White Rose Movement - PowerPoint project

Memorial to the “White Rose” student resistance group, Ludwig-Maximilian-University, Munich. The White Rose group, a small and very unrepresentative group of German students, have assumed enormous symbolic importance in modern Germany, particularly for young people, as examples of “good Germans” who resisted the Nazis at the risk, and the cost, of their lives. Their graves in a Munich cemetery are heaped with flowers. 

http://www.axishistory.com/index.php?id=9572 

Germany's culture of commemoration
by Adam Carr  

Christoph Probst
http://paulonpius.blogspot.com/

Sophie Scholl
http://andreaskluth.org/2009/11/18/the-white-rose-german-heroes/

Johann Gottlieb Fichte:

And thou shalt act as if
On thee and on thy deed
Depended the fate of all Germany,
And thou alone must answer for it.

people's court in Berlin

http://www.holocaustresearchproject.org/revolt/whiterose.html

Students Against Tyranny: The Resistance of the White Rose, Munich, 1942-1943 

White Rose, The (pamphlet) Franz J. Muller,et al., White Rose Foundation, Munich  1991

At the Heart of the White Rose: Letters and Diaries of Hans & Sophie Scholl Inge Jens, ed., Harper & Row, 1987

http://www.holocaustresearchproject.org/revolt/wrleaflets.html

Students Against Tyranny: The Resistance of the White Rose, Munich, 1942-1943 

White Rose, The (pamphlet) Franz J. Muller,et al., White Rose Foundation, Munich  1991
Leaflets of the White Rose  -Thomas J. Cox, ISBN:1879710021, Riverside Books, July 1991

James Parsons 
http://www.suite101.com/content/the-white-rose-resistance-movement-munich-a105166

 

Literary Essay - "And Summer Is Gone" by Susie Kretschmer

David: 

• Studious
• Curious
• Imaginative
• Creative
• Passionate
• Artistic
• Insightful
• Intuitive
• Introvert
• Secure
• Academic
• Mature

Amy:

• Friendly
• Forward
• Adventurous
• Insecure
• Extrovert
• Social
• Under-achiever
• False
• Untrue
• Confident
• Judgemental
• Shallow

Quotes: 

David:

• "I was an artist." (2)
• "I lived in the worlds that I drew." (4)
• "I spent more time on my art, alone." (3)
• "I met her blue eyes with a level calm stare." (4)

Amy:

• "Tall as I was and unafraid to claim every inch of it." (2)
• "But she hardly spoke to me at school, ever." (3)
• "She complained she was fat and affected to eat little." (3)

Amy is social in order to be accepted by her peers at school. She is insecure about her appearance and what people will think of her. This is why she does not talk to David at school. She wants to be something she is not. As a kid, Amy was adventurous and outgoing. She was lanky and awkward, she played in the mud and played dress up and pretend. As she reached high school, she changed. Her personality changed with her body and she became self-conscious. She wanted to be perfect, she wanted to fit in. She changed who she was to please other people and to please her thirst for popularity.

Growing older provides an opportunity for personal change and growth, not only physically but psychologically as well. The short story “And Summer Is Gone” by Susie Kretschmer describes the changing attitude of a young girl as she experiences the pressures of high school. The story, told from the point of view of the girl’s close friend, expresses how her urgency to find a comfortable niche in the high school experience has put a strain on their once innocent friendship. While Amy is insecure and ultimately shallow, her friend, David, is intuitive and secure about his identity.

                Amy first appears to be a confident young girl. As a gawky thirteen year old, she is forward and friendly. She is tall and “unafraid to claim every inch of it” and her adventurous attitude is appealing to David the day they first meet (2). As Amy grows up she is molded by the kinds of influences a stereotypical high school experience has to offer. She ceases to find David interesting, only speaking to him during the summers and never at school. It is easy to assume that Amy is embarrassed by David’s artistic and academic interests, as they now contradict her own. Her extrovert personality seems to mask her discomfort with her image and she is social in order to be accepted by her peers at school. This image change affects how Amy acts around David as well. She stops eating around him, “complain[ing] she was fat and affect[ing] to eat little” (3). By the closing of the story it is evident that Amy changes who she is to please other people.

    

The story is told from David’s point of view, from the day he meets Amy until the day he knows he’s lost her. He is a very secure person, not one’s typical definition of confident, but he knows who he is. David is a bright, creative, studious person. He finds simplicity mesmerizing and is significantly observant. His intellect and introvert personality allows him to quietly view the world around him and gather information about people and things. David prefers to work on his art alone and he “lived in the worlds that [he] drew” (4). He is comfortable with himself and is quite proud of his own personal accomplishments. David finds security in understanding that “it was [him] who had grown up and [Amy] who had gotten lost” (4). This level of maturity is, in this context, unusual for a boy of David’s age and impressive all the same.

Both friends evolve in different ways, growing apart in their experiences.  These differences in personality and interest allow both Amy and David to find what it is they are looking to find when it comes to school, relationships, and friendships. As Amy feels she has grown up and it is David who is still immature, it is David who finds maturity while still holding on to the integrity of his childhood.

Literary Essay - "The Lottery" by Shirley Jackson

Tradition and conventional practices are often considered the foundation of many cultures. These customs are established in order to conserve the original integrity of the society. “The Lottery” by Shirley Jackson tells the story of a small village, reliant on the ancient tradition of stoning one unlucky member of the community every summer. Although there is evidence that the lottery will continue indefinitely, there is evidence that the tradition will not last.

Despite the growth in discontent among citizens, there is sufficient evidence that the lottery will persevere. A tradition such has this one, having been practice as long has this one has, is difficult to overrule. In a community where tradition is of great value, rarely would anyone attempt to “upset even as much tradition as was represented by the black box” (148), let alone tackle eliminating the ritual altogether. Elders of the village, such as Old Man Warner, are not quick to accept the changing times. Having grown old with the tradition, Warner expresses that “there’s always been a lottery” (152), implying that he believes there always will be. These beliefs have been instilled in the youth of the community as well, giving way to an equally brutal future.

               

                As humans evolve and times change, ceremonies similar to the lottery become less welcomed.  These traditions are seen as morally unacceptable and, in this particular situation, many begin talk of “giving up the lottery” (152). As less people find these traditions exhilarating, less people take them seriously. As a result, parts of the tradition are “forgotten or discarded” (149). Mr. Summers, the official of the lottery, ignores certain elements of the ceremony such as using wood chips to draw from the black box. By allowing small parts of the tradition much like this to collapse, the members of the community are allowing the eventual end of the entire tradition itself.

            Aside from the clues that suggest that the lottery will soon cease to exist, there is a strong belief that this ritual is essential to the functioning of the society. Though this event is considered morally wrong by many modern day cultures, the village described in the story is impartial to this immorality. The lottery has become an integral component of their lifestyle and is something that would not easily be resolved.

EVIDENCE IT WILL CONTINUE

·      “No one liked to upset even as much tradition as was represented by the black box.” (148)

·      “But every year the subject was allowed to fade off without anything being done.” (148)

·      “There’s always been a lottery.” (152)

EVIDENCE IT WILL FALL

·      “Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations.” (149)

·      “Years and years ago this part of the ritual had been allowed to lapse” (149)

·      “Some places have already quit lotteries.” (152)

 

Literary Essay - "The Painted Door"

In some cases, one marries not for love, but for convenience. Sinclair Ross’s short story “The Painted Door” is about an unhappily married couple who struggle to make a living on an isolated farm. Ann, the lonely wife of John, is attracted to her husband’s friend Steven. Although the blame for her husband’s death is often placed on Ann, John is partly responsible for the tragic end of the story.

Ann is indecisive about her relationship with John. She considers disloyalty despite her hopes that he would return home to be with her. Ann criticizes John’s judgment to visit his father in the storm in order to “justify her rebellious thought, to prove John responsible for her unhappiness” (373). She uses this assumption as an excuse for her infidelity. Ann is judgmental of John’s appearance, wishing him to shave before leaving the house. John insists that “it’s only Steven”(368) and that he has seen him disheveled before. Though Ann realizes that John is an honest and dedicated man, her weaknesses cause her to fall to the temptation of her lust.

There is evidence that John is at fault for his own death. His possessive and obsessive attitude towards Ann causes her to feel trapped and alienated to the rest of the world. This seemingly selfish quality gives Ann the initiative to cheat, resulting in John’s hysterical trek through the storm. Ann feels that she is as important as [John’s] father” (367) and wishes that he would not leave her alone. Ann seems to crave John’s attention, or at least the attention of a companion. John fails to give to her what she desires most, and Ann begins to find no point in “trying to talk to a man who never talk[s]” (371).

Both parties share equal responsibility for the outcome of the situation. While John neglects Ann’s most prevalent emotional needs, Ann lets herself fall victim to her instability and to Steven. John’s death comes from the opposing views of both members of the relationship. 

 The Literary Essay

The purpose of the literary essay is to analyze or interpret a work of poetry or prose using TEXT SUPPORT and quotations to support your thesis.

Follow these guidelines when writing a literary essay:

The Introduction:

1.         Begin with a generalization (clincher) linked to the topic or theme of the essay.  (a clincher is optional – some people are not good at writing them, in which case they can begin directly with #2).

Example of clincher from “The Painted Door”:

          Marriages can sometimes involve couples who are mismatched and live miserably throughout their lives.

2.         Next, write one or two sentences describing what the story is about, including the author, title, and genre of the work.  (Assume the marker hasn’t read the story in about 5 years – you are “reminding” him/her of the content).

Ex.

Sinclair Ross’s short story “The Painted Door” is about an unhappily married couple who struggle to make a living on an isolated farm.    Ann, the lonely wife of John, is attracted to her husband’s friend Steven. 

3.         Then, state your thesis:

           Although Ann is often judged as the being solely to blame for her husband’s death, he is at least partly responsible for his tragic end.

The Body:

4.         Support your thesis with specific examples and quotes from the text.  Begin each paragraph with a clear topic sentence that is connected to your main thesis.

Ex.

Ann is partly responsible for her husband’s death.  She is terribly lonely, living with a husband who doesn’t provide her even the basic need for company.  John is a workaholic.  Even when the couple go out for the evening “John never dance[s] or enjoy[s] himself”(4).  He is happiest when he is working alone or “standing at the window staring out across the bitter fields, to count the days and look forward to another spring”(7).

The Conclusion:

5.         The conclusion can range from one sentence to several depending on the length and complexity of your essay.

Ex. 

Because John’s neglects his wife’s emotional needs, he is indirectly responsible for his own tragic end.

Using Quotations in Literary Essays

The proper use of direct quotations is essential to most academic writing, particularly essays on literature.

If you argue that a character in a story is evil, can you provide evidence to support your claim?  No?  Then it probably isn’t true.  You need to provide textual support for your thesis and incorporate this information into your essay; this will give your essay credibility.

Keep the following rules in mind when quoting literature:

1. Do not overuse quotations.  Your own analysis should make up the bulk of the essay.  Following is an example of quotations used appropriately.  Notice that the quotations take a secondary role to the analysis.  Every quotation fits smoothly into the grammar of each sentence.

The narrator is a loving mother who fears that when her daughter leaves for college they will be “parting forever” (13). She sadly tries to persuade herself to see the “house without her” (14).  She is doubtful that she can exist without her child who has become as necessary as “food or air” (10).  The narrator’s affection for her daughter is almost sacred; she describes her as “eohippus,” a rare, mystical creature.  The mother ironically notes that seventeen years ago she “could not imagine/ life with her” (20-21) and now, after seventeen years of the “daily sight of her” (9) she can not picture herself  without her. However, in the midst of her bittersweet feelings, the mother has a sudden realization:  she is lucky, for she has been given the chance to raise her daughter unlike the creatures who “float away from birth” (24) from  parents who will “never see them again”(26).

2)  Sometimes it is necessary to insert a word or phrase into a quotation to  maintain correct grammar.  Enclose these words in square brackets to  show that they do not appear in the original.

Ex. Original:         The greasy leather orb flew like a heavy bird through the grey light.

       Quotation:         Stephen saw the ball as a “greasy leather orb [that] flew  like a heavy bird through the grey light”(26).

3. Write in present tense. Change the following example to make it correct:

Ann was terribly lonely; she lived with a husband who didn’t provide her even the basic need for company.  John was a workaholic.  Even when the couple went out for the evening “John never danced or enjoyed himself”(4).  He was happiest when he was working alone or “standing at the window staring out across the bitter fields, to count the days and look forward to another spring”(7).

4.  Use page citations.  Place the page number of the text in parentheses after the quote.  

     Ex.   At the beginning of the story Richard “hastens to bring his sad

     message”(19); at the end, Richard tries to conceal his lies.

5. If you introduce a quotation that is a complete sentence, capitalize the first letter of the quotation

Ex.  Hemingway writes, “His desk is at the far end of the office,”(42) suggesting that the hotel worker is physically unavailable to the wife.

6. When you work the quotation into your own sentence, use a lowercase letter to begin the quotation.

Ex.  When Hemingway writes that “his desk was at the far end of the

office,”(42) he shows that the hotel worker is physically unavailable to

the wife.

7. Incorporate quotations into your own sentences.

Weak:

    Richard Cory is very polite.  “He is a gentleman from sole to crown”(1.1).

    Also, he is good-looking, even regal-looking, “clean favoured and

    imperially slim”(1.2).

  

Better:

    Richard Cory is “a gentleman from sole to crown”(1.1).  Like a handsome

    king, he is “clean favoured and imperially slim”(1.2).

8. Avoid using two quotations in a row.  Your own commentary should bridge two quotations.

Weak: 

Richard Cory is “a gentleman from sole to crown”(1.1), “clean favoured and imperially slim”(1.2).

Better:

Richard Cory is “a gentleman from sole to crown”(1.1).  Like a handsome

king, he is “clean favoured and imperially slim”(1.2).

9. Do not use a quote that you have not introduced with your own words.

Weak:

“He is a gentleman from sole to crown”(1.1).  Richard Cory is good-looking, even regal-looking.

Better:

Richard Cory is “a gentleman from sole to crown”(1.1). 

10) Include within quotations as part of the essay any prose quotation of two or more sentences or less, and any poetry quotation of two lines or less.  When quoting two lines of poetry, indicate the division between the two lines with a slash (/) and retain the original capitalization at the beginning of the second line (if it is capitalized in the original).

   Ex.  Donne writes, “Batter my heart, three-personed God; for you/As

   yet but knock, breathe, shine and seek to mend”(1.71-72).

11) Set off from the body of the essay any prose quotations that exceed two sentences or poetry quotations that exceed two lines.  Such “blocked-off” prose quotations are double-indented, single spaced, and quotation marks are not used to enclose the quotation.  Blocked-off poetry quotations are centered on the page, and printed as they appear in the original, without enclosing quotation marks. 

Large, blocked poetry quotations are introduced with a lead-in statement ending with a colon.  Otherwise, use a comma or whatever punctuation you would use if the quotation marks were not there.