Tag Archives: commentary

Video Study Guide: The Awakening

Alas, until Sparky Sweets, Ph.D. and the good folks at Thug Notes produce one for The Awakening, we’ll have to look for other sources. This video study guide from Brittany Reads is quite good. Check the file on YouTube for more links.

https://www.youtube.com/watch?v=WRdTRpXnLPM

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A Middle-Class Wife

This essay appeared in the January 20, 1917 edition of The New Republic. Although its origins come some twenty years after the publication of The Awakening, many of the sentiments could have been uttered by Edna Pontellier. Consider the context and tone of the remarks to understand more about Edna’s state of mind.

A Middle-Class Wife
Alice Austin White

I HAVE two babies; I hope they may never know how warmly at this moment I hate them. I have a husband; we were married because we were very much in love-and him I hate too. I have a large stock of relatives, and them I hate with the heart and should hate with the hand if I had not the misfortune to be well brought up. This emotion of mine, especially in connection with my spouse and offspring, is, up to the present, local and temporary; indeed I think it will not grow into a permanent hatred, but will gradually assume two peculiar forms: toward my children a passionate and slavish devotion, which will make me resent my daughters-in-law; and toward my husband regards, reasonably kind, which will be reciprocated. My feeling toward my relatives, on the other hand, is becoming quite, quite fixed.

It is all the fault of the children. I wanted children very much; I am fond of children, mentally and physically; and the sheer normality of having them I rejoice in. Furthermore, having been an only child myself, I wanted my children close together so that they might enjoy one another all the way up. I seemed to think I could have babies as easily as a geranium has red blossoms. But I find they commonly come rather hard and that I am not the only woman who for months after a baby is born has an aching body and a dull mind and a defective sense of humor. During this period one’s husband is very fatherly toward one, and one begins to feel the small asp of hate nipping at one’s heart.

The semi-invalidated stage that I have gone through with each of my babies is well past: I am normally sturdy—I have to be. I shall not tell over the tale of the things there are to do, cooking and mending and washing and baby-tending. It happens that I relate my daily household misadventures in a way diverting to my relatives, and they think I dote on housework. A really model wife and mother, say my kin; so unexpected, they say, considering her education, and all. And when I crawl to bed at half past eight, no thought save detail of housework and child-rearing has found place in my mind all day; I have done no reading save snips from a book propped against the sink faucets while I washed dishes; and I have simply heard, not shared even mentally such stimulating conversation as my husband brings home to dinner.

I know house and children ought not to take all my day and all my strength. If I had had special training in domestic science and child-psychology and nursing I should doubtless be able to do my work in less time and with far less effort. But in college and university I flew straight in the face of providence, which is a war-name of advising relatives, and worked at mathematics, while in the spare time which I might have devoted to stray courses in home economics as a sop to the gods, I took ‘cello. Furthermore, I am glad of it. If I were to have a vacation tomorrow and a financial windfall, I should take two courses in mathematics at the university, and a ‘cello lesson a week, and bask in it as my sister-in-law does in chiffon underwear.

You ought to have help, say my relatives, and I add a verse to my hymn of hate for them. Among the qualities for which I love my husband are generosity, sensitiveness, modesty and conscientiousness, and I take it each of these characteristics has lower money-making value than the others. Some day when we have got middle-aged, we shall have the salary we need now; and just about that time our relatives will die and leave us money we could get on without. If I happened to be male instead of female, which God forfend, could double the family income by teaching at the university, but the university does not yet see its way to employing women on its teaching staff, and I therefore scrub the square of my kitchen floor instead.

The truth is, however, that it is not a floor-scrubber and dishwasher that I desire. I could get along with that work or leave it happily undone. It is the care of two children under three that concerns me. It is unremitting and nerve-tearing, and the day in and day out of it is under mining mercilessly my ability to be lovable and to love. Furthermore, I have not the qualifications that would justify entrusting me with sole responsibility for the growth of human beings. Maternal instinct I have in normal amount; I could be trusted to rescue my infants from a burning building, but that is a very different matter from knowing what to do with twenty-four hours’ worth of bodily and mental development every day. I do not want a nursemaid; I have no training for my job, but I have an occasional vagrant idea, and it does not appeal to me to exchange my services to my offspring for those of a hand-maiden with neither training nor ideas. The helper for me should be a trained psychologist, a child-lover, to be sure, but a child-lover with expert knowledge of the needs of growing minds. She should have also training in the treatment of the smaller physical ailments of children. She ought to cost me two thousand dollars a year, but in the present state of women’s wages I have no doubt I could get her for a thousand. And I want her only half the day-five hundred dollars. Our income is sixteen hundred.

Such a woman as I have in mind, however, take charge of a very appreciable number of children along with my important two. For five or six hours a day she could take care of a nursery-full, and still have time for life and love; while the sigh of relief that a mother breathes when she ties her son’s Windsor under his chin and posts him off to school would be breathed five years earlier. Indeed she might enjoy her children, and the sigh be dispensed with. Four hours a day of freedom for us educated, reasonably intelligent, good-stock, middle-class mothers—! The possibilities are limitless. We might even have more children.

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Thug Notes: Oedipus Rex

Katharsis in the house, y’all. Be warned! Salty language and adult themes ahead. Proceed with caution.

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The Seminar Process

Mention a Socratic seminar to students, and often the response is just like the one portrayed in “Oh God, Teacher Arranged Desks in a Giant Circle” from The Onion. In other words, uncertainty, anxiety, and even panic. But if you enter a seminar prepared, you’ll find your fears allayed and, I hope, your knowledge of the work we’re discussing extended and deepened.

The first thing you need to understand is that a Socratic seminar is not a debate. The point is not to win an argument. Instead, a Socratic seminar aims to deepen understanding through discussion and questioning. A more detailed explanation can be found here: Dialogue vs. Debate. Seminar participation will be graded like a test, and there are three keys that will help you do your best.

PREPARATION
Come to the seminar prepared. Students should have their Six Pack Sheet for the work completed as fully as possible, including their ideas on motifs and symbols, references to important scenes/conversations, and character information. Crafting thoughtful questions can also provide you with something to share. Remember that your questions should explore WHAT IS in the work (cause and effect, character motivation, etc.) and not WHAT IF (speculation based on something that occurs). We’re discussing the work as presented, not writing fanfic. The ultimate goal is to discern an appropriate meaning of the work as a whole (MOWAW) that can be supported by textual evidence.

PARTICIPATION
Most seminars will be conducted over two days. On the first day, we will open with a question round. Everyone present will share one of the questions they have prepared on their Six Pack Sheet. We will then select a question to kick off the day’s discussion.

During the discussion, your job is to listen and connect. One person should speak at a time. Comments should be directed to the class as a whole rather than to the teacher, who acts as a facilitator rather than a leader. Comments should ADD something new to the conversation, REFER to the text to clarify or support, or EXTEND what another student has introduced. Please take notes on what you hear using the appropriate field in the Six Pack Sheet. Day 2 of the seminar will begin with a comment round, with everyone sharing something interesting from the first day that they found thought provoking or wish to discuss further. Six Pack Sheets with their seminar notes will be submitted to Canvas at the end of Day 2.

While you are speaking, I will be observing and making notes on your seminar input and behavior. Positive behaviors that will earn you points include the following:
     • offers new idea
     • asks a new or follow-up question
     • refers to the text
     • paraphrases and adds to another’s idea
     • encourages others to speak
Please avoid interrupting others, side conversations, and dominating the conversation—the best seminars allow everyone a chance to speak and respond. Conversely, don’t sit in silence. Have a question or quotation ready to go if you don’t feel confident expressing yourself off the cuff.

FOLLOWUP
To extend the conversation and provide a record for review later, we will also conduct a followup discussion using Canvas. All students will be expected to contribute to the online discussion even if they spoke in class. The online discussion will be open for a few days after the in-class seminar is concluded. Once the online discussion closes, seminar grades will be finalized.

Seminars will be graded based on both your contributions to the discussion (speaking in class and posting to the discussion board) and the quality of those contributions (specific text references rather than general comments). The fewer comments you make and more general your input, the lower the grade, and vice versa. If you wish a high seminar grade, you will need to contribute thoughtfully and precisely both during the class and online. Ultimately, your seminar participation should reveal your understanding of and thinking about the work in question.

If you are absent from class on a seminar day, you will be expected to increase your participation in the online conversation. In addition, you will have a separate written assignment to complete.

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Learn as You Go: How to Succeed in AP Lit

There’s a kitchen principle known as “clean as you go” that suggests that if you keep a sink full of hot, soapy water available as you’re cooking, then drop in your messy tools and bowls as you finish using them, the cleanup afterwards goes much faster. The same is true of learning. If you do a little as you go along, there’s much less effort right at the end, whether that means studying for test, writing a paper, or preparing for a seminar. Here are some “learn as you go” principles that will help you be a successful student in AP Lit.

Plan Your Reading – Senior year can become great practice for college. A heavy class load, lots of responsibilities, extra activities like college and scholarship applications, and the usual demands at home and work can really eat up your time. Plan your reading so you don’t get behind. Divide the number of pages you need to read by the number of days available, and read a little every day. It’s okay to schedule in breaks as long as you maintain your pace.

Take Note – In college, you’ll be able to mark up your books, since you’ll probably be buying your own copies. With plays and novels, you have two primary options: sticky notes or directly on your Six Pack Sheet. When you come across something in a book that makes you go “Hmm…” or “Aha!” or “I wonder…”, that’s something to note. Poetry notations will go directly into your journal.

Once Is Not Enough – You always notice new details when you watch a movie for a second time. Why should reading be any different? Rereading is okay. In fact, it’s encouraged! If you’ve read one of our class selections before, don’t decide you can skip it this time. You’ll gain more from the rereading and probably make some insights you missed the first time.

Connect – Read everything with a question mark in your head. How does this sound familiar? Why does this image keep recurring, and what could it mean? Where have I seen characters like these before, and what happened to them? What were people like during this period of history, or how did this event change people’s lives? Connection is the way human brains make ideas stick. The more you connect what you read with something you already know, the more you’ll be able to recall and analyze later. 

Check the Website – When in doubt, check this website. Background information on the author or the context of the book can sometimes be a key that unlocks an idea in a play or novel.

Keep thoughts thoughts bubbling. Happy reading!

 

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Brontë Sisters Power Dolls

This bit of inspired lunacy from Phil Lord and Chris Miller was created in 1998. It’s a never-aired fake commercial for a line of educational action figures based on historical figures. Enjoy!

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Wuthering Heights Family Tree

Although Emily Brontë helpfully includes a family tree to explain the relationships among her characters, understanding them takes a little work. Here are some helpful ways to discern who she’s talking about:

 

Wuthering Heights focuses on two Yorkshire families, the Earnshaws, who live at Wuthering Heights, and the Lintons, who live at Thrushcross Grange. 

EARNSHAWS
Based on the inscription found over the door, Wuthering Heights was most likely built by a man named Hareton Earnshaw around the year 1500. That makes the Earnshaw family a very old one and probably accounts for their prominence in the society. Mr. and Mrs. Earnshaw have two children, Hindley and Catherine. Mr. Earnshaw adopts an orphan boy and brings him home to raise as a second son. This boy is given the name of a son who died in childbirth that, as Nelly Dean says, “has served him ever since, for both Christian and surname”: Heathcliff

Hindley does not react well to this new addition to the household, but Catherine becomes very close to him. When old Mr. Earnshaw dies, Hindley inherits Wuthering Heights and becomes the guardian of his sister Catherine. Hindley treats Heathcliff like a servant rather than an adopted brother. He eventually marries a woman named Frances, who gives birth to their son, Hareton.

LINTONS
Down in the valley, Mr. and Mrs. Linton live a very comfortable and wealthy lifestyle at Thrushcross Grange. Like the Earnshaws, the Lintons have both a son, Edgar, and a daughter, Isabella. The two families are familiar with each other, but they don’t come into close contact until Catherine Earnshaw is injured during a visit and ends up recuperating for a few weeks at Thrushcross Grange. It is then that she gets to know Edgar and he eventually proposes marriage. Despite her love for Heathcliff, she accepts. Catherine dies giving birth to her daughter with Edgar, who is given her name. Catherine Linton is known in the book as Cathy.

HEATHCLIFF
Although raised with the Earnshaws, Heathcliff decides he owes them no allegiance. After Catherine marries Edgar, the penniless Healthcliff leaves the area for several years, returning as a fabulously wealthy man (no one really knows how he got his money). To spite Edgar and Catherine, Heathcliff then elopes with Edgar’s sister Isabella. They have one son together, who is named Linton after his mother’s family.

(Image from the York Notes Wuthering Heights AS&A2, the British SparkNotes)

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Thug Notes: Lit Circles Novels

Sparky Sweets, Ph. D., is a big fan of messed up dystopias, y’all! Salty language and adult themes ahead. Proceed with caution.

And because Dr. Sweets hasn’t gotten around to it yet, here’s the Shmoop review of One Flew Over the Cuckoo’s Nest:

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Poetry Focus: Singing America

Langston Hughes’ 1925 poem “I, Too, Sing America” is one of the best-known of all poems of the Harlem Renaissance. Its message of inclusive hope reverberated across the twentieth century and continues to be a touchstone for people seeking a place at the table. Here are several interpretations of the poem to consider as you review the text.

First, Langston Hughes reading his own poem:

The political advocacy group Emerging US made the poem the focal point for this video focusing on the Mexican-American experience in Los Angeles:

https://www.youtube.com/watch?v=8Z2r721Vzls#action=share

YouTube user IndianaTheGreat juxtaposed images from the Civil Rights Era to audio of Denzel Washington reading the poem in the film The Great Debaters and clips from Dr. Martin Luther King, Jr.’s “I Have a Dream” speech during the March on Washington.

Hughes’s poem was written as a response to Walt Whitman’s famous free-verse poem “I Hear America Singing.” This visual representation of the poem by YouTube user Dustin Rowland illustrates the breadth of the American experience Whitman intended to celebrate.

Finally, this is Whitman himself, reading his poem “America.” 

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Thug Notes: Wuthering Heights

It’s a thin line between love and hate. Really thin. Salty language and adult themes ahead. Proceed with caution.

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