DATE:
BLOCK:
Monday, February 23, 2015
1 (AP Lit & Comp)
WORK COLLECTED/CHECKED/DUE:
1. Read chapter eight of Lord of the Flies and complete a Reading Journal
CLASSWORK:
1. Question of the Day sheet for the week of February 23, 2015 (#34)
 In Chapter Eight, the boys kill a sow, which is a female pig. Why is killing
the sow a REALLY bad idea?
2. Daily Edits Set #3 review paragraph (#35)
3. Daily Edits Set #4, sentence #1(#36)
4. Lord of the Flies Free Classroom Island activity
 Fixes are due by Wednesday, February 25th.
5. Lord of the Flies Prompts (#25)
 On group decisions:
 DEBATE CITY RULES: Is it better to have too many rules or too few?
 Too few: Mark, Meagan, Jake S, Danielle, Julian, Paige, Joe, Julia, Abbey
 Too many: Rebecca, Steph, Kevin, Julie, Jake W, Emily, Jamila, Katie,
Seul, Julia B, Gabrielle

Too many versus Too few: Round One!
 Too many
 People are less likely to act out against the rules for which they know
they’ll be punished. (Rebecca)
 Provide for equal opportunity (it’s not survival of the fittest). (Steph)
 Provides for roles and niches, which lead to productivity &
organization (Kevin)
 Historical example: The Jungle by Upton Sinclair. More standards
and laws were created to prevent bad working conditions. (Julie)

Too few
 Allows for the preservation of individual liberties (Mark)
 There is less chance of rebellion, and people are happier with their
government (Meagan)
 There are no unnecessary restrictions (Jake S)
 Historical example: Renaissance Italy had individual city states. There
was no set of rules for everyone, which led to a creativity explosion.
(Danielle)

Round Two: Attacks! (attacks of statements are in bold)
 Groups had time to develop their attacks
 Too many’s attacks on too few
 Allows for the preservation of individual liberties (Mark)
 Some individual liberties can trump the liberties of
someone else. Individual right to succeed could lead to
stepping on others to become successful. (Katie)
 There is less chance of rebellion, and people are happier with their
government (Meagan)
 Having fewer rules gives people the liberty to oppress
others. People can’t check one another’s powers when
there are fewer rules. (Julia B)
 There are no unnecessary restrictions (Jake S)
 Even though there are no unnecessary restrictions, fewer
rules doesn’t necessarily limit oppression.
 Historical example: Renaissance Italy had individual city states.
There was no set of rules for everyone, which led to a creativity
explosion. (Danielle)
 They didn’t have one central government. When the
French invaded, Renaissance Italy was conquered easily.

Too few’s attacks on too many
 People are less likely to act out against the rules for which they
know they’ll be punished. (Rebecca)
 Humans are naturally free, and, as such, when people are
told NOT to do something, they are more tempted to do it
(Abbey).
 Provide for equal opportunity (it’s not survival of the fittest).
(Steph)
 Equal opportunity takes away individuality (some people
are working harder than others). (Julia M)
 Provides for roles and niches, which lead to productivity &
organization (Kevin)
 Those roles and niches can be restricting, and people don’t
have an opportunity to advance. (Paige)
 Historical example: The Jungle by Upton Sinclair. More standards
and laws were created to prevent bad working conditions. (Julie)
 Caste system in India. People are restricted by blood, and
they are unable ever to get out of their specific level.
(Meagan)

Round Three: Final thoughts
 Too many
 Morality changes from person to person and age to age.
(Gabrielle)
 Rules create the structure and social interactions humans crave.
(Seul)
 If one’s morals don’t fall in line with the morals that laws are
based on, one will be unhappy in society. (Rebecca)
 Slavery: when rules don’t address problems, someone or some
group of people is exploited. (Steph)

Too few
 Excessive rules tend to manipulative of people. (Joe)
 With more freedom, everyone has the chance to reach his or her
potential. (Mark)
 Too few rules oppress the weak, but too many rules oppress all.
(Jake S)
 America. (Danielle)
HANDOUTS/NOTEBOOK UPDATE:
1. Sample AP exam (#5)
2. Lord of the Flies prompts (#25)
3. Lord of the Flies journals (#26)
4. Lord of the Flies Kohlberg notes (#27)
5. Previewing Lord of the Flies (#28)
6. Lord of the Flies Free Classroom Island directions (#32)
7. Lord of the Flies Free Classroom Island worksheet (#33)
8. Question of the Day sheet for the week of February 23, 2015 (#34)
9. Daily Edits Set #3 review paragraph (#35)
10. Daily Edits Set #4 (#36)
ASSIGNMENTS/REMINDERS:
1. Monday, February 23, 2015 through Friday, March 6, 2015: Standardized Quiz
#1window
2. Tuesday, February 24, 2015: Read chapters nine and ten of Lord of the Flies and
complete a Reading Journal for each chapter
3. Wednesday, February 25, 2015: Read chapters eleven and twelve of Lord of the Flies
and complete a Reading Journal for each chapter
4. Wednesday, February 25, 2015: Lord of the Flies Free Classroom Island worksheet
fixes are due (#33)
5. Friday, February 27, 2015: Tentative date for Lord of the Flies test
6. Friday, March 6, 2015: Act 80 day (students out at 11:00 AM)