FCS 2006 –2007
2 nd Semester Exam Schedule
DATE TIME
Tues. 5/8 7:15
–9:00 A.M.
Wed. 5/9 class time
Thur.
5/10
8:00 A.M.
–12:00
P.M.
8:00 A.M.
–12:00
P.M.
reg day 8:30 A.M.
10:00 A.M.
12:00 P.M.
Fri. 5/11 8:00 A.M.
–12:00
P.M.
reg day 8:30 A.M.
10:00 A.M.
12:00 P.M.
EXAM
College Math
College English
AP Calculus
AP English
Senior Science
Senior English
Other Senior Exams –Fine Art, Ldrship, Comp. Sci., etc.
AP U.S. History
Senior Math
Senior Economics
Senior Bible

Be familiar with plot, characters, themes, etc.
Review Macbeth Quote tests, discussion slides (to follow)

 How does Banquo feel about the witches’ predictions?
 How does Macbeth feel?

 Who is the topic of conversation at the start of scene 4?
 How might Duncan’s words to
Macbeth, as Macbeth enters, seem ironic?
 How does Macbeth feel now that
Malcolm has been named Prince of
Cumberland?
 Do we have any clues about how he will behave in the future?

Brit LIT

skinny light small
 What are the differences in meaning between the words? (ie thin & skinny?)
 Which are the more powerful words in each list? Why?

denotation: the literal, “dictionary” definition connotation: a secondary meaning
• A word’s power is determined in part by the associations one brings to the word.
• Examples?

So foul and fair a day I have not seen
Make a list of synonyms for “foul” and “fair” cloudy and clear nasty and beautiful rotten and just ugly and adequate
•The denotations and connotations of a word can impact the understanding of a sentence.

 This sentence has a paradoxical nature.
 Can you think of any other contradictions like this one in scene 3?
 The witches seem to be women, but they have beards (line 47-49)
 “Lesser than Macbeth and greater” (line 68
 “Not so happy, yet much happier” (line 69)
 Keep an eye out for paradoxes as they will appear throughout the play.

stress: the relative force with which a sound or syllable is spoken.
Read the sentence, stressing the word “he”
How does stress change the
“was”
“gentleman” meaning of the sentence?
“I”
“absolute”
“trust”

Inflection: a change in pitch or tone of the voice.
Read the sentence, rising the voice (implying a question)
Read again, lowering the voice (implying a statement)
How does inflection change the meaning of the sentence?

Nonverbal Communication
Have ‘Malcolm’ sit in the front of the room.
Have ‘Duncan’ walk slowly toward the seated Malcolm, cross his arms, and stare at him without saying a word.
This is nonverbal communication . What meaning was implied?
Repeat the scenario, with Duncan finally saying,
“Is execution done on Cawdor?”
How does the meaning change?

 Write three sentences often said to you by someone close to you: a parent, a brother or sister, a friend.
 Indicate the typical inflection and meaning for each; then vary the inflection and tell how this changes the meaning.

Let’s watch the
Soliloquy:
(close your books)

“If it Were Done
When ‘Tis Done”
 Arrange seats in a circle and open up to
1.7.1-28
 Read, in turn (clockwise), stopping at any long pauses (colons, semicolons) or hard stops (periods, exclamations, question marks).
READ

“If it Were Done
When ‘Tis Done”
 When does Macbeth think he should commit the murder?
 What reasons does he give against murdering Duncan?
 Which reasons are the strongest?

“If it Were Done
When ‘Tis Done”
 Read, again, but this time in two choruses. Half the class will read first, stopping at any long pauses (colons, semicolons) or hard stops
(periods, exclamations, question marks), then the other half reads, etc.
 Increase your volume as you read, so that by the time the reading has been finished it sounds as if the two groups are yelling angrily at one another.
READ

“If it Were Done
When ‘Tis Done”
 What conflicting feelings does Macbeth have as he contemplates the murder of
Duncan?

The Seduction
Scene
 Finish reading Scene 7, and see how Lady
Macbeth impacts Macbeth’s conflict of action.




Subtext
“You’ve made me very happy, dear.”
Subtext: the thought we imagine a character has as he speaks
• “You just promoted me to a better job.”
• “You just told me I won the lottery.”
• You just wrecked my new car.”
• “I don’t care about anyone else; you are my hero.”

Subtext
“Oh, no you won’t.”
Create some possible subtexts
• a father.
• “you step over that line, and you die”
• a spy.
• “I’ll foil your evil plans, Dr. Evil”
• a boyfriend/girlfriend.
• “You won’t really hit me”

Shakespearean
Subtext
Young Siward: “What is thy name?”
Macbeth: “Thou’lt be afraid to hear it.”
Young Siward: This is boring. I wish I were somewhere else.
Macbeth: I’m going to scare the wits out of this little nerd.
Young Siward: I’m scared to death of this monster.
Macbeth: I’m going to rip this guy apart.
Young Siward: I hate this killer.
Macbeth: What’s the use of fighting any longer?

Shakespearean
Subtext

Subtext in 1.5-1.6
 Summary of 1.5.
 Lady Macbeth reads a letter from her husband telling about his promotion and saying that King
Duncan will be visiting in their castle tonight.
She greets him with plans to kill Duncan.
 Let’s read.
 Any subtext?

BritLit 2/26
 If you were absent Thursday/Friday, get a
“Subtext Lesson” from the lecturn.
 Get out your Act 1 Word Journal to be graded.
 Then take a look at Act 1 Scene 6:
 Summary - Lady Macbeth welcomes Duncan to Inverness
 Finish reading it if you haven’t already.
 Any key lines?
 Subtext?

Let’s watch the
Soliloquy:
(close your books)

“If it Were Done
When ‘Tis Done”
 Arrange seats in a circle and open up to
1.7.1-28
 Read, in turn (clockwise), stopping at any long pauses (colons, semicolons) or hard stops (periods, exclamations, question marks).
READ

“If it Were Done
When ‘Tis Done”
 When does Macbeth think he should commit the murder?
 What reasons does he give against murdering Duncan?
 Which reasons are the strongest?

“If it Were Done
When ‘Tis Done”
 Read, again, but this time in two choruses. Half the class will read first, stopping at any long pauses (colons, semicolons) or hard stops
(periods, exclamations, question marks), then the other half reads, etc.
 Increase your volume as you read, so that by the time the reading has been finished it sounds as if the two groups are yelling angrily at one another.
READ

“If it Were Done
When ‘Tis Done”
 What conflicting feelings does Macbeth have as he contemplates the murder of
Duncan?

The Seduction
Scene
 Finish reading Scene 7, and see how Lady
Macbeth impacts Macbeth’s conflict of action.

FINAL REVIEW
• Be familiar with the characters in the
Russian Revolution as well as those in
Animal Farm.
• Allegory, Symbolism

Yes, this assignment is for British Literature, and yes, though it is
“Russian” it will apply to British Literature… Just wait…
What do you know about the following
‘characters’:
• Csar Nicholas II
• Karl Marx
• Vladimir Lenin
• Josef Stalin
• Leon Trotsky

Communism & The Russian Revolution

• Read the biography on Orwell on pg.
936…
• What’s his connection to the Russian
Revolution?

Czar Nicholas II – Ruler of Russia.

Socialism vs. Communism
Karl Marx –
Communist Manifesto
- proletariat (the hard working lower class) will overthrow the ruling class.

Lenin takes action and puts together the Bolshevik
Party – an anticzarist movement.
Communist Party revolted against the Czar claiming to bring equality

After Lenin’s Death, there was a struggle for power among the
Communist Party

Stalin & Trotsky fight for control of the Soviet Union
Stalin wants to defend his
Socialist country, and emphasize agriculture.
Trotsky wants to focus on industrialization and spread the concept of communism throughout the world

Stalin drives out Trotsky and takes control of the Soviet Union, using his powerful Secret
Police and his Propaganda, “Pravda” to rule.

• Create a
Character list of the characters and a brief description to help you keep tabs on them.
Old Major
Mr. Jones
Snowball
Napoleon
Squealer
Boxer
Clover
Benjamin
Moses
Mollie
Frederick
Pilkington
Whymper

• A symbol is a word, place, character, or object that means something beyond what it is on a literal level.
• Symbolism is the act of using a word, place, character, or object in such a way.
• For instance, consider the stop sign. It is literally a metal octagon painted red with white streaks. However, everyone on the road will be much safer if we understand that this object also represents the act of coming to a complete stop--an idea hard to encompass briefly without some sort of symbolic substitute.
• An object, a setting, or even a character in literature can represent another, more general idea. Note, however, that symbols function perfectly well in isolation from other symbols as long as the reader already knows their assigned meaning.
• Allegory, however, does not work that way; allegory requires symbols working in conjunction with each other.

• An allegory involves using many interconnected symbols or allegorical figures in such as way that in nearly every element of the narrative has a meaning beyond the literal level, i.e., everything in the narrative is a symbol that relates to other symbols within the story.
• The allegorical story, poem, or play can be read either literally or as a symbolic statement about a political, spiritual, or psychological truth.
• The word allegory derives from the Greek allegoria
("speaking otherwise"): The term loosely describes any story in verse or prose that has a double meaning. This narrative acts as an extended metaphor in which the plot or events reveal a meaning beyond what occurs in the text, creating a moral, spiritual, or even political meaning.

• George Orwell’s Animal Farm is an allegory-full of symbols.
• What “symbols” appear in Orwell’s Animal
Farm?
• Help yourself out: make a list.

Czar Nicholas II – Ruler of Russia.

Socialism vs. Communism
Karl Marx –
Communist Manifesto
- proletariat (the hard working lower class) will overthrow the ruling class.

Lenin takes action and puts together the Bolshevik
Party – an anticzarist movement.
Communist Party revolted against the Czar claiming to bring equality

After Lenin’s Death, there was a struggle for power among the
Communist Party

Stalin & Trotsky fight for control of the Soviet Union
Stalin wants to defend his
Socialist country, and emphasize agriculture.
Trotsky wants to focus on industrialization and spread the concept of communism throughout the world

Stalin drives out Trotsky and takes control of the Soviet Union, using his powerful Secret
Police and his Propaganda, “Pravda” to rule.

• Moses
– tells animals about
SugarCandy mountain -
Heaven
– animals can go there if they work hard
– Snowball and Major were against him - they though
Heaven was a lie to make animals work
– Napoleon let him stay because he taught animals to work and not complain
• Religion
– Marx said "Opiate of the people" a lie used to make people not complain and do their work
– Religion was tolerated because people would work
– Stalin knew religion would stop violent revolutions

• Boxer
– strong, hard working horse, believes in
Animal Farm
– "Napoleon is always right", "I must work harder"
– gives his all, is betrayed by
Napoleon, who sells him
• Working Class -
Dedicated, but tricked communist supporters
– people believed
Stalin because he was "Communist"
– many stayed loyal after it was obvious
Stalin a tyrant
– betrayed by Stalin who ignored and killed them

• Mollie
– was vain - loved her beauty and self
– didn't think about the animal farm
– went with anyone who gave her what she wanted
• Vain, selfish people in Russia and world
– some people didn't care about revolution
– only though about themselves
– went to other countries that offered more for them

• Benjamin
– old, wise donkey who is suspicious of revolution
– thinks "nothing ever changes", is right
– his suspicions are true, about Boxer and sign changes
• Skeptical people in
Russia and outside
Russia
– weren't sure revolution would change anything
– realized that a crazy leader can call himself communist
– knew that communism wouldn't work with power
– hungry leaders

• Foxwood Farm:
Pilkington
– Didn’t want anything to do with Animal Farm
• England: Churchill
– Countries concerned with themselves
– Capitalist/Democratic
Countries
(Churchill/Truman)

• Pinchfield Farm:
Frederick
– Aggressive
– Took advantage of the farm
• Germany: Hitler
– Sudden attacks
 and sign changes

Alliance with Russia

Get out your W.N. and consider this question:
While answering this question, make your own
“Propaganda Log” making note of examples of propaganda used in Animal Farm.

52
69
70
77
79
80
89

71-72
Squealer acts as a propaganda tool for the pigs
Page # What is Said or Done What is Really Happening
Milk & apples are brainfood
Napoleon has lots of responsibility; respect him
Pigs are hogging them
Napoleon conniving, power hungry
Snowball wasn’t important
Napoleon never opposed the windmill
Napoleon got rid of him
(didn’t want competition for power)
Only opposed it because it was Snowball’s idea; not his
(then he took the credit)
Napoleon is changing the rules to fit his agenda.
Being around people is ok; it was never really “wrong” before.
Pigs need a quiet place to work
Don’t sleep in beds “WITH
SHEETS”
Snowball is a traitor trying to betray us
Pigs are taking comfort for themselves
Changing rules to benefit them.
Gives Napoleon someone else to blame for troubles

Get out your W.N. and consider this question:




An attempt to change opinions and attitudes
An attempt to change your behavior
EX.: lawyers, advertisements, parents



Every time you turn on the T.V., open a magazine, turn on the radio, or surf the web someone is trying to persuade you to do something
If you are mathematically minded, count the number of advertisements in a magazine sometime. (did I persuade you to do it?)




Basically, they are both trying to get you to believe what they believe.
Persuasion is based mainly on a person’s beliefs and they want you to feel the same way.
Propaganda is based mainly on a group of peoples beliefs and they are trying to spread information about their cause. ex.: advertisements, organizations, politicians




Persuasion and propaganda both rely on emotional appeals.
But when emotional appeals ignore logic or reason, they become a poor propaganda device.
A good listener can examine a persuasive statement and identify whether it is logical or not.









Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-andeffect reasoning
Begging the question
Glittering generalities
Logical fallacies








Euphemism – Taylor/Keaton/Joy/Casie
Oversimplification - Melanie, Kristin, Jon, Rachel
Bandwagon – Courtney D./Micah/AustinH
Ad Hominem – AustinS/Richelle/Johnny/CourtneyH
Faulty cause-and-effect reasoning - Travis, Caroline,
Joelle
Begging the question - Daniel, Tawny, Devon, Heather
Glittering generalities – Ashley/Olivia/Elijah/Kelley


1.
2.
After you stack your quiz on Mr. Krake’s desk, Get a “Propaganda Techniques
Handout” and we will discuss it after the quiz. Then do one of two things:
Work on Outside Reading
Hop on an open computer and reseach for your Propaganda Technique Presentation.



Work on the “Propaganda Techniques
Assignment” identifying which technique is used in the given examples.


Those absent on Friday:
Take the Ch. 7-10 Reading Quiz.
Get a Propaganda Techniques Handout from
Mr. Krake


Euphemism: Attempt to pacify audiences to make an unpleasant reality more acceptable; replacing plain English with deliberately vague jargon to obscure, or soften the meaning. “not a food reduction but a readjustment;”


Oversimplification: giving a simple solution for a complex problem.
Simplification covers the true meaning; “2 wings=2 legs, so birds are four-legged animals.” “Made from recycled paper” (but only 10%).


Bandwagon: do something everyone else is doing; the sheep in Animal Farm chant “four legs good, two legs bad” over and over. When environmentalism became a household word, companies all over the world suddenly became “green.”


Ad Hominem (name-calling): attacking the person instead of attacking his argument. For example, "Von Daniken's books about ancient astronauts are worthless because he is a convicted forger and embezzler." (Which is true, but that's not why they're worthless.)


Faulty cause-and-effect reasoning: no logical cause is given or known for the effect; “Milk and apples are brainfood.”
“Pigs must sleep in beds.” “Brand X whitens best.”


Begging the question: When the truth of a statement is assumed before it is proven. Often, it is avoiding the issue or real issue by just stating the conclusion in a different way.


Glittering generalities: is a reverse form of name-calling. Instead of insults, it uses words that generate strong positive emotions-words like "democracy,"
"patriotism," "motherhood," "science,"
"progress," "prosperity." Politicians love to speak in these terms.


Logical fallacies: Applying logic, one can usually draw a conclusion from one or more established premises. While the premises may be accurate, the conclusion is not. For example, Premise 1: Bill Clinton supports gun control. Premise 2:
Communist regimes have always supported gun control. Conclusion: Bill
Clinton is a communist.

Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Glittering
Generalities

Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Bandwagon
(everyone chews their gum)

Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Ad
Hominem
(attacks
Best Buy)

Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Oversimplification

Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
Glittering
Generalities

Euphemism
Oversimplification
Bandwagon
Ad Hominem
Faulty cause-and-effect reasoning
Begging the question
Glittering generalities
Logical fallacies
Name that
Propaganda
Technique
• Faulty Cause and Effect
Reasoning
Glittering
Generalities
Ad Hominem



Landoll, Sally. “Evaluating a Speaker’s
Reasoning.” Retrieved April 18 th , 2006 from http://teachers.usd497.org/slandoll/
New%20Webpage/Persuasion2.ppt
“Retro Junk: Your Memory Machine."
Retrojunk. Retrieved April 18 th , 2006 from http://www.retrojunk.com/.


In your groups, discuss that ‘something special’ you want to include in your discussion.





Quiz segment?
Propagandist of the Year awards?
Dramatic recreation?
Audio clips?
Battle of the soda pop propagandists?


Get out your questions and examples, and in your groups, begin formulating the order of your discussion.

Due Monday, a typed schedule of your discussion.




Lets arrange the four front tables into one large table, and arrange the seats around it. We’ll practice our discussions today.
Get out your discussion questions.
Merchants of Cool




Lets arrange the three front tables into one large table like yesterday, and arrange the seats around it.
We’re going to do a large-group discussion, so get out your examples and discussion questions. Hosts, get out your definitions and examples.
I have papers to pass back, and want to have time to review for the final on Friday, so the sooner we can arrange and get things in place, the sooner we can proceed.




Lets arrange the three front tables into one large table like yesterday, and arrange the seats around it.
We’re going to do a large-group discussion, so get out your examples and discussion questions. Hosts, get out your definitions and examples.
I have papers to pass back, and want to have time to review for the final on Friday, so the sooner we can arrange and get things in place, the sooner we can proceed.