English 3 Honors (Period 1) Assignments
- Instructors
- Term
- Fall 2015
- Department
- English
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Modern day slavery article
http://www.state.gov/j/tip/what/
UN Declarations of Human Rights
John Newton’s autobiography excerpt
http://www.wwnorton.com/college/english/nael/18century/topic_2/newton.htm
Forced Crossing digital museum of artifacts
http://amhistory.si.edu/onthewater/exhibition/1_4.html
Joseph Hawkins excerpt
http://amhistory.si.edu/onthewater/pdf/transcript_hawkins.pdf
Harriet Jacobs excerpts
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A World of Fear and Greed: Witch Hunts after Salem and McCarthy
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Objective: In times of instability and uncertainty in the world, certain groups – due to religion, gender, or age – become systematic victims of persecution and oppression. Each of the articles you will read today is about the practice of “witch” hunting in today’s world. As you read, you will research these modern-day practices and relate them to two important themes in The Crucible: fear and greed. Questions you will explore in depth: How do fear and greed motivate modern-day witch hunts? How do they motivate the witch hunt of The Crucible? What are the differences and similarities between the fears and desires of each? For example, how does Anne Putnam’s fear of child mortality compare with the fear of crop failure in Africa? Directions: Read four articles, and take notes on each. NOTE: You should read two articles from one set - I, II, or III - this will be your focus set. Your notes should contain the following eight pieces of information: 1. title of article, 2. author of article, 3. date of article, 4. name of periodical, 5. main point (thesis) of article, 6. intended audience of article, 7. all the causes for persecution mentioned in the article (for example, fear of disease, poverty, desire for profit or land), and 8. one fact from the article you found interesting. Then, carefully re-read the set of articles (I, II, or III) you chose to focus on, and write one paragraph (at least ¾ of a page) comparing that modern-day witch hunt to the witch hunt of The Crucible. Pay particular attention to the role of fear and greed in both. Copy and paste address in your server. Links to Articles:
Read an editorial on the Homeland Security Hearings on the American Muslim community: http://www.washingtonpost.com/wp-dyn/content/article/2011/03/10/AR2011031004680.html
And an article here: http://www.guardian.co.uk/world/2011/mar/07/islam-terror-hearings-mccarthy-witchhunt
Read a column comparing Salem’s witch-hunt to recent persecution of Muslims here: http://www.cavalierdaily.com/2010/11/12/modern-day-witch-hunts/
And here: http://www.cnn.com/2012/07/30/opinion/tarin-bachmann-muslims/index.html
Read an article on children accused of witchcraft in the Democratic Republic of Congo: http://news.bbc.co.uk/2/hi/africa/575178.stm
And in Nigeria: http://www.guardian.co.uk/world/2007/dec/09/tracymcveigh.theobserver
Read about the persecution of women in Ghana:
And in Kenya: http://news.bbc.co.uk/2/hi/africa/8119201.stm
Read an editorial about witch hunts in Africa: http://www.guardian.co.uk/commentisfree/belief/2010/jul/29/religion-witchcraft-sorcery-africa-unicef
III. The Persecution of Women in India Read an article about women accused of witchcraft in India here:
And here: http://www.economist.com/blogs/banyan/2012/04/witchcraft-assam
And here: http://cornellsun.com/node/41106
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English 3: “Moment or Scene” Essay
Suggested time: 45 minutes
Select a moment or scene in one of the summer reading novels you read this summer that you find especially memorable. This moment or scene might have been the climax of the story, revealed something about a character, or was particularly powerful.
Write an essay in which you briefly identify the moment or scene, explain its relationship to the work (why the author wrote it into the novel), and analyze the reason for its effectiveness (why it works). Do not merely summarize the plot.
Scoring Guidelines for “Moment or Scene” essay prompt for 3H
9-8 These well-written essays clearly identify the moment or scene, adequately explain its relationship to the story, and successfully analyze reasons for its effectiveness in the work. The text is used to support the writer’s view. The writing need not be without flaws, but it reveals the writer’s ability to choose from and control a wide range of the elements of effective writing. Essays in this category are in the range of “A” in quality.
7-6 These essays also identify, explain, and analyze, but they do so less convincingly or less thoroughly than the essays in the top range. Textual references may be minimal, but are used. The writing may show lapses in diction or syntax, but demonstrates sufficient control over the elements of composition to present the writer’s ideas clearly. These essays could best be characterized as “thin” 9-8 papers. For AP essays, a 6 would be considered the minimum target of proficiency. These essays constitute the “B” range.
5-4 These essays discuss two of the three elements, or discuss all three very superficially. Textual references are inadequate or inappropriate. These essays are adequately written, but may demonstrate inconsistent control over the elements of composition. Organization is evident, but may not be fully realized or particularly effective. Essays in this category are often seen as meeting the bare minimum of what would be expected from a writer who is still developing their skills. These essays comprise the “C” range in IB or AP writing.
3-2 The writer is unclear in identifying the moment or scene, explaining its relationship, and/or analyzing its effectiveness. The writing can convey the writer’s ideas, but it reveals weak control over diction, syntax, or organization. These essays may contain consistent spelling or grammatical errors. Text references may not be specific, persuasive, or even appropriate. Often these papers are incomplete or too brief.
2-1 These essays fail to respond adequately to the question. The elements are not discussed, or are only mentioned. Generally, these essays are unacceptably brief or poorly written on several counts. The writing reveals consistent weaknesses in grammar, or other basic elements of composition. The writer’s view has little clarity and lacks supporting evidence.
0 This score is for blanks or papers that are completely off the topic.