Thursday, March 31, 2011

Drafting a Research Paper

Here is the info on how to organize.  You need to scroll down about halfway to get to it.

Here is a great link about writing research papers in general.

Here is a sample research paper.

Wednesday, March 30, 2011

Chapter 10 Study Guide, Due April 5

Chapter 10 - 30 pts (No quotes)
  1. Why does Mr. Covey whip Frederick?
  2. Why are the slaves so fearful of Mr. Covey? Why does their work go on in his absence?
  3. Why is it “never safe to stop a single minute” (p. 73)?
  4. What does Frederick mean by “Mr. Covey’s forte consisted in his power to deceive” (p. 74)?
  5. Why does Mr. Covey buy a slave to use as a breeder?
  6. Why does he hire Mr. Samuel Harrison, a married man? What irony does Frederick find in this?
  7. How does Mr. Covey succeed in breaking Frederick?
  8. How does Frederick succeed in again becoming a man?
  9. Why does Frederick go to Master Thomas Auld?
  10. Why does he return to Covey? Who convinces him to do so? What does Sandy Jenkins suggest that Frederick do?
  11. How does Frederick win the fight with Mr. Covey?
  12. Why does Frederick contend that Mr. Covey does not turn him in?
  13. What would have happened to Frederick had Mr. Covey turned him in?
  14. Why is Frederick’s battle with Mr. Covey “the turning-point in my career as a slave” (p. 82)?
  15. How are the holidays used to “disgust the slave with freedom” (p. 85)?
  16. Where does Frederick go after leaving Mr. Covey’s on January 1, 1834?
  17. Who is his new master and how does he treat Frederick?
  18. Why does Frederick include the anecdotes about the two religious slave holders Mr. Hopkins and Mr. Weeden? What point is he attempting to make?
  19. Why and where does Frederick begin a Sabbath school? Why is it essential that the slaves tell no one about it?
  20. What would the slaveholders like the slaves to do on the sabbath? Why is this ironic?
  21. Why does Frederick decide to include the slaves in his Sabbath school in his plans to obtain his freedom? Why is this dangerous?
  22. Frederick makes the point that many slaves would “rather bear those ills we had, than fly to others, that we knew not of ”(p. 93). How does this help explain why so few slaves escaped?
  23. How do the slaves plan to run away?
  24. What is the purpose of the “protections” written by Frederick?
  25. What happens to their plan, and how do the “protections” nearly cause their deaths?
  26. What happens to each of the slaves who attempted to run away?
  27. When Frederick returns to Baltimore, what does he do?
  28. Frederick again decides to fight when he is attacked. What happens to him? What does Master Hugh attempt to do for Frederick?
  29. What must Frederick do with the wages he earns each week as a caulker? Why?

Chapter 9 Study Guide, Due April 4

Chapter 9 - 20 pts
  1. Why does Frederick now know the date?
  2. Who is Frederick’s newest Master?
  3. What rule of slaveholding does Master Thomas Auld violate?
  4. How did the slaves get food?
  5. Why does Frederick say that “adopted slaveholders are the worst”?
  6. What, according to Frederick, happens to Master Thomas Auld after his conversion to Christianity? Why?
  7. Why does Frederick find irony in the fact that the slaves sabbath school is discontinued? Why does Frederick let Master Thomas’s horse run away?
  8. Again, Frederick compares the treatment of slaves to the treatment of horses. How?
  9. How does Master Thomas propose to ‘break’ Frederick?
  10. Why is the use of the verb ‘to break’ ironic?
  11. Why was Mr. Covey’s reputation for breaking slaves of great value to him?
  12. Why does Frederick suggest that Mr. Covey’s “pious soul” (p.70) adds to “his reputation as a ‘nigger-breaker’” (p. 70)?

“After his conversion, he found religious sanction and support for his slaveholding cruelty” (p. 67).

“He would quote this passage of Scripture—’He that knoweth his master’s will, and doeth it not, shall be beaten with many stripes’” (p. 68).

“He resolved to put me out, as he said, to be broken” (p. 69).

“Master Thomas was one of the many pious slaveholders who hold slaves for the very charitable purpose of taking care of them” (p. 69). *

Chapter 8 Study Guide, Due April 1

Chapter 8, 20 pts
  1. Why was Frederick forced to return to the plantation after the death of his master?
  2. How was the value of the master’s property determined? How were the slaves valued?
  3. Why was the division of property between Mistress Lucretia and Master Andrew so horrifying to the slaves?
  4. What happened to Frederick’s grandmother after the deaths of Lucretia and Andrew?
  5. How does this anecdote help explain the value of slaves?
  6. How are slaves valued when compared to livestock?
  7. Who owns Frederick by the end of chapter eight?
  8. Why is Frederick forced to leave Baltimore?
“At this moment [valuation of the property], I saw more clearly than ever the brutalizing effects of slavery upon both slave and slaveholder” (p. 60).

“The hearth is desolate. The children, the unconscious children, who once sang and danced in her presence, are gone. She gropes her way, in the darkness of age, for a drink of water. Instead of the voices of her children, she hears by day the moans of the dove, and by night the screams of the hideous owl. All is gloom. The grave is at the door” (p. 62).

Chapter 7 Study Guide, Due April 1

Chapter 7, 30 pts
  1. How did Mrs. Auld change and why did she change?
  2. What plan did Frederick adopt to learn how to read now that Mrs. Auld was no longer teaching him?
  3. Why is it ironic that he bribed the little white boys to teach him to read?
  4. What irony does Frederick find in this statement: “It is almost an unpardonable offence to teach slaves to read in this Christian country”? (p. 54)
  5. What did Frederick learn from the book “The Columbian Orator”?
  6. How does Master Auld’s prediction about Frederick and learning come true?
  7. How does Frederick learn the meanings of the words abolition and abolitionist?
  8. What do the two Irishmen encourage him to do? Why does he not trust them?
  9. How does Frederick learn to write?
  10. How does he trick the white boys into teaching him new letters?
“Slavery soon proved its ability to divest her [Mrs. Auld] of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness” (pp. 52-53).

“The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell” (p. 53).

“I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out” (p. 55).

“White men have been known to encourage slaves to escape, and then, to get the reward, catch them and return them to their masters” (p. 57).

Wednesday, March 23, 2011

Chapter 6 Study Guide, Due March 29

CHAPTER VI - 20 pts

  1. To what does Frederick attribute the kindness of Mrs. Auld?
  2. What, according to Frederick, changes her?
  3. Why is Mr. Auld angry when he finds that Mrs. Auld is teaching Frederick his letters?
  4. Why does Frederick call Mr. Auld’s forbidding his learning how to read “invaluable instruction” (p. 49)?
  5. Why does inability to read keep men enslaved according to Frederick and to Mr. Auld?
  6. What does Frederick hope to gain by learning how to read?
  7. Who teaches Frederick why black men are not taught to read?
  8. Why is this lesson so important to him?
  9. Why is the life of a city slave so much better than the life of a plantation slave?
  10. Why does Frederick relate the story of the slaves Henrietta and Mary?

  • “If you teach that nigger (speaking of myself ) how to read, there would be no keeping him. It would forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master” (p. 49).
  • “I now understood what had been to me a most perplexing difficulty—to wit, the white man’s power to enslave the black man. It was a grand achievement, and I prized it highly. From that moment, I understood the pathway from slavery to freedom” (p. 49).
  • “In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both” (p. 50).
  • “A city slave is almost a freeman, compared with a slave on the plantation” (p. 50).

Chapter 5 Study Guide, Due March 29

  1. What was life like for Frederick on the plantation?
  2. Why was Frederick so happy to be leaving the plantation?
  3. Why did he particularly want to go to Baltimore?
  4. What relationship did his new master have to his old master?
  5. Why did Frederick, who was seven or eight, not know the month or year of his sailing?
  6. What were Frederick’s initial impressions of his new mistress, Mrs. Sophia Auld?
“I may be deemed superstitious, and even egotistical, in regarding this event as a special interposition of divine Providence in my favor” (p. 47).

CHAPTER V - 15 pts

Chapter 4 Study Guide, Due March 29

CHAPTER IV - 15 pts

  1. Why is Mr. Austin Gore a “first-rate overseer”? What is the irony of this description of him? What is ironic about his name?
  2. What reason does Mr. Gore give for killing Demby the slave?
  3. What other examples does Frederick give of his statement “that killing a slave, or any colored person,... is not treated as
  4. a crime, either by the courts or the community” (p. 41)?
  • Maxim laid down by slaveholders: “It is better that a dozen slaves suffer under the lash, than that the overseer should be convicted, in the presence of the slaves, of having been at fault” (p. 38).
  • “To be accused was to be convicted, and to be convicted was to be punished” (pp. 38-39).
  • “He dealt sparingly with his words, and bountifully with his whip, never using the former where the latter would answer as well” (p. 39).

Thursday, March 17, 2011

Formal Sentence Outline

The Formal Sentence Outline is one of the assignments which make up the major research project. Using the specified standard outline format indicated below, you will show the major divisions and subdivisions of your research paper, making every entry a grammatically complete declarative sentence.

In the course of the research project, you will write three drafts of the Formal Sentence Outline. The first will be written before you write the first draft of your research paper. It will predict the structure of your essay before you write it, showing the paper's probable major divisions and subdivisions. Next, when you write the first draft of your research paper, you will revise your outline so that it reflects the actual contents of your finished paper. Finally, when you write the final draft of your research paper, you will revise the outline a second time to reflect the changes and additions you have made in your final draft of your research paper.
The Assignment
Following all of the formatting guidelines and rules below, write a formal sentence outline which indicates the structure and development of your research paper, showing its divisions and subdivisions. Make every entry of the outline a grammatically complete sentence.

Note: First, write an outline whose entries are single words, short phrases, sentence fragments, or questions. Then, turn this into your sentence outline.  Every entry must be a complete declarative sentence of the sort which might actually appear in your research paper.
Remember that revised and updated revisions of this outline should be included with each of the assigned drafts of your research paper.
Outline Format
Place the essay's thesis statement at the top of the outline. Most outlines contain three or four levels of detail (although more levels may be used if the writer wishes). The format for this assignment uses Roman numerals for the main, or largest, divisions of the outline (level one). Capital letters indicate the sub-levels of the main divisions (level two). Arabic numerals indicate the sub-levels of the capital-letter sections (level three). Lower-case letters indicate the sub-levels of Arabic-numeral sections (level four).

Outline Rules
1. The Rule of Pairs: If you have a I, you must have a II; if you have an A, then you must have a B; if you have a 1, then you must have a 2, and so on.

2. Different sections of the outline may have different levels of detail. Give each section the amount of detail it requires.
3. Indent each successive level of the outline three spaces, and maintain even internal margins throughout the outline.
4. Double-space between all headings in the outline (or doublespace the whole outline and triple-space between headings).
Example of Typical Outline Structure:
Formal Sentence Outline
Thesis Statement
and so on . . .

Example Outline (partial):
I. The polygraph measures physiological changes In response to questions.
II. Private business uses polygraph testing for at least two reasons.
   A. Employees are tested to thwart thievery.
   B. Potential employees are tested to discover
   characteristics that would make them undesirable.
III. Well-supported arguments can be made against the use of polygraph tests.
   A. They intrude into an individual's private life.
   B. They are demeaning to a person being tested.
   C. The results are often read inaccurately.
and so on . . .

Monday, March 14, 2011

FD Chapter 3 Study Guide, Due March 21

CHAPTER 3 - 15 pts
Relates several anecdotes that tell readers more about plantation life and the thinking of slaves.
QUESTIONS - Answer in complete sentences. (2 pts each)
  1. How did Colonel Lloyd keep the slave boys from taking his fruit?
  2. Why was it particularly difficult to be the slaves in charge of Colonel Lloyd’s horses?
  3. What is ironic about Colonel Lloyd’s treatment of his horses compared to the treatment of his slaves? (What happened to the slave who told Colonel Lloyd the truth about his master?) (4 pts)
  4. What is a maxim?

Quotes - Explain the speaker/situation and significance of each.  (2 pts each)
Slave maxim: “a still tongue makes a wise head” (p. 36).

FD Chapter 2 Study Guide, Due March 17

CHAPTER 2 - 20 pts
Describes the plantation system of Colonel Lloyd; discusses the daily existence of slaves on the plantation.
  1. Who were the family members of Frederick’s master Colonel Edward Lloyd?
  2. What is the relationship of Colonel Lloyd to Frederick’s master?
  3. Was there a pecking order among slaves? Explain.
  4. Why would a slave whose life on a plantation was very bad fear being sold to a slave-trader?
  5. Why was Severe an appropriate name for the overseer? (English)
  6. Why is it difficult to find copies of slave songs?
  7. Why does Frederick suggest that slaves sing out of sorrow rather than out of joy?
QUOTES - Explain the speaker/situation and significance of each quote.  (2 pts each)
“The same traits of character might be seen in Colonel Lloyd’s slaves, as are seen in the slaves of the political parties” (p. 30).
“Crying for joy, and singing for joy, were alike uncommon to me while in the jaws of slavery” (p. 32).

QUESTIONS - Answer all questions in complete sentences (2 pts each)

FD Chapter 1 Study Guide, due March 17

CHAPTER 1 - 30 pts
Sets the scene; Frederick tells us some of his early life and begins to explain life on the plantation.

QUESTIONS - Answer in complete sentences.  (2 pts each)
  1. Why is Frederick not sure when he was born?
  2. What is Frederick’s last name at birth?
  3. Why would slaveholders want to keep a slave ignorant of such a simple thing as the date of his birth? (Education)
  4. Who were Frederick’s mother and father?
  5. Why does Frederick make the point that a slaveholder who has fathered a child is likely to be tougher on that child?
  6. Why does Frederick only rarely see his mother?
  7. Is Frederick’s relationship with his mother typical of other slave children?
  8. What is the role of the overseer on the plantation?
  9. What is the relationship of the slaveholder to the overseer to the slave on the plantation? (History)
  10. What do we learn about Plummer, the overseer?
  11. Who is Frederick’s first master?
  12. Why does Frederick tell the story of Lloyd’s Ned?
QUOTATIONS - Explain the speaker/situation and significance of each quote. (2 pts each)
“By far the larger part of the slaves know as little of their ages as horses know of theirs, and it is the wish of most masters to keep their slaves thus ignorant” (p. 21).
“He was a cruel man, hardened by a long life of slaveholding” (p. 24).
“It was the blood-stained gate, the entrance to hell of slavery, through which I was about to pass” (p. 25).

Wednesday, March 2, 2011

Storyboards for "A Doll's House"

Select a scene that you feel represents or explains a major theme in the play. 
Create a 3-panel storyboard to represent this scene (sketch first on loose leaf, then on good paper).  It can be black and white, but label any objects, colors, etc. that are important in demonstrating the theme.

What to include in your storyboard:
·         Characters
·         Set
·         Action
·         Act/pg #
·         Summary below each panel, related to theme

What to think about:
  • What characters are in the frame, and how are they moving?
  • What are the characters saying to each other, if anything?
  • How much time has passed between the last frame of the storyboard and the current one?
  • Where the "camera" is in the scene? Close or far away? Is the camera moving?
  • Body language/position
  • Colors
  • Lighting
  • Symbolic objects

What you don’t finish in class, finish for homework.
20 pts
            Thematic connection – 5 pts
            Symbolic representations – 5 pts
            Storyboard elements – 5 pts
            Neatness – 5 pts