s life, and A&E biography. Students will keep notes on the importance of the following in his life: childhood, money, love, and life in Victorian England.

  • HW: Read chapters fourteen and fifteen (the first is very short) tonight.

TUESDAY

Detail from Daniel Maclise’s 1847 painting of Catherine (Credit: Charles Dickens Museum)

Detail from Daniel Maclise’s 1847 painting of Catherine (Credit: Charles Dickens Museum)

  • We will finish the documentary, and then read in small group an article that provides an overview of Victorian England. Your small group will start here, but after reading the overview, will select ONE area, and go into greater depth.

  • HW: Read chapters sixteen and seventeen.

WEDNESDAY

  • Today we will read chapter eighteen together, in which Pip meets the mysterious Mr. Jaggers who had an astounding proposal for Pip, who discovers “a liberal benfactor” who wants a better life for Pip.

  • HW: Read chapter ninteen.

THURSDAY

  • Close analysis of chapter twenty, and an introduction to the prison system of Victorian England.

  • HW: Read chapters twenty-one and two.

FRIDAY

  • Introduction to Victorian Slum House!

  • HW: Read chapterrs twenty-three through twenty-five.

Syllabus for February 19 & 21

THIS WEEK WE CONTINUE OUR ANALYSIS of Dickens’s novel. Because last weekend was no-homework, we will review two chapters in class, and work on smaller-group analysis during class. As Pip continues to visit Satis House, what do you make of his interactions with Ms. Havisham and Estella? What purpose does the appearance of the man with file mean? No class on Monday for Presidents Day, Wednesday for ACT Testing & Career Day, and Friday for Institute Day.

TUESDAY

  • Reading chapter eight together in class. While listening, you are to answer the following question on paper, creating a drawing that illustrates the details of Dickens’s vision: Who is Ms. Havisham, and where does she live? This illustration should capture the details of both the character and setting, should use color, and will be shared with other students in class on Thursday.

  • Homework: Read chapter 9, and finish your illustration for class on Thursday.

THURSDAY

  • Question check in. Students will post questions on last night’s reading on a shared google sheet. In small groups, students will share character/setting illustrations, take and share pictures of these using a google folder. Subsequently, we will read chapter ten together.

  • Homework: Reading chapters 11-13.

Syllabus for February 11-15

YOUR ARGUMENTATIVE PAPER FOR 1984 will explore how a theme in the novel connects to a newsworthy event or issue that’s been reported in The New York Times. This week we will work on the research using the NYT database, writing an annotated bibliography, and drafting your paper. Students should also obtain their copy of Charles Dickens’s novel, Great Expectations (edition pictured below)

Monday

  • Introduction to Dickens, annotating Great Expectations, and breaking apart Dickensian sentence structure.

  • HW: Read chapter one of GE.

Use these annotated bib notes from last week to re-check and revise your annotated bibliography.

Tuesday

  • Those of you who did NOT turn in your papers, along with your annotated bibliographies, should do that today. Dis/lecture: What do we learn about Pip in chapter one? Where does the older Pip—our narrator—bleed through the plot, and what are his observations? Closing with Harper’s essay, “Why Dickens Matters.”

  • HW: Read chapter two. While reading, pay careful attention to Dickens’s observations: What does he say about his life’s path? What does he say about justice? What does he say about human nature when observing, as he does, about his sister, Mrs. Joe?

Wednesday

  • In which passages does Dickens express his view of life, justice, and human nature? After exploring your annotations, we will listen to chapter three together.

  • HW: Read chapter four. Pay attention to the guests at Christmas dinner. What impressions do you have, as a reader, of these individuals? How does Pip barely escape being caught for thieving household goods, as Dickens calls “wittles”?

Thursday

  • After discussing annotations, we will listen to chapter five together. What do you make of the two convicts, and what importance should we impart to the one convict’s confession?

  • HW: Reading chapters six and seven.

Friday

  • Vocabulary day!

  • HW: No homework for the weekend.

Syllabus for February 4 - 8

YOUR ARGUMENTATIVE PAPER FOR 1984 will explore how a theme in the novel connects to a newsworthy event or issue that’s been reported in The New York Times. This week we will work on the research using the NYT database, writing an annotated bibliography, and drafting your paper. Students should also obtain their copy of Charles Dickens’s novel, Great Expectations (edition pictured below)

Monday

  • Discussion over themes in the novel 1984. What themes are MOST interesting to you? We will start with unrequieted love, and then brainstorm a list of issues. Students should post your own most interesting theme on our class blog. After enrolling a free, New York Times account, students will begin researching how their theme has emerged in the news. Collecting annotations after students complete a self-assessment.

  • HW: Begin researching your theme in the NYT database.

This is the edition you will need for our reading of Great Expectations, the Penguin Classics edition.

This is the edition you will need for our reading of Great Expectations, the Penguin Classics edition.

Tuesday

  • Returning graded annotations. Creating key-word databases using visual thesaurus and the articles you find on the NYT database. Beginning to gather resources, and reading articles to find out more about a selected news event or issue.

  • HW: Read at least two articles, annotating them ON PAPER: how do they connect to the novel? Skim through the novel, searching for quotes on your theme as well.

Wednesday

  • Writing an annotated bibliography. How is this different from notes in the margins of your novel?

  • HW: Write two annotations for two articles. Locate three additional articles for the library tomorrow.

Thursday

  • In library, working on annotated bibliography to a 2-3 page paper on the novel and your event / issue from the NYT.

  • HW: Finish gathering sources, writing annotated bib as you go.

Friday

  • Second and final day in library. Students will finish writing the annotated bibliography and begin writing the first draft of essay.

  • HW: Essay on 1984 due Monday. Have your copy of GE in class on Monday as well.

Some possible topics for 1984 research...

  • Privacy rights

  • Censoring the media

  • Stockholm Syndrome

  • Brainwashing in totalitarian governments

  • Poverty (in comparison to the proles)

  • Racism (in comparison to the proles)

  • Journalists as political opponents

  • Literacy

  • Technology and privacy

  • Propaganda in war movies

  • Technological surveillance

  • Propaganda in print ads

  • Propaganda in art

  • Political repression

  • Depression

  • Fake news

  • Stalin: Russia

  • Passivity and complacency in people

  • iPhone cameras

  • Security & privacy issues

  • And…

Syllabus for January 28 - February 1

WE ENJOY FREEDOM ON an historically unprecedented scale in 21st century America. It can be hard to understand how a government might sanction and exercise torture as a method of information control, as a matter of policy. Yet, in recent history, humanity has descended into genocide, and proves time and again that where power corrupts absolutely, so too will our moral compass fail. Where do we see Orwell’s prediction of information control coming true? When, in recent history, has humanity organized itself with the explicit purpose of controlling and violently manipulating people?

Monday

  • Review of final. Students will re-read their essays and write a short, in-class reflection on a) what about the essay would they change, in a revision, and b) how might the writer better accomplish those ends in a timed-writing setting?

  • HW: Read chapter two of part three in 1984

Tuesday

  • Small group discussion. Where do we see Orwell’s prediction of information control coming true, IRL?

  • HW: Read part three, chapter three.

Wednesday

  • No school due to weather.

  • HW: Finish reading part three, chapter four.

Thursday

  • Possibly no school? In the event we do NOT meet, you should finish reading the novel. We will discuss the ending on Friday. If we do have school, we will discuss chapters three and four, and I will present information about English course choices for next year.

  • HW: Finish reading the novel.

Friday

  • Discuss the end of 1984. If 1984 is Orwell’s dystopian novel is a warning, what is he warning us about? How is his novel still a pertinent? Do we need to be worried that “Big Brother’ might actually come to power?

  • HW: Read both the afterword, and “The Principles of Newspeak” for class on Monday. I will collect annotations on Monday! So double check your annotations; they should include vocabulary, questions, and notes on the themes of power/truth. Remember, your annotations should reflect the reader’s thoughtful dialogue with the text, about the author’s message.

The Final

Our final is Thursday, January 24 at 8:00 AM in room W-323 at the Winnetka Campus.

Students should bring pens, their copies of Orwell’s 1984, Moore’s The Other Wes Moore, and Salinger’s Catcher in the Rye. If students are typing essays, they should bring a charged, functioning laptop or tablet. While typing essays and submitting them electronically via email as a typed pdf, technical support will NOT be available on site, during the test.

Students will have the entire time to write an argumentative essay in response to a prompt that requires them to include textual evidence from 2 of the 3 aforementioned books. Mr. Easton will be proctoring the final.

Final Practice: In-Class Timed Writing Experience

Answer the following prompt using direct evidence from George Orwell’s dystopian novel, 1984. When responding to the question, use everything you have been taught about writing and argumentative structure. Because this is a timed writing experience, you will NOT have time to write a formal introduction and conclusion. However, you should develop prewriting that outlines your claim, reasons, and evidence BEFORE writing the essay. Remember to leave time at the end to re-read, review, and make changes/additions as necessary.

Prompt: Why does Winston begin writing in the journal, even though he knows the very act of owning the pen, paper and ink represents a slippery slope that might—and in fact, does—lead to his tragic downfall?

Syllabus for January 14-18

  • WHAT IS TRUE? And how do you know that which is true? Winston and Julia live in a world with vast institutional certainty, but absolutely no personal certainty. In a world with no written law (de jure law) but a population controlled even when citizens aren’t aware of being controlled (de facto law), how can anyone be certain as to what is real? We will watch Winston and Julia descend into “the machine” of the party, as the Thought Police work their terrible magic.

Monday

  • Careful analysis of Part 2, Chapter 9, looking at Orwell’s political philosophy. What is he saying about the world of Oceania? What, in the present political world, would concern him?

  • HW: No homework for tonight. Spend tonight getting caught up in your reading and annotating of 1984.

Tuesday

  • Collect worksheet on your analysis of “The Theory and Practice of Oligarchical Collectivism” by Emmanuel Goldstein. We will then discuss Goldstein’s political theory of Oceania. What are his core ideas about political power, the structures within Oceania, and the rationale for the Party’s manipulation of thought, information, production of goods, and the ongoing war?

  • HW: Read part two, chapter ten.

Wednesday

  • And so the end begins. What questions do you have about what’s happened, or what might happen? We will brainstorm these, and list them out. We will listen to the first chapter of part three, with Winston in the Ministry of Love.

  • HW: Finish reading part three, chapter one, and read the first half of chapter two.

Thursday

  • Discussion of part three, chapters one and two.

  • HW: Finish reading chapter two.

Friday

  • Practice day for the final. We will conduct an abbreviated experiment, wherein you write about Winston’s struggle for individuality in a society dead-set against freedom of thought and expression. We will do this online, so bring your charged computers/laptops/ipads.

  • HW: Review the postings we made in class. Gather together your copies of Catcher in the Rye, The Other Wes Moore, and 1984, and begin reviewing your annotations in preparation for the final.

Syllabus for January 7-11

WHEN EVERYTHING AND EVERYONE IS BEING WATCHED, how difficult would it be to risk one’s emotional and physical safety? In part two, we will see the dark haired woman risk much by reaching out to Winston and expressing her romantic interest in him. How important is privacy? Why do we value individual freedom and the right to free, personal speech? How important is civil discourse and disagreement to our democratic society? What happens to a society when all free expression is repressed (even when there are no explicit laws against such free, individual expression)? We will explore the impact of such restrictive surveillance on personal relationships.

Monday

  • We will return to the end of chapter 8 in part 1, revisiting Winston’s acts of rebellion. Why write in the book? Why purchase the glass paperweight with coral? Why even consider buying the engraving of St. Clement’s? And what do these artifacts have to do with the other from his pocket, the coin with Big Brother’s profile stamped upon it? After a brief discussion, we will return to the shared document, “Oceana and the World of 1984.” And we will close by listening to the first part of chapter 1, part 2.

  • HW: Read chapter one in part two. How is Winston’s and the dark haired lady’s attempt to romantically connect different from, say, what might happen between two students here at New Trier? Finish your draft of the Oceana paragraph on the shared google doc.

Tuesday

  • We will begin work on another shared google paragraph, this one on Winston and Julia’s relationship and the nature of love as depicted by Orwell. We will listen to chapter two together.

  • HW: Read chapter three tonight, pages 112-121.

Wednesday

  • Returning to the “newspeak” shared sheet, and adding language from your annotations. We listen to chapter four together. How is the paperweight an appropriate metaphor for the relationship between Winston and Julia?

  • HW: Reading chapter five of part two. How is the growing relationship between Winston and Julia untenable? How is the descriptions of Hate Week and the world of 1984 a confirmation that this relationship will not end well, and that Winston dream of a future live with her is delusional?

Thursday

  • Working on chapters six and seven in small groups together.

  • HW: Complete the study guide for these two chapters on your own tonight, due tomorrow. Also, read chapter eight.

Friday

  • Exploring the text described in chapter eight of part two, “The Theory and Practice of Oligarchical Collectivism” by Emmanuel Goldstein.

  • HW: Finish reading chapter nine. It is the longest in the novel!

Syllabus for December 17-21

WHAT IF SOCIETY TURNED upside down, and everything we valued reversed itself? What if, instead of valuing freedom, independent thought, and creative expression, America valued national advancement, the party’s political truth, and protecting power in the hands of an elite minority? This week we start Orwell’s 1984, a dystopian classic depicting an individual at odds with everything in society.

Monday

  • Listening to chapters two and three today in class. While reading, students should annotate chapter two for Winston’s encounter with Parsons. What do we learn about the world of 1984 through his interactions with them? What about his post-visit wanderings that lead him to reflecting on O’Brien? For chapter three, pay particular attention to Winston’s memory of his family, as well as his thoughts about “the woman with dark hair.” What do these dreams of loss mean, and what does Orwell mean my them?

  • HW: Read chapter four in 1984 tonight. What point is Orwell making about history and truth with Winston’s profession as rewriter/inventor of history?

Tuesday

  • Discussing what we’ve learned about Winston’s world and Oceania. What questions to you have, as a reader, about what the novel means? That patterns do we notice within the world of the novel? What do facts and truth mean in this world, wherein what has already happened can be changed like a Wikipedia page? Working on a shared google sheet.

  • HW: Read chapter five tonight. As you read, annotate for this question: What is Orwell’s opinion of language?

Wednesday

Oxford University Press has a blog that discusses the attributes of Newspeak. Read it!

Oxford University Press has a blog that discusses the attributes of Newspeak. Read it!

  • Analysis of language of 1984. What are the terms we’ve encountered so far? What do these terms mean, in the world of the novel? What does Orwell mean by twisting them, in terms of the point he is making about society? Continuing our google sheet.

  • HW: Reading chapter six. How does Winston define what it means to be human?

Thursday

  • It’s been said that all of literature covers either death or sex, and sometimes both. We’ve already read about death in 1984, and now we arrive at the later. Of the human experience, what is Winston lacking? Is it merely sex? What more is lacking in his world?

  • HW: Reading chapter seven. Given what we’ve already seen in chapter six, what do you make of the argument Winston makes about revolution? Stepping outside of the novel, what argument is Orwell making through his novel?

Friday

  • Today we will finish part one of 1984.

  • HW: Take a break. We will finish parts two and three of the novel when school resumes. Happy new year!

Syllabus for December 10-14

WHAT IS LIFE LIKE FOR A BLACK American man growing up in relative poverty, in a community beset with social ills like crime and drug addiction? We will explore this issue alongside implicit bias with an independent non-fiction memoir/biography entitled The Other Wes Moore, the story of a black American youth who grows up to find success and happiness alongside another black American child with the same name, whose life takes a significantly different turn. We will be start Orwell’s 1984 on Friday.

  • Finishing our discussion of “The Kind of Light That Shines in Texas.” Small group story analysis, answering seven key questions about the story with two other students.

  • HW: Finish reading TOWM for our third, and final discussion on Wednesday. I will collect annotations on Thursday.

Tuesday

  • Discussing the story, “The Kind of Light that Shines in Texas,” by Reginald McKnight. Why is Clinton the only one of the three black students who speaks in the story, and what does that mean (in the context of the story, and in the context of our larger, American society)?

  • HW: Double check your annotations in TOWM, as I will collect them in class on Thursday.

Wednesday

  • Discussion 3: What lessons does do we learn from Author Wes’s and Other Wes’s experience?

  • HW: You should have reading through page 62 for class tomorrow, having finished part one.

Thursday

  • Introduction to 1984. We will also start reading chapter one together.

  • HW: As you read chapter one, make sure you keep a track of a) vocabulary, b) your questions, and c) Orwell’s warning about power to democratic citizens.

Friday

  • Continuing our reading of chapter one together in class.

  • HW: Read chapter one of 1984 for class on Monday. Remember to annotate!

Syllabus for December 3-7

WHAT IS LIFE LIKE FOR A BLACK American man growing up in relative poverty, in a community beset with social ills like crime and drug addiction? We will explore this issue alongside implicit bias with an independent non-fiction memoir/biography entitled The Other Wes Moore, the story of a black American youth who grows up to find success and happiness alongside another black American child with the same name, whose life takes a significantly different turn. We will be reading Orwell’s 1984 once done with this text, so purchase both.

Monday

  • Ven diagram notes on Author Wes, Other Wes, and your personal experiences in childhood. What language is used to describe each character? How do we, as readers, draw conclusions about each character? Subsequently, students will “expand the center” by acknowledging differences and seeking similarities.

  • HW: Have your copy of The Other Wes Moore in class tomorrow. And continue reading TOWM all week.

Tuesday

  • Discussion 1: Who is Author Wes? Who is Other Wes? Large group discussion of Part 1. Students should hold on to these notes, until we have finished all three large group discussions, at which time I will collect your notes in one packet.

  • HW: Continue reading part two of TOWM.

Wednesday

  • Reading an article by Brian Jones, “Growing Up Black in America: Here’s My Story of Everyday Racism” from the US edition of The Guardian.

  • HW: You should have reading through page 62 for class tomorrow, having finished part one.

Thursday

  • Discussion of part two of The Other Wes Moore. What are the support systems that both Author Wes and Other Wes have? What role models do they have? What avenues to improvement to the benefit from? And if opportunity never knocks, how can we—as a society—proved opportunities where none exist?

  • HW: Reading part three of TOWM

Friday

  • Reading Reginald McNight’s short story, “The Kind of Light that Shines in Texas.” We will start with some simple context to Texas and school segregation in America, 1960s, and then read the story aloud, together.

  • HW: Reading The Other Wes Moore.

THE EMPEROR'S NEW CLOTHES

a translation of hans christian andersen's "keiserens nye klæder" by jean hersholtinfo & links

Many years ago there was an Emperor so exceedingly fond of new clothes that he spent all his money on being well dressed. He cared nothing about reviewing his soldiers, going to the theatre, or going for a ride in his carriage, except to show off his new clothes. He had a coat for every hour of the day, and instead of saying, as one might, about any other ruler, "The King's in council," here they always said. "The Emperor's in his dressing room."

In the great city where he lived, life was always gay. Every day many strangers came to town, and among them one day came two swindlers. They let it be known they were weavers, and they said they could weave the most magnificent fabrics imaginable. Not only were their colors and patterns uncommonly fine, but clothes made of this cloth had a wonderful way of becoming invisible to anyone who was unfit for his office, or who was unusually stupid.

"Those would be just the clothes for me," thought the Emperor. "If I wore them I would be able to discover which men in my empire are unfit for their posts. And I could tell the wise men from the fools. Yes, I certainly must get some of the stuff woven for me right away." He paid the two swindlers a large sum of money to start work at once.

They set up two looms and pretended to weave, though there was nothing on the looms. All the finest silk and the purest old thread which they demanded went into their traveling bags, while they worked the empty looms far into the night.

"I'd like to know how those weavers are getting on with the cloth," the Emperor thought, but he felt slightly uncomfortable when he remembered that those who were unfit for their position would not be able to see the fabric. It couldn't have been that he doubted himself, yet he thought he'd rather send someone else to see how things were going. The whole town knew about the cloth's peculiar power, and all were impatient to find out how stupid their neighbors were.

"I'll send my honest old minister to the weavers," the Emperor decided. "He'll be the best one to tell me how the material looks, for he's a sensible man and no one does his duty better."

So the honest old minister went to the room where the two swindlers sat working away at their empty looms.

"Heaven help me," he thought as his eyes flew wide open, "I can't see anything at all". But he did not say so.

Both the swindlers begged him to be so kind as to come near to approve the excellent pattern, the beautiful colors. They pointed to the empty looms, and the poor old minister stared as hard as he dared. He couldn't see anything, because there was nothing to see. "Heaven have mercy," he thought. "Can it be that I'm a fool? I'd have never guessed it, and not a soul must know. Am I unfit to be the minister? It would never do to let on that I can't see the cloth."

"Don't hesitate to tell us what you think of it," said one of the weavers.

"Oh, it's beautiful -it's enchanting." The old minister peered through his spectacles. "Such a pattern, what colors!" I'll be sure to tell the Emperor how delighted I am with it."

"We're pleased to hear that," the swindlers said. They proceeded to name all the colors and to explain the intricate pattern. The old minister paid the closest attention, so that he could tell it all to the Emperor. And so he did.

The swindlers at once asked for more money, more silk and gold thread, to get on with the weaving. But it all went into their pockets. Not a thread went into the looms, though they worked at their weaving as hard as ever.

The Emperor presently sent another trustworthy official to see how the work progressed and how soon it would be ready. The same thing happened to him that had happened to the minister. He looked and he looked, but as there was nothing to see in the looms he couldn't see anything.

"Isn't it a beautiful piece of goods?" the swindlers asked him, as they displayed and described their imaginary pattern.

"I know I'm not stupid," the man thought, "so it must be that I'm unworthy of my good office. That's strange. I mustn't let anyone find it out, though." So he praised the material he did not see. He declared he was delighted with the beautiful colors and the exquisite pattern. To the Emperor he said, "It held me spellbound."

All the town was talking of this splendid cloth, and the Emperor wanted to see it for himself while it was still in the looms. Attended by a band of chosen men, among whom were his two old trusted officials-the ones who had been to the weavers-he set out to see the two swindlers. He found them weaving with might and main, but without a thread in their looms.

"Magnificent," said the two officials already duped. "Just look, Your Majesty, what colors! What a design!" They pointed to the empty looms, each supposing that the others could see the stuff.

"What's this?" thought the Emperor. "I can't see anything. This is terrible!

Am I a fool? Am I unfit to be the Emperor? What a thing to happen to me of all people! - Oh! It's very pretty," he said. "It has my highest approval." And he nodded approbation at the empty loom. Nothing could make him say that he couldn't see anything.

His whole retinue stared and stared. One saw no more than another, but they all joined the Emperor in exclaiming, "Oh! It's very pretty," and they advised him to wear clothes made of this wonderful cloth especially for the great procession he was soon to lead. "Magnificent! Excellent! Unsurpassed!" were bandied from mouth to mouth, and everyone did his best to seem well pleased. The Emperor gave each of the swindlers a cross to wear in his buttonhole, and the title of "Sir Weaver."

Before the procession the swindlers sat up all night and burned more than six candles, to show how busy they were finishing the Emperor's new clothes. They pretended to take the cloth off the loom. They made cuts in the air with huge scissors. And at last they said, "Now the Emperor's new clothes are ready for him."

Then the Emperor himself came with his noblest noblemen, and the swindlers each raised an arm as if they were holding something. They said, "These are the trousers, here's the coat, and this is the mantle," naming each garment. "All of them are as light as a spider web. One would almost think he had nothing on, but that's what makes them so fine."

"Exactly," all the noblemen agreed, though they could see nothing, for there was nothing to see.

"If Your Imperial Majesty will condescend to take your clothes off," said the swindlers, "we will help you on with your new ones here in front of the long mirror."

The Emperor undressed, and the swindlers pretended to put his new clothes on him, one garment after another. They took him around the waist and seemed to be fastening something - that was his train-as the Emperor turned round and round before the looking glass.

"How well Your Majesty's new clothes look. Aren't they becoming!" He heard on all sides, "That pattern, so perfect! Those colors, so suitable! It is a magnificent outfit."

Then the minister of public processions announced: "Your Majesty's canopy is waiting outside."

"Well, I'm supposed to be ready," the Emperor said, and turned again for one last look in the mirror. "It is a remarkable fit, isn't it?" He seemed to regard his costume with the greatest interest.

The noblemen who were to carry his train stooped low and reached for the floor as if they were picking up his mantle. Then they pretended to lift and hold it high. They didn't dare admit they had nothing to hold.

So off went the Emperor in procession under his splendid canopy. Everyone in the streets and the windows said, "Oh, how fine are the Emperor's new clothes! Don't they fit him to perfection? And see his long train!" Nobody would confess that he couldn't see anything, for that would prove him either unfit for his position, or a fool. No costume the Emperor had worn before was ever such a complete success.

"But he hasn't got anything on," a little child said.

"Did you ever hear such innocent prattle?" said its father. And one person whispered to another what the child had said, "He hasn't anything on. A child says he hasn't anything on."

"But he hasn't got anything on!" the whole town cried out at last.

The Emperor shivered, for he suspected they were right. But he thought, "This procession has got to go on." So he walked more proudly than ever, as his noblemen held high the train that wasn't there at all.

Syllabus for November 26-30

WHAT IS LIFE LIKE FOR A BLACK American man growing up in relative poverty, in a community beset with social ills like crime and drug addiction? We will explore this issue alongside implicit bias with an independent non-fiction memoir/biography entitled The Other Wes Moore, the story of a black American youth who grows up to find success and happiness alongside another black American child with the same name, whose life takes a significantly different turn. We will be reading Orwell’s 1984 once done with this text, so purchase both.

Monday

  • No school….snow day!

  • HW: Have your copy of The Other Wes Moore in class tomorrow.

Tuesday

  • In class reading.

  • HW: Revisit the assignment sheet on the resource page for The Other Wes Moore. There’s audio files for our text, as well as a duplicate of the assignment sheet.

Wednesday

  • Introduction to conversations on race, “Jump In!” Then SSR from our independent reading.

  • HW: You should have reading through page 62 for class tomorrow, having finished part one.

Thursday

  • Starting an in class documentary on race today.

  • HW: Begin reading part two. You should have read through page 123 by class on Tuesday.

Friday

  • Discussion on part one.

  • HW: Reading The Other Wes Moore.