Final Reflection

Brave New World Marketing Campaign

http://bravenewworldtesttubesbell4.blogspot.com/

"Wolf" by Carina Bissett Analysis

Poetry Analysis Chart "Wolf" by Carina Bissett

Fences PowerPoint

Fences Close Reading Chart

Act 1 Scene 3 Lines 80-215

	Use of Language	What do the words mean?	Structure of Text	Cultural/Global Theme
Quotes	“I thought we had an understanding about this football stuff? You suppose to keep up with your chores and hold that job down at A&P. Ain’t been around here all day on a Saturday. Ain’t none of your chores done...and now you telling me you done quit your job.” (1.3.115-118)	“I get good grades, Pop. That’s why he recruiter wants to talk with you. You got to keep up your grades to get recruited. This way I’ll be going to college. I’ll get a chance…” (1.3.129-131)	“I don’t care what nobody else say. I’m the boss...you understand? I’m the boss around here. I do the only saying what counts.”(1.3.143-144)	“Rose, I ain’t got time for that. He’s alive. He’s healthy. He’s got to make his own way. I made mine. Ain’t nobody gonna hold his hand when he get out there in that world.” (1.3.211-213)
Analysis (Rationale)	The diction of this quote is very informal and uses poor grammar. The sentence structure is abnormal and gets the main point across towards the end of the sentence. This shows how the style of the passage is unique and casual.	This section of the play has a high denotative language and relatively low connotative language. This particular quote uses denotative language when referring to the recruiter and connotative language when it says ‘i’ll get a chance’ because this is symbolic to Cory facing racism and entering the sports world as a black athlete to begin integrating the sports community.	This section of the passage is in the middle of the passage. This is the point where Troy tells Cory no to the football recruitment and this is a turning point because the beginning of the passage built up on the big deal of Cory being recruited and how it was a big opportunity for him and Troy just denied Cory that opportunity.	This quote has a psychological element to it because Troy says that he is hard on Cory because he is preparing him for the real world. Every father, no matter what race or culture, tries to prepare his children for the real world and this is representative of that.

Fences Scene Selection Rationale

We chose Act 1, Scene 3, lines 80-215 to represent our topic of the Civil Rights Movement. In this scene, Cory and Troy are talking to each other about major league baseball. They are talking about the varying opportunities that a white man has compared to a black man in the major league.  “If they got a white fellow sitting on the bench… you can bet your last dollar he can’t play!  The colored guy got to be twice as good before he get on the team”(1. 3. 90-91).  This was said by Troy and shows how he believes that the opportunities for blacks and whites in the major league are not equal.  During the Civil Rights Movement, there were advances to create equal rights and opportunities and this shows the institutionalized racism that existed in the major leagues.

Throughout the story Cory is being recruited to play football in college.  Troy does not want him to pursue this opportunity due to Troy’s life experiences with racism within the sports community.  “The white man ain’t gonna let you get nowhere with that football noway.  You go on and get your book-learning so you can work yourself up in that A&P or learn how to fix cars or build houses or something, get you a trade”(1.3.123-126).  This shows Troy’s opinion on Cory playing football.  Troy was raised in a society that accepted racism and Troy thinks that Cory won’t have any future in sports because of it.  This shows how Troy does not realized the changes being slowly made by blacks fighting for their rights in society.  Cory is from a more recent and reformed generation and he sees the changes being made. He wants to utilize his new rights and opportunities and help fight for new ones.

Troy is allowing the racism in society to form his life by restricting him to a certain working class.  He is living in the past and not progressing as the Civil Rights Movement progresses in society. Rose tries to talk sense into Troy. “Times have changed from when you was young, Troy.  People change.  The world’s changing around you and you can’t even see it” (1.3.214-215).   Troy doesn’t listen and keeps the perspective he has from growing up in a society filled with racism.

Wilson, A. (2011). Fences. In C. Jago, R. H. Shea, L. Scanlon, & R. D. Aufses, Literature and Composition   (pp. 212-216). Boston/New York: Bedford/St. Martin's.

Fences Fishbowl Blog Reflections

Response to Ryan Wiemers' Post: http://ryanwiemersenglishlit2014.blogspot.com/

During the discussion you talked about how currently people learn their family values and family trends from their parents and that is how people learn to live their lives.  I found this interesting and also agreed with it.  I agree that traditions are passed on through generations when new families are formed.  You mentioned how in the 1950's people were forming new values and new traditions based on the changing circumstances and new perspectives on life after the war.  A quote you used to support this was "The American youth of the post-war period, unlike their parents and children, wanted to have long-lasting and stronger relationships.  So they were seen finding solace in the ideas of marriage and parenthood."  I found this to be an interesting aspect of the 1950's because they were breaking social norms and being different.

Response to Lindsey Zeltwanger's Post: http://lindseyzeltwanger.blogspot.com/

I found it interesting when you mentioned how when author's relate something to the bible it helps the reader relate also because the bible has many common stories that everyone has heard of or knows about.  I agree that one of the best ways to allow a reader to understand a relationship is by relating the situation to something very common that a lot of people would know.  In your blog post you said, "I think they do this because it's a very common thing that most people are familiar with and can relate to.".  I completely agree with this and think that some of the best connections and best mood settings are made through this method.

Fences Fishbowl Blog Discussion: Pre-Civil Rights America/Civil Rights Movement

     The Civil Rights Movement took place in the 1950's and 1960's. This was a time period when the United States was segregated between black and white. There were separate bathrooms, water fountains, theaters, and schools. There were many events that occurred during the Civil Rights Movement that influenced the changes that were made. Although changes were made by law, there was still segregation that remained. There were political, economical, and social hurdles that were dealt with along the way in the Civil Rights Movement.

Questions:

-Who do you think was the most influential person of the time period?

-Which events do you think had the most impact on the civil rights movement?

**How did the tactics of non-violent protest and civil disobedience influence and improve the civil rights movement?

**After segregation was ruled illegal for many segregated situations, it still remained segregated for a long time.  From a political and social standpoint, why do you think this is? Ex: segregated buses after bus boycott and segregated schools after Supreme Court Brown decision.

http://www.history.com/topics/black-history/civil-rights-movement

      The Civil Rights Movement followed the same pattern any movement would, “The modern period of civil rights reform can be divided into several phases, each beginning with isolated, small-scale protests and ultimately resulting in the emergence of new, more militant movements, leaders, and organizations.”(Civil Rights Movement).

      Although many laws were passed saying that segregation was illegal, it took a long time for society to change their ways, “Despite the civil rights gains of the 1960s, however, racial discrimination and repression remained a significant factor in American life.”(Civil Rights Movement).  This shows how segregation remained a part of society well after laws were passed to end it. 

      The progress made with the Civil Rights Movement for African-Americans set an example for many other minority groups wishing to gain more civil rights in society, “It also served as a model for other group advancement and group pride efforts involving women, students, Chicanos, gays and lesbians, the elderly, and many others.”(Civil Rights Movement).  This shows how other minority groups were influenced by the Civil Rights Movement.  

http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx

     A big goal of the Civil Rights Movement was to desegregate society, largely including the education system, “As a result, school desegregation proceeded very slowly.  By the end of the 1950s, less than 10 percent of black children in the South were attending integrated schools.” (Civil Rights Movement).  This shows how they were successful in legally desegregating the education system.

     As the movement was gaining success politically, the activists became more motivated to keep going and try to gain more civil rights, “The pace of civil rights protests rose sharply in response to the Supreme Court’s decision.  Martin Luther King Jr., led a boycott that ended segregated busing in Montgomery, Alabama.”(Civil Rights Movement).  This shows how after the success of the Brown decision, there were bigger movements planned to increase the success of the civil rights movement.

     The Movement touched even the young African American Population as college students across the country participated in sit-ins, “Sit-ins and other protests swept across the South in early 1960, touching more than 65 cities in 12 states.  Roughly 50,000 young people joined the protests that year.”(Civil Rights Movement).  This shows how the movement affected people of all ages. 

http://nationalhumanitiescenter.org/tserve/freedom/1917beyond/essays/crm.htm

     Although African-Americans used non violent protest, they were faced with violent retaliation, “They were met with hostility, federal ambivalence and indifference, as well as mob and police violence.  African Americans fought back with direct action protests and keen political organizing, such as voter registration drives and the Mississippi Freedom Democratic Party.”(The Civil Rights Movement: 1919-1960s).  This shows how the protests and riots turned out to be very violent. 

     The burden that needed to be overcome to equalize education was much bigger than just changing some white people’s mind about segregation, “The campaign for desegregated education was part of a larger struggle to reshape the contours of America—in terms of race, but also in the ways political and economic power is exercised in this country.”(The Civil Rights Movement: 1919-1960s).  This shows how there were big political influences working against the desegregation movement of the education system.

     Once desegregation was attained, things such as jobs and more opportunities were being asked by African-Americans, “…demanded not only an end to segregation in downtown stores but also jobs for African Americans in those businesses and municipal government. The 1963 March on Washington, most often remembered as the event at which Dr. King proclaimed his dream, was a demonstration for ‘Jobs and Justice.’”(The Civil Rights Movement: 1919-1960s).  This shows how equal jobs were being demanded.  

Works Cited

"Civil Rights Movement." - John F. Kennedy Presidential Library & Museum. N.p., n.d. Web. 13 Apr. 2014. <http://www.jfklibrary.org/JFK/JFK-in-History/Civil-Rights-Movement.aspx>.

"Civil Rights Movement." History.com. A&E Television Networks, n.d. Web. 12 Apr. 2014. <http://www.history.com/topics/black-history/civil-rights-movement>.

"The Civil Rights Movement: 1919-1960s." The Civil Rights Movement: 1919-1960s, Freedom's Story, TeacherServe®, National Humanities Center. N.p., n.d. Web. 13 Apr. 2014. <http://nationalhumanitiescenter.org/tserve/freedom/1917beyond/essays/crm.htm>.

Mythology Presentation

Health In Third World Countries

Innocence Lost to Reality

Blog #2 Design

Font style can impact the mood and first impression a viewer has on your blog.  I chose to make the font of body’s wording ‘Verdana’.  I chose this because this font is simple and easy to read font.  I made this decision based on the article http://tympanus.net/codrops/2012/02/19/establish-a-mood-with-typography/ ; the author advises to stick to simple fonts that are easy to read when there are large bodies of text.  Another piece of advice given in this article is to select a font that sets mood.  In my opinion, I think that ‘Verdana’ sets a formal mood.  The large title at the top of the blog is the font ‘Luckiest Guy’.  I chose this font based on the same article because it suggested using more fun and creative fonts for words that stand alone. 

Color can affect the impressions a reader receives when viewing a blog.  The body text is black so that it is easy to read.  Have easily legible wording was a piece of advice given in the previous article.  The previously read hyperlinks are pink to provide a more calming color in the blog.  The article http://psychology.about.com/od/sensationandperception/a/color_pink.htm suggests that pink is a calming color.  The large title at the top of the blog is a bright purple because according to the article, http://psychology.about.com/od/sensationandperception/a/color_purple.htm , purple is a color representing wealth and royalty and I think that the title is important and should be represented by these things.