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Technical Writing Ch 3, 2: Ethical & Legal Obligations, 6: Writing for Your Readers, 14: Definitions, Descriptions, & Instructions, chap 8: creating graphics, Technical Writing Final Review Chapter 3, Technical Writing Chapter 14 Final Review, Techni...

Readers' Response Criticism

English 10: Marxist, Moralist, & Readers' Response Approach

than that I'nique. I think I would write a name and we cross the rental for past at do period, so like, it is us out of taking off or dealing with all of the logistics, so far, um you are still kind of getting devil or have anything else to figure out on terms of uh, just a piece adistration, conferences, anything else, uh, as usual, um, just, act and lecture or send me an email there's a few little things that I still working out, but hopefully to get settled for all of you. Um, last thing you just wanna say, thank you for your first discussion of us. They were just like specialasure read and, like, showed me how many different ways you're all being with us novel uh, and I now I like, oh, I wish you had another hour. I'm talking with this one. keep talking about it? um but we'll definitely touch on one of the things that you read in your post. today and when, um next week we're moving on to another reading, but we'll have your first conferences and that'll be a chance to talk about that kid's reading by all that really everything that we've discussed so far, so pull on to you all of these ideas that you're having. Okay, um, so today, we're gonna be a no happening, we're gonna talk about some of theorical contacts that can have us understand passing, like what's happening in the novel. Uh, and then we're gonna die further into the text of acting of what Laren is doing with this concept ofaba. Um, first, I just wanted to briefly touch on something that Irene referended in the novel, but that in this outside, it'sersen, using a novel so it references Comicorn, a little piece of history. We have I read thinking at one point, when she's worrying about Claire and correct and she's becoming, uh, and the problem of playing becomes three of her husband Rob, said, what is Luc there? He, was under eight the eight, uh, at the time that Larson was writing, passing, the rhyler case was sort of like a recent new sensation or almost like a celebrity spectacle in New York City. um, and the reason that Irene refers to it in the novel is because of the he centered around a white man who is married to a black woman who could pass her wife. uh, and the question in the rhyment her face was was she has, or did her husband, in fact, already know that she would lack? Uh, I was had like a little brief synopsis of this thing, and they' li. uh up on my versus if you wanted to read more about this soon. a fascinating story. So, in 1921, a wealthy young white man named Kit Reinellander, met Alice Jones, who was working class an racial black women. Rein Linder, the ris guy only, did not like this relationship. the two elopes in 1924, and soon after, because Bryander was part of this aristocratic family, uh, the news paint it up and published a story titled Bradland's son, and Mary is the daughter of a color name. and this led to his father finding out about the marriage and forcing his son to file for an annullment, uh, and then there were all these purpose meetings that began. And in this suit, Kitinlanders side attempted to prove that Alice had to defauded Kit using sex to gain access to hisalth. And social position. um, and then this became, as I said, kind of a big news story and cultural identity that because the right of her family was sort of celebrated being of family and because there were so many intimate details here in the court in the news about their marriage and also about Alex, um and this currently pretty preceding into all. Alice, for her side, I had been single case. She admitted to be black and she insisted that Kip had been aware of it. um and in the end, some surprisingly for the moment of by the court decided in Alice's favor and three, that KI had actually known of her blackness all along, so he was not the victim of any thought. In this case, he was not at the woman who wasying about being white. It was her husband lying about his knowledge about it. And so this is like just another variation of all these birds, like convoluted situations that arose in the midst of the American conception with the color line with racial purity and with racial power. and this is like, you just like another piece of helpful background as we head back into the novel of our characters, um, in our case, player is passing the way, and her husband, John, as far as we know, up to a point, does not have any clue that clear is black. Um, and even though this is the setup, Larsen does something to sort of what, electrify us early on, when she sets the scene with strong balloon and drink the roof and the dressingla this web. Hello, was John's reading player. Um, and I' using that that meansalonate, he's using probably obviously a variation of a regial slarity and word, right? And so this immediately creates like, great confusion for Ine and perjury who are sitting there. uh, and Claire and quickly has to explain why husband is calling you that. Her black eyes let her down. Tell them here, why you call me eyes. The man chuckled, make up his eyes, not I madeless compelled acknowledgepleasantly. He explained, well, you see, it like this, when the first married she was white as well as white as a lily. But I did lay she's getting darker and darker. I tell her if she don't look out, she'll wake up one of these days and find she her and with Edward. Heared with laughter. Claire' ringing bell light laughing his then a little later on. My goodness Jack, what difference would it make it after all these years, you were to find out that I was more than she present color. The put out his hand and refudiating flame definite and final. Oh, no, he declared, nothing like that with me. I know you known, so far right, you can get that slack as you please as far as I concerned, since I know you no. I draw the line back, the open pen words in my family ever happen and never will. Okay, how does our protagonist Irene experience this scene and how does she feel watching it? Yes.. There's. I couldn't. She's sitting at the TV party, you just kind of watching me not even even a while, put the most. But I it upset me, she doesn't know if she can speak up without real very nature. Yes, so she's like having to her appearance, like like looking around and deep confusion and disments. down because like the translated almost like half rest and comments that Cla Gertrude pick up on because the three of them are passing, and you can kind of tell that Claire has a lost experience with it has a conversation because she had she handles it a lot better than Irene does, um, and yeah, if you see all this in totalal turmoil and it keeps out a little bit in intercom conversations. Yes, right, so you trying to be her cool, but they're always like it is irrepressibleomas the sense of way, what the hell is happening here in player like aA... Claire husband to explain why would she bring up that conversation in the I? If she, oh, my husband has absolutely no idea. just for me.ger to know that idea. Why folks think? Why? Why will 30 this? There so many different ideas? few folks in the French? What are you things are? why in the read I Pandora. And all the soation and friends or what we actually. there' exposition to us a reader and to having. Yes, okay, so right, so she's like doing this like to them, like, there is there is a context here for this. Okay, there's a lot of kids and I go, here, here, maybe just go there.. as well. I is trying up all theoth or like making joke from the. because people aren has that beatified for her because she spent all this time for this performance and. And now she does advantage of this route. she work in. Yes. making a joke of her husband, right? why would she create this situation to begin with? so there's a way in which, like, there are different audiences and she created an audience to watch it un full.. sounds like, I g said, oh, you should spot, you know, uh, fire, you layer in my one pass the approaches it is like, you know, those, you don't know, but whatever really you can dola is, so it's like almost like red flag or alarms or something like battery knock and probably at me like, oh my God, like they kind of like on the closed and like my love. They're like email and they like not, everything that happens to Claire because they share this identity, that it's all black men who are can't ask for life, like anything that happening, it is like, immediately there's an implication of what this means for the other in characters. Yes. all this field are sheets like player? because um, like the she wants sitting for a her, our players trying for. and the other player wants to like more hard I his life. um, and it it feels like he's like giving a little taste like this is time, whatever med. So, like, why don't you let me your like a little more psychling real life? Yes, right, so there in which, like, maybe she showing up and like, making a joke at these I' heard a thing that there's another way she's like look at my situation, like this I live in I, uh, but it's both, right, at the same time... This is my back that. I contin what as I Yes, right. She's doing this like dance and shifting the position, uh, by by creating this and this is really dangerous essentially situation, um and and letting her friends in on it. Um, and there is this sense, right that there is, you know, danger in the scene, there is ultimately something that disturbing, but one of the involved is that I may not progress is like this this knowing lap, right? that kind of comes over earth room too, um, because there's something absurd about watching the scene, um, at one point, like Irene's lips trembled almost arm full of, but she made a desperate effort to fight after disastrider laugh and succeeded, um, and then jumped down a little bit, she's looking at her from grocery clear littleressed down a for a. I mean wish there was brief size through she feared by her self comprolled thatiled toridge for her notating anger and in that indignation. So there's like laughter and there's anger and indignation. She had a weepingiety to shout at the manip her and you're sitting here surrounded by three black devils during the teeth. So it does seem, right? that there's a joke and on notolute. He is awake and he is so sure that he would never have a black person in his family or in his house, but in reality, he is sitting there and has a black life, he has the black daughter, and there are two other black men sitting in the are and yet, they all of these women that are just referred to, player, Irene, recru, and and Claara Marjorie, all look white. How are they black? you can turn off, right. Okay, so there's sense in which a appearance is not the only way in which raises being decided, right? That becomes very clear. You can look at way as player and somehow collect Yes. you know, like like slide when you have a conversation down with the blue and it said, like, oh, and players said, what I was large, you color. And he says, well, you know, like, that's not simply means I never not that. So it's not even having, like, that like, DNA more like, you know, that like, it's the not even like it's I I don't even know like what definition is anymore because documentaries is not about, you know, having the access here, you not having that, what countries like, oh, I don't care about how you look, I don't care about you know, what's what's your ancest, you like be somebody else and something like. Yeah, it's really confusing.ired it just that John Lulu by being away, he's so sure he would go, right? There was no way she was getting away with the one or two percent colors in this case, uh, right? Um, but something weird is going on with this definition. two are men and then weonse yet. I think we need lots of different maybe people compared to the John tell the version of of push of the media of excuses. So I think with the women is that someoundaries, here, um the and also I mean for help uh, like, that their response to the outage show and how Yeah, right there are like, so many different ways that race is playing has an identity, but also have like a legal construction and also as a maybe like cartoon characteristic of what blackness is.. I don't know for what like one rule decide, um, who who wasn't? One, but under the law, there was the more, where ne the color lion have already in identities that forces you into one or the other. Yes, so this is exactly where we're headed. This is the streaming I understand, yet how he got to this place in the 1920s, where there are three white open women and all of them are apparently black. In the 1920s, this idea that right even just a tiny percentage of black ancestry made a person black um was part of a law, right? So that is happening in all of these acts were regional integrity acts laws that are prostating American deceased, uh, including in 1984 in Virginia, uh laws like the Virginia racial Integrity act outlawedational marriage and defined a white person as someone who has no pri whatsoever of any one whether than not. Right? And what is that that talk about? Um, and then there are other laws that defined lackers that owned with any trace, right? It could be, 116, uh, a black ancestry remain on. At least kind of law were as they said, white friend across the US and they also extended our back into American history street, one of the first laws that to do this work of criminalizing racial effect on the marriage, uh and defining ways by this strange formula heredity was in 1652 in a specular event. Um we often think about race as something visible, and in any case, it was a uh, but here, right we're seeing that the in terms of the law, uh, we'reology with very technical, legal, and then often invisible ideas of race and of blackness. My question is, and this has already come out a little bit irresponses, but why would Americans come up with such a thing convoluted and frame and specific and some type invisible concepts of race? I? Okay, this is funny back to Elizabeth comment, right? This has to do with the history of Americans labvery. So to answer the session, we're going on a little detour as we as do, as that how my minders. Um, we're going to go back a little bit and think about American slavery and how it works as a racial and social system. Slavery created generations and generations of makes people because, despite all of this talk about the rigid color line, slaveholders systematically crossed. I said on Wednesday that Frosted season on Monday, that Crossing the color line, especially in terms of sexual relationships, what is dangerous and needed as that is true for lacking and sometimes for, and afterately we waited, put and did allwise really violently and systematically. What did this look like? In active events that slaveholders were continuallyaping and they sexual violence was an endemic feature of the system of American slavery. It was not a random event that I approved in some cases of kind. it was a structural part of the system of American slavery. And this kind of knew that sexual violence often led to the murder of a rac children. So when these children were born, they were not considered by their fathers to be their children, they were considered to be their properties, right? Because their mothers then laid those children were and his laid. So imagine as it is a you know, 300 plus year mystery of slavery at there time generations and generations of people who were enslaved and considered to be black, but who look more and more white. This can be really hard to visualize the fact because I need the race, like they shift in different comments, they' shipped at time, we have pretty visual idea of race in the present. Uh, but this these photos for me of us a little bit to understand this. um all of the children in these two photographs were bored into slavery and all of them are considered property and all of that were consideringat. But probably to our eyes, only one of these children as looks black. So when these image of showing us is, again, like a strangeness of racing America. It's really like the fiction of race, of problems of race. We have this idea of rigid color line and then we have this social world that totally always by it. It is like a central problemating America, and it is at part of our 20th as. But it is also at the heart of the first ever African American novelot. Closelle for private's daughter, and they are mostly life was published by a for Lady author William Wells Brown in the 1856, of Phil during safety. um, and it again, at the the first factor all, this very clearly had aitional novel. It's a novel, it's written, it's a perfect of showingagos sla reading the need to project. Uh, the fact that this is the first act there in novel is a good reminder for us that novels, whether they are written by our Americans or by other groups, have not really miss it. Novels are enired or so story different from the literature, how all existed, but novels did not become kind of a cohereric form of that are literature, uh of writing until about the 18th century in Western European culture and then they started to become a major feature of Western European culture, cultureuring art aircraft the 19th century. and writing novels have is like longer durraysans in which histori can take place, and there' group or multiple different kind of stories. This is not super important about us today we're gonna come back see the conduct a lot of this then. but uh this is an important for sit situation in the 20th century where novels aren't one important for getting this little detour we taking the 19th century. Okay. back tootap. Uh, what I said is for novel and it takes up this problem of race and the problem of passing as central issue. Um Some of you here a red hotels and you know that it's like, a very convoluted and melodramatic story. um so we're not gonna do aopsis of this if you're curious, go recoel. um, but it's not that if we' for our course. I just wanna briefly introduce you to a central character in enslaved woman name hotel. This isotel as sheears about your soul. The appearance of Plotel on oct in deep sensation amongst the crow. There she stood in the complexion as light as most of those who are waiting with the wish shouldn' not referisers. The auctionireized by saying that Miss Futel had been observed for the last because she was the most valuable. how much, generally? Well, we're m meant to understand here is that, first of all, the towels of white, that is that the hotel is specially valuable because she looks like, and third, that this value attached to looking weight is sexualized, right? We get this very congestive how less g with it. Um, and this idea that played women were lighter reflection, including white acting, had special sexual values, um, was, again, a feature of this is of American slavery. Because of her lacis and also the other values white and, uh, she is persecuted across this o, which leads to a fact and laborer. She attempts to esclavery, that she gets caught and rather than go back to her factors, she chooses to to wep off the bridge for herck. So this is an illustration of that. This is like hotels weep ack. What did you with this? You might be at the Dr. D NOR. This week in the context of hot is morally righteous, right? She sort of a thing here. The cause of her death is slavery and her choice to die is, as I said, morally righteous, because it's protesting againstly and that means that within the context of the 19th century acad abolitionist dog. Uh, we can get a little bit of this, um, just from the way that lay brown wrote this right. There's no hope for aake for her down the passage. Her resolution was taken. She clasped her hands convulsively and raised them as she, at the same time raised her eyes for its heaven and begged for that mercy and compassion there, which had been denied her on earth, and then, with a single bound, she vaulted over the railings of the bridge and subbed forever beneath the ways of the river, thus died lowau. Okay. So this is a little bit of backstory and literary history that's going to help us understand where we are in our novel and how it ends. And we'll just say briefly that this is not the only novel that our literature that keeps up these issues of acid um, where a lot of really important and central novels of early actingary literature that do this, asking is one of them and then we're gonna read another one about to meet laugh more. This is all behind Ella Larson as she writing happy, and she is engaging with this literary history, but she's also complicating the story, right? I read Redfield and Cla Henry are not martyr characters by any right, the problems that they have are not only caused by outside forces. They have also caused by an own desires and wait. So, rather than writing a novel where black womenomes sort of like the vehicles for explloring an issue like slavery or race or racism. Larsen makes race and racism and passing into a being able or even like a backdrop or exploring black women, and their interiority. and they are desired potentially needed their fear, their anger, and and then ultimately their violence. We see both of these characters, sorry out, but what they are to each other and stay the missions, right? I read in the black world, players in the white, but over time their divisions were like he in by one another. um, andir, at least from our perspective, is getting too close, right? Irene, um, on getting rid of player. So, how does this like, break down in start from thisantingopter in and we talked about on Monday, there's thisensive great attraction in the beginning atoration and the sense that Irene was kind of like, not resist the thrall of player, but at some point in the novel, I mean starts to feel differently, and she becomes ultimately to consumed by Claire as a problem. Where are some of the scen that we start to see this happen for uh yeah, where are some of the turning points in the novel where he gets this ri.t. and I think this happened like somebody to going out, like not a highly lot, but you laugh and youulated things how much else if they really doing without me without. I mean, she like, you know, she's so over on cat I, and then was. Yes, right. So, at some point around an invitation that she wasn't part of, Irene begins to believe that there's a fair. But she have evidence of this fair as what I agree, and then also, we have beers like, do we have of an affair, what what did you think about? like, the truth or reality of theear? I kind of interpreted Irena's a bit of an unreliable narrator. It felt like she was telling them story that had already happened. So maybe her act of the end of the novel influences how she's remembering things and trying to justify why she would have pushed a clear in the end. So she's looking at her while they laughed at each other, so that was a sign and when she's at the party and few kind of corroborates how she feels, you see a little bit more about unreliable narrator or what that means to feel? Um when they're presenting things with objective, but their emotions and personality are actually shaping, what what evidence that preventing you and what descriptors they're using?, that's a really good way of it, so we have she is she's basically our in the sense that like she's the as we've talked about, but the character of his perspective, we're really close to. um and we start to have a approx novel see that there is like a discrepancy between her internal thought process and what is available to us as what evidence of what's happening outside of her, um and so the more and more we start to see that, like we have a little bit alienated from Irene, uh, and so, right, the reality of any of her statements, um, have comes into some question. um, so we don't necessarily know what this affair was um, other than what Irene either think it was or justified the FDA. Yeah. kind of operating? he was maybe for a bit, but I think last class mentioned how she really called Claire beautiful. and how now is that Ryan is somewhat clear and not much evidence of a ware, but maybe if she was in his position, she would find clear in my so there is a question of like whose desire is actually at the center of this, right and Brian was kind of like taking the ball for things that are going on early player, and she's rejecting herself and she comes another very good as one way that we could be. northern hand.. I think like, in terms of like there being any evidence, the only thing that I kind of pull out was the fact that like, they kept going to like parties and stuff without Irene. So, like, if we are gonna give her some of the benefit of the doubt, there is that weird kind of tension that appears when, like, even when Irene is not interested in going, Brian and Claire are still going to these things and Claire spent a lot of time at their home, even when Irene isn't there. So I I do think that, like, yes, the evidence is very sparse, but I can understand how she comes to this conclusions given her perception of what's happening between them., right? There's a little bit Iree, but there is a general sense of what happened and how becomes greater and greater. Oh, I was gonna say uh the one we're being like a ton wild narrator, it's I think it's interesting that she's like totally certain and positive, that like it is happening and even one you trying to like, identify the evidence and she's like, oh, there is it really that much other than maybe I guess it Brian earlier in the all says he doesn't think Claire, is that all with that what I spot later, he's kind of let it sit. And then at the end he's obviously like very distressed. But I think the fact that she just totally dismisses the fact that like, there is't actually that much evidence and she still have certain positive speaks that kind of unreviability little bit.... We are less to one very like what is really at the part of this because what she's going on is maybe not sufficient to to clarify um the problem as she sees it. Um Okay, I have a little off track here in. more. tired until that like he's in very cold family. And so that for old vanity yet what and also afterwards, we can there for months and the right you're getting to look down here. like they there is reasonable doubt about this, and that is just like, I don't really powerful look back about as readers, because we are now we are psychological problems.. I'm not analyst. I remember what was talking about that we really do better and I with that best of families, but from reality having theirairs way of justifying that oh, I I have ruin in my husband life, but if lived in on I thought I commit to Asia, whoa, that's.. Right, okay, so Claire is the problem when they're marriedriage, they might have just had problems in the marriage.. I was a little bit crazy and controlling, especially in her husband, like infe. I' of admitting that the wrong husbandrop. And so I really felt that my. Yes, so great and all of these things are are created by Larson's writing, right? Larsen, who gives us this perspective of Irene, which at the beginning, we are sympathetic to, we we have no reason not to trust, and then she warped our character more and more, and they are all these like critical moments in which the the consciousness, the interiority by being starts to become a place that we has readers are not as comfortable being in, one of those things happens that some of you commented on at the party at Hughes, um, with the breaking of a tea. One is to look at this scene. So, you get a green right into itself, uh, and then let the break that happens in reality, a literal break. Her mental andvisible langu receive it right. What did it mean? How would it affect her in the voice? The voice? She had a surgery. It had been. feeling ofolute uninverted quality. Actually, she didn't have counted. She was to him only the mother of her s of his son. That was all. alone, she was not worse than obstacle. Rage boiled up in her. It was a slight crash on the floor at her feet laid as shadow cup. dark seeing guide the bright grubs, red, shad shock, went on. The fore hers doeta gathered up the white dragons. As from the distance, youword flip voice hanger, though he was she was aware somehow miraculously at the side. Sorry to apologize, that I pushed you. plenty of me. don't tell me it's priceless and you are placeable. It hurts, dear God, how they hurt, but she couldn't think of that nap. Okay, so I want you to tell me how the theme is playing out internally and externally, like, what's happening inside I readhe and then what's happening? between characters and the room and how is it that we're switching back and forth between the two? Like, what what characterizes the writing here were how many who comes sentence that woman over? Yeah. I like, we're getting a lot our head the sentences are we cur and so like we' physically very small uh, and then it was very well on the tiger and there committed. And then all of a sudden there playing actual different of external things that are hurring in the world like, you person it says it clear what it is says, uh, and I guess, but basically it's just written't.. This is like a breakdown of her internal world and we're getting into like short drag sentences. And the other thing like soued with the problem in your life that, like, you're not aware of what's happening with a person sitting next to you or of theity or like, maybe all like what you're teacher ising in front of the room, like, you have a really big problem going on. and so you're at your internal world and then something might happen and you are snackpped out of it and you're suddenly disoriented of like, oh, what's happening in front of me? You live next to me? The voice of Hugh sounds like it's far away, but miraculously he's right there. And so these are some of these moments where we start to say,Ine, is maybe not so reliable, Irene is high that. And then he makes his life kind of icy and cold and a little bit frightening turn in which describes the cuff. Didn't you notice that cup? Well, you're lucky it would be other saying thatcestors were charming conf own. Iotten how many thousands of years ago was that's brand on the ele has I had a little war history, it was brought marked by other. Oh, all right, the English be you call it the underback. I' coming to the fact that I' never figured out a way to get rid of it until about five minutes ago, I had an inspiration. I only had to break it and I was of it forever. So it simple and I never thought of it before. So, what do you hear in this explanation? that she's giving to you? Yeah. She's using the for more, so basicallyolve the way change. That.... getair is she gonna do something else, right? this year. like how comes up, right start everything is having over the course of a series of the conversation. There two other. I think representation of player and how I. I want to get rid of there, she talk about all. And kind of reverse, I think earlier to help when the teacup is, which could also refer to Claire's passing. um, and I' almost like that spoil the end. Yeah, this is foreshadowing for the end for when I bring them up, like cushing clear sort of out of the windowows, like killingberg. I thought this was kind of foreshadowing for that as well.. something for not made it the end, I apologize to you, but there's no real way to talk about this novel without talking about the ending. um, it will still be shocking when you read it if you haven't gotten there yet. And but we're gonna talk about the ending with the end of our time. Now, it all fells crashing gap. Remember in the beginning, we have Irene ascending to the top of the green end, we have all of this movement up there. and then at the very end, we have all of the charactersembled at the top of the building, and the revelation that clear and then passing, uh, because her husband, John Doulouse storms into the room. He says, so you're in Ed order to Dan Edward and his voice was a snarl, and a mode, an expression, of ray and the everything was in confusion. The man had sprread forward, police had lected between them and the blue. She said quickly, hereful, you're the only white man here. And the silver silver voice, as well as of her words was a warning. Players stood at the window as composed as an everyone were not staring at her and curiosity and li, as if the whole structure of their life were not high in practice and for her. She seemed u aware of any danger or uncaring. There was even a same smile on her full red lips and the under shining eyes. was that smile that maddened by reading, she ran across the room her coting with foccity and laid a hand on players of their arms, One thought was exper. She couldn't have Claire and repacified by the Lou. she couldn't have the free Before there stood John Lewis speechless now in his f neighbor, on them, the little hudd of other people and Ryan stepping out from among them. What happened next Irene never afterwards allowed her to remember, never clearly one moment there and then if, a vital flowing thing, like a flame of red and bold. the next, she was gone. There was a cast before and above it the sound not by human, like aast in abey, nig by God, big. Okay, women happened here? Do we have we have love closely and the list between the we know that our have not slow it all in high foot high is slowly evolving in matter, but also, ever since being do throughout the heat and how the sub is. So we don't know who she is. is in the D or is so overwhelmed over the ir culturer. We don't want it being claim to not of itself. I mean it is not on herself and she won't herself whatever, right? And then yet she has the softway face of right here that the service are about really high correct by, the whole forgery loving, loveliness, clear, Henry. How do we maybe think about this ending this ambiguity of the ending in relation to that story, that I go about? Like, what kind of ending did I show you there and what kind of ending is this for a character who kind of constituively is of the same type? That's almost for where I do all of really. It a position already had this plan place that ever found out she wanted to beency and she had to loseation. So this she she just. Okay, so there's medally in which this, like hotel is a lead to freo, we could say maybe this is like, right doing something in here, or it might be something up, other thoughts and thought and that. I when I was reading it awfully, okay, so what happens to her? Um, so we have final like multiple different athletes are basically the have on standard as like CN time. you have I just that at the end fire. I see the fire Yeah, I after this is a broad looking of uh this, she seems just so calm about whole situation so it be, you. It's and ambiguous. One person back. towards freedom because she get the bird can clear she a my knowledge, then she will be home free, but even when like, he did find out she still didn't really succeeded maybe she killed. Yeah, it's all right. So there's like, as opposed to a heroic ending, a morally righteous ending, we are left to wonder it where that her death by being pusbur over death, um the place that the lay right on the ground at the bottom of the sky creaper is like burt and a dark and wathering. um so again, we are not looking at stories that tell us a problem and a solution, we are staying inside of a problem. we are going to end. I want to just prepping for next week, we're shifting years and reading totally a very different kind of stories. But the thing that might help us make this week is to think about laughter in this novel, who is laughing because laughter is gonna be at the center of the that piece. Okay, that a all. Thank you. so much (copy) (copy)

than that I'nique. I think I would write a name and we cross the rental for past at do period, so like, it is us out of taking off or dealing with all of the logistics, so far, um you are still kind of getting devil or have anything else to figure out on terms of uh, just a piece adistration, conferences, anything else, uh, as usual, um, just, act and lecture or send me an email there's a few little things that I still working out, but hopefully to get settled for all of you. Um, last thing you just wanna say, thank you for your first discussion of us. They were just like specialasure read and, like, showed me how many different ways you're all being with us novel uh, and I now I like, oh, I wish you had another hour. I'm talking with this one. keep talking about it? um but we'll definitely touch on one of the things that you read in your post. today and when, um next week we're moving on to another reading, but we'll have your first conferences and that'll be a chance to talk about that kid's reading by all that really everything that we've discussed so far, so pull on to you all of these ideas that you're having. Okay, um, so today, we're gonna be a no happening, we're gonna talk about some of theorical contacts that can have us understand passing, like what's happening in the novel. Uh, and then we're gonna die further into the text of acting of what Laren is doing with this concept ofaba. Um, first, I just wanted to briefly touch on something that Irene referended in the novel, but that in this outside, it'sersen, using a novel so it references Comicorn, a little piece of history. We have I read thinking at one point, when she's worrying about Claire and correct and she's becoming, uh, and the problem of playing becomes three of her husband Rob, said, what is Luc there? He, was under eight the eight, uh, at the time that Larson was writing, passing, the rhyler case was sort of like a recent new sensation or almost like a celebrity spectacle in New York City. um, and the reason that Irene refers to it in the novel is because of the he centered around a white man who is married to a black woman who could pass her wife. uh, and the question in the rhyment her face was was she has, or did her husband, in fact, already know that she would lack? Uh, I was had like a little brief synopsis of this thing, and they' li. uh up on my versus if you wanted to read more about this soon. a fascinating story. So, in 1921, a wealthy young white man named Kit Reinellander, met Alice Jones, who was working class an racial black women. Rein Linder, the ris guy only, did not like this relationship. the two elopes in 1924, and soon after, because Bryander was part of this aristocratic family, uh, the news paint it up and published a story titled Bradland's son, and Mary is the daughter of a color name. and this led to his father finding out about the marriage and forcing his son to file for an annullment, uh, and then there were all these purpose meetings that began. And in this suit, Kitinlanders side attempted to prove that Alice had to defauded Kit using sex to gain access to hisalth. And social position. um, and then this became, as I said, kind of a big news story and cultural identity that because the right of her family was sort of celebrated being of family and because there were so many intimate details here in the court in the news about their marriage and also about Alex, um and this currently pretty preceding into all. Alice, for her side, I had been single case. She admitted to be black and she insisted that Kip had been aware of it. um and in the end, some surprisingly for the moment of by the court decided in Alice's favor and three, that KI had actually known of her blackness all along, so he was not the victim of any thought. In this case, he was not at the woman who wasying about being white. It was her husband lying about his knowledge about it. And so this is like just another variation of all these birds, like convoluted situations that arose in the midst of the American conception with the color line with racial purity and with racial power. and this is like, you just like another piece of helpful background as we head back into the novel of our characters, um, in our case, player is passing the way, and her husband, John, as far as we know, up to a point, does not have any clue that clear is black. Um, and even though this is the setup, Larsen does something to sort of what, electrify us early on, when she sets the scene with strong balloon and drink the roof and the dressingla this web. Hello, was John's reading player. Um, and I' using that that meansalonate, he's using probably obviously a variation of a regial slarity and word, right? And so this immediately creates like, great confusion for Ine and perjury who are sitting there. uh, and Claire and quickly has to explain why husband is calling you that. Her black eyes let her down. Tell them here, why you call me eyes. The man chuckled, make up his eyes, not I madeless compelled acknowledgepleasantly. He explained, well, you see, it like this, when the first married she was white as well as white as a lily. But I did lay she's getting darker and darker. I tell her if she don't look out, she'll wake up one of these days and find she her and with Edward. Heared with laughter. Claire' ringing bell light laughing his then a little later on. My goodness Jack, what difference would it make it after all these years, you were to find out that I was more than she present color. The put out his hand and refudiating flame definite and final. Oh, no, he declared, nothing like that with me. I know you known, so far right, you can get that slack as you please as far as I concerned, since I know you no. I draw the line back, the open pen words in my family ever happen and never will. Okay, how does our protagonist Irene experience this scene and how does she feel watching it? Yes.. There's. I couldn't. She's sitting at the TV party, you just kind of watching me not even even a while, put the most. But I it upset me, she doesn't know if she can speak up without real very nature. Yes, so she's like having to her appearance, like like looking around and deep confusion and disments. down because like the translated almost like half rest and comments that Cla Gertrude pick up on because the three of them are passing, and you can kind of tell that Claire has a lost experience with it has a conversation because she had she handles it a lot better than Irene does, um, and yeah, if you see all this in totalal turmoil and it keeps out a little bit in intercom conversations. Yes, right, so you trying to be her cool, but they're always like it is irrepressibleomas the sense of way, what the hell is happening here in player like aA... Claire husband to explain why would she bring up that conversation in the I? If she, oh, my husband has absolutely no idea. just for me.ger to know that idea. Why folks think? Why? Why will 30 this? There so many different ideas? few folks in the French? What are you things are? why in the read I Pandora. And all the soation and friends or what we actually. there' exposition to us a reader and to having. Yes, okay, so right, so she's like doing this like to them, like, there is there is a context here for this. Okay, there's a lot of kids and I go, here, here, maybe just go there.. as well. I is trying up all theoth or like making joke from the. because people aren has that beatified for her because she spent all this time for this performance and. And now she does advantage of this route. she work in. Yes. making a joke of her husband, right? why would she create this situation to begin with? so there's a way in which, like, there are different audiences and she created an audience to watch it un full.. sounds like, I g said, oh, you should spot, you know, uh, fire, you layer in my one pass the approaches it is like, you know, those, you don't know, but whatever really you can dola is, so it's like almost like red flag or alarms or something like battery knock and probably at me like, oh my God, like they kind of like on the closed and like my love. They're like email and they like not, everything that happens to Claire because they share this identity, that it's all black men who are can't ask for life, like anything that happening, it is like, immediately there's an implication of what this means for the other in characters. Yes. all this field are sheets like player? because um, like the she wants sitting for a her, our players trying for. and the other player wants to like more hard I his life. um, and it it feels like he's like giving a little taste like this is time, whatever med. So, like, why don't you let me your like a little more psychling real life? Yes, right, so there in which, like, maybe she showing up and like, making a joke at these I' heard a thing that there's another way she's like look at my situation, like this I live in I, uh, but it's both, right, at the same time... This is my back that. I contin what as I Yes, right. She's doing this like dance and shifting the position, uh, by by creating this and this is really dangerous essentially situation, um and and letting her friends in on it. Um, and there is this sense, right that there is, you know, danger in the scene, there is ultimately something that disturbing, but one of the involved is that I may not progress is like this this knowing lap, right? that kind of comes over earth room too, um, because there's something absurd about watching the scene, um, at one point, like Irene's lips trembled almost arm full of, but she made a desperate effort to fight after disastrider laugh and succeeded, um, and then jumped down a little bit, she's looking at her from grocery clear littleressed down a for a. I mean wish there was brief size through she feared by her self comprolled thatiled toridge for her notating anger and in that indignation. So there's like laughter and there's anger and indignation. She had a weepingiety to shout at the manip her and you're sitting here surrounded by three black devils during the teeth. So it does seem, right? that there's a joke and on notolute. He is awake and he is so sure that he would never have a black person in his family or in his house, but in reality, he is sitting there and has a black life, he has the black daughter, and there are two other black men sitting in the are and yet, they all of these women that are just referred to, player, Irene, recru, and and Claara Marjorie, all look white. How are they black? you can turn off, right. Okay, so there's sense in which a appearance is not the only way in which raises being decided, right? That becomes very clear. You can look at way as player and somehow collect Yes. you know, like like slide when you have a conversation down with the blue and it said, like, oh, and players said, what I was large, you color. And he says, well, you know, like, that's not simply means I never not that. So it's not even having, like, that like, DNA more like, you know, that like, it's the not even like it's I I don't even know like what definition is anymore because documentaries is not about, you know, having the access here, you not having that, what countries like, oh, I don't care about how you look, I don't care about you know, what's what's your ancest, you like be somebody else and something like. Yeah, it's really confusing.ired it just that John Lulu by being away, he's so sure he would go, right? There was no way she was getting away with the one or two percent colors in this case, uh, right? Um, but something weird is going on with this definition. two are men and then weonse yet. I think we need lots of different maybe people compared to the John tell the version of of push of the media of excuses. So I think with the women is that someoundaries, here, um the and also I mean for help uh, like, that their response to the outage show and how Yeah, right there are like, so many different ways that race is playing has an identity, but also have like a legal construction and also as a maybe like cartoon characteristic of what blackness is.. I don't know for what like one rule decide, um, who who wasn't? One, but under the law, there was the more, where ne the color lion have already in identities that forces you into one or the other. Yes, so this is exactly where we're headed. This is the streaming I understand, yet how he got to this place in the 1920s, where there are three white open women and all of them are apparently black. In the 1920s, this idea that right even just a tiny percentage of black ancestry made a person black um was part of a law, right? So that is happening in all of these acts were regional integrity acts laws that are prostating American deceased, uh, including in 1984 in Virginia, uh laws like the Virginia racial Integrity act outlawedational marriage and defined a white person as someone who has no pri whatsoever of any one whether than not. Right? And what is that that talk about? Um, and then there are other laws that defined lackers that owned with any trace, right? It could be, 116, uh, a black ancestry remain on. At least kind of law were as they said, white friend across the US and they also extended our back into American history street, one of the first laws that to do this work of criminalizing racial effect on the marriage, uh and defining ways by this strange formula heredity was in 1652 in a specular event. Um we often think about race as something visible, and in any case, it was a uh, but here, right we're seeing that the in terms of the law, uh, we'reology with very technical, legal, and then often invisible ideas of race and of blackness. My question is, and this has already come out a little bit irresponses, but why would Americans come up with such a thing convoluted and frame and specific and some type invisible concepts of race? I? Okay, this is funny back to Elizabeth comment, right? This has to do with the history of Americans labvery. So to answer the session, we're going on a little detour as we as do, as that how my minders. Um, we're going to go back a little bit and think about American slavery and how it works as a racial and social system. Slavery created generations and generations of makes people because, despite all of this talk about the rigid color line, slaveholders systematically crossed. I said on Wednesday that Frosted season on Monday, that Crossing the color line, especially in terms of sexual relationships, what is dangerous and needed as that is true for lacking and sometimes for, and afterately we waited, put and did allwise really violently and systematically. What did this look like? In active events that slaveholders were continuallyaping and they sexual violence was an endemic feature of the system of American slavery. It was not a random event that I approved in some cases of kind. it was a structural part of the system of American slavery. And this kind of knew that sexual violence often led to the murder of a rac children. So when these children were born, they were not considered by their fathers to be their children, they were considered to be their properties, right? Because their mothers then laid those children were and his laid. So imagine as it is a you know, 300 plus year mystery of slavery at there time generations and generations of people who were enslaved and considered to be black, but who look more and more white. This can be really hard to visualize the fact because I need the race, like they shift in different comments, they' shipped at time, we have pretty visual idea of race in the present. Uh, but this these photos for me of us a little bit to understand this. um all of the children in these two photographs were bored into slavery and all of them are considered property and all of that were consideringat. But probably to our eyes, only one of these children as looks black. So when these image of showing us is, again, like a strangeness of racing America. It's really like the fiction of race, of problems of race. We have this idea of rigid color line and then we have this social world that totally always by it. It is like a central problemating America, and it is at part of our 20th as. But it is also at the heart of the first ever African American novelot. Closelle for private's daughter, and they are mostly life was published by a for Lady author William Wells Brown in the 1856, of Phil during safety. um, and it again, at the the first factor all, this very clearly had aitional novel. It's a novel, it's written, it's a perfect of showingagos sla reading the need to project. Uh, the fact that this is the first act there in novel is a good reminder for us that novels, whether they are written by our Americans or by other groups, have not really miss it. Novels are enired or so story different from the literature, how all existed, but novels did not become kind of a cohereric form of that are literature, uh of writing until about the 18th century in Western European culture and then they started to become a major feature of Western European culture, cultureuring art aircraft the 19th century. and writing novels have is like longer durraysans in which histori can take place, and there' group or multiple different kind of stories. This is not super important about us today we're gonna come back see the conduct a lot of this then. but uh this is an important for sit situation in the 20th century where novels aren't one important for getting this little detour we taking the 19th century. Okay. back tootap. Uh, what I said is for novel and it takes up this problem of race and the problem of passing as central issue. Um Some of you here a red hotels and you know that it's like, a very convoluted and melodramatic story. um so we're not gonna do aopsis of this if you're curious, go recoel. um, but it's not that if we' for our course. I just wanna briefly introduce you to a central character in enslaved woman name hotel. This isotel as sheears about your soul. The appearance of Plotel on oct in deep sensation amongst the crow. There she stood in the complexion as light as most of those who are waiting with the wish shouldn' not referisers. The auctionireized by saying that Miss Futel had been observed for the last because she was the most valuable. how much, generally? Well, we're m meant to understand here is that, first of all, the towels of white, that is that the hotel is specially valuable because she looks like, and third, that this value attached to looking weight is sexualized, right? We get this very congestive how less g with it. Um, and this idea that played women were lighter reflection, including white acting, had special sexual values, um, was, again, a feature of this is of American slavery. Because of her lacis and also the other values white and, uh, she is persecuted across this o, which leads to a fact and laborer. She attempts to esclavery, that she gets caught and rather than go back to her factors, she chooses to to wep off the bridge for herck. So this is an illustration of that. This is like hotels weep ack. What did you with this? You might be at the Dr. D NOR. This week in the context of hot is morally righteous, right? She sort of a thing here. The cause of her death is slavery and her choice to die is, as I said, morally righteous, because it's protesting againstly and that means that within the context of the 19th century acad abolitionist dog. Uh, we can get a little bit of this, um, just from the way that lay brown wrote this right. There's no hope for aake for her down the passage. Her resolution was taken. She clasped her hands convulsively and raised them as she, at the same time raised her eyes for its heaven and begged for that mercy and compassion there, which had been denied her on earth, and then, with a single bound, she vaulted over the railings of the bridge and subbed forever beneath the ways of the river, thus died lowau. Okay. So this is a little bit of backstory and literary history that's going to help us understand where we are in our novel and how it ends. And we'll just say briefly that this is not the only novel that our literature that keeps up these issues of acid um, where a lot of really important and central novels of early actingary literature that do this, asking is one of them and then we're gonna read another one about to meet laugh more. This is all behind Ella Larson as she writing happy, and she is engaging with this literary history, but she's also complicating the story, right? I read Redfield and Cla Henry are not martyr characters by any right, the problems that they have are not only caused by outside forces. They have also caused by an own desires and wait. So, rather than writing a novel where black womenomes sort of like the vehicles for explloring an issue like slavery or race or racism. Larsen makes race and racism and passing into a being able or even like a backdrop or exploring black women, and their interiority. and they are desired potentially needed their fear, their anger, and and then ultimately their violence. We see both of these characters, sorry out, but what they are to each other and stay the missions, right? I read in the black world, players in the white, but over time their divisions were like he in by one another. um, andir, at least from our perspective, is getting too close, right? Irene, um, on getting rid of player. So, how does this like, break down in start from thisantingopter in and we talked about on Monday, there's thisensive great attraction in the beginning atoration and the sense that Irene was kind of like, not resist the thrall of player, but at some point in the novel, I mean starts to feel differently, and she becomes ultimately to consumed by Claire as a problem. Where are some of the scen that we start to see this happen for uh yeah, where are some of the turning points in the novel where he gets this ri.t. and I think this happened like somebody to going out, like not a highly lot, but you laugh and youulated things how much else if they really doing without me without. I mean, she like, you know, she's so over on cat I, and then was. Yes, right. So, at some point around an invitation that she wasn't part of, Irene begins to believe that there's a fair. But she have evidence of this fair as what I agree, and then also, we have beers like, do we have of an affair, what what did you think about? like, the truth or reality of theear? I kind of interpreted Irena's a bit of an unreliable narrator. It felt like she was telling them story that had already happened. So maybe her act of the end of the novel influences how she's remembering things and trying to justify why she would have pushed a clear in the end. So she's looking at her while they laughed at each other, so that was a sign and when she's at the party and few kind of corroborates how she feels, you see a little bit more about unreliable narrator or what that means to feel? Um when they're presenting things with objective, but their emotions and personality are actually shaping, what what evidence that preventing you and what descriptors they're using?, that's a really good way of it, so we have she is she's basically our in the sense that like she's the as we've talked about, but the character of his perspective, we're really close to. um and we start to have a approx novel see that there is like a discrepancy between her internal thought process and what is available to us as what evidence of what's happening outside of her, um and so the more and more we start to see that, like we have a little bit alienated from Irene, uh, and so, right, the reality of any of her statements, um, have comes into some question. um, so we don't necessarily know what this affair was um, other than what Irene either think it was or justified the FDA. Yeah. kind of operating? he was maybe for a bit, but I think last class mentioned how she really called Claire beautiful. and how now is that Ryan is somewhat clear and not much evidence of a ware, but maybe if she was in his position, she would find clear in my so there is a question of like whose desire is actually at the center of this, right and Brian was kind of like taking the ball for things that are going on early player, and she's rejecting herself and she comes another very good as one way that we could be. northern hand.. I think like, in terms of like there being any evidence, the only thing that I kind of pull out was the fact that like, they kept going to like parties and stuff without Irene. So, like, if we are gonna give her some of the benefit of the doubt, there is that weird kind of tension that appears when, like, even when Irene is not interested in going, Brian and Claire are still going to these things and Claire spent a lot of time at their home, even when Irene isn't there. So I I do think that, like, yes, the evidence is very sparse, but I can understand how she comes to this conclusions given her perception of what's happening between them., right? There's a little bit Iree, but there is a general sense of what happened and how becomes greater and greater. Oh, I was gonna say uh the one we're being like a ton wild narrator, it's I think it's interesting that she's like totally certain and positive, that like it is happening and even one you trying to like, identify the evidence and she's like, oh, there is it really that much other than maybe I guess it Brian earlier in the all says he doesn't think Claire, is that all with that what I spot later, he's kind of let it sit. And then at the end he's obviously like very distressed. But I think the fact that she just totally dismisses the fact that like, there is't actually that much evidence and she still have certain positive speaks that kind of unreviability little bit.... We are less to one very like what is really at the part of this because what she's going on is maybe not sufficient to to clarify um the problem as she sees it. Um Okay, I have a little off track here in. more. tired until that like he's in very cold family. And so that for old vanity yet what and also afterwards, we can there for months and the right you're getting to look down here. like they there is reasonable doubt about this, and that is just like, I don't really powerful look back about as readers, because we are now we are psychological problems.. I'm not analyst. I remember what was talking about that we really do better and I with that best of families, but from reality having theirairs way of justifying that oh, I I have ruin in my husband life, but if lived in on I thought I commit to Asia, whoa, that's.. Right, okay, so Claire is the problem when they're marriedriage, they might have just had problems in the marriage.. I was a little bit crazy and controlling, especially in her husband, like infe. I' of admitting that the wrong husbandrop. And so I really felt that my. Yes, so great and all of these things are are created by Larson's writing, right? Larsen, who gives us this perspective of Irene, which at the beginning, we are sympathetic to, we we have no reason not to trust, and then she warped our character more and more, and they are all these like critical moments in which the the consciousness, the interiority by being starts to become a place that we has readers are not as comfortable being in, one of those things happens that some of you commented on at the party at Hughes, um, with the breaking of a tea. One is to look at this scene. So, you get a green right into itself, uh, and then let the break that happens in reality, a literal break. Her mental andvisible langu receive it right. What did it mean? How would it affect her in the voice? The voice? She had a surgery. It had been. feeling ofolute uninverted quality. Actually, she didn't have counted. She was to him only the mother of her s of his son. That was all. alone, she was not worse than obstacle. Rage boiled up in her. It was a slight crash on the floor at her feet laid as shadow cup. dark seeing guide the bright grubs, red, shad shock, went on. The fore hers doeta gathered up the white dragons. As from the distance, youword flip voice hanger, though he was she was aware somehow miraculously at the side. Sorry to apologize, that I pushed you. plenty of me. don't tell me it's priceless and you are placeable. It hurts, dear God, how they hurt, but she couldn't think of that nap. Okay, so I want you to tell me how the theme is playing out internally and externally, like, what's happening inside I readhe and then what's happening? between characters and the room and how is it that we're switching back and forth between the two? Like, what what characterizes the writing here were how many who comes sentence that woman over? Yeah. I like, we're getting a lot our head the sentences are we cur and so like we' physically very small uh, and then it was very well on the tiger and there committed. And then all of a sudden there playing actual different of external things that are hurring in the world like, you person it says it clear what it is says, uh, and I guess, but basically it's just written't.. This is like a breakdown of her internal world and we're getting into like short drag sentences. And the other thing like soued with the problem in your life that, like, you're not aware of what's happening with a person sitting next to you or of theity or like, maybe all like what you're teacher ising in front of the room, like, you have a really big problem going on. and so you're at your internal world and then something might happen and you are snackpped out of it and you're suddenly disoriented of like, oh, what's happening in front of me? You live next to me? The voice of Hugh sounds like it's far away, but miraculously he's right there. And so these are some of these moments where we start to say,Ine, is maybe not so reliable, Irene is high that. And then he makes his life kind of icy and cold and a little bit frightening turn in which describes the cuff. Didn't you notice that cup? Well, you're lucky it would be other saying thatcestors were charming conf own. Iotten how many thousands of years ago was that's brand on the ele has I had a little war history, it was brought marked by other. Oh, all right, the English be you call it the underback. I' coming to the fact that I' never figured out a way to get rid of it until about five minutes ago, I had an inspiration. I only had to break it and I was of it forever. So it simple and I never thought of it before. So, what do you hear in this explanation? that she's giving to you? Yeah. She's using the for more, so basicallyolve the way change. That.... getair is she gonna do something else, right? this year. like how comes up, right start everything is having over the course of a series of the conversation. There two other. I think representation of player and how I. I want to get rid of there, she talk about all. And kind of reverse, I think earlier to help when the teacup is, which could also refer to Claire's passing. um, and I' almost like that spoil the end. Yeah, this is foreshadowing for the end for when I bring them up, like cushing clear sort of out of the windowows, like killingberg. I thought this was kind of foreshadowing for that as well.. something for not made it the end, I apologize to you, but there's no real way to talk about this novel without talking about the ending. um, it will still be shocking when you read it if you haven't gotten there yet. And but we're gonna talk about the ending with the end of our time. Now, it all fells crashing gap. Remember in the beginning, we have Irene ascending to the top of the green end, we have all of this movement up there. and then at the very end, we have all of the charactersembled at the top of the building, and the revelation that clear and then passing, uh, because her husband, John Doulouse storms into the room. He says, so you're in Ed order to Dan Edward and his voice was a snarl, and a mode, an expression, of ray and the everything was in confusion. The man had sprread forward, police had lected between them and the blue. She said quickly, hereful, you're the only white man here. And the silver silver voice, as well as of her words was a warning. Players stood at the window as composed as an everyone were not staring at her and curiosity and li, as if the whole structure of their life were not high in practice and for her. She seemed u aware of any danger or uncaring. There was even a same smile on her full red lips and the under shining eyes. was that smile that maddened by reading, she ran across the room her coting with foccity and laid a hand on players of their arms, One thought was exper. She couldn't have Claire and repacified by the Lou. she couldn't have the free Before there stood John Lewis speechless now in his f neighbor, on them, the little hudd of other people and Ryan stepping out from among them. What happened next Irene never afterwards allowed her to remember, never clearly one moment there and then if, a vital flowing thing, like a flame of red and bold. the next, she was gone. There was a cast before and above it the sound not by human, like aast in abey, nig by God, big. Okay, women happened here? Do we have we have love closely and the list between the we know that our have not slow it all in high foot high is slowly evolving in matter, but also, ever since being do throughout the heat and how the sub is. So we don't know who she is. is in the D or is so overwhelmed over the ir culturer. We don't want it being claim to not of itself. I mean it is not on herself and she won't herself whatever, right? And then yet she has the softway face of right here that the service are about really high correct by, the whole forgery loving, loveliness, clear, Henry. How do we maybe think about this ending this ambiguity of the ending in relation to that story, that I go about? Like, what kind of ending did I show you there and what kind of ending is this for a character who kind of constituively is of the same type? That's almost for where I do all of really. It a position already had this plan place that ever found out she wanted to beency and she had to loseation. So this she she just. Okay, so there's medally in which this, like hotel is a lead to freo, we could say maybe this is like, right doing something in here, or it might be something up, other thoughts and thought and that. I when I was reading it awfully, okay, so what happens to her? Um, so we have final like multiple different athletes are basically the have on standard as like CN time. you have I just that at the end fire. I see the fire Yeah, I after this is a broad looking of uh this, she seems just so calm about whole situation so it be, you. It's and ambiguous. One person back. towards freedom because she get the bird can clear she a my knowledge, then she will be home free, but even when like, he did find out she still didn't really succeeded maybe she killed. Yeah, it's all right. So there's like, as opposed to a heroic ending, a morally righteous ending, we are left to wonder it where that her death by being pusbur over death, um the place that the lay right on the ground at the bottom of the sky creaper is like burt and a dark and wathering. um so again, we are not looking at stories that tell us a problem and a solution, we are staying inside of a problem. we are going to end. I want to just prepping for next week, we're shifting years and reading totally a very different kind of stories. But the thing that might help us make this week is to think about laughter in this novel, who is laughing because laughter is gonna be at the center of the that piece. Okay, that a all. Thank you. so much (copy)

To Kill a Mockingbird Ch 1 Make a note of how this chapter starts (with what story and about whom). With the story of how Jem broke his arm. Describe the town of Maycomb and Southern Towns in general (what kinds of customs are normal in the south)? What time period is this if there are “Hoover carts” (Lee 6)? The time of this story is set during the Great Depression of the 1930´s. Maycomb is old, run down, and slow. Women were supposed to act dainty and men were dressed up as well. A hoover cart was the horse and buggies used to get around town during the Great Depression. Explain how Atticus became a lawyer (is he any good), your first impressions of the relationship he has with his children, and the Finch family history. (How does Atticus stand out, and what is important about families in the south?) The Finch family was all farmers and slave owners which makes Atticus Finch stand out by becoming a lawyer to defend a black man. Atticus seems like a brave leader who is kind to defend justice for everyone. Describe Boo Radley, his house, and a little of his past and family. Are Jem’s descriptions of Boo accurate (Lee 16)? Why do Scout, Jem, and Dill want to make him “come out” (Lee 10)? He describes the house as old and sick just like Mr. Radley. The house seemed very still and didn’t move like no one lived there. They want him to come outside so they can see who he is and what he is like from the multiple rumors they’ve heard. Based on who Atticus hires to work in his house, infer what Atticus’s feelings are about African Americans. What is important about this perspective when considering the time period? During the time, the town seemed segregated between African Americans and white people. Hiring an African American in his home shows how Atticus sees Calpurnia as equal and doesn’t care about the way she looks based on society's assumptions. Ch 2 Explain the differences in opinion and understanding that Scout and Miss Caroline have. Give at least two examples and explain why those differences exist. Scout is more traditional and understands the people of Maycomb while Miss Caroline is stricter and follows newer ideas. For example, Miss Fisher teaches through her experiences of college from a different city while Scout follows her fathers reading techniques. In addition, Scout offers money to Walter for lunch while Miss Fisher disapproves of her donation because of Walter's reputation. This shows how Scout has a more empathetic personality while Miss Fisher wants to stick to rules and societal expectations. Explain the upbringing that Walter Cunningham comes from. Who is he? What does his family do? Why does Cunningham pay Atticus with an entailment and not money? The Cunninghams are hardworking farmers that are also very poor. When Scout gives him money, he denies it because the Cunninghams have a reputation for paying for what they need and not taking donations or pity. Atticus allows Mr. Cunningham to pay in nuts and other crops because he is too poor to pay in money. What is Miss Caroline’s tone at the end of Ch 2? Explain. Miss Caroline’s tone at the end of chapter 2 is frustrated and angry with Scout because of their opposing viewpoints in learning. She doesn’t approve of Scout’s smart reading habits with Atticus compared to her new and conventional ways of teaching. Ch 3 Explain the foil between Jem and Scout’s personalities at the beginning of Ch 3 (Lee 30-31). At the beginning of Chapter 3, it’s clear to tell that Jem is more mature than Scout. Scout is immature to take her frustration out on Walter while Jem is mature enough to invite him to dinner and feel him welcomed. Explain the different kinds of education Atticus possesses as evidenced by his profession and his conversation with Walter at lunch (Lee 32). Which do you think is more valuable? Explain Atticus talks to Walter about the crops and makes him feel at home. The author writes that Walter didn’t feel like Cunningham, which assumes that Atticus doesn’t go to judge people based on their reputations or societal expectations. This is valuable to Atticus’ profession because he is able to defend people based on their true actions and self without having any bias or assumptions based on their appearance or background. What lesson does Calpurnia attempt to teach Scout at lunch time? What does this tell you about Calpurnia’s role in the house? Calpurnia teaches the importance of manners and respecting company. She wants Scout to treat Walter with kindness and respect besides him being a cunningham. This shows Calpurnia is like a mother to Scout and Jem while trying to teach them valuable life lessons in order for them to have a positive attitude. Describe Burris Ewell and the kind of kid he is based on his interaction with Miss Caroline. The Ewells and Cunninghams are both very poor families; based on Burris and Walter’s differences, though, what can you assume about each family’s integrity? Burris Ewell is a mean and rotten kid that treats Miss Caroline with no respect. The Ewells are poor and rude but the Cunninghams are poor, hard working and kept to themselves. Why do the Ewells have a different set of rules than Scout? Explain what the differences are (Lee 40-41). Scout prioritizes school while the Ewells do not. Burris quit after the first day of school and never came back. On the other hand, while Scout was still upset, she still came back to school. This quote from Atticus is perhaps the most important in the entire book: ‘If you can learn a simple trick, Scout, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his points of view--until you climb into his skin and walk around in it’ (Lee 39). Explain this quote and to whom Atticus hopes Scout will apply the lesson. Atticus wants her to not judge people based on what they look like or are expected of. This may apply to Scout’s perception of Boo Radley. Ch 4 Now that you’ve know Jem and Scout for a few days, describe their relationship as brother and sister. Think of the different ways they talk to each other and interact. Give at least two details to prove your opinion about them. Jem is very protective of Scout and he tries to teach her lessons to be mature as well. Jem shares his knowledge with Scout of the Radleys and Jem lets Scout stay back when they go to the Radley’s house. Who do you think is hiding gum and pennies in the tree. Why do you think he/she would be doing so? I think Boo Radley is hiding things in the tree because he wants to connect and give gifts to the kids in order to gain their trust and correct his false accusations. What game do the children play in Ch 4, and what are the two reasons Scout wants to quit playing it? They play the game Boo Radley. They pretend to be the Radley’s and act out the different rumors they’ve heard. Scout wants to stop playing because she thinks Atticus will get upset with her and she thinks the Radley’s will find out. Name: _______________________ Ch 5 Scout is starting to feel out of place with Dill and her brother, Jem in both Ch 4 and 5. Provide a quote that proves this idea. What does this tell you about her character, especially considering the time period of the novel? "Dill and Jem were simply going to peep in the window with the loose shutter to see if they could get a look at Boo Radley, and if I didn't want to go with them I could go straight home and keep my fat flopping mouth shut, that was all" this quote shows how Scout wants to stay out of trouble like other Southern woman at the time. Miss Maudie is a major character in the book; what is the APS for not introducing Miss Maudie until Ch 5? As Scout grows older, she begins to learn more. Miss Maudie is shown only later because she teaches Scout that the rumors aren’t all true about the Radley’s and learning this, Scout gradually learns more as the story progresses. Miss Maudie and Scout discuss the Radley family at length. What new information does Miss Maudie share that would encourage the reader to feel sorry for Boo? Which of Atticus’s lessons is Miss Maudie reiterating? Miss Maudie informs Scout that Mr. Radley was a foot washing baptist and that his strong religious beliefs may cause Arthur to stay inside to obey his father’s rules. Explain how the conversation and behavior on page 62 and 63 demonstrate Jem, Dill, and Scout’s innocence as children. Jem, Scoot and Dill’s conversation about Boo Radley shows their innocence and immaturity considering they’re scared of a man that they don’t even know and that they’ll listen to every rumor that they’ve heard. Ch 6 How does Jem lose his pants, and how does he get them back? Jem loses his pants while trespassing through the Radley’s house. He gets them back in the middle of the night by himself and he sees that they are sewn back together by somebody. (That somebody is Arthur Radley but he doesn’t really know that). What does the connotation of the word “fatal” tell us about Southern culture during this time (Lee 73)? The connotation of fatal represents the seriousness and grim reality of southern culture. There are many harsh social and racial division in the town. Why is Jem willing to risk being shot on page 75? Use a quote from 75 to prove your point. Jem is willing the risk of being shot because of his strong sense of pride and doesn’t want to let down Atticus so he goes to retrieve his pants. The quote, “Atticus ain’t ever whipped me since I can remember. I wanta keep it that way.” This shows how he doesn’t want to lose his respect from Atticus and dares to keep his strong reputation. Ch 7 What evidence is there that Scout is applying the moral lessons Atticus is teaching her? Atticus teaches them to see things from other people’s point of view. This is applied when Scout receives the gifts from Boo and she starts to realize that he is more kind and thoughtful compared to the rumors. Why does the author choose to put the conversation about Jem’s pants being sewn and folding on the same page with the conversation about the items being left in the tree? What does this relationship suggest (APS)? These two kind acts of Boo Radley goes to show just how much he is a Jesus Christ Figure by being kind to the kids and he is very protective and loyal. This character development shows the kids new understanding of Boo and that the rumors may not all be true. Immediately after the gray twine, what do Jem and Scout find in the tree, and what does this tell the reader about whom the items are being left for? Jem and Scout find two cravings of soap that represent two children. This gift shows how Boo has an affection and kindness to the kids and their friendship begins to grow. Describe the quality of the items left in the tree and what this suggests about the secret admirer’s purpose in leaving them. The gifts include gum, ball of twines, 2 special pennies, spelling bee medal, a pocket watch and two soap carvings. These all represent the general thoughtfulness and generosity of Boo and the trust that he gives to the kids. After the children talk to both Mr. Radley and Atticus, what can the reader infer about the hole being plugged up? The plugged up tree represents Mr. radley’s continued mistreatment of Boo and also his loneliness and isolation for the real world. He is unable to make further connections with the kids. What does Jem understand at the end of Ch 7--which leads to him crying--that Scout does not understand? Jem makes connections and alludes to the idea that Boo Radley was the one putting gifts in the tree and fixing the pants. Jem has empathy for Boo and his loneliness and isolation that he suffers. Is he a good father ? YES NO Atticus Teaches his kids many lessons He is honest and respects Teaches Scout many different lessons and helps her reading. - - Dad from “Distillation” He may subject his kids to hatred from the town. Neglects social norms for kids to “fit in” - - Atticus - - - Dad from “Distillation” - - - Ch 8 It hasn’t snowed since 1885. What is the APS for having snow in Ch 8? Foreshadows change to come in Maycomb. Sybolizes new opportunity for Jem and Scout since they never experienced snow. Explain the foil of the children and Miss Maudie’s reactions to the snow. The Children are more excited for the snow to come while Miss Maudie is concerned and worried about its danger to her flowers and garden. How does Harper Lee attempt to lighten the mood for her readers in contrast with what is happening to Miss Maudie in this chapter (APS)? Give two examples. Despite the sadness of Miss Maudie losing her home, her witty remarks like saying she always wanted a smaller house and already planning for her future brings light to the dark situation. The behavior and words Atticus and Jem use in this chapter provide some detailed characterization. Provide two indirect characterizations about Atticus and two about Jem. Atticus is wise and protective. He is also thoughtful and an effective parent. He shows concern for Boo. Jem is maturing and developing more empathy when offering Miss Maudie help and he is protective of others feelings. He has concerns for Boo’s privacy and any of his potential consequences. What risk does Boo take during the fire, and why does he take that risk? Boo takes the risk of leaving his own house, drawing attention to himself and getting in trouble with Mr. Radley when he goes to put a blanket over Scout because he cares about the kids and wants to protect them. Give indirect characterization for Miss Maudie at the end of Ch 8. Miss Maudie is resilient and focuses on positive things even when her house has just burned down. Miss Maudie is humorous when she makes witty comments. Ch 9 Why does Scout get in a fight with Cecil Jacobs? Scout fights Cecil because he insults Atticus. Cecil Jacob makes fun of Atticus because Atticus is defending a black man. What evidence is there that Scout is good at arguing? Use a quote from page 99-100 or 113-114. The quote “Then why-” on pages 99-100 shows how Scout wants to challenge Atticus on his decisions. This shows how Scout is good at arguing with her curious mind and interest in complex issues. Why does Atticus agree to defend Tom, and how does this add to the reader’s understanding of moral education? Atticus agrees to defend Tom because of his own personal values. He wants to keep equality and justice for all, regardless of race. Defending him will prove this to the town. What is Scout’s tone toward Aunt Alexandra and that branch of the family tree? Provide a quote to support your answer. “Somewhere, I had received the impression that Fine Folks were people who did the best they could with the sense they had, but Aunt Alexandra was of the opinion, obliquely expressed, that the longer a family had been squatting on one patch of land the finer it was." This quote shows how Scout thinks Aunt Alexandra has a very traditional mindset and wants to maintain her reputation and family name like everyone else at the time. Explain how Aunt Alexandra and Uncle Jack differ from Atticus. Provide a quote for each character. Aunt Alexandra and Uncle jack are more focused on their social status and class while Atticus focuses on moral principles rather than his social status. There is a lot in this chapter about Atticus as a father. Provide two examples of indirect characterization for Atticus as a father using quotes. "When a child asks you something, answer him, for goodness' sake. But don't make a production of it. Children are children, but they can spot an evasion quicker than adults, and evasion simply muddles 'em." This shows how Atticus respects the kids and shows his general respect for all people. "But I never figured out how Atticus knew I was listening, and it was not until many years later that I realized he wanted me to hear every word he said." This quote shows how Atticus has a deep care for the kids and wants to hear out for what they have to say. What occurs between Jack and Scout? Is it appropriate? Why or why not? Jack punishes Scout for fighting with Francis without hearing her side of the story. This is inappropriate because it goes against her own father’s morals and doesn’t allow for Scout to be heard. What is ‘“in store for her these next few months’”? Increased racial tensions, potential harassment, and exposure to racist language and opinions. Explain the court case between Tom Robinson and the Ewells. How did it come to Atticus that he is Tom’s lawyer? Tom is accused of raping Mayella. Atticus was appointed by the court to defend him and Atticus willingly takes it. What is ‘“Maycomb’s usual disease’”? Racism and prejudice. Ch 10 On page 119, Atticus tells Scout ‘Shoot all the bluejays you want, if you can hit'em, but remember it’s a sin to kill a mockingbird’ (Lee 119). What is Miss Maudie’s explanation about Atticus's comment. Miss Maudie emphasizes the innocence and harmlessness of the birds. Explain the incident with Tim Johnson, the rabid dog. Make sure to include Atticus’s role with the rabid dog and how Jem is impacted by this event. A rabid dog raises danger in Maycomb. Heck Tate is too scared to shoot the dog so Atticus shoots it for him. This makes Jem learn how Atticus is a brave hero and he gains more respect for him. Ch 11 The kids have been insulted by others before; why is the comment Mrs. Dubose makes the one that Jem loses control over? Mrs. Dubose says, "Your father's no better than the [black people] and trash he works for!" Do you agree or disagree with Jem’s punishment? Explain why. I agree with Jem’s punishment because in the end it eventually helps Mrs. Dubose heals from her morphine addiction. This punishment teaches Jem to care for people who may think differently than him. What lesson is Atticus trying to teach Scout on page 139-140? What might this foreshadow? Atticus teaches Scout the importance of empathy and understanding. He teaches her to look at others from their point of view and take thought of their backgrounds and situations. Give 2 examples of connotation from page 142 and explain them. “Old hell-devil” carries a negative connotation to Mrs. Dubose’s personality. This shows how Scout and Jem don’t like Mrs. Dubose. “Bravest person” is used as a positive connotation to describe Atticus’s point of view on Mrs. Maudie and he has empathy for her struggles and appreciates her willingness to battle and get away from her troubles. What is the description of Mrs. Dubose? What is your mood when reading it? Mrs. Dubose is seen as sick, mean and racist. The descriptions of her drools and gross sickness makes me cringe alongside her racist comments and hate towards the kids. This makes me have little to no empathy for Mrs. Dubose even when Atticus does. What is Scout’s tone throughout chapter 11? Throughout chapter 11, Scout is constantly anxious and fearful with Mrs. Dubose’s unpredictable behavior. She is also frustrated that she has to care for his racist remarks as punishment. At the end of the chapter, the reader understands why the kids read to her. Explain why, what happened to Mrs. Dubose at the end, and Jem’s reaction to it. At the end, Mrs. Dubose dies after a long morphine addiction. Jem is frustrated because he didn’t like her but the flower Mrs. Dubose gives symbolizes the respect she had for Jem. PART TWO Ch 12 Describe the changes Jem is experiencing in chapter 12. What can account for these changes? He is growing and becoming more mature by taking some control over protecting Scout. He spends less time with Scout and even tells her to act more like a lady which may come from Aunt Alexandra’s beliefs rubbing off onto him. Why is Calpurnia fussing over the kids before church, and what is Calpurnia worried about? Calpurnia is protective over the kids and concerned for them. She is aware of the racial tensions in Maycomb and bringing the children to a black church would bring negative reactions. She wants Jem and Scout to act appropriately to not cause any problems. Discuss Calpurnia’s dialect change (how she talks), and how does she explain it? Calpurnia’s two different dialects show how she is in 2 different universes and she must live with them in separation. Discuss how First Purchase is different from Scout and Jem’s church. Give at least 3 ways it is different. The first purchase church is different in the ideas that it is less furnished, different worship style and strong community connections. What is the Tom Robinson case about that Atticus is trying to win? Atticus wants to prove that Tom Robinson is innocent. He wants justice and equality for Tom. List at least three things the children learn about Calpurnia that day. The kids learn that Calpurnia seems to have two different identities, she has a deep connection with the community at church and that Calpurnia taught her son Zeebo to read. Ch 13 Who has come to live with Finch family, whose idea was it, and why is she there? Aunt Alexandra thought it was a good idea for her to come live with the Finch’s while Atticus is on trail. She wants to teach the kids lessons and promote feminine influence on scout. What is the tone concerning this visitor? Explain your answer using a quote. "Put my bag in the front bedroom, Calpurnia," was the first thing Aunt Alexandra said. "Jean Louise, stop scratching your head," was the second thing she said. These quotes show how she is very strict, racist and bossy to the people that welcome her into their house. Explain the double meaning behind this phrase by Atticus, “‘I can’t stay here all day with you, and the summer’s going to be a hot one.’” This quote describes the rising tension in Maycomb as well as Jem and Scouts growing maturity as they grow older and need to become more independent. How is Aunt Alexandra received by the town? Give a quote to support your answer. "Aunt Alexandra gets a warm welcome into Maycomb from everyone in the neighborhood; people make her cakes, she goes on coffee excursions with them, and has already established herself as a fixture of the town's social society". Aunt Alexandra is already accepted into their society and gets along well with all the southern women that gossip. Characterize Aunt Alexandra. Aunt Alexandra is racist, feminine, likes to gossip, has strong family reputations and is very bossy. Atticus, Jem, and Scout oppose Aunt Alexandra’s idea of heredity. Explain how all three of them think differently than she does. Remember how important ancestry is in the South (and even how important it was at the beginning of the book when we were introduced to Maycomb). While Atticus, Jem and Scout believe they can live in a different universe than everyone else and sees people for who they are, Aunt Alexandra believes in strong family reputations and believe their background goes with how they are expected to act and be received in society. What does Aunt Alexandra think of how Atticus is raising Jem and Scout? Aunt Alexandra is bossier than Atticus. Atticus lets the kids explore and think freely while Aunt Alexandra wants them to conform to society's expectations and grow up to be what she wants them to be. What is Atticus trying to get across to Jem and Scout at the end of the chapter, and what evidence is there that he doesn’t believe the point he is trying to make? Atticus tries to teach the kids of determination and courage. Though Atticus takes a case on a black an, he is determined in winning and defending him even when the whole town may be against him. If Aunt Alexandra fits in with Maycomb better than Atticus, could her positive connection influence the case? Explain your opinion. Aunt Alexandra's social standings in Maycomb’s society may be helpful for her to influence or sway opinions for them to side with Tom Robinson. Ch 14 Does Scout know what rape is? In your opinion, does Atticus tell her? Explain your answer. "carnal knowledge of a female by force and without consent" is what Atticus tells scout when she doesn’t know what rape is. Although Scout is curious, Atticus know that he wants her to protect her innocence and keep the information appropriate. In the beginning of chapter 14, Atticus and Aunt Alexandra have a disagreement. Explain the two things they disagreed about, and how it ended. What do you learn from this discussion regarding the difference in beliefs between Atticus and Aunt Alexandra? They argue about Cal’s role in the family and whether she should leave or not. They also argue about the children's exposure to racial issues, whether Atticus is sharing too much or not. They differ from beliefs or racial equality and social norms of different universes. Has the relationship between Jem and Scout changed or not since the beginning of the story? Explain your answer. While Jem is still very protective of Scout, Jem and Scout start to distance themselves from each other because Jem is growing more mature than her. Jem going through puberty, he becomes more moody and responsible for his actions. He doesn’t want to play childish games with Scout anymore. Explain the reason Dill gives for running away, and then explain why he really left. How is the relationship Jem and Scout have with Atticus and Calpurnia different than Dill’s experience? Dill claims his stepfather locked him in a basement but he later confesses that he felt neglected and unloved by his mother and stepfather. Jem and Scout seem to have more care from Atticus and Cal than does Dill with his parents. What seems to separate Jem from Dill and Scout? (Jem “broke the remaining code of our childhood” (Lee 187-188). Jem seemed to grow more mature and responsible. Jem tells Atticus about Dill running away because he feels it his responsibility to. His morals start to grow as he decides to do what is right. Explain Atticus’s reaction when he finds out Dill is in his house. Is it good parenting? Explain your answer. Atticus allows Dill to stay and makes him feel comfortable. This shows Atticus’ empathy for Dill and need to protect people, making them feel safe. Ch 15 Who shows up at their house Saturday night, and what is the point of their visit (what are they worried about)? A group of the police and Sheriff Heck Tate show up to let know Atticus that they are bringing Tom into the jail in town and that there will grow more tension in town including the mob that comes to the jail. The men are concerned and want to help Atticus with protecting Tom. What evidence is there that Atticus’s opinion is different than even these “good” guys? Atticus is committed to defending Tom and defending the truth. His opinions also show is empathy for tom. What does Scout notice in town that indicates tension is building? There are a few examples; give one. Scout notices the mob around the building like a gala occasion. She notices how there is growing tension in the town and their prejudiced attitudes. Why is Atticus sitting in front of the jail? To protect Tom Robinson from the mobs of society. Describe the events with the mob the night before the trial. What are the mob’s goals? Who stopped them from happening? Make a connection and write a quote on your theme sheet. Mr. Cunningham, the Ewells, old sarum (white trash neighborhood) all meet by the jail in the motives to either kill Tom or Atticus. Scout talks to Mr. Cunningham about what he is interested in and talks about Walter. She says, “We brought him home for dinner one time.” Which shows the communion and trust that she brings to people that she may not get along with. She wants to gain the mobs trust as well instead of fighting. What evidence is there that Scout is maturing? While talking to Mr. Cunningham uses Atticus’ lesson of talking to people about what they were interested in, not about what you were interested in. Ch 16 In the morning, the Finch family has different reactions to last night’s events. Explain the tone of at least three characters. Scout was very upset about the night before and started crying. Aunt Alexandra was disappointed with the kids for sneaking out at night. Atticus is concerned for the kids and worried that the mob could’ve caused danger to them last night. Provide one sentence that has negative connotation and one sentence that has positive connotation both cited correctly in the space below. Underline the connotative words. “...the night’s events hit me and I began crying.” Shows a negative connotation and impacts of the town’s racism on an innocent and free mind. “Jem was awfully nice about it…” Shows that Jem is always by her side and wants to help protect her. How does Atticus explain Mr. Cunningham and the others’ behavior to Scout, so she can understand it? How does Atticus feel toward these men? Explain your answer. Atticus explains to the children that they are still human and it doesn't change the fact if they're in a mob or not. Atticus puts himself in others' shoes in order to understand how they feel. He shows empathy for others who don’t agree with him. Why does the night’s events provide Atticus with some hope about the trial? After the mobs, Atticus sees that people like Mr. Cunningham is a good person with blind spots and gives him hope to change others' minds in order for them to see reason and fairness for Tom. Why does Harper Lee have Jem describe all the neighbors to Dill as they pass by the house? (What is her APS for doing this)? Jem describes all the neighbors to Dill in order to show around the setting of Maycomb and reveal social dynamics in the town of different social status families. Who is Dolphus Raymond and what is his story? Provide at least two details. Wealthy white man in Maycomb from an old and respected family. He pretends to drink alcohol from a brown paper bag but it’s just coca-cola. His fiancee committed suicide after discovering he was having an affair with a black woman. He chooses to live with the black people and has biracial children. Page 213 is lighthearted with jokes toward the “foot washers” and Miss Stephanie. What would be the APS for these jokes at this point in the story? The joke at the end of the store provides tension relief despite the serious mobs. It shows Miss Stephanie’s humor as well. Explain how citizens of Maycomb think of “mixed children” according to Jem. Since this is a case between a black man and a white man, what is important to remember about race during this time period before the case starts? The citizens of Maycomb think of mixed children as social outcasts which shows the society's racist beliefs and bias. We are reminded again--for the third time--that Atticus was assigned to defend Tom Robinson. We knew this, but Scout didn’t. Why didn’t Atticus tell Scout and Jem this important fact? By taking this case, Atticus is showing the importance of standing up for what is right. He hopes to share these lessons to his kids in hopes they will learn good morals. Who do Jem and Scout sit with in the courtroom, and what is significant about this? Jem and Scout sit with Reverend Sykes on the colored balcony. This shows how the kids have learned some good morals from Atticus. The kids are showing not much racial prejudice the way Atticus wants it to be. Describe Judge Taylor and make a guess as to what kind of judge he will be for this case. Judge Taylor is older, sleepy, attentive, focuses on the facts, smokes cigars. He believes in equality much like Atticus. He appoints Atticus and delays the trail in order to give Tom a fair chance. There’s not much the judge can do about the jury’s opposing opinions. Ch 17 Mr. Heck Tate tells the court about Mayella Ewell’s injuries. What other point does Atticus try to make? What is his goal in pointing out this fact? Heck Tate points out that the injuries are on her right side of her face which suggests the attacker was left handed. Tom Robinson is disabled in his left hand. The Ewell family is what we would call “white trash” today. Describe how the Ewells live and eat as described on page 228. The Ewells live behind the garbage dump in a cabin. The family eats from the town dump daily. They hunt and trap out of season to supplement their little food supply. Draw the foil below between the Ewell house and the African American neighborhoods described on pages 228 and 229. Ewell house African American houses Behind a garbage dump Roof made from tin cans Yard is like the playhouse of an insane child Past the dump yard Neat and snug cabins Delicious smells of cooking Reflects pride beside poverty Review your answers for numbers 95 and 96. Why are the Ewells “better”? The Ewells are depicted as better to society because of the universe that they are in. They are white and they are racist just like the majority of Maycomb which makes them gain the support of others in town. Atticus tries to bring up the fact that nobody called a doctor. What is Atticus trying to say about Mr. Ewell if he didn’t call a doctor and Mayella was beaten up? That Mr. Ewell doesn’t care for Mayella. He’s not concerned for her. The injuries may not be as severe as she claims. What point is Atticus trying to make if Bob Ewell is left-handed, and Mayella was beaten on the right side of her face? Atticus is trying to prove that Bob Ewell beat up Mayella . Ch 18 Characterize Mayella. Give at least three details. Mayella is 19, the oldest of 7 siblings. She is lonely and isolated. She is a victim of poverty and ignorance. Summarize Mayella’s account of the rape. Mayella claims Tom came to chop up the wood and Mayella was going to pay him. She says Tom choked her and she ended up on the floor. Why does Atticus ask Mayella several questions she already went over and pretend to have forgotten her answers? (What is the play he is trying to make?) Atticus is trying to expose Mayella’s inconsistent answers and make her uncomfortable enough to confess the truth. What are readers (and the courtroom) able to determine about Mayella’s homelife? Give at least three details. She is very poor and lives in a run down house, she is very lonely and doesn’t have many people to talk to. She seems to take on a caretaking role in her family, being the oldest in the house with 7 kids and her mother dead, she has to take care of all her siblings. Why does Atticus make such a big deal about Tom beating, choking, and raping Mayella before having him stand up? What point is he trying to make? Atticus makes this point to emphasize Tom’s physical incapability that makes it hard for him to actually beat up Mayella. His damaged arm from the cotton gin leaves him with a left hand that is not able to function properly. What are the flaws in Mayella (and Mr. Ewell’s) testimony if Tom really was the man to beat, choke, and rape Mayella? In other words, why don’t their facts fit with Tom being the one to do it? Give at least two reasons. Mayella gives an inconsistent testimony saying she doesn’t remember if Tom hit her then changes her mind to say that he did. Mayella claims she screamed but none of her siblings heard her. Tom’s testimony claims that Mayella invited him in and tried to seduce him. Additionally during the trail, Mr. Ewell looks at Mayella repeatedly for signs of approval. Which questions does Mayella not have answers for on the bottom on page 250? Why? What point is Atticus trying to make? Mayella doesn’t have answers to why the other children didn’t hear her screams, where the other children were and if they were at the dump. Ch 19 Why does Atticus let Tom admit he has been in trouble with the law before? Admitting Tom has been in trouble with the law before proves Tom’s honesty and willingness to tell the truth. This lets Tom become an open book for the judges and jury to help deepen their understanding of Tom. In what important ways does Tom’s testimony of what he was doing, when he was doing it, and how often he was doing it stand in direct opposition--exact opposite--to Mayella’s? Give three examples. Mayella says that Tom has only visited once while Tom says he has visited numerous times. Mayella says that Tom chopped the chiffarobe on the same day as the assault but Tom says he had chopped up the chiffarobe the previous spring. Lastly, Mayella says she promised Tom a nickel while Tom says she offered him half a nickel that he refused. Describe Scout’s tone toward Mayella on page 256-257, and explain the comparison she makes? Scout realizes Mayella must be very lonely and sad. She thinks that Tom must have been the only person that has ever shown her kindness. Scout is empathetic towards Mayella and this emotion and shows her growing maturity and the ability for her to step inside others shoes. Describe Scout’s tone regarding Tom’s testimony. Scout is empathetic towards Tom and realizes that he is an innocent man. She is realizing the injustice that Maycomb has. When Tom Robinson takes the stand, what is his defense for being on the Ewell’s property to begin with? Explain both his and Mayella’s behavior while he is present on the property. Tom says that he passes the Ewells house on the way to and from work. Mayella asks him for help around the house. On the day of the alleged incident, Mayella had asked him to come inside to fix a door even though there was no door to be fixed. What is the “predicament” that Scout mentions on 261? (We would call this a “double edged sword” or “damned if you do; damned if you don’t.”) Scout mentions Tom’s impossible situation with Mayella. She realizes if Tom physically hurt mayella to defend himself or escape her advances, he would have been killed for the assault of a white woman. If he would have run away instead, he would have appeared guilty and accused of rape. No matter what he does, the outcome would have been negative due to racial prejudices. After listening to both sides of the Tom Robinson’s case, write down the strengths of each lawyer’s arguments (do at least three each): Atticus’s Arguments Mr. Gilmore’s Arguments -He exposes the inconsistencies -Highlights physical evidence and Tom’s impossible actions -He presents an alternative explanation that Bob Ewell would have hurt Mayella -emphasizes toms physical strengths and ability to perform manual labor -Brings up past convictions of Tom’s record. -Use of racial prejudices that agree with the jurys belief as well as the rest of Maycomb. Why do Scout and Dill have to leave the courtroom? What does Dill understand that Scout does not? Scout and Dill have to leave because Dill begins to cry loudly during Mr. Gilmer’s cross-examination of Tom. Dill is upset from Mr. Gilmer’s hate, he notices the disrespect that Mr. Gilmer gives Tom by calling him “boy”. Dill knows Mr. Gilmer will sway the jury. Ch 20 What does Mr. Dolphus Raymond reveal about himself to Scout and Dill? Explain the reasoning behind his revelation. Mr. Dolphus reveals to him that he is not actually alcoholic and he just drinks coca-cola. Why does Mr. Dolphus Raymond think Dill is crying but that in a few years he won’t cry any more? What does Scout have to say on the topic? Mr. Dolphus suggests his instincts have caught up as he gets older. He’ll become desensitized to the racial discrimination. When Scout and Dill return to the courtroom what information does Jem greet them with? Jem lets them know that Atticus has begun his closing remarks. That Atticus has gone over the evidence and that he believes Atticus will win the case. During his closing argument, there are several “firsts” that Atticus does which shock Jem and Scout. List at least 2 and explain why he does them. Atticus removes his coat and unbuttons his collar and vest. He does this to demonstrate the immense pressure he is under. Additionally, Atticus begins to sweat which he usually doesn’t do. This shows the emotional toll the trial takes on Atticus. Quote the part of Atticus’s closing statement that affected you the most and explain why. "In our courts, all men are created equal. I'm no idealist to believe firmly in the integrity of our courts and of our jury system. That's no ideal to me. That is a living, working reality!" This quote emphasizes Atticus’s strong beliefs in justice and equality. Ch 21 How does Atticus find out the children are present at the trial? What does he demand they do when he finds out? Atticus sees the kids sitting in the colored balcony when he turns to leave after his closing statement. He tells them they might as well stay since they already have heard all of the court case so far. What is Jem’s opinion on what he thinks the verdict will be and why? Jem believes that Tom is innocent. Jem is immature to realize that the jury will make Tom innocent as well. Jem trusts Atticus in defending Tom as well. There is a flashback to the shooting of the dog in this chapter. Explain the APS for Harper Lee inserting it while they’re waiting for the verdict (what’s the comparison she’s trying to make for us). The scene of Atticus shooting the dog and now defending Tom Robinson parallels the idea that Atticus is a hero to the town and is able to defend the innocent people of Maycomb. What was the verdict? Who was caught off guard by it? Why? The verdict states that Tom is guilty from an all white jury. Jem was caught off guard because he knew Tom was innocent. Why is the balcony standing when Atticus leaves? The balcony, which is full of African Americans, were required to sit but with the guilty verdict they stood up for Atticus’s commitment to justice for Tom which was rare for a white man. It symbolizes their appreciation for him. Ch 22 It can be argued that one of the children loses his/her innocence at this point in the story. Describe whose loss of Innocence occurs at the end of Ch. 21 and beginning of Ch. 22. Jem loses his innocence at the end of the chapter from the loss of faith in people and determining what is justice. He realizes how people can have racist prejudice. Atticus says, “‘Tell them I’m very grateful,’ he said. ‘Tell them -tell them they must never do this again.’” Explain the context of the quote/why is he saying it? Atticus says this in the response to the gifts of food left by the African Americans. This shows their appreciation for him and the fact that they trust him.He is also concerned for their welfare as well saying he knows times are hard. Describe Miss Maudie’s interactions with the Finch children. Why is she talking with them and caring for them? Summarize what points she is trying to make and what progress she thinks is being made. She invites the kids over to have cake with her. She provides comfort and support for them after the trials. She recognizes Jem’s maturity and helps the children understand the world from a mature perspective. Miss Maudie states that Judge Taylor was one of the people in the town that helped Tom Robinson. Explain why she thinks this. Judge Taylor selected Atticus, knowing he would be the best defender. When judge taylor is usually informal, he was very strict in this case trying to give Tom a fair trial. What is the danger at the end of chapter 22? The danger comes from Bob’s threat against Atticus and his family. Bob spits at Atticus at the post office and says he’ll get him if it takes the rest of his life. Ch 23 129. Describe what happened between Mr. Ewell and Atticus and how Atticus uses it as another opportunity to impress upon the kids his lesson of standing in someone else’s shoes? Bob curses and spits on Atticus. Atticus remains calm because he looks at Bob’s point of view knowing he exposed his lies in court and accused him of beating his daughter. 130. Should Atticus, Aunt Alexandra ,and the children be afraid? Why or why not? Atticus says they shouldn’t be afraid because Bob got it all out of his system but Aunt Alexandra says the children should be protected. 131. What is the status of Tom Robinson’s case in chapter 23, and what is Atticus’s plan moving forward? Tom has been transferred to another prison in another county. An appeal process in underway for Tom’s case. Atticus plans to appeal through the court system. 132. Describe the jury as Atticus sees it (both its pros and cons/the way it works). Why did this jury find Tom guilty, and what are some important details regarding at least one important member of the jury including this quote from Atticus: ‘This may be the shadow of a beginning’ (Lee 297). The jury took a long time to reach a conclusion which may be the beginning of something new in the court but they still are affected by the racial prejudices in society. 133. Write the quote describing Atticus’s lesson regarding cheating a black man. "As you grow older, you'll see white men cheat black men every day of your life, but let me tell you something and don't you forget it - whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash." 134. What is the difference between Aunt Alexandra’s and Atticus’s viewpoint on family that is undesirable? Aunt Alexandra emphasizes family heritage and social status as defining characteristics while Atticus values individual character and actions. 135. Why does Scout think there are different kinds of people in the world; explain her reasoning. Also explain Jem’s explanation for why Boo Radley never comes out of his house? Scout is maturing and realizing there are different types of people in this world. Jem thinks that Boo may simply prefer the safety of his own home instead of the outside world. Ch 24 136. The ladies are having a church-like meeting with Aunt Alexandra. One of the items up for discussion is the Mrunas, an “unfortunate” tribe of people in another country living in ‘poverty….darkness...sin and squalor’ who need the help of the church and Mr. Everett to help them. Scout thinks Mrs. Merriweather is the most devout/holy person in Maycomb. Prove Scout wrong; show the irony of Mrs. Merriweather and most of the ladies at this Bible study. (Pages 308-310) Mrs. Merriweather’s apparent devotion is ironic because of her hypocrisy. She has selected compassion and shows little empathy for African Americans in her community. She has racist ideals and fails to practice the kindness of christ. 137. Give an example of the ugliness of the time period and beliefs of these Southern “ladies” in regards to the Black families that live nearby and even work for them in their kitchens. The ladies during the time have poor treatment towards black families and though they are supposed to be seen as dainty and kind, they are hypocrites to their ideas for not liking everyone. 138. Who is the ‘misguided people in this town’ that Mrs. Merriweather is alluding to (Lee 312)? What are your thoughts on this especially considering where the meeting is taking place? Who stands up to defend these ‘misguided people’? She refers to people who support racial equality as misguided, like Atticus and his family. It’s rude for her to say this is the house of someone related to Atticus. Miss Maudie stands up to defend these people and expresses her belief in equality. 139. What message does Atticus interrupt the women’s meeting to bring to Aunt Alexandra and Calpurnia, and how did it happen? Atticus interrupts the meeting by saying that Tom had been shot and killed while trying to escape from prison. 140. The chapter ends with “After all, If Aunty could be a lady at a time like this, so could I” (Lee 318). What does this show about Scout? Scout is maturing and feels the need to conform to the society that the people around her are in. She is accepting the social expectations of her time. 141. What is the APS behind Harper Lee putting this chapter in the book? OR What is the APS for the ending of the chapter where Scout’s narration is very hard to follow? The author is highlighting the hypocrisy of the town and women specifically. She also wants to point out Scouts perspective of the situation. She is realizing the harsh realities of her society and what she needs to do in order to fit in with the expectations. 142. Is Scout maturing or not? Explain your answer, and record two quotes in your yellow packet. "Aunt Alexandra looked across the room at me and smiled. She looked at a tray of cookies on the table and nodded at them. I carefully picked up the tray and watched myself walk to Mrs. Merriweather. With my very best company manners, I asked her if she would have some." and "After all, if Aunty could be a lady at a time like this, so could I." Shows that Scout is maturing and through the acceptance of her Aunt, she follows with modeling after her. She wants to be like her aunt and the other women she hangs out with. Her changing identity shows her changing maturity and social intelligence. Ch 25 143. What connection is Lee trying to draw between the Mockingbird lesson and the scenario with the bug in chapter 25? How do Scout and Jem respond differently? Which theme sheet page could this scenario be added to? Add it! Scout is about to step on the roly poly but Jem stops her. This symbolizes them both learning to protect innocent beings and both of their individual moral growths. They learn this lesson from Atticus to protect innocent people. 144. Explain how different characters react to the news and details of how it happened. Provide at least three different characters or groups’ reactions. Atticus shows deep sadness and frustration. He wanted Tom to hang on a little longer but he didn’t have as much hope as Atticus. The town of Maycomb only cared about the news for 2 days then moved on showing from their unjust beliefs that they don’t care. Lastly, Mr. Underwood, the newspaper editor reacts with anger and outrage. He writes about the senseless slaughter of songbirds to symbolize that Tom was innocent. Ch 26 145. What evidence is there that Scout is growing up? Provide a quote to support your answer. “I tried to climb into Jem’s skin and walk around in it.” This quote shows how Scout is maturing to look at the perspectives of different people and growing empathy for them. 146. What does Atticus reveal to Scout at the start of ch. 26? (Page 325) Do you agree or disagree with this parenting? Explain. Atticus reveals that he has been re-elected to the state legislature and he was aware of Jem’s invasion of the Radley yard. I like Atticus’s parenting style because he is very open with his kids and encourages their independence to figure out what is right for their own moral well being. He builds trust with his kids. 147. How does the town treat Atticus and the children now that the trial is over? Make a connection to Scout’s comments on the treatment Atticus receives. Many people like Bob disapprove of Atticus’s defense of a black man while the African American community supports and trusts Atticus for acting as a town hero for Tom. Scout is confused why people are so negative towards Atticus. 148. Why is Scout so confused about the explanation Miss Gates gives about the persecution of Jews by Hitler? What are we to understand about Miss Gates, Mrs. Merriweather, other ladies, and the majority of the town in general? Scout is confused why Miss Gates is shaming Hitler for inequality to Jews when she is also showing the same inequality to African Americans. This goes to show Miss Gates and the other women are hypocrites and show selective prejudice. They lack self awareness and the ability to recognize their prejudices. Ch 27 149. List the three strange things that happened in Maycomb that fall. Bob Ewell gets a job but then loses it, Judge Taylor experiences a break in at his home, and Bob harasses Helen Robinson on her way to work. 150. What does Mr. Link Deas do for Helen Robinson? Why? Mr. Link, Helen’s employer, threatens to have Mr. Ewell arrested if he doesn’t leave her alone. 151. What is Atticus’s explanation as to why Mr. Ewell would have a problem with Judge Taylor? Atticus explains that Bob didn’t like Judge Taylor because the Judge saw right through his lies during trial. Judge Taylor additionally pointed out that Bob was left handed which went against his claim. 152. What are the two changes in Maycomb that Halloween and why do they occur. They organize a pageant, fair and they introduce a school play by Mrs. Merriweather. This helps keep the kids occupied and out of trouble as well as to showcase local heritage. 153. Draw a picture of Scout’s costume, and list the discomforts of her costume? Her costume is a ham. There are two peepholes for her eyes but she isn’t able to see much. The costume is hot, tight and restricts her from moving. It is difficult for her to itch. Ch 28 154. Use a quote to give at least one example of foreshadowing that happens at the end of Ch 27 or the beginning of Chapter 28. "High above us in the darkness a solitary mocker poured out his repertoire in blissful unawareness of whose tree he sat in, plunging from the shrill kee, kee of the sunflower bird to the irascible qua-ack of a bluejay, to the sad lament of Poor Will, Poor Will, Poor Will." This shows a foreshadow of the attack there is to come. The blue jay symbolizes Bob. 155. Explain the tone of the pageant and how Scout embarrasses herself. The tone of the pageant is at first festive but then shifts to discomforting. Scout embarrasses herself by falling asleep backstage and missing her cue. She keeps her ham costume on to hide from any shame. 156. Use a quote to show how Harper Lee creates suspense as Jem and Scout are walking home from the school auditorium. (pages 348-349) The quote “solitary mocker” brings a dark mood and suspense as someone is watching the kids as they are walking home. 157. Describe the events that happen between the schoolhouse and Finch home, how the fight went, who did what etc. And why don’t we have clear details as to who did what? (APS) Provide at least 5 details of the play-by-play. Scout and Jem are attacked by Bob while walking home. They hear strange noises, Bob grabs Scout, Jem’s arm breaks, Boo appears to save the children. We don’t have a clear story as to what happened because we are in Scout’s perspective where she isn’t able to see much out of her costume. 158. What comic relief is provided for us between Auntie and Scout on page 354 while they wait for the doctor? Aunt Alexandra helps Scout out of her ham costume. Relieves tension built from the attack, highlights scouts still innocence and shows a soft side of Aunt. Ch 29 159. Find the quote that supports what would have happened to Scout had she not been wearing the pork costume. "As Scout tells everyone what she heard and saw, Heck Tate shows her costume with a mark on it where a knife slashed and was stopped by the wire." Scout would’ve been attacked by a knife and seriously hurt. 160. What is Heck Tate’s opinion of Mr. Ewell? Heck Tate doesn’t like Bob. He thinks he is a coward and crazy to harm children. 161. Describe the man who rescued the children. Who did it turn out to be? The man that saved the kids was Boo Radley. Scout describes him as having pale, colorless eyes and feathery hair. Ch 30 162. Who does Atticus think killed the person who attacked Jem and Scout? Support this idea with a quote. Atticus first thinks that Jem killed Bob. "Atticus was prepared for his son to go to trial. Then Mr. Tate informed him that it was Boo Radley who killed Bob Ewell." Boo was the one that actually killed him. 163. Explain the argument between Atticus and Sheriff Tate and how it ends including the quote, ‘Let the dead bury the dead this time, Mr. Finch. Let the dead bury the dead’ (Lee 369). They try to figure out how they should handle Bob’s death. They want to protect Boo from unwanted attention and allow a form of justice because Mr. Ewell’s bad reputation. The quote suggests that they should let the matter rest and the acts balance eachother out. 164. Who really killed the attacker? Why is Mr. Tate willing to cover this up? Provide two reasons. Boo had killed Bob. They want to protect Boo from any attention and provide justice considering there would be balance from Bob’s past actions. He basically got what he deserved. 165. At the end of chapter 29, Scout is able to apply a lesson Atticus taught her. What is the lesson, and how does she apply it? "You never really understand a person until you consider things from his point of view... Until you climb inside of his skin and walk around in it." This quote Atticus taught her to be mindful of others. She applies this when she goes up to Boo friendly. She sees him as a real person and not just a rumor. Ch 31 166. Describe Boo’s personality, the only words he speaks, and what we learn/confirm about him in this chapter. How does Scout respond to him? The only words Boo says is Will you take me home and this shows how he is still shy and wants to stay in the comforts in his own place. He prefers solitude but still has a kind heart. Scout offers to take and walk him back home. 167. At the very end of the book, what makes Scout realize “Atticus was right. One time he said you never really know a man until you stand in his shoes and walk around in them” (Lee 374). Scout is standing on Boo’s porch and sees everything from his point of view. This shifts her perspectives and sees how Boo may view Maycomb as. 168. In chapter 10, Miss Maudie explains that Mockingbirds ‘don’t do one thing but sing their hearts out for us’ (Lee 119). Make a connection between this quote, the title, and the characters in the story who were innocent. This quote is an example of destroying innocence. Tom, Boo, Jem and Scout are seen as innocent like mockingbirds. Society’s prejudices and cruelty threaten or destroy their innocence. 169. Return to the first page of the novel. Revisit why you believe Lee would choose to start the story this way. Also take a look at the dedication page and comment on it here: The mention of Jem’s injury shows as a foreshadow of the physical and emotional challenges he will face. ok

style and appeal to readers

Readers Journal Vocab

How to write good news/readers script

Manual for Readers Ch.2

Manual for Readers Ch.1

Level 1 Training for Champion Sight Readers

New Criticism, Readers Response, Structuralist Criticism

Module 5 : Morphology: The World of Words •Words are an important component of our mental grammar in our linguistic knowledge. •Our knowledge of words constitutes a dynamic system in which we continually create new words and even expand their meanings into new areas. •Words encourage us to creatively use the language. Morphology is the study of the internal structure of words and the rules governing their formation in a language. Developing an understanding of morphology would enable language learners to understand how words enter a language, what they consist of, and how prefixes, suffixes, and roots are combined to form them. Recent researches indicate that learners with knowledge of word-forming processes appear to have greater vocabulary and improved understanding of reading (Kefir and Lascaux, 2008; Kefir and Lascaux, 2012a/2012b), and better writing by extension. Morphology may also be a valuable teaching method to creatively build and use vocabulary for learners. WORDS AND THEIR STRUCTURE • A child of six who starts school knows as many as 13,000 words, according to Pinker (1999, p. 3), and this number rises remarkably fast as he or she becomes exposed to new words around them from spoken language and print media. • A typical high school graduate knows about 60,000 words; We should understand that, during our lives, we all learn new terms. In short, someone who has mastered a language has also learned a remarkably enormous “list of facts coded in the form of words” (Akmajian et al. 2010). Although not a complete one, this long list of words for every language called the lexicon (or mental dictionary), is an essential part of our linguistic knowledge. • Acquaintance of a word is correlated with various kinds of information encoded in our mental dictionary. We may list the categories of knowledge we have mastered regarding a word as follows: 1.Pronunciation and Meaning - For every word we know, we have learned a sound (pronunciation) and a meaning. Each word consists of a unit of sound value, so every word in our lexicon is stored together with a pronunciation and a meaning. A random association between sounds and meanings is often present based on chance rather than being designed or based on reason. Consequently, words with the same spelling and different meanings (e.g. bare and bear) and words with the same meaning and different sounds (for example, sofa and couch) can be found. 2. Grammatical Category - Other details about a word is also stored, such as whether it is a verb, a Noun, an adjective, an adverb, a conjunction, or a preposition. Such information identifies the grammatical class of the word. For example, according to our understanding of its grammatical or syntactic class, in the sentences ‘I love Jinky’ and ‘Jinky is the love of my life’, the word love is a verb and a noun, respectively. We would not know how to create grammatically correct sentences unless we had that knowledge in our mental dictionary. 3. Orthography / Spelling - Any literate speaker of a language also stores information on how the words they know are spelled. But not every speaker knows, or has to know, the etymology of a word he or she understands. We can often speak about the roots and background of terms like coffee or yogurt in everyday life, but this sort of contextual information embedded in our mental lexicon is not really indicative of our word knowledge. CONTENT WORDS AND FUNCTION WORDS -Basically, there are two classes of words: content words and function words (also referred to as open-class words and closed-class words) English words uncle, manage, huge and rapidly are examples of content words. They belong to the major parts of speech that repcontent words and function words present ideas, actions, objects, and attributes (nouns, verbs, adjectives, and adverbs, They are often referred to as open-ended or open-class terms since we can add new words to this word class frequently. Content Words Function Words Nouns – table, small, serenity, dog Verbs - jump, swim, talk, go Adverbs -quickly, happily, blankly Adjectives - fast, big, untidy, pretty Articles - a/an, the Auxiliaries - can, will, might, must Demonstrative - this, these, that, those Quantifiers - few, many, little, some, most Prepositions -in, on, with, from Pronouns - he, she, they, we Conjunctions - and, but, or) Function words are those that do not have clear lexical meanings or obvious related concepts. They are lexically unproductive and usually invariable in form and are also called closed class. They belong to grammatical or function classes consisting of a limited number of fixed items, such as articles, demonstratives, quantifiers, prepositions, and conjunctions. unlike content words, these function words denote grammatical relations and have little or no semantic content. Basically, their function is to grammatically indicate whether a noun is definite or indefinite (the teacher or a teacher). Similarly, the word and grammatically functions as a connector of words and phrases, as in the combination of noun phrases the stars and the moon. In short, many new words such as nouns and verbs are likely to be encountered by language. • Grammars of English also give a traditional list of word classes under the name of parts of speech: verb, noun, adjective, adverb, preposition, conjunction, pronoun, article, and interjection, following an approach that goes back to Latin. In language studies, we often need to talk about parts of speech so that we can make general and economical statements about the way the words of a language behave (Crystal, 1996, p. 206). For example, “A noun is a word that is used for naming a person, thing or concept.” You might refer to Çelik (2007, pp. 92-93) and crystal for detailed characteristics of English parts of speech. THE TIE –BACK • Understanding of a word includes different kinds of information we encode in our mental lexicon. When we say we know a word, we not only know the meaning or multiple meanings of it and its pronunciation, but we also know its spelling or orthography and grammatical category such as noun or verb. Any typical English dictionary should give at least a lexical entry information that contains spelling, standard pronunciation, definitions to represent one or more meanings of the word, and parts of speech. An average dictionary may also give additional information about the etymology of words, whether the word is nonstandard (such as ain’t) or slang, vulgar, or archaic. Module 6 : Classification of Morphemes • Word forms may include a Number of units. • Plays, player, played and playing can be split into units; they are made up of one unit (play), and a number of other elements (like -s, -er, -ed, and –ing). All these elements are called morphemes, the minimal units of meaning or grammatical function that are used to form words. We may presume from this description of a morpheme that units of meaning include forms like play and units of grammatical function include elements used to show tense or plurality. • In the news headline “Shopping center in San Juan reopens; the word reopens contains three morphemes.: open is a minimal unit of meaning, re- is another minimal unit of grammatical function that means “again”, and –s is the another minimal unit of grammatical function that marks agreement with singular third person. Another example is auditors. There are three morphemes in the word auditors: audit, –or, (agentive, ‘person who does something’), and -s (indicating plurality). • One or more morphemes may represent a single word: One morpheme gentle Two morphemes gentleman (gentle + man) Three morphemes gentlemanly (gentle + man + ly) Four morphemes gentlemanliness (gentle + man + li + ness) More than four Morphemes - Ungentlemanliness (un + gentle + man + li + ness) •A single sound may represent a morpheme. For example, the morpheme a, meaning “without” as in amoral, is composed of a single sound. A morpheme may also consist of a single syllable, such a pink and –ish in pinkish, and two or more syllables, as in paper (two syllables), and crocodile (three syllables). •Morpheme as a constant meaning. For example, the morpheme –er means “someone who does” as in words like painter, teacher, and singer. However, there is also the comparative morpheme –er, meaning “more” as in faster. Thus, the same sounds may represent more than one morpheme, meaning that different morphemes may be homophonous or pronounced identically. Free and Bound Morphemes Morphemes into two broad classes from the example given above: free morphemes and bound morphemes. A free morpheme can stand alone as an independent, single word such as open and visit. A bound morpheme cannot normally stand alone and must be attached to another form. For instance, the plural morpheme -s can only ccur and make sense when it is attached to nouns, or the past tense -ed morpheme must be attached to verbs. • All affixes in English are bound morphemes, including prefixes attached to the beginning office another morpheme (like re- in reinvent,), and suffixes attached to the end of another morpheme (such as -or in auditor, inventor, director). Some bound morphemes (e.g. cran-) are called “bound base morphemes” and they are not meaningful in isolation but have meaning when combined with other morphemes. For example, cran- must occur with berry (cranberry). • Not all bound morphemes are affixes or bound bases. For example, in English forms such as ’ll, as in the sentence ‘I’ll take coffee, please’, ’ll is the contracted or shortened form of the auxiliary will. Thus, the term ‘ll is a bound morpheme and cannot stand as an independent word and must be attached to the preceding words (as in I’ll). Other contractions in are ’re (the contracted form of are, as in ‘They’re coming this afternoon) These contracted forms are bound morphemes. • There are two other sorts of affixes that you will encounter, infixes and Circumfixes. Both are classic challenges to the notion of morpheme. -Infixation is common in Southeast Asian and some Native American languages. Some linguists say that o in speed-o-meter and bar-o-meter, in Sister-in-law or mother-in-law, and a in now-a-days are infixes. • The plural morpheme -s placed internally in words like mothers-in-law or passers-by is also interpreted like an infix-like element (Trask, 2000). But it seems that English has almost no true infixes. Inserting morphemes within other morphemes is not a productive process of affixation in English. MODULE 6 TABLES. • Circumfixes are affixes that come in two parts. One attaches to the front of the word, and the other to the back. Circumfixes are controversial because it is possible to analyze them as consisting of a prefix ad a suffix that apply to a stem simultaneously. •Like infixes, the existence of circumfixes challenges the traditional notion of morpheme (but not the definition used here) because they involve discontinuity (either in the word or in the affix.) Lexical and Functional Morphemes • All free morphemes can be divided into two classifications: lexical and functional morphemes. English lexical morphemes consist of nouns, verbs, adjectives, and adverbs that all communicate the content of the messages speakers want to convey. Student, teacher, invest, save, quick, happy, and Honestly are examples of such lexical morphemes. Since we can add new lexical morphemes to English and other languages, they are also described as content words or open class of words. (Çelik, 2007, p. 94). • Functional morphemes primarily include functional English word like articles, prepositions, conjunctions, quantifiers, and pronouns. They are regarded as a closed class of words. To sum up, the meaning of lexical morphemes in and of themselves can easily be understood, but the meaning of functional morphemes can only be comprehended when they are used in a sentence with other words. Derivational and Inflectional Morphemes • English bound morphemes into two: derivational and inflectional morphemes. Derivational morphemes are used to create new words or to “make words of a different grammatical class from the stem. For example, the addition of the derivational morpheme -ize changes the adjective normal to the verb normalize. Likewise, we can derive the adjectives helpful and helpless by adding the derivational morphemes -ful and -less to the noun help. Derivational morphemes are a powerful means of word formation in English. • Inflectional morphemes are used to show some aspects of the grammatical function of a word. They may indicate if a word is singular or plural, whether it is past tense or not, or whether it is a comparative, superlative, or possessive form. In fact, inflection exists in many languages, but compared to other languages of the world, there is relatively little inflection in English. At present, there are only eight inflectional morphemes in the English language. Table 2.2 Inflectional Morphemes of English English inflectional morpheme Grammatical function Example s/ -es marks as more than one added to nouns plurality "When you play the game of thrones, you win or you die. There is no middle gound.” ’s marks for ownership added to nouns possessiveness "They say night’s beauties fade at dawn, and the children of wine are oft disowned in the morning light. er marks for comparison, added to adj comparative “Fear cuts deeper than swords.” est marks as superlative, added to adj superlatives “Some old wounds never truly heal, and bleed again at the slightest word. s marks to agree with singular third person added to verb "'A reader lives a thousand lives before he dies,' said Jojen.’ The man who never reads lives only one.'" d/-ed marks past tense verb "We are only human, and the gods have fashioned us for love. That is our great glory, and our great tragedy." Ing Marks present Participle Verb "The storms come and go, the big fish eat the little fish and I keep on paddling." n/ -en marks past participle “And I have a tender spot in my heart for cripples and bastards and broken things.” •Differences between inflectional and derivational morphemes: - First, inflectional morphemes can never alter the grammatical Category (part of speech) of a word. For example, tall and taller are both adjectives. The inflectional morpheme -er (comparative marker) simply creates a different version of the adjective tall. On the other hand, derivational morphemes often change the part of speech of a word. Thus, the verb read becomes the noun reader when we add the derivational morpheme -er. However, some derivational morphemes do not change - Second, when a derivational suffix and an inflectional suffix are added to the same word, they always appear in a certain relative order within the word. That is, derivational suffixes come first, followed by inflectional suffixes. Thus, the derivational -er is added to read, then the inflectional (-s) is attached to produce readers. When an inflectional suffix is added to a verb, we cannot add derivational suffixes any further. It is impossible to have a form like legalization, with inflectional -s being followed by the derivational -ation because inflectional morphemes occur outside derivational morphemes and attach to the base or stem. For these reasons, derivational Morphemes show the “inner” layer of words, whilst inflectional suffixes mark the “outer” layer of words. - A third point worthy of being emphasized is that certain derivational morphemes function to create new base forms or new stems to which we can attach other derivational or inflectional affixes. Say, we use the Derivational -atic to make adjectives from nouns, just like in words systematic and problematic. Then, we can further add -al to these two words to create systematical and problematical. Similarly, the derivational suffix -ize is often added to create verbs from adjectives, as in modernize, and we can add the inflectional suffix -s (modernizes) to such -ize verbs. To wum up, we can say that certain derivational affixes create new words for a given class, but inflectional affixes are always added to existing words of given class. Some Exceptions in English Morphology • Some nouns form their plurals irregularly. Typical examples of such irregular plurals in English are knife – knives, ox – oxen, goose – geese, and child – children. There are also exceptions in the forms of the past tense verbs in English, like the words began (begin), broke (break), went (go), and ran (run). Both historical influences and the effect of borrowed words play a role. in accounting for such irregularities.

Bedford readers

SOCY 200 Human Societies Study Guide Dr. Swann - 2024 Spring Final The test will be very similar in format to the midterm but with 5 or 10 more questions likely. I will discuss the format further during class. This is a guide, not an exhaustive list. Concepts •Inequality- Understand the prevalence and impact of inequality along gender, racial, and sexual lines Gender Inequality: Economic Disparities: Women often earn less than men for the same work and are disproportionately represented in lower-paying jobs and industries. Political Underrepresentation: Women are often underrepresented in politics and leadership positions, affecting policy decisions and societal norms. Social Expectations and Stereotypes: Gender norms and stereotypes can limit opportunities and reinforce unequal power dynamics. Racial Inequality: Wealth Gap: Historical discrimination and systemic barriers have resulted in significant wealth disparities between racial groups. Criminal Justice System: Racial minorities, especially Black and Latino individuals, are disproportionately affected by police violence, mass incarceration, and harsher sentencing. Education: Schools in predominantly minority communities often lack resources and face systemic biases, leading to unequal educational outcomes. Sexual Orientation and Identity: Legal Discrimination: In many places, LGBTQ+ individuals face legal discrimination in areas such as employment, housing, and access to healthcare. Violence and Harassment: LGBTQ+ individuals are at a higher risk of experiencing violence, harassment, and discrimination, which can lead to mental health issues and social exclusion. Family Rights: Legal recognition and rights for same-sex couples and LGBTQ+ parents vary widely across regions, impacting their ability to access services and protections. •Media Influence- Understand the role and sphere of influence of the media o. How much do we consume and what do we consume o. What you watch affects your beliefs o. Trust in the media o. What the media shows/ discusses and what the media does not show/discuss How much do we consume and what do we consume: Media consumption has dramatically increased with the advent of digital technology and the internet. People spend significant amounts of time engaging with various forms of media, including television, radio, newspapers, websites, social media platforms, podcasts, and streaming services. The content consumed varies widely, ranging from news, entertainment, sports, educational material, to user-generated content. Preferences for specific types of content are influenced by individual interests, demographics, and cultural factors. What you watch affects your beliefs: Numerous studies have demonstrated the correlation between media exposure and beliefs, attitudes, and behaviors. The content we consume can shape our perceptions of the world, our understanding of social issues, and our attitudes towards different groups and cultures. Media representations of gender, race, ethnicity, and other social identities can influence stereotypes and perpetuate biases. Exposure to diverse and inclusive media can challenge these stereotypes and promote empathy and understanding. Trust in the media: Trust in traditional media sources has been declining in recent years, influenced by factors such as perceived bias, misinformation, sensationalism, and corporate ownership. Trust is crucial for the credibility and effectiveness of media organizations. Transparency, accuracy, accountability, and editorial independence are essential for building and maintaining trust with audiences. What the media shows/discusses and what the media does not show/discuss: Media outlets play a critical role in shaping public discourse by determining which issues receive attention and how they are framed. This process, known as agenda-setting, influences the public's perception of what is important and newsworthy. Media coverage can be influenced by various factors, including editorial priorities, commercial interests, political agendas, and audience preferences. Certain topics may receive extensive coverage, while others are overlooked or underreported. Media gatekeeping, where editors and producers decide which stories to prioritize, can contribute to the amplification or suppression of certain voices and perspectives. Lack of diversity in newsrooms can also lead to gaps in coverage and representation. •Social Media o. Impacts on society ▪Gen Z ▪Impacts on mental health •Specifically Gen Z Gen Z and Social Media: Gen Z is the first generation to grow up entirely in the digital age, making social media an integral part of their lives from a young age. Social media platforms serve as primary channels for communication, self-expression, entertainment, and socialization among Gen Z. They use platforms like Instagram, TikTok, Snapchat, and Twitter to connect with peers, share experiences, and explore their identities. Impact on Mental Health: Social media usage among Gen Z has been linked to various mental health challenges, including anxiety, depression, loneliness, and body image issues. Comparison: Social media often promotes unrealistic standards of beauty, success, and happiness, leading to feelings of inadequacy and low self-esteem among Gen Z users who compare themselves to curated and filtered images and lifestyles. Cyberbullying: Gen Z faces increased risks of cyberbullying and online harassment through social media platforms, which can have devastating effects on their mental health and well-being. Fear of Missing Out (FOMO): Gen Z's constant exposure to their peers' activities and experiences on social media can exacerbate feelings of FOMO, anxiety, and social isolation. Digital Addiction: Excessive use of social media can contribute to digital addiction, where Gen Z individuals find it challenging to disconnect from their devices and prioritize offline activities, leading to sleep disturbances, concentration difficulties, and overall diminished well-being. Addressing Mental Health Challenges: Some efforts are underway to address mental health challenges associated with social media use among Gen Z: Digital literacy programs and mental health education initiatives aim to empower Gen Z with the skills to critically evaluate online content, recognize harmful behaviors, and seek support when needed. Mental health advocates and organizations collaborate with social media platforms to implement safety features, anti-bullying measures, and resources for mental health support. Increased awareness and destigmatization of mental health issues help Gen Z feel more comfortable seeking help and support from trusted adults, peers, and mental health professionals. o. Prevalence and ubiquity ▪How quickly adopted/became normative Prevalence and Ubiquity: Social media platforms have become ubiquitous in contemporary society, with billions of users worldwide across various demographics. These platforms facilitate instant communication, content sharing, and community building, fundamentally altering how people connect, share information, and engage with each other. The prevalence of social media is evident in its integration into daily life activities, including personal relationships, work, education, entertainment, and even activism. Speed of Adoption: The adoption of social media occurred rapidly, driven by advances in technology, the proliferation of internet access, and changing cultural norms. Platforms like Facebook, launched in 2004, experienced exponential growth, reaching millions of users within a few years. Similarly, Twitter (2006), Instagram (2010), and Snapchat (2011) gained widespread popularity relatively quickly. The advent of smartphones and mobile apps further accelerated social media adoption, enabling users to access platforms anytime, anywhere, and fostering continuous engagement. Normative Status: Social media has transitioned from a novelty to a normative aspect of contemporary life, influencing social norms, behaviors, and expectations. It's now considered customary for individuals, businesses, organizations, and even governments to maintain a presence on social media platforms to communicate, engage with stakeholders, and stay relevant. Social media usage is normalized across generations, with younger demographics, such as Gen Z, incorporating it seamlessly into their daily routines and identity formation processes. •Immigrants -Understand the labeling of different waves and generations of immigrants and what these labels entail o. Where do most immigrants come from o. Periods of internal migration in the US o. Deportation Labeling of Immigrant Waves and Generations: First Wave: Refers to the initial period of significant immigration to the United States, primarily from European countries during the 19th and early 20th centuries. This wave included immigrants from Ireland, Germany, Italy, and Eastern European countries. Second Wave: This term is often used to describe the period of immigration that occurred after restrictive immigration laws were lifted in the mid-20th century. It includes immigrants from Latin America, Asia, and other regions, driven by factors such as labor demand, family reunification, and political instability. Third Wave: Sometimes referred to as contemporary immigration, this wave encompasses recent immigration trends, characterized by globalization, advancements in transportation, and changes in immigration policies. It includes immigrants from diverse backgrounds, including Asia, Africa, the Middle East, and Latin America. Where do most immigrants come from: Historically, immigrants to the United States have come from various regions around the world, depending on geopolitical events, economic conditions, and immigration policies. In recent years, the majority of immigrants to the United States have come from countries in Latin America, particularly Mexico, Central America, and the Caribbean, as well as from Asian countries such as China, India, the Philippines, and Vietnam. Periods of Internal Migration in the US: Internal migration within the United States has also played a significant role in shaping demographic patterns and regional development. Historical periods of internal migration include the westward expansion during the 19th century, the Great Migration of African Americans from the South to northern cities during the early to mid-20th century, and more recent trends of migration from rural to urban areas. Deportation: Deportation refers to the formal removal of immigrants from a country due to violations of immigration laws or other legal grounds. The United States has a long history of deportation, including periods of mass deportation, such as the Mexican Repatriation during the 1930s and the deportation of undocumented immigrants in recent years. Deportation policies and practices have been subject to debate and controversy, with concerns raised about due process, human rights, and the impact on families and communities. •Gender- Understand Socialized Gender Differences o. ‘Real’ differences between males and females ▪How those things play into the social construction of gender, gender stereotypes, and gender roles Biological Differences: Males and females do exhibit biological differences, including differences in reproductive anatomy, hormones, and certain physical characteristics. These differences are often related to reproductive functions and secondary sexual characteristics but do not fully account for the wide range of behaviors, traits, and capabilities exhibited by individuals of different genders. Social Construction of Gender: Gender is a socially constructed concept, meaning that the roles, behaviors, expectations, and identities associated with masculinity and femininity are shaped by cultural norms, beliefs, and institutions. Socialization begins at an early age and continues throughout life, with individuals learning and internalizing gender norms and expectations through interactions with family, peers, media, and other social institutions. Gender Stereotypes: Gender stereotypes are oversimplified, generalized beliefs about the characteristics, abilities, and behaviors of males and females. These stereotypes often perpetuate traditional notions of gender roles and reinforce inequality and discrimination. For example, stereotypes may dictate that males are assertive, strong, and rational, while females are nurturing, emotional, and submissive. These stereotypes can limit individuals' opportunities and perpetuate harmful gender norms. Gender Roles: Gender roles refer to the societal expectations and norms regarding the behaviors, responsibilities, and activities deemed appropriate for males and females. These roles can vary across cultures and historical contexts but often involve expectations related to caregiving, household duties, employment, and leadership. Gender roles are reinforced through socialization processes and institutions such as family, education, religion, and media, influencing individuals' self-concepts and behaviors. Interplay Between Biological and Social Factors: While biological differences may contribute to certain tendencies or predispositions, the social construction of gender significantly shapes how these differences are perceived, interpreted, and valued within society. For example, biological differences in strength or reproductive functions may influence the division of labor and social roles assigned to men and women, but societal expectations and cultural norms also play a crucial role in defining what is considered "appropriate" behavior for each gender. o. Understanding that most gendered differences are social ▪Leisure activities, desired jobs, self-care, willingness to ask for help, etc. Leisure Activities: Gender norms and expectations often influence the types of leisure activities individuals engage in. For example, sports may be more encouraged and accessible for boys, while girls may be steered towards activities perceived as more feminine, such as dance or art. These gendered leisure preferences can be shaped by socialization, media representations, peer influences, and parental expectations. Desired Jobs: Gender stereotypes and societal norms can influence individuals' career aspirations and choices. Certain professions may be seen as more suitable or desirable for men or women based on perceptions of gender roles and abilities. Women may face barriers or discouragement from pursuing careers in male-dominated fields such as STEM (Science, Technology, Engineering, and Mathematics), while men may encounter stigma or pressure for choosing traditionally female-dominated professions like nursing or teaching. Self-Care: Gendered expectations around self-care can impact how individuals prioritize their physical and emotional well-being. Women may be socialized to prioritize caregiving and nurturing roles, often at the expense of their own self-care needs. Men, on the other hand, may face societal pressures to prioritize stoicism and self-reliance, which can discourage seeking help for mental health issues or engaging in activities perceived as self-indulgent, such as therapy or self-care practices. Willingness to Ask for Help: Gender norms can influence individuals' attitudes towards seeking help and expressing vulnerability. Women may be socialized to be more comfortable seeking support and expressing emotions, while men may feel pressure to suppress vulnerability and handle challenges independently. These gendered expectations can impact help-seeking behaviors, mental health outcomes, and interpersonal relationships, contributing to disparities in access to support services and resources. o. Gender roles ▪Changing mom and dad roles •Women now expected to work •Increasing Age of 1st birth in America and across the world o. Explanations Changing Mom and Dad Roles: Traditionally, gender roles within families often assigned women the primary responsibility for caregiving and homemaking, while men were expected to be the primary breadwinners. However, societal shifts, including women's increasing education levels, workforce participation, and changing attitudes towards gender roles, have led to a reevaluation of these traditional roles. Women Expected to Work: Women's participation in the workforce has been steadily increasing over the past century, driven by factors such as economic necessity, greater educational opportunities, and changing social norms. As a result, women are no longer solely defined by their roles as caregivers and homemakers but are increasingly expected to pursue careers and contribute to household income. Increasing Age of First Birth: Across the United States and many other parts of the world, there has been a trend towards delaying the age of first birth. Several factors contribute to this trend, including: Education and Career Pursuits: As women pursue higher education and establish careers, they may delay starting a family to focus on personal and professional goals. Economic Factors: Financial stability and economic concerns play a significant role in family planning decisions. Many couples choose to delay having children until they feel financially secure. Access to Contraception and Family Planning Services: Increased access to contraception and family planning resources allows individuals more control over their reproductive choices, including when to have children. Cultural and Social Changes: Changing societal attitudes towards marriage, childbearing, and family dynamics also contribute to the trend of delaying parenthood. Explanations: The changing roles of moms and dads and the trend of delaying the age of first birth reflect broader shifts in societal norms, economic structures, and cultural expectations. These changes are driven by factors such as increased gender equality, greater access to education and career opportunities for women, and evolving attitudes towards family and parenthood. While these shifts represent progress towards more egalitarian and flexible gender roles, they also present challenges, including balancing work and family responsibilities, addressing childcare needs, and navigating societal expectations. •Decreasing family sizes across much of the world o. Hans Rosling Hans Rosling, a Swedish physician, academic, and statistician, was a prominent advocate for data-driven analysis and global health equity. He founded the Gapminder Foundation, which aims to promote a fact-based worldview through the innovative use of data visualization tools. Rosling's work often focused on challenging misconceptions and stereotypes about global development, population trends, and socio-economic disparities. One of the key topics he addressed was the phenomenon of decreasing family sizes across much of the world. Decreasing Family Sizes: Rosling emphasized that as societies undergo economic development and improvements in healthcare and education, fertility rates tend to decline. This decline in fertility rates is often attributed to factors such as increased access to contraception, higher levels of education for women, greater economic opportunities, and changes in cultural norms surrounding family planning. As families become more educated and economically stable, they often choose to have fewer children, prioritizing quality of life and investing more resources in each child's education and well-being. Rosling's work helped debunk myths and misconceptions about population growth, illustrating that global fertility rates were decreasing rather than increasing. He highlighted the importance of accurate data and evidence-based analysis in understanding complex global trends and informing policy decisions. o. Performing Gender o. F*g Discourse/ Self-policing ▪CJ Pascoe o. Changes in notions of gender ▪Specifically among Gen Z Performing gender refers to how individuals enact and express their gender identity through behaviors, appearances, and interactions, often influenced by societal norms and expectations. Here's an exploration of f*g discourse and self-policing, as well as changes in notions of gender, particularly among Gen Z: F*g Discourse/Self-policing: F*g discourse refers to derogatory language and derogatory labeling used to police and stigmatize individuals who deviate from traditional gender norms, particularly masculinity norms. CJ Pascoe, a sociologist, conducted research on masculinity and gender among adolescent boys, particularly focusing on how boys engage in f*g discourse and self-policing behaviors to assert and maintain their masculine identities. Pascoe's work highlighted how boys use homophobic language and behaviors to reinforce masculinity norms, establish social hierarchies, and police each other's gender performances. This self-policing can create pressure for conformity and marginalize individuals who do not conform to dominant gender expectations. Changes in Notions of Gender, Specifically Among Gen Z: Gen Z is often characterized by its greater openness and acceptance of diverse gender identities and expressions compared to previous generations. Gen Z individuals are more likely to challenge traditional binary notions of gender and embrace a spectrum of gender identities beyond the male-female binary. Social media and online communities have played a significant role in facilitating conversations around gender diversity and providing platforms for individuals to express their authentic selves. Gen Z's attitudes towards gender reflect broader cultural shifts towards greater acceptance and inclusivity, challenging stereotypes and norms that limit expression and self-discovery. •Race- Understand the social construction of race and historical narratives and changes o. Racial formation ▪Omi and Winant Racial Formation: Omi and Winant argue that race is not a fixed, biological category but rather a social construct that is continually produced and contested within specific historical and social contexts. They emphasize that race is a dynamic and relational concept, shaped by power dynamics, ideologies, institutions, and cultural representations. Racial formation involves the articulation of racial meanings, the institutionalization of racial practices, and the mobilization of racial groups in pursuit of their interests. Key Concepts: Racial Projects: Omi and Winant introduce the concept of racial projects, which are coordinated efforts by individuals, groups, and institutions to define and organize racial categories and relations. Racial projects can take various forms, including policies, laws, discourses, and cultural representations. Racialization: Racialization refers to the process through which social groups are categorized and marked by race, attributing certain characteristics, statuses, and meanings to them. Racialization can occur through explicit policies, implicit biases, and cultural stereotypes. Racial Formation Regimes: Omi and Winant analyze racial formation as a complex system of racial categories, hierarchies, and ideologies that shape social relations and institutions. Racial formation regimes encompass the historical and structural dimensions of racial dynamics within society. Historical Narratives and Changes: Omi and Winant's framework helps to understand the historical narratives and changes in racial dynamics in the United States and beyond. It highlights how racial categories and meanings have been constructed, contested, and transformed over time through processes of colonization, slavery, immigration, segregation, and globalization. For example, the shift from explicit forms of racial segregation to more subtle forms of racial inequality and discrimination reflects changes in racial formations and ideologies. Historical events such as the Civil Rights Movement, immigration waves, and globalization have also influenced racial formations, challenging existing racial hierarchies and identities while also generating new forms of racialization and social conflict. o. Racism ▪Implicit v explicit ▪Structural v personal Implicit vs. Explicit Racism: Explicit Racism: Explicit racism refers to overt, conscious expressions of racial prejudice and discrimination. This can include acts such as racial slurs, hate speech, hate crimes, and discriminatory practices based on race. Examples of explicit racism include racially motivated violence, discriminatory hiring practices, segregationist policies, and hate groups advocating for racial superiority. Implicit Racism: Implicit racism refers to unconscious biases, attitudes, and stereotypes that influence behavior and decision-making, often without individuals being aware of it. These biases can manifest in subtle ways, such as microaggressions, implicit biases in hiring and promotion decisions, and differential treatment based on race in various social contexts. Implicit racism can be perpetuated through cultural stereotypes, media representations, and socialization processes, leading to systemic inequalities and disparities. Structural vs. Personal Racism: Structural Racism: Structural racism refers to how societal institutions, policies, and practices perpetuate racial inequalities and disparities, often regardless of individual intent or prejudice. Structural racism operates at the systemic level, shaping access to resources, opportunities, and power based on race. It is embedded within social, political, economic, and cultural systems. Examples of structural racism include disparities in education, housing, healthcare, employment, criminal justice, and representation in positions of power. Personal Racism: Personal racism involves individual attitudes, beliefs, and actions that perpetuate racial prejudice, discrimination, and bias. This can include acts of overt discrimination, implicit biases, racial stereotypes, and microaggressions perpetrated by individuals in interpersonal interactions. While personal racism is often influenced by broader social structures and cultural norms, it operates at the level of individual behavior and attitudes. o. Inequality by race o. Criminal justice differences Inequality by race in the criminal justice system is a complex and longstanding issue that encompasses disparities at various stages of the criminal justice process. Here's an overview of some key aspects: 1. Policing: Racial profiling: Minority individuals, particularly Black and Hispanic individuals, are disproportionately targeted for stops, searches, and arrests by law enforcement agencies based on their race or ethnicity, rather than evidence of criminal activity. Use of force: Black individuals are more likely to experience police use of force, including deadly force, compared to their White counterparts, leading to higher rates of injury and death among Black communities. 2. Arrests and Charging: Disproportionate arrests: Black and Hispanic individuals are overrepresented in arrest statistics for various offenses, including drug-related offenses, despite similar rates of drug use across racial groups. Charging decisions: Studies have shown racial disparities in charging decisions, with Black and Hispanic individuals more likely to be charged with more serious offenses and face harsher penalties compared to White individuals for similar offenses. 3. Pretrial Detention and Bail: Pretrial detention: Black and Hispanic individuals are more likely to be detained pretrial and less likely to be released on bail compared to White individuals, leading to longer periods of incarceration before trial and increased pressure to plead guilty to avoid prolonged detention. Bail disparities: Racial and socioeconomic disparities in access to bail contribute to inequalities in pretrial detention, with minority and low-income individuals disproportionately affected. 4. Sentencing and Incarceration: Sentencing disparities: Black and Hispanic individuals are more likely to receive longer sentences compared to White individuals for similar offenses, contributing to racial disparities in incarceration rates. Mass incarceration: The United States has the highest incarceration rate in the world, and racial minorities, particularly Black individuals, are disproportionately represented in the prison population. 5. Reentry and Recidivism: Reentry challenges: Upon release from incarceration, racial minorities face numerous barriers to successful reintegration into society, including limited access to employment, housing, education, and social support networks. Recidivism rates: Due to systemic inequalities and limited opportunities post-release, racial minorities are more likely to cycle in and out of the criminal justice system, perpetuating the cycle of incarceration and disadvantage. o. Between the world and me ▪Discussion questions ▪Thesis ▪TaNahesi Coates "Between the World and Me" by Ta-Nehisi Coates is a powerful exploration of race, identity, and the Black experience in America. Here are some discussion questions, the thesis of the book, and an overview of Ta-Nehisi Coates: Discussion Questions: How does Coates use personal narrative and historical analysis to convey his message about the experience of being Black in America? What role does fear play in shaping Coates' understanding of race and identity? How does he navigate and confront fear throughout the book? How does Coates critique the concept of the American Dream and the idea of progress in the context of racial inequality and injustice? What does Coates mean by "the Dream" and "the Dreamers," and how do these concepts shape his understanding of American society and its treatment of Black bodies? How does Coates grapple with the notion of hope in the face of systemic racism and violence against Black individuals and communities? How does Coates explore the relationship between the body, identity, and vulnerability in the context of racialized violence and oppression? Thesis: The central thesis of "Between the World and Me" revolves around Coates' exploration of the Black experience in America, particularly how systemic racism, violence, and structural inequality shape and define the lives of Black individuals. Coates argues that America's history of slavery, segregation, and ongoing racial injustice fundamentally contradicts the ideals of liberty and equality upon which the nation was founded. He presents a searing critique of the myth of the American Dream and calls attention to the pervasive fear and violence faced by Black bodies in American society. Ultimately, Coates urges readers to confront the harsh realities of race in America and to reckon with the legacy of white supremacy to work towards a more just and equitable society. Ta-Nehisi Coates: Ta-Nehisi Coates is an acclaimed writer, journalist, and educator known for his insightful commentary on race, politics, and culture in America. He has written for publications such as The Atlantic, where he gained widespread recognition for his essays on race, history, and social justice. Coates is also the author of several books, including "Between the World and Me," which won the National Book Award for Nonfiction in 2015, and "The Water Dancer," a novel exploring the legacy of slavery and the Underground Railroad. Coates' writing is characterized by its lyrical prose, meticulous research, and unflinching examination of the complexities of race and identity in America. He continues to be a prominent voice in conversations about race, history, and social justice, challenging readers to confront uncomfortable truths and envision a more equitable future. •Sexual Inequality- US beliefs about gay marriage In the United States, beliefs about gay marriage have evolved significantly over time, reflecting broader changes in societal attitudes towards LGBTQ+ rights and equality. However, sexual inequality persists in various forms, including discrimination, stigma, and legal barriers faced by LGBTQ+ individuals, particularly in relation to marriage and family rights. Historical Context: Until relatively recently, same-sex marriage was widely stigmatized and prohibited by law in the United States. For much of the country's history, marriage was legally defined as a union between a man and a woman, excluding LGBTQ+ couples from the institution of marriage and its associated legal rights and benefits. Shift in Public Opinion: Over the past few decades, there has been a notable shift in public opinion regarding gay marriage. Increased visibility and advocacy efforts by LGBTQ+ individuals and allies have contributed to greater acceptance and support for marriage equality. Polls have consistently shown a growing majority of Americans in favor of legalizing same-sex marriage. Legalization and Recognition: In a landmark decision in 2015, the U.S. Supreme Court ruled in Obergefell v. Hodges that same-sex couples have the fundamental right to marry under the Fourteenth Amendment of the U.S. Constitution. This ruling legalized gay marriage nationwide, granting LGBTQ+ couples access to the same legal rights and benefits afforded to heterosexual couples. Persistent Challenges: Despite the legalization of same-sex marriage, sexual inequality persists in various forms. LGBTQ+ individuals continue to face discrimination, prejudice, and social stigma, which can impact their ability to freely express their identities and form relationships. Furthermore, legal protections for LGBTQ+ rights vary from state to state, and some states have enacted laws or policies that undermine marriage equality or allow for discrimination based on sexual orientation or gender identity. Intersectional Issues: Sexual inequality intersects with other forms of inequality, including race, gender identity, and socioeconomic status. LGBTQ+ individuals who belong to marginalized communities may face compounded discrimination and barriers to accessing marriage rights and other resources. Advocacy and Resistance: Advocacy efforts by LGBTQ+ activists and allies continue to challenge sexual inequality and push for greater recognition of LGBTQ+ rights, including marriage equality. However, resistance to LGBTQ+ rights persists in some quarters, leading to ongoing debates and legal battles over issues such as religious exemptions, adoption rights, and transgender rights. o. Income of LGBT people The income of LGBTQ+ people can vary widely depending on factors such as education, occupation, location, and other demographic characteristics. However, research indicates that LGBTQ+ individuals as a group may face economic disparities compared to their non-LGBTQ+ counterparts. Here are some key points regarding the income of LGBTQ+ people: Wage Gap: Studies have found evidence of a wage gap between LGBTQ+ individuals and their heterosexual counterparts. This wage gap can be attributed to various factors, including workplace discrimination, bias, and unequal opportunities for career advancement. Employment Discrimination: LGBTQ+ individuals may experience discrimination in the workplace, which can impact their ability to secure employment, earn promotions, or receive equal pay for equal work. Discriminatory practices based on sexual orientation or gender identity contribute to economic inequalities within the LGBTQ+ community. Intersectionality: The economic experiences of LGBTQ+ individuals are shaped by intersecting factors such as race, gender identity, and socioeconomic status. LGBTQ+ people who belong to marginalized groups may face compounded discrimination and economic hardship, further exacerbating income disparities. Access to Benefits: Prior to the legalization of same-sex marriage in the United States, many LGBTQ+ couples were denied access to spousal benefits such as health insurance, retirement benefits, and tax advantages. Even after marriage equality, disparities in access to benefits may persist for LGBTQ+ individuals who live in states without explicit protections for LGBTQ+ rights. Housing and Homelessness: LGBTQ+ youth are disproportionately represented among homeless populations, often as a result of family rejection or discrimination. Homelessness can have significant economic consequences, including limited access to stable employment and financial resources. Policy and Advocacy Efforts: Advocacy organizations and policymakers have called attention to economic disparities within the LGBTQ+ community and advocated for policies to address these inequalities. Efforts to combat workplace discrimination, expand access to benefits, and promote economic inclusion for LGBTQ+ individuals are ongoing. o. How many people are LGBTQ ▪Changing rates •Especially for Gen Z Population Estimates: Various surveys and studies have attempted to estimate the size of the LGBTQ+ population. These estimates typically range from a few percentage points to around 10% of the population, depending on the methodology and definitions used. Changing Rates: There is evidence to suggest that the proportion of people identifying as LGBTQ+ has been increasing over time, particularly among younger generations. This trend may be influenced by factors such as greater societal acceptance, increased visibility of LGBTQ+ individuals in media and popular culture, and evolving attitudes toward sexual orientation and gender identity. Generational Differences: Generation Z, consisting of individuals born roughly between the mid-1990s and early 2010s, is often characterized by greater openness and acceptance of LGBTQ+ identities compared to older generations. Surveys and studies have shown that Generation Z is more likely to identify as LGBTQ+ or express support for LGBTQ+ rights compared to previous generations. Social Factors: Changes in societal attitudes, legal protections, and cultural norms have contributed to greater acceptance and visibility of LGBTQ+ identities. As a result, more people may feel comfortable openly identifying as LGBTQ+ or exploring their sexual orientation and gender identity. Intersectionality: It's important to recognize that LGBTQ+ identities intersect with other aspects of identity, such as race, ethnicity, socioeconomic status, and disability. Rates of LGBTQ+ identification and experiences of discrimination may vary within and across different demographic groups. o. Heterosexism o. Homophobia, hate crimes, and discrim Heterosexism refers to the belief in and promotion of heterosexuality as the norm or superior sexual orientation, while marginalizing or discriminating against other sexual orientations. This ideology can manifest in various ways, including homophobia, hate crimes, and discrimination. Here's a breakdown: Homophobia: This is an irrational fear, hatred, or discomfort toward individuals who are perceived as being gay, lesbian, bisexual, or transgender. Homophobia can lead to prejudice, discrimination, and violence against LGBTQ+ individuals. It may be fueled by ignorance, cultural norms, religious beliefs, or personal biases. Hate Crimes: Hate crimes are criminal acts motivated by bias or prejudice against a particular group, including LGBTQ+ individuals. These crimes can range from verbal harassment and physical assault to vandalism, sexual assault, or even murder. Hate crimes targeting LGBTQ+ individuals often stem from homophobia and transphobia and can have devastating effects on individuals and communities. Discrimination: LGBTQ+ individuals may face discrimination in various areas of life, including employment, housing, education, healthcare, and public accommodations. Heterosexism can manifest in policies, practices, and social attitudes that favor heterosexual individuals while disadvantaging or excluding LGBTQ+ individuals. Discrimination based on sexual orientation or gender identity is often illegal in many jurisdictions, but it still persists in many forms. •Sex- Frequency and patterns o. Difference in reporting o. Contemporary rates and patterns for Gen Z and Millennials o. Changes in dating and partnering Discussions around sex, its frequency, patterns, and changes in contemporary rates and patterns among different generations, particularly Gen Z (born roughly between the mid-to-late 1990s and early 2010s) and Millennials (born roughly between the early 1980s and mid-to-late 1990s), often involve several key points: Difference in Reporting: There's often a difference in how different generations report their sexual behaviors. For example, older generations may be more conservative or private about discussing their sexual activities, while younger generations, such as Gen Z, may be more open and transparent about their experiences, thanks in part to the normalization of discussions around sex in popular culture, social media, and the internet. Contemporary Rates and Patterns: Studies have shown that there are shifts in sexual behaviors and attitudes among younger generations compared to older ones. For instance, surveys suggest that Gen Z and Millennials may be having sex less frequently than previous generations did at the same age. Factors contributing to this trend may include increased access to technology, changing social norms around relationships and sexuality, and concerns about sexual health and consent. Changes in Dating and Partnering: With the rise of dating apps and online platforms, there have been significant changes in how people meet and form relationships. Gen Z and Millennials are more likely to meet potential partners online than through traditional means like mutual friends or social events. This shift has also led to changes in dating dynamics, with some research suggesting that younger generations are more likely to engage in casual relationships or hookups rather than long-term commitments. ▪Changes in sexual frequency Changes in sexual frequency refer to shifts or variations in how often individuals engage in sexual activity over time. Several factors can influence changes in sexual frequency, including societal norms, cultural attitudes toward sex, individual preferences, relationship dynamics, health considerations, and external stressors. Here are some key points regarding changes in sexual frequency: Generational Shifts: Research suggests that there have been generational differences in sexual frequency. For example, some studies indicate that younger generations, such as Millennials and Gen Z, may be having sex less frequently than previous generations did at the same age. This trend could be attributed to various factors, including increased use of technology, changes in dating practices, and shifting societal attitudes toward sex. Relationship Status: Changes in relationship status can impact sexual frequency. For example, individuals in long-term relationships or marriages may experience fluctuations in sexual activity over time due to factors such as work stress, family responsibilities, or changes in emotional intimacy. Conversely, individuals who are single or casually dating may have more variability in their sexual frequency depending on their social and dating experiences. Health Factors: Physical and mental health can influence sexual frequency. Health conditions, medications, hormonal changes, and psychological factors such as stress, anxiety, or depression can affect libido and sexual desire, leading to changes in sexual activity levels. Additionally, experiences such as pregnancy, childbirth, and menopause can also impact sexual frequency for individuals and couples. Social and Cultural Factors: Societal norms, cultural attitudes, and media representations of sex can influence individuals' perceptions and behaviors regarding sexual activity. Changes in social norms around sexuality, gender roles, and relationship dynamics may contribute to shifts in sexual frequency among different demographic groups. Technological Influence: The widespread availability of digital media and online platforms has reshaped how people connect and interact, including in the realm of sexuality. The rise of social media, dating apps, and online pornography may impact sexual behaviors and attitudes, potentially affecting sexual frequency among different populations. Vocabulary •Biological Notions Of Race Biological notions of race refer to perspectives that view race as a biological or genetic category, often emphasizing physical differences among human populations. These perspectives typically posit that there are distinct and significant biological differences between racial groups, such as variations in genetic makeup, physiology, or disease susceptibility. •Social Construct A social construct refers to a concept or idea that is created and defined by society, rather than being inherent to the natural world. These constructs are shaped by social, cultural, historical, and political factors, and they vary across different societies and contexts. Social constructs are often accepted as reality by members of a society, influencing beliefs, attitudes, behaviors, and social interactions. •Social Construction Of Race The social construction of race refers to the process by which societal beliefs, categories, and meanings about race are created, shaped, and perpetuated within a particular cultural and historical context. Unlike biological notions of race, which posit that race is a fixed and objective category based on physical or genetic differences, the social constructionist perspective emphasizes that race is a product of social, cultural, and political forces rather than biological reality. •Racial Formation Theory Racial Formation Theory, developed by sociologists Michael Omi and Howard Winant in the late 20th century, is a conceptual framework that seeks to understand how race and racial categories are socially constructed and transformed over time. The theory emphasizes the dynamic and contingent nature of race, highlighting how racial identities, meanings, and hierarchies are produced, contested, and reconfigured within specific historical and social contexts. •Ethnicity Ethnicity refers to the cultural, social, and sometimes biological characteristics that distinguish one group of people from another. It is a complex and multifaceted concept that encompasses shared ancestry, language, religion, customs, traditions, and other cultural practices. Unlike race, which is often understood in terms of physical or biological traits, ethnicity is primarily based on cultural affiliation and identification. •Globalization Globalization refers to the increasing interconnectedness and interdependence of societies and economies around the world. It involves the exchange of goods, services, information, technology, culture, and ideas on a global scale, leading to the integration of economies and societies into a single global system. Key aspects of globalization include: •Immigration o. Legal (Voluntary) o. Illegal (Voluntary) o. Forced Immigration refers to the act of individuals or groups moving from one country to another to reside there permanently or temporarily. Immigration can occur for various reasons, including economic opportunities, family reunification, seeking asylum or refuge, or fleeing persecution, conflict, or environmental disasters. There are three broad categories of immigration: Legal Immigration (Voluntary): Legal immigration occurs when individuals enter a country with the proper authorization and documentation, such as visas, work permits, or residency permits. This type of immigration is voluntary and typically follows established immigration laws and regulations of the destination country. Legal immigrants often come to pursue education, and work opportunities, join family members, or seek refuge through legal channels. Illegal Immigration (Voluntary): Illegal immigration, also known as undocumented or irregular migration, refers to the movement of individuals across national borders without proper authorization or documentation under the destination country's immigration laws. This type of immigration is voluntary but violates the immigration laws of the destination country. Reasons for illegal immigration may include economic factors, lack of legal pathways for migration, family reunification, or fleeing violence or persecution. Illegal immigrants often face risks such as exploitation, deportation, detention, and limited access to essential services. Forced Immigration: Forced immigration occurs when individuals are compelled to leave their home countries against their will due to persecution, conflict, environmental disasters, or other circumstances that threaten their safety, security, or well-being. This type of immigration is involuntary and may involve refugees, asylum seekers, internally displaced persons (IDPs), or victims of human trafficking. Forced immigrants often seek protection and assistance from international organizations, such as the United Nations High Commissioner for Refugees (UNHCR), and may eventually be resettled in a third country or return home when conditions improve. •Emigration Emigration refers to the act of individuals or groups leaving their country of origin to settle in another country. It involves the permanent or long-term relocation of people from their home country to a new destination. Emigration is the opposite of immigration, which involves individuals or groups entering a new country to reside there. •Refugee (as defined by the US) In the United States, a refugee is defined as a person who is outside their country of nationality or habitual residence due to a well-founded fear of persecution on account of race, religion, nationality, membership in a particular social group, or political opinion, and who is unable or unwilling to return to that country. Refugees are granted legal protection and assistance under international law, including the 1951 Convention Relating to the Status of Refugees and its 1967 Protocol, to which the United States is a signatory. To be recognized as a refugee in the United States, individuals must undergo a thorough screening process conducted by the U.S. Citizenship and Immigration Services (USCIS) or the United Nations High Commissioner for Refugees (UNHCR), depending on the circumstances. This process involves interviews, background checks, and verification of the individual's refugee status. Once granted refugee status, individuals may be eligible for resettlement in the United States, where they receive assistance with housing, employment, education, and other services to help them rebuild their lives. Refugees differ from other categories of migrants, such as immigrants and asylum seekers, in that they have been forced to flee their home countries due to persecution or violence and are unable to return safely. As such, they are afforded specific legal protections and rights under international and domestic law. •Remittance Remittance refers to the transfer of money or other assets by a person living and working in one country to their family or others residing in their country of origin. It is a vital source of financial support for many families in developing countries, where remittances often constitute a significant portion of the national income. Remittances can be sent through various channels, including banks, money transfer operators (MTOs), online platforms, and informal channels such as friends or relatives carrying cash. The funds sent as remittances are typically used by recipients to cover essential expenses such as food, housing, education, healthcare, and investments in small businesses or agriculture. Remittances play a crucial role in poverty reduction and economic development in recipient countries, providing a lifeline for millions of households and contributing to local economies through increased consumption and investment. Additionally, remittances can help reduce inequality by redistributing wealth from higher-income countries to lower-income countries. For many migrants, sending remittances is a way to fulfill their financial obligations to their families and communities back home and to support their loved ones' well-being and aspirations. Governments and international organizations often support policies and initiatives aimed at facilitating remittance flows, reducing transfer costs, and promoting financial inclusion among migrant populations. •Model Minority The term "model minority" refers to a demographic group, typically an ethnic or racial minority, that is perceived as achieving a higher degree of socioeconomic success than the population average. This term is often applied to Asian Americans in the United States, but it can also be used to describe other groups in various countries. Characteristics commonly associated with the model minority stereotype include high levels of educational attainment, strong work ethic, stable family structures, and economic success. The model minority stereotype suggests that members of these groups have overcome discrimination and adversity through hard work, perseverance, and adherence to cultural values such as emphasis on education and strong family ties. •Assimilation o. Downward Assimilation Assimilation is a process through which individuals or groups adopt the cultural norms, values, and behaviors of the dominant society. It involves the integration of minority or immigrant groups into the mainstream culture of a society. Assimilation can occur voluntarily as individuals or groups seek to adapt to their new environment, or it can be enforced through social, economic, or political pressures. Downward assimilation refers to a situation in which individuals or groups adopt the norms and values of a lower socioeconomic status group rather than those of the dominant society. This can occur when individuals or groups face barriers to upward mobility or experience discrimination and marginalization within the dominant culture. Downward assimilation may involve adopting behaviors, attitudes, or lifestyles associated with poverty or social disadvantage. Downward assimilation can be a response to socioeconomic inequality, limited opportunities for social mobility, or experiences of discrimination and marginalization. It may also reflect a sense of alienation or disconnection from the dominant culture, leading individuals or groups to identify more closely with subcultures or communities that share similar experiences or values. While assimilation is often seen as a way for immigrants or minority groups to achieve social and economic success in their new society, downward assimilation highlights the complexities and challenges that individuals or groups may face in the process of integration. It underscores the importance of addressing structural inequalities and promoting social inclusion to ensure that all members of society have equal opportunities to thrive. •Paradigm o. Paradigm Shift A paradigm is a set of beliefs, assumptions, and practices that define how a particular discipline or field of study approaches problems and generates knowledge. It serves as a framework for understanding and interpreting phenomena within that discipline. A paradigm shift refers to a fundamental change in the basic assumptions, concepts, and practices of a scientific or intellectual framework. It occurs when new discoveries, theories, or perspectives challenge the existing paradigm and lead to a reevaluation of fundamental concepts and methods. •Gender Gender refers to the social, cultural, and behavioral characteristics, roles, and expectations that societies attribute to individuals based on their perceived sex. While sex typically refers to biological differences, such as chromosomes, hormones, and reproductive anatomy, gender encompasses a broader range of characteristics and identities. •Gender Expression Gender expression refers to the outward manifestation of an individual's gender identity, typically through behavior, clothing, hairstyle, voice, or other aspects of appearance and presentation. It encompasses the ways in which individuals express their gender to others and may include both intentional and unintentional cues that communicate aspects of their gender identity. •Gender Identity Gender identity refers to a person's deeply-felt internal sense of their own gender, which may be male, female, a blend of both, or neither. It is an intrinsic aspect of individual identity and may or may not correspond with the sex assigned to them at birth. Gender identity is distinct from biological sex, which is typically assigned based on physical characteristics such as anatomy and chromosomes. •Sexual Identity Sexual identity refers to an individual's enduring pattern of romantic or sexual attraction, as well as their sense of self in relation to that attraction. It encompasses the internal understanding of one's sexual orientation and may include categories such as heterosexual, homosexual, bisexual, pansexual, asexual, and more. •Sexuality Sexuality refers to the complex interplay of biological, psychological, social, cultural, and emotional factors that shape an individual's experience of their sexual desires, attractions, behaviors, and relationships. It encompasses a wide range of dimensions, including but not limited to: •Sex Sex, in the context of human behavior and relationships, refers to a broad range of physical, emotional, and social aspects related to sexual activity, attraction, and expression. •Self-policing Self-policing refers to the practice of individuals or groups regulating their own behavior, actions, or attitudes according to internal standards, values, or norms, rather than relying solely on external laws, rules, or authorities for guidance or enforcement. It involves taking personal responsibility for one's actions and adhering to ethical principles or social expectations without the need for external coercion or supervision. •Gender Queer Genderqueer is a term used to describe individuals whose gender identity does not conform to traditional binary notions of male and female. Genderqueer people may identify as a blend of both genders, as neither exclusively male nor female, or as a different gender entirely. They may reject the idea of fixed gender categories altogether and view gender as fluid and non-binary. •Gender Binary The gender binary refers to the classification of gender into two distinct and opposite categories: male and female. It's a cultural, societal, and often institutional framework that assumes there are only two genders, each associated with specific roles, behaviors, attributes, and expectations. This binary understanding of gender typically aligns with biological sex assigned at birth, where individuals are categorized as either male or female based on physical characteristics such as genitalia and chromosomes. •Man Box o. Tony Porter The "Man Box" is a concept popularized by Tony Porter, an activist and educator known for his work in promoting healthy, respectful, and equitable notions of masculinity. The term refers to a set of societal expectations, norms, and stereotypes that prescribe how men should behave, think, and feel. These expectations are often rigid and restrictive, dictating that men should conform to certain ideals of masculinity while suppressing traits or behaviors that are perceived as feminine or weak. •Hierarchy Hierarchy refers to a system or structure in which people or groups are ranked according to their status, authority, or importance relative to one another. It often involves a vertical arrangement, with individuals or entities positioned at different levels based on criteria such as power, wealth, social class, or organizational position. •Ascribed Identity An ascribed identity is a social identity that is assigned to an individual based on characteristics such as age, race, ethnicity, gender, and socioeconomic status, over which the individual may have little or no control. These identities are typically attributed to individuals at birth or early in life and are often based on external factors such as physical appearance, family background, or cultural heritage. •Achieved Identity An achieved identity is a social identity that an individual acquires through their own actions, efforts, choices, and accomplishments. Unlike ascribed identities, which are assigned to individuals based on factors such as race, gender, or socioeconomic status, achieved identities are developed over time through personal agency and interaction with one's environment. •Queer Theory o. A conflict theory where the conflict is the level of patriarchy o. Judith Butler Queer theory is a theoretical framework within gender studies and sociology that challenges traditional understandings of gender and sexuality. Developed primarily in the late 20th century, queer theory emerged as a response to the limitations of earlier feminist and gay/lesbian theories, which tended to essentialize gender and sexual identities. At its core, queer theory seeks to deconstruct binary categories such as male/female and gay/straight, as well as the norms and power structures associated with them. It questions the idea of fixed, natural, or essential identities, arguing instead that identities are fluid, socially constructed, and context-dependent. •Homophobia Homophobia refers to a range of negative attitudes, feelings, and behaviors directed towards individuals who are perceived to be gay, lesbian, bisexual, or transgender (LGBT), as well as towards same-sex relationships or behaviors. It encompasses prejudice, discrimination, and hostility based on a person's sexual orientation or gender identity. •Heterosexism Heterosexism refers to the belief in and privileging of heterosexuality as the normative and superior sexual orientation, while marginalizing and stigmatizing non-heterosexual identities. It operates on the assumption that heterosexuality is the only natural or acceptable form of sexual orientation, leading to discrimination, prejudice, and the exclusion of LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and other non-heterosexual or non-cisgender) individuals. •Culture Culture encompasses the shared beliefs, values, norms, customs, traditions, language, symbols, and practices that are learned and transmitted within a particular social group or community. It shapes individuals' identities, behaviors, and worldviews, influencing how people perceive themselves and others, interact with one another, and interpret the world around them. •FCC The Federal Communications Commission (FCC) is an independent agency of the United States government that regulates interstate and international communications by radio, television, wire, satellite, and cable. It was established by the Communications Act of 1934 and is charged with overseeing various aspects of telecommunications and broadcasting to ensure the public interest is served. •Fairness Doctrine o. Repeal of and effects of repeal The Fairness Doctrine was a policy introduced by the Federal Communications Commission (FCC) in 1949 to ensure that broadcasters presented balanced and fair coverage of controversial issues. It required broadcasters to devote airtime to discussing contrasting views on matters of public importance and to provide an opportunity for opposing viewpoints to be heard. Key points about the Fairness Doctrine include: Intent: The Fairness Doctrine aimed to promote the public interest by ensuring that the public had access to a diverse range of viewpoints on important issues. It was based on the principle that broadcasters, who held licenses to use the public airwaves, had an obligation to serve the public interest. Requirements: Under the Fairness Doctrine, broadcasters were required to cover controversial issues of public importance and to provide reasonable opportunities for contrasting viewpoints to be presented. This often meant offering airtime to individuals or groups with differing perspectives on the issue being discussed. Implementation: The Fairness Doctrine was enforced through FCC regulations, and broadcasters found to be in violation of the doctrine could face penalties, including the potential loss of their broadcast licenses. Repeal: The Fairness Doctrine came under increasing criticism in the 1980s from both conservative and liberal groups, who argued that it infringed on broadcasters' First Amendment rights and stifled free speech. In 1987, the FCC under Chairman Dennis R. Patrick abolished the Fairness Doctrine, citing changes in the media landscape, including the rise of cable television and the growth of alternative sources of information. Effects of Repeal: The repeal of the Fairness Doctrine led to significant changes in the media environment, particularly in talk radio and television news. Without the requirement to provide balanced coverage of controversial issues, broadcasters had more freedom to air programming reflecting a particular ideological viewpoint, leading to the rise of opinion-driven, partisan media outlets. Some critics argue that the repeal contributed to increased polarization and the spread of misinformation in the media landscape. •Propaganda Propaganda refers to information, ideas, or messages spread with the intention of influencing people's opinions, beliefs, or actions in a particular direction, often to promote a specific agenda or ideology. It can take various forms, including written or spoken communication, images, videos, and other media formats. •Media conglomeration (Also called Media Consolidation) Media conglomeration, also known as media consolidation, refers to the process by which ownership and control of media companies become concentrated in the hands of a few large corporations or conglomerates. This trend has been increasingly prominent in the media industry, particularly in recent decades, driven by factors such as deregulation, technological advancements, and the pursuit of economies of scale. •Vertical integration Vertical integration is a business strategy in which a company extends its operations along the supply chain by acquiring or merging with companies that are involved in different stages of the production process. Rather than just focusing on one aspect of production, such as manufacturing or distribution, a vertically integrated company controls multiple stages of the supply chain, from raw materials to the final product or service delivered to the customer. •Horizontal integration Horizontal integration is a business strategy in which a company expands its presence in the same stage of the production process or industry value chain by acquiring or merging with competitors or companies operating in the same industry. Unlike vertical integration, which involves expanding into different stages of the production process (such as upstream suppliers or downstream distribution channels), horizontal integration focuses on consolidating firms that operate at the same level of the value chain. •Monopoly A monopoly is a market structure characterized by a single seller dominating the entire market for a particular product or service. In a monopoly, the single seller faces no competition, giving it significant control over the price and quantity of goods or services sold. Monopolies can arise due to various factors, including barriers to entry, economies of scale, control over essential resources, or government regulations. •Mass Media Mass media refers to various forms of communication that reach large audiences simultaneously. These channels include newspapers, magazines, radio, television, and the internet. Mass media play a crucial role in shaping public opinion, disseminating information, influencing social norms, and facilitating cultural exchange on a global scale. •Mainstream Media Mainstream media refers to large-scale, widely recognized media outlets that reach a broad audience and typically adhere to established journalistic practices and professional standards. These media organizations include newspapers, television networks, radio stations, magazines, and online news websites that are well-known and widely consumed by the general public. •Independent Media Independent media refers to media outlets that operate free from corporate or government influence and are often characterized by their commitment to journalistic integrity, editorial independence, and diverse perspectives. Unlike mainstream media, which may be owned by large corporations or conglomerates and subject to commercial pressures, independent media organizations prioritize principles such as transparency, accountability, and serving the public interest. •Social Media Social media refers to online platforms and services that allow users to create, share, and interact with content and other users in virtual communities. These platforms enable individuals and groups to connect, communicate, collaborate, and engage with each other in various forms of digital interaction. Social media has become an integral part of modern communication, influencing how people connect, consume information, and participate in social, cultural, and political activities. •Media Literacy Media literacy refers to the ability to access, analyze, evaluate, and critically interpret various forms of media content, including print, broadcast, digital, and social media. It involves understanding how media messages are created, disseminated, and consumed, as well as recognizing the influence of media on individuals, society, and culture. Media literacy empowers individuals to become informed, discerning, and responsible media consumers and creators by developing essential skills and competencies related to media literacy include: •Digital Divide The digital divide refers to the gap between those who have access to digital technologies, such as computers, smartphones, and the internet, and those who do not. This gap can exist within and between countries, regions, communities, socioeconomic groups, and demographic populations. The digital divide encompasses disparities in access to digital infrastructure, connectivity, devices, skills, and digital literacy, which can hinder individuals' ability to participate fully in the digital age and benefit from the opportunities offered by digital technologies. •Internet Addiction Internet addiction, also known as problematic internet use or internet gaming disorder, refers to excessive, compulsive, and uncontrollable use of the internet, leading to negative consequences in various areas of an individual's life, including personal, social, academic, and occupational functioning. It is characterized by a preoccupation with internet activities, loss of control over internet use, withdrawal symptoms when internet access is restricted, and continued use despite experiencing adverse effects. •Demography Demography is the scientific study of human populations, including their size, structure, distribution, composition, and dynamics over time. It encompasses a wide range of topics related to population dynamics, such as birth rates, death rates, migration patterns, fertility rates, age distribution, and demographic trends. •Overpopulation Overpopulation refers to a situation where the number of people in a given area exceeds the carrying capacity of the environment, leading to various negative consequences. It is typically characterized by an imbalance between the human population and the available resources and infrastructure needed to support it sustainably. •Flattening "Flattening" can refer to several concepts depending on the context: Flattening the Curve: In the context of public health, "flattening the curve" refers to efforts to slow the spread of a contagious disease, such as COVID-19, in order to reduce the peak number of cases and prevent overwhelming healthcare systems. This is typically achieved through measures such as social distancing, mask-wearing, hand hygiene, quarantine, and vaccination. Flattening the Organization: In business or management contexts, "flattening the organization" refers to reducing hierarchical layers or levels within a company or institution. This can involve decentralizing decision-making, empowering employees, streamlining communication channels, and eliminating unnecessary bureaucracy in order to increase efficiency, responsiveness, and innovation. Flattening the Earth: In the context of globalization and technology, "flattening the earth" is a concept popularized by Thomas Friedman in his book "The World is Flat." It refers to the leveling effect of globalization and digital technology, which has enabled greater connectivity, communication, and competition on a global scale. This has led to increased interconnectedness, economic integration, and cultural exchange among people and nations •Urbanization o. Overurbanization Urbanization refers to the process by which an increasing proportion of a population migrates from rural to urban areas, resulting in the growth of cities and towns. This phenomenon is typically driven by factors such as industrialization, economic development, job opportunities, better infrastructure, and improved living standards in urban areas. Overurbanization, on the other hand, refers to a situation where urban growth outpaces the capacity of infrastructure, resources, and services to support it. This can lead to various challenges and problems, including overcrowding, inadequate housing, traffic congestion, pollution, strained public services, and social inequalities. Overurbanization often occurs in developing countries where urbanization is rapid and unplanned, resulting in slums, informal settlements, and other urban problems. Efforts to address overurbanization typically involve urban planning, infrastructure development, social programs, and policies to promote sustainable urban growth and improve living conditions for urban residents. •Gentrification Gentrification is a process of urban development whereby previously neglected or economically disadvantaged neighborhoods undergo revitalization, typically resulting in an influx of wealthier residents and businesses. This transformation often leads to increased property values, improved infrastructure, and cultural changes in the area. •Separation of Spheres o. Peak of rigidly defined gender roles in American and other developed countries The peak of rigidly defined gender roles in American and other developed countries is typically associated with the mid-20th century, particularly in the post-World War II era up until the 1960s. During this time, there was a strong societal emphasis on traditional gender norms, with distinct expectations and roles for men and women. ▪1950’s The 1950s in the United States is often characterized as a period of post-World War II prosperity and cultural conservatism. Here are some key aspects of the 1950s: Economic Boom: The 1950s saw significant economic growth in the United States, fueled by the post-war industrial boom. This period is often referred to as the "Golden Age of Capitalism" or the "Economic Miracle." The GI Bill provided educational and housing benefits to returning veterans, contributing to a rise in homeownership and the expansion of the middle class. Suburbanization: The 1950s witnessed a mass migration of Americans from cities to suburbs. Suburbanization was driven by factors such as the availability of affordable housing, government subsidies for suburban development, and the desire for a more peaceful and family-oriented lifestyle. Levittown, New York, became a symbol of suburban expansion with its mass-produced, affordable housing developments. Baby Boom: The post-war period also saw a significant increase in birth rates, known as the "baby boom." Returning servicemen started families, leading to a surge in childbirth rates that lasted throughout the 1950s. Cultural Conservatism: The 1950s is often depicted as a time of cultural conformity and conservatism. Traditional gender roles were reinforced, with men as breadwinners and women as homemakers. The nuclear family model, consisting of a husband, wife, and children, was idealized. Cold War Era: The 1950s were marked by the height of the Cold War between the United States and the Soviet Union. The fear of communism led to anti-communist hysteria and the rise of McCarthyism, characterized by investigations into alleged communist influence in American society. Civil Rights Movement: The 1950s laid the groundwork for the civil rights movement, which sought to end racial segregation and discrimination against African Americans. Landmark events such as the Brown v. Board of Education Supreme Court decision (1954) and the Montgomery Bus Boycott (1955-1956) set the stage for the activism of the 1960s. Popular Culture: The 1950s saw the rise of television as a dominant form of entertainment, with shows like "I Love Lucy," "The Ed Sullivan Show," and "Leave It to Beaver" capturing the imagination of American audiences. Rock and roll music also emerged as a powerful cultural force, with artists like Elvis Presley revolutionizing the music industry. •I-gen "I-Gen" is a term sometimes used to refer to the generation of individuals born between the mid-to-late 1990s and the mid-2010s. This generation is also commonly known as Generation Z or Gen Z. The prefix "i" may stand for various things, including "internet," "individualistic," or "information," reflecting the generation's relationship with technology and their status as digital natives. o. Jean Twenge Jean Twenge is a psychologist and author known for her research on generational differences, particularly focusing on the characteristics and behaviors of millennials and Generation Z. She has written several books on the subject, including "Generation Me" and "iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy — and Completely Unprepared for Adulthood." Twenge's work often explores how cultural and societal factors, such as technology, parenting styles, and economic conditions, influence the attitudes and behaviors of different generations. She has conducted extensive research using large-scale surveys to identify trends and patterns in generational shifts, drawing attention to changes in areas such as mental health, self-esteem, and social relationships. While Twenge's research has garnered attention for highlighting some of the challenges and concerns associated with younger generations, such as increased rates of anxiety and depression, her work has also sparked debate and criticism within the field of psychology and sociology. Some scholars have questioned the generalizations made about entire generations and the potential oversimplification of complex societal phenomena. Nonetheless, Twenge's work continues to be influential in discussions about generational differences and the impact of cultural change on individuals' lives. REFRESH ON Sociological imagination, Sociological perspectives, 7 up films

Lesson 3: Writing for Your Readers

Ap English Lang Unit 2: Basic Rhetorical Modes

Critical Readers

Unit 2: Basic Rhetorical Modes