Hsc Advanced english Module c – Representation and Texts. Elective 2: History and Memory. What do you actually have to do in this module?. The syllabus says…
Elective 2: History and Memory
“This module requires students to explore various representations of events, personalities or situations. They evaluate how medium of production, textual form, perspective and choice of language influence meaning. The study develops students’ understanding of the relationships between representation and meaning.”
Hero or villain?
Film, print, digital, audio
How the techniques / processes of
Documentary? Animation? Youtube vid? Article? novel? Website?TV show? Poster?
Dominant? Resistant? Subversive? Marginalised? Disenfranchised? Popular? Cultural? Christian? Non-Christian? Post-modern? Feminist? Capitalist? Marxist?
Formal? Colloquial? Idioms – simile – metaphor – modality – dialogue – imagery – symbols – motifs – audio effects – camera angles, shot types and movement – contrast – irony – satire – persuasive – positive or negative tone – emotive language – factual language – stereotypes – cliches – catch phrases – journalese -
Show specific ideas, events, people, values, attitudes about history and memory.
Each elective in this module requires the study of one prescribed text offering a representation of an event, personality or situation.AMERICAN HISTORY September 11 websitehttp://americanhistory.si.edu/september11/ (mm)
Students are also required to supplement this study with texts of their own choosing which provide a variety of representations of that event, personality or situation.
These texts are to be drawn from a variety of sources, in a range of genres and media.
These texts are to be drawn from a
variety of sources, in a range of genres and media.
By Don Tagala, ABS-CBN North America Bureau
Posted at 05/09/2011 10:17 PM | Updated as of 05/09/2011 10:17 PM
NEW YORK - Joe Valdez is a Financial Advisor who worked at the Stanley Morgan Company located on the 73rd floor of the World Trade Center Tower 2 in the early 2000’s. He recounted his ordeal on the day terror attacked New York City a decade ago.
The Filipino-American financial advisor was at the foot of the World Trade Center when one of the twin towers collapsed right before his eyes on September 11, 2001.
“I heard this loud crack, when I looked up, the building was literally collapsing on top of me and at that moment I had no idea what to do, I just stared up straight into the air, looking at the building falling down on me and that was the only time I had ever accepted death.”
Valdez was one of people covered in dust running away from the epicenter of the terror attack, now an unforgettable image in U.S. history.
“I ran as far away as the Brooklyn Bridge, and as I was running away, I heard one of the buildings come crashing down and when I turned around, I saw the second building had already gone down.” ….
THE prescribed text offering 9/11 COMMISSIONREPORT
Our mandate was sweeping.The law directed us to investigate “facts and circumstances relating to the terrorist attacks of September 11, 2001,” including those relating to intelligence agencies, law enforcement agencies, diplomacy, immigration issues and border control, the flow of assets to terrorist organizations, commercial aviation, the role of congressional oversight and resource allocation, and other areas determined relevant by the Commission. In pursuing our mandate, we have reviewed more than 2.5 million pages of documents and interviewed more than 1,200 individuals in ten countries. This included nearly every senior official from the current and previous administrations who had responsibility for topics covered in our mandate. We have sought to be independent, impartial, thorough, and nonpartisan. From the outset, we have been committed to share as much of our investigation as we can with the American people.To that end,we held 19 days of hearings and took public testimony from 160 witnesses. …
We present the narrative of this report and the recommendations that flow from it to the President of the United States, the United States Congress, and the American people for their consideration. Ten Commissioners—five Republicans and five Democrats chosen by elected leaders from our nation’s capital at a time of great partisan division—have come together to present this report without dissent.
We have come together with a unity of purpose because our nation demands it. September 11, 2001,was a day of unprecedented shock and suffering in the history of the United States.The nation was unprepared. How did this happen, and how can we avoid such tragedy again?
To answer these questions, the Congress and the President created the National Commission on Terrorist Attacks Upon the United States (Public Law 107-306, November 27, 2002).
Students explore the ways in which prescribed text offering different media present information and ideas to understand how various textual forms and their media of production offer different versions and perspectives for a range of audiences and purposes.
Students develop a range of imaginative, interpretive and analytical compositions that relate to different forms and media of representation. These compositions may be realised in a variety of forms and media.
Elective 2: History and Memory analytical compositions that relate to different forms and media of representation. These compositions may be realised in a variety of forms and media.
In their responding and composing, students consider their prescribed text and other texts which explore the relationships between individual memory and documented events. Students analyse and evaluate the interplay of personal experience, memory and documented evidence to broaden their understanding of how history and personal history are shaped and represented.
In your answer you will be assessed on how well you:
In your answer you will be assessed on how well you: analytical compositions that relate to different forms and media of representation. These compositions may be realised in a variety of forms and media.
■ demonstrate understanding of and evaluate the relationship between representation and meaning
■ organise, develop and express ideas using language appropriate to audience, purpose and form
Question 11 — Elective 2: History and Memory (20 marks)
To what extent has textual form shaped your understanding of history and memory?
In your response, make detailed reference to your prescribed text and at least ONE other related text of your own choosing.
The prescribed texts are:
• Multimedia – Smithsonian National Museum of American History September 11 website,
2. analytical compositions that relate to different forms and media of representation. These compositions may be realised in a variety of forms and media.
The secular regimes promised a glowing future, often tied to sweeping ideologies (such as those promoted by Egyptian President Gamal Abdel Nasser’s Arab Socialism or the Ba’ath Party of Syria and Iraq) that called for a single, secular Arab state. However, what emerged were almost invariably autocratic regimes that were usually unwilling to tolerate any opposition—even in countries, such as Egypt, that had a parliamentary tradition. Over time, their policies— repression, rewards, emigration, and the displacement of popular anger onto scapegoats (generally foreign)—were shaped by the desire to cling to power.
The bankruptcy of secular, autocratic nationalism was evident across the Muslim world by the late 1970s.At the same time, these regimes had closed off nearly all paths for peaceful opposition, forcing their critics to choose silence, exile, or violent opposition. Iran’s 1979 revolution swept a Shia theocracy into power. Its success encouraged Sunni fundamentalists elsewhere.
History and Political Context
Few fundamentalist movements in the Islamic world gained lasting political power. In the nineteenth and twentieth centuries, fundamentalists helped articulate anticolonial grievances but played little role in the o struggles for independence after World War I.
Western-educated lawyers, soldiers, and officials led most independence movements, and clerical influence and traditional culture were seen as obstacles to national progress. After gaining independence from Western powers following World War II, the Arab Middle East followed an arc from initial pride and optimism to today’s mix of indifference, cynicism, and despair. In several countries, a dynastic state already existed or was quickly established under a paramount tribal family. Monarchies in countries such as Saudi Arabia, Morocco, and Jordan still survive today. Those in Egypt, Libya, Iraq, and Yemen were eventually overthrown by secular nationalist revolutionaries.