APUSH – December 13

1. APUSH – December 13 • Objectives: • To demonstrate your ability to successfully write an in-class FRQ • Due today: • Nothing • Homework: • Wednesday: Nothing • Thursday: Unit exam 4 and notebook check 4 • Friday: bring your party item • Agenda: • FRQ in class essay • Intro to Literary Analysis

2. FRQ • 35 minutes • Remember to READ and ANSWER the prompt!! • Take a few minutes and create an outline • Thesis, body paragraphs and conclusion • Demonstrate your understanding of the given topic! • Take out your notesheet

3. FRQ • Analyze the social, political, and economic forces of the 1840s and the early 1850s that led to the emergence of the Republican Party.

4. Beloved Essay and Literary Analysis • Objectives • To examine professional literary analysis writing • To understand the elements of a literary analysis • To brainstorm ideas for the beloved essay • To write a thesis and outline for the beloved essay • Agenda • Discuss the articles about Beloved • Discuss how to write a lit analysis • Begin Writing your paper

5. Lit Groups • In your lit groups discuss the following things • What is the thesis of each of the articles • Do the articles use outside sources? Why? What kind? • How does each article use the text of Beloved itself? • What lens does each article use to discuss the text • How are these “essays” different from the essays you have written about literature in the past. i.e. what do professional writers do with literature that is unfamiliar to high school students. • How do these articles model what you should do in your own paper? • In your lit groups examine the following website (http://www.luminarium.org/contemporary/tonimorrison/beloved.htm ) Decide how you could use this website when writing your essay

6. Class Discussion • What is the thesis of each of the articles • Do the articles use outside sources? Why? What kind? • How does each article use the text of Beloved itself? • What lens does each article use to discuss the text • How are these “essays” different from the essays you have written about literature in the past. i.e. what do professional writers do with literature that is unfamiliar to high school students. • How do these articles model what you should do in your own paper? • In your lit groups examine the following website (put in beloved website with articles) Decide how you could use this website when writing your essay

7. What is Literary Analysis • Have in front of you the notes you took about Literary Critical Analysis December 2nd • In writing about literature or any specific text, you will strengthen your discussion if you offer specific passages from the text as evidence. Rather than simply dropping in quotations and expecting their significance and relevance to your argument to be self-evident, you need to provide sufficient analysis of the passage. Remember that your over-riding goal of analysis writing is to demonstrate some new understanding of the text.

8. Principles of Analyzing a Text • Offer a thesis or topic sentence indicating a basic observation or assertion about the text or passage. • Offer a context for the passage without offering too much summary. • Cite the passage (using correct format). • Then follow the passage with some combination of the following elements: • Discuss what happens in the passage and why it is significant to the work as a whole. • Consider what is said, particularly subtleties of the imagery and the ideas expressed. • Assess how it is said, considering how the word choice, the ordering of ideas, sentence structure, etc., contribute to the meaning of the passage. • Explain what it means, tying your analysis of the passage back to the significance of the text as a whole. • Repeat the process of context, quotation and analysis with additional support for your thesis or topic sentence.

10. Example Thesis • No good: • Through her characters Morrison examines the current day struggle of interracial racisms • Good: • Through her characters Morrison examines the current day struggle of interracial racisms and by doing so demonstrates the destructiveness of this divisive practice. • No Good: • Using trees, water, and the color red Morrison present the horrors of slavery • Good: • Using trees, water, and the color red Morrison present the horrors of slavery in a way that even those who will never experience it can connect with the feelings slavery created.

12. Brain Storming • Answer the following questions for Beloved • Before reading the work, make sure to examine the title carefully. Often the title is a clue toan important idea in the work. • Make sure you look up in the dictionary any words with which you are not familiar. • After reading the work the first time, ask yourself the following questions: • What is the geographical, historical and social setting? How does this affect the story or poem? • Who is (are) the main character(s)? • Who are the secondary characters, and how are they linked to the main characters? • Does the main character change? If so, how and why? If not, why not? • What is the conflict? Can you trace the development and resolution of the conflict? • Who is telling the story? How does this influence the story or poem? • In poetry, can you find a pattern of rime and meter?

13. Brain Storming Continued • As you re-read the work, make sure you can answer these questions. Then ask yourself the following questions, which may help you to discover deeper meanings that will lead you to an interpretation. • Can you summarize the author's meaning in one paragraph? • Can you state a theme of the work in one sentence? • Can you identify any symbols or metaphors? What do they mean?

14. Thesis • Using what you just brainstormed and the question you chose last week, create a thesis for your paper.