Platos The Philosopher Ruler Essay Example | Topics and Well Written Essays - 2250 words

Platos The Philosopher Ruler - Essay Example In some ways, too, Pericles' account of his democracy can also be seen as ideal. On certain subjects, therefore, concerning the types or descriptions of government and heroic men advocated in these two works, while some amount of concurrence can be seen between them, some differences can also be detected. Close attention to the texts of both works give the idea, of an underlying unity, though they do represent differing (i.e. ethereal vs. corporeal) levels of a similar idea. One of the first ideas presented in "The Philosopher Ruler" is one that describes citizens as courageous warriors who would under no inducement desert their positions in battle. This seems an appropriate beginning when one considers the circumstances for which persons are gathered in "Pericles' Funeral Oration." The deaths being mourned are those of warriors who have seemingly embodied the virtue being lauded here in Plato's description of the ideal citizens. The men have demonstrated the ultimate courage and have died in the service of their country, proving themselves to be true patriots of the order described by Plato. Yet Plato seems to be concerned with more than just these expressions of courage. In fact, as Schofield (1999) writes, "What Plato is interested in is justice and moral excellence and the question of the unity or complexity of the human mind" (p. 4). He describes an excellence that lies far beyond the physical and which expresses an ideal. In Plato's record of the dialectic between Socarates and Glaucon, one finds Glaucon inquiring whether or not ideals can or have ever been fully expressed in the actual. He wonders whether persons have ever truly been what they have been said to be. He says, "Is it not the nature of things that, whatever people think, practice should come less close to truth than theory" (Plato, 1952, p. 262). This question appears particularly pertinent in view of the type of oration being given by Pericles. This speech attempts to show forth (among other things) the works and characters of the men who fought and died for their state. Pericles seems to express a similar idea, yet one that is (paradoxically) opposite to that expressed by Glaucon. While Glaucon argues from the point of the ideal-wondering whether language or even the real occurrences on earth have ever been shown to express it precisely, Pericles worries that language itself might fall short in expressing the actual. He says, "It would be enough, I think, for their goodness to be proclaimed in action" (Thucydides, 1972, p. 144) as he expresses concern at being able to accurately speak on it. Therefore, while Pericles considers the exploits of the heroes as possessing ideal qualities that may not be utterable, Glaucon contends that such exploits (being expressions of the actual) could never attain the heights of the ideal. While Socrates and Glaucon appear to praise the virtues of the intellect as ones that are indispensable to the constitution of a ruler, one finds that they also describe physical attributes and training as desirable qualities for a leader to possess. They mention the grooming of youths who have distinguished themselves in attention to philosophy taught them in their youth, and who have also distinguished themselves in the physical aspects of training as well. Hanson and Heath support

Business and Ethics. Which global dimensions of collective existence Essay

Business and Ethics. Which global dimensions of collective existence are more often cited in moral considerations of global busi - Essay Example All moral ethics should be considered while developing the structure of an organization. This is the key to success for firms and it will make them flourish in the international market. â€Å"Indeed there are several factors triggering international convergence of ethical standards and ethical perceptions. A variety of initiatives by MNC’s, non governmental organizations, governments and international organizations have promoted this tendency. These efforts, along with the critical role of information technology in disseminating news and practices around the world, have elevated the forces working towards universal forms† (Yadong Luo, 2007, P. 207). Although due to globalization world now faces many challenges including the migration and condition children. The current process of globalization has impacted on patterns ad processes of transnational labour migration and has more recently led to increase in labour migration. Migration has bought about many opportunities fo r different family members. it is common that older family members finds it difficult to adjust t a new culture living style but children finds experience such a situation differently. Some of them easily cope up with the situation easily but others may find it difficult to adapt to such a situation. The migration can have mixed experiences. A recent survey points out that children of the same area have different experience on migration. But a common fact is that when migration is occurred from normally under developed section to developed area with aim a livelihood, the experience is rough for most of the families especially for children. Such situation ca mainly leads to child labour, rough, long working conditions and under payment. â€Å"The brief survey of the current wave of globalization on children shows just how large are the transformational in so many critical parts of the ordinary life† (Kaufman & Rizzini, 2002, P.16). Line of Argumentation: With the present situa tion of labour and the condition of the migrant labour it is necessary to consider the life of the people who suffers from the worst side of all these. With globalization the purpose of migration is mainly employment and the migrant labour especially children are suffering from the change situation. So it is important consider the moral values behind these process in order to protect the people from all these. â€Å"Under contemporary globalization, international labour mobility has increased, while levels of exploitation and deregulation have accelerated. Lack of legal protection for migrant workers heightens their attractiveness as instruments of 'maintaining competitiveness' because they are obliged to work in situations where decent work conditions are not enforced. Irregular migrants are especially vulnerable because the threat of apprehension and deportation thwarts unionizing and exposure of dangerous working conditions† (Taran & Geronimi, 2003). For an organization to be successful in the global market, internal and external issues regarding the organization as well the migrant labour and their families is to be considered. â€Å"From the perspective of social responsibility, business ethics embodies standards, norms and expectations that reflect a concern of major stake holders including consumers, employees, share holders, suppliers, competitors and the community†

Climate change Essay Example for Free

Climate change Essay There is nothing that we as individuals can do to prevent climate change Nowadays climate change is a growing threat not only to some countries but to the whole world environment. We have to become aware of this issue and do something to avoid it from getting worse. Personally I disagree with this title because I think that in fact there are a lot of things that we as individuals can do to prevent climate change. Firstly, everything we do in our routine lives emits carbon dioxide into the atmosphere. That means that even making small changes in what we do, can have a positive impact in the prevention of climate change. So, as a first step, we should replace the use of cars by public transport which is much less polluting. Secondly, we should turn off appliances, machines and lights off when weve finished using them, it is very helpful to save energy and it costs nothing. In addition, another simple way to save energy and water is to take shorter showers. So, as you will use less hot water, the water heater will save a big amount of energy. Finally, in my opinion, we need to work together as a community to achieve success; otherwise the effort that some people could make would be ruined by the ones who keep polluting the atmosphere. So, it is important to run campaigns to make everyone know how we are endangering our planet and that there are many really simple things that we can do to protect it. In conclusion, I believe that there is a lot that we as individuals can do to prevent climate change, now we have to put it in practice.

Oscar Niemeyer Design Philosophy

Oscar Niemeyer Design Philosophy Being born as the son of Brazils Federal Prime Minister, Oscar Niemeyer was living in a Portuguese colonial style house with beautiful tropical setting: a wide carriageway, neatly lined with tropical trees, that curves along the broad seawall looking out to the dome of Pao de Acuacar guarding the bays mouth; lawn designed as formal gardens Niemeyer obsessed over the landscape of his motherland Brazil. No matter how different his house designs vary through time, the element of landscape is always strong and evident. This essay focused on Niemeyers house designs. Being an icon of modern architecture, Niemeyer pushed the limit of reinforced concrete and revealed the expressive charm of this artificial material. The contemporary architecture was monotony. Niemeyer wanted to challenge it. Niemeyer is well-known mainly because of his design for some of the most dominant governmental buildings in Brasilia, Brazil. As one of the early pioneers of modern architecture, Niemeyer opened up a unique approach to contemporary architecture using bold free-form curves in design. Some of his house projects were equally powerful in terms of his dramatic application of free-form. But other projects indicate more thoughts in Brazils colonial background and his own formal exploration throughout his career. Niemeyer did a series of house projects with a huge time span from 1936 until now. Among the dozens of house projects, there are extremely luxury houses he designed for wealthiest Brazilians, there area also some house he designed for middle-class friends and family. Niemeyer also designed four houses for himself. One house, Casa das Canoas, was his most published and well-known work. Four houses designed in year 1942, 1949, 1953 and 1960 had varies characters and different concepts. As Niemeyers other house design sometimes have to fulfill his clients requirements, his own house designs seems to be trademarks of his career, evolving through different phases. The first house he designed for himself is located on a sloping site in Lagoa, Rio de Janeiro. Graduated from National Fine Arts School in 1934, Niemeyer was deeply influenced by Le Corbusiers visit to Brazil in 1929. He joined Costas office in 1935, and from 1936-1942, he was working mainly on the Ministry of Education and health Building, on which, Le Corbusier was invited as project consultant. During this period, influence from the modern master was obvious and they got clearly reflected in Niemeyers first house. The three story house was zoned with clear rationality. The main living room and bedrooms are clearly separated from the service area. A set of scissors ramp is just identical as the one appeared in Le Corbusiers Villa Savoye in terms of its function as the only connection between different floors. The rectilinear upper floors sit on columns on the ground floor, with curvilinear walls direct the flow from entrance to garage and later towards the ramp. Horizontal openings on the facade give a clear indication of free elevation. However, the house is not a simple duplication of Le Corbusiers work. Niemeyer started to explore forms and material in the context of Rio, which is a humid tropical Brazilian city. A single direction slanted rooftop deals with the massive rain water during the monsoon season. A veranda on the second floor fully opens to the lake view. The material he used for the elevation is also unique. Different from his later larger public buildings which mainly deals with reinforced concrete, brick and wood was applied as elevation infill. On the top floor, the wall is composed with wood trims originally painted in blue. Wooden louvered panels were added to cover the veranda. Wood was also widely used as the material for interior finishes as well. The symbol of house as a machine, ramp, in Villa Savoye was no longer represented in cold metal frames and concrete finish. It was covered in wooden panels on the side and a wooden frame. On the ground floor, bushes were planted from the irregular sit e boundary towards the hose edge, defined by a hard pavement following the outline of the elevated second floor. In this project, although marks from Le Corbusier are clear through the use of free plan and clear zoning in a house project. Niemeyers awareness of context and site was already obvious. This prototype of dwelling on top of the landscape evolved and became one of the most frequently used prototypes in his later house designs. In 1949, Niemeyer designed another house in Mendes, RJ. The house was built and later demolished. The house has a very dominant feature which was the slanting screens shelter the porches for living room and bedrooms. Different from his first house for himself, this house was located on a flat piece of land with the trees surrounding it and a stream runs in front of it. The setting is purely natural, not urban. The difference in the context led to a very different design solution. The single floor house is organized in a rectilinear order with all the rooms facing the screen and indoor garden in between. Here, a hint can be found between his modernist approach and traditional colonial architecture. The old colonial porch was transformed into a screened indoor garden, blending the artificial indoor and purer nature outside. This became a prototype which the landscape and the artificial indoor environment was articulated on the same level through a buffer garden. In 1953, Niemeyer designed his most published house, Casa das Canoas. The design was open to the world and shocked the audience with its curvilinear roof. Just before the CIAM meet for the first time in Brazil in 1954, the house was finished. Niemeyer faced some of the most dominant figure in modern architecture with their critics on the house. Walter Gropius and Mies van de Rohe were both attracted to its beauty but pointed out the uniqueness of its geometry became he limit that it can not be multipliable. Faithful to his ideology of mixed ancestry and Antropofagist hybridization, Niemeyer proceeded to infect the classical pavilion with the organic, spontaneous architecture of the morros, mixing Western achievements in the field of domestic architecture with tropical exuberance and lessons from Brazils colonial past and popular present. Case das Canoas is one example of Niemeyers treatment of continuity between the interior and exterior. Curve and landscape became the media that he utilized to achieve it. With the irregular curvilinear roof lines, the nature surrounding the house became closer and farther, varies according to the geometry. A large piece of rock placed right at the edge of the glass wall, penetrating the transparent faà §ade and made it even less dominant. The warm wood finish of the interior partition wall conter-balance the rigidity brought by the steel frame of the glass faà §ade. The white ceiling and black floor becomes the frame of the this transition between na ture and artificial. The exploration of the form continued and became more vigorous when he designed an unbuilt house in Tel Aviv, Edmond de Rothschild House. This time with the desert becomes the setting, the free-form geometry was reverted from edge of the house to its inside. A free-form garden is enclosed by a rectilinear volume. Just at the time when Niemeyers free-form house design became a signature image. In 1960, he designed his house in Brasilia in a totally traditional colonial style. It creates a very strong contrast between the ideology of Brazils independence and its colonial historic roots. On the one hand, with the huge governmental projects, Niemeyer was creating the most powerful formal language, trying to declare to the world that Brasilia represents Brazils new future. On the other hand, he showed his respect very thoroughly to the colonial style, honest and modest. The houses feature a covered porch with red-tiled gable roof, whitewhased walls and regularly spaced windows. More houses will be discussed following the category of the four houses Niemeyer designed for himself. These houses includes: Edmundo Cavanelas House Allvorada Palace Carmen Baldo House Burton Tremaine House Weekend house for Juscelino Kubitschek Cavalcanti house Overlaid with the complexities of Brazils history and stratified society, these scenes evoke contradictions that Niemeyers designs have always balanced: natural shapes created by artificial technology, structural logic and ecstatic emotions, simple forms and complex purposes. Niemeyers house design showed his critical thinking and evolving career, just as strong as his public buildings. His public building may be restricted to their formal strength as a responsibility to speak for the nation. However, in his house design, there are clear trademarks of his weighing of traditional vernacular concept and modern formal exploration. Curves in Niemeyers house projects are more utilized as a mean to explore the relationship between nature and artificial, building and landscape, indoor and outdoor etc.

Analysis Of Star Wars Essay -- Papers

Analysis Of Star Wars This essay will be analysing the opening sequence of Star Wars. It will be focusing on camera angles, binary opposition and codes and conventions. This film is a typical example of sci-fi, we can tell this by the use of visual codes and convention. The film is set in space and Spaceships are in conflict with each other, there are lazers being fired, robots are running around and there is a clear divide between good and evil. At the beginning of the sequence there are words scrolling back into the distance telling a story. This sets the scene and lets the audience know what is happening. When the last of the words have faded the camera tilts down to reveal the surface of a planet. A small ship flys by, then a much larger ship follows. This second ship almost fills the whole screen, which gives a sense of fear and feels slightly intimidating to the audience. Whilst the two ships are battling, the Rebels ship has its main reactor shut down; the Rebels ship is the smaller of the two, and is now unable to move anywhere; we know this because of the first two characters we meet, C3PO and R2D2, these are the two main robots in the film. C3PO is a narrator figure, he tells the audience what is going on and what could happen; He is also the one in panic whereas R2D2 is very calm and laid back. There are many close ups of each robot so the audience feels connected to them, especially C3PO because he seems human. But even though R2D2 is not human people can still connect with him because he is slightly comic in the way he makes noises and the way he talks to himself. Also each robot has its own colour t... ...if that is spiralling too. The camera cuts to outside the Pod; from here it is very clear that the Pod is spiralling down almost out of control. It fades into the distance until it can't be seen. Cutting between characters is sometimes quite rapid in a time of panic of confusion. It's used to show different emotions in the same situation. The camera angles in the film are varied to show different feelings and emotions. For example, when Darth Vader is introduced the camera is tilted up to show he is tall and powerful. Colouring is also very clear, right from the time the audience board a ship it is clear which ship they are on, this is because of the robots colouring and the humans' clothes. The robots are decorated with friendly colours, white, blue and gold, and the humans' clothes are plain with no armour.

Clan X :: Essays Papers

Clan X There's a new kid at school, his name is Leigh, he thinks he is such a big shot-know all. When he rocked up at school on his very first day, he tried to do a fancy bunny-hop on his crappie, smashed up old bike and stacked it. It was hilarious, especially when he tried to get back on. He just fell straight over it again and broke three of his spokes and started to cry. He walked around school the entire week, showing off in front of everyone, telling them how good he was, trying so hard to be everyone's friend, but we made sure nobody liked him. We were part of a Clan I started called Clan-X. My gang members were: Rene, Grant, Mark, Trent, Tim, Daimien and myself, Cameron. We basically just pushed people around for kicks. Usually people that were half our size and walked around by themselves. We liked to blow up people's letter boxes the most, usually just at random. Whenever any new kids came to our school, we used to tease and make fun of them, so they felt unwelcome and had no fri ends. Usually they left the school, we loved it when they did that. Anyway, back to the story... On Friday afternoon, just after school, we were all walking home talking about how much of a loser this new guy was. By the time we got to the end of the street, we had all agreed that we should do something totally outrageous to his cat because he had been bragging about it all week. On Saturday, we all met up at the local park and brought along little tools which we thought might come in handy for this sinister exercise. Grant and Rene brought some rope and a switch-blade. Trent and Mark brought a bottle of methylated spirits and some matches. Tim and Daimien brought a voice scrambler and a mobile phone and I brought some explosives, which I got from the local markets. We thought about what we were going to actually do. Finally, I stood up and said, "Okay, First, I will jump Leigh's back fence and grab the cat. I'll take Tim and Daimien with me just in case I can't find it. Grant and Rene can then tie it up to a tree and cut it's whiskers off. Then Trent and Mark can saturate it with methylated spirits, (making sure not to drown it, as we want it to burn alive).

Ap English Literature and Composition

AP English Literature and Composition â€Å"Only connect!†¦. Live in fragments no longer! † General Course Information 1. 0 Credits (. 5 per semester) Prerequisites: Accelerated English is recommended Course Overview †¢ This class will prepare students for AP English Literature and Composition Exam, as well as the AP English Language and Composition Exam. When registering for exams in the Spring, students will choose which exam to take. †¢ This course is set according to the requirements listed in the AP English Course Description. †¢ The reading in the course will cover a wide variety of genres.You will be introduced to everything from formal literary theory to creative writing. Deep reading, the kind that poses as many questions as it answers, will be expected. We will read for a variety of reasons, sometimes to grasp a thematic element and sometimes to simply enjoy the sounds of words. We will not only identify literary elements, but also why they are us ed and discuss their effectiveness. We will read across curriculums and relate English literature and its themes to those in philosophy, science, and psychology. †¢ This course also intends to hone your skills as writers.We will learn how to appeal to a certain audience and how vocabulary and structure change depending on the type of writing. We will practice deep revision and constantly recognize that writing is not simply putting thoughts down on a page, but a craft that takes a lifetime to perfect. We will discover our own individual styles as writers and use these to our advantage. Mechanics, citations, and technical writing will all be monitored closely. Above all though, we will see how our own words can excite, persuade, and create understanding. †¢ Finally, the course will hopefully make you a critical thinker.We live in the information age and no skill will be more in need than the ability to interpret information. The critical thinking skills you develop in this class will go on to help you on the AP Exams, the SAT, and in almost every aspect of your life. †¢ This course is divided around the different thematic ideas of conflict in literature, non-fiction, and life in general. While the traditional elements of conflict seem simple, we will explore the motives behind them. Finally, we will attempt to figure out how the characters choose to live (or die) with conflict and find resolution.Through non-fiction, we will explore how conflict has been created and resolved through rhetoric and argument. And how a well-written and polished argument can create a path of possibility even through the most mired of conflicts. Elements of the course: †¢ Writing. Drafts will be submitted to me and returned with comments. All papers will have a first and a final draft. Students may be asked to correct their drafts twice before submitting a final draft. All compositions will be graded on the AP rubric. One Friday a month, students will access their writing from the past month from their portfolio in class.During this time, we will have a writer’s workshop and address specific revision strategies. We will focus on revising sentence structure, organization, rhetorical structures, transitions, detail, imagery, conventions, and grammar. While timed writings are a part of this class, the Friday writer’s workshops will illustrate the importance of constant and careful revision. Students will also sign up for a meeting with me after-school every 2 months. At the first meeting, students will discuss with me their strengths and weaknesses. Together, we will assess their improvement throughout the year. †¢ Wordly Wise Vocabulary book will be due weekly.Periodic quizzes will test students’ knowledge. Wordly Wise is an excellent preparation for the SAT. The class will also have a Word Wall. The Word Wall will function to remind students of past vocabulary learned and encouraged the use of new vocabulary in writi ng. †¢ One interactive class project will happen for every unit. The project will often involve synthesizing knowledge from the unit and applying it to something outside English class: art, nature, current events, family life, etc. †¢ Reading journals: Students will keep dialectical reading journals throughout the course. These journals will help facilitate deep and thorough reading. he reading journal is also a great place to practice writing and collecting your thoughts cohesively. We will continuously use the reading journal in class discussion and come back to it to get ideas for essays. The reading journal will be counted as a grade underneath the writing category. Grading: |Writing (Journal included) |50% | |Exams |20% | |Vocabulary |10% | |Assignments and Projects |20% | Course Syllabus: Unit 1: Introduction 4 weeksReadings: †¢ Class Handouts †¢ â€Å"Allegory of the Cave† by Plato †¢ â€Å"Good Readers, Good Writers† by Vladimir Nabokov †¢ Excerpts from â€Å"Why I Write† by Joan Didion †¢ â€Å"Finishing School† by Maya Angelou †¢ Excerpt from Dust Tracks on a Road by Zora Neale Hurston †¢ â€Å"My Mother Never Worked† by Bonnie Smith-Yackel †¢ Everything’s an Argument by Andrea Lunsford and John J. Ruszkiewicz †¢ Current articles from the New York Times Discussion Topics: The first few days in class will be spent looking at class policies, organizing notebooks, and receiving helpful information on the strategies we will use throughout the year. SOAPSTone, Dialectical Journal explanation, AP terms list, DIDLS, etc. ) Our first reading will be Plato’s â€Å"Allegory of the Cave. † Plato tells us that ideas, not necessarily our experiences, are reality. This argument will encourage us to look deeper into the ideas behind what we are reading and writing. Essays from Didion and Nabokov will give us specific tips on how to begin our journey as acc omplished readers and writers. Then, we will switch gears to a short segment on narrative writing where will read 3 excellent examples of narrative in time for us to write our own narrative essay.While studying narrative writing, we will focus on specific examples of excellence in sentence structure, form, organization, and conventions. Finally, we will spend two weeks studying the text Everything’s an Argument, which we will continue to refer to throughout the year. We will learn how to identify successful rhetorical structures and use them in our own writing. During this examination of rhetorical analysis, we will use current New York Times editorials. Our writer’s workshop will for this unit will focus on varying our sentence structure for emphasis and effect. Assessments: Composition: AutobiographyComposition: Narrative essay over family Timed Writing: 2010 English Language and Composition Released Free Response Questions Argument Analysis: NY Times articles Writer ’s Workshop: Sentence structure Unit 2: Person vs. Nature 5 weeks Reading: †¢ Robinson Crusoe by Daniel Defoe †¢ â€Å"The Santa Ana† by Joan Didion †¢ Poetry of William E. Stafford †¢ Excerpts from Maslow’s â€Å"A Theory of Human Motivation† †¢ Desert Solitaire by Edward Abbey †¢ Excerpts from Walden by Henry David Thoreau †¢ â€Å"The American Forests† by John Muir Viewing: †¢ Clips from Man vs. Wild Discussion topics: Person vs. Nature is possibly the oldest conflict in the world.Maslow theorizes that we cannot ascend up the hierarchy of needs until our most basic needs are met. Robinson Crusoe is essentially the story of a man having to begin at the bottom of the hierarchy and work his way up. Person vs. Nature is often illustrated with diction and imagery. In Stafford’s poetry and Didion’s essay, we are invited into their personal experience of nature through word and image choices. Finall y, we see how the person vs. nature conflict changes as technology begins to take care of our rudimentary needs. In Desert Soltaire, nature maintains little of its aggressor status.Instead, man takes over as the force bent on destruction. Finally, we will end our discussion of person vs. nature by taking a field trip to McKinney Falls State Park. There, we will take pictures to provide visual evidence of multiple points of conflict. Our Writer’s Workshop will highlight organization. We will review our own strengths and weaknesses in organization from our past unit’s writing. Assessments: Composition: Using Maslow’s â€Å"Theory of Human Motivation† to explain Robinson Crusoe Composition: Literary analysis of imagery in Stafford poetry Composition: Compare/Contrast- Abbey and ThoreauTimed Writing: 2002 AP English Language and Composition Free-Response Questions Form B Argument analysis: John Muir’s letter to Congress Project: Field trip to McKinney Falls State Park. Capture visual evidence using cameras that illustrates the conflict of person vs. nature. Writer’s Workshop: Organization Unit 3: Person vs. Person 6 weeks †¢ A River Runs Through It by Norman McClean †¢ â€Å"Speech to the Troops at Tillbury† by Queen Elizabeth †¢ â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ â€Å"The Story of an Hour† by Kate Chopin †¢ Excerpts from â€Å"A Room of One’s Own† by Virginia Woolf †¢ â€Å"I Want a Wife† by Judy Brady All the Pretty Horses by Cormac McCarthy †¢ Selected poetry of e. e. cummings Viewings: Discussion topics: A River Runs Through It is the perfect bridge between discussion of the conflicts in nature to the conflicts between people. We will explore familial conflicts and traditional family archetypes. After we finish the novella, we will take a look at another reoccurring person vs. person conflict: gender roles. Queen Elizabeth, in her â€Å"Speech to the Troops at Tillsbury† used certain rhetoric to explain herself that was needed at the time. We will focus on how that language changed as women gained more equality.Finally, we will focus on style and the creative use of structure across two genres: novel and poetry. All the Pretty Horses will take us through several conflicts as John Grady Cole becomes an adult. Most striking though is McCarthy’s mastery of prose and creativity in structure. We will then make a comparison to e. e. cummings poetry, which also manages to leave out what we expect in format, in order to open our eyes to the exuberant images the poet provides. Our writer’s workshop will focus on how to add specific and concise, yet eye-opening detail to our writing.We will use our previous work in Unit’s 1 and 2 to revise and add detail. Assessment: †¢ Composition: Jung’s Archetypes in Literature †¢ Composition: The changing language of the women’s movement †¢ Composition: Analysis in style of either Cormac McCarthy’s All the Pretty Horses or e. e. cummings †¢ Timed Writing: 2004 AP English Literature and Composition Free-Response Questions (Form B) †¢ Argument Analysis: â€Å"A Vindication of the Rights of Women† by Mary Wollstonecraft †¢ Project: Use Feminist Literary Criticism to analyze a children’s picture book. Writer’s Workshop: Detail Unit 4: Person vs. Himself 6 weeks Readings: †¢ King Lear by Shakespeare †¢ Sylvia Plath poetry †¢ â€Å"The Jilting of Granny Weatherall† by Katherine Anne Porter †¢ â€Å"Fate† by Ralph Waldo Emerson †¢ Heart of Darkness by Joseph Conrad †¢ â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† by Chinua Achebe †¢ â€Å"Shooting an Elephant† by George Orwell Viewings: †¢ Excerpts from Apocalypse Now Discussion Topics: King Lear will b egin with family conflicts but by the end of the play, we will see a new type of conflict arise.Lear will have to grapple with his failing sense of reality and atone for what he now sees as his past sins. Katherine Anne Porter’s short story will also show the failure to grasp reality. Through the stream of consciousness point of view, the reader will feel like they are losing their grip on reality as well. Emerson’s poem will help us to understand if Lear’s problems were fate, or if fate merely took the fall for Lear’s bad judgment. Heart of Darkness is tied very closely to two types of conflict: person vs. himself and person vs. society. We will see how Kurtz’ descent into madness (yes!There will be many descents into madness in this unit! ) was caused by the evils of colonialism. Achebe argues in his essay â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† that while Conrad was arguing against imperialism, he was doing so from a racist standpoint. We will analyze Achebe’s argument. Orwell will close out the unit by illustrating his own personal conflict with duty and attempt to â€Å"avoid looking a fool† in imperialist times. The Writer’s Workshop will focus on conventions, specifically advanced punctuation and its uses.Assessments: †¢ Composition: Characterization. Choose a character from King Lear, The Jilting of Granny Weatherall, or Heart of Darkness. Analyze the literary techniques that are used to illustrate insanity and the onset of madness. †¢ Composition: From the 2004 Exam- â€Å"Contemporary life is marked by controversy. Choose a controversial local, national, or global issue with which you are familiar. Then, using appropriate evidence, write an essay that carefully considers the opposing positions on this controversy and proposes a solution or compromise. †¢ Timed Writing: 2003 AP English Literature and Composition Free-Response Questions †¢ Argument Analysis: â€Å"An Image of Africa: Racism in Conrad’s Heart of Darkness† †¢ Project: Using the class copy of the Diagnostic and Statistical Manual of Mental Disorders 1994, create a power-point presentation that diagnoses either Lear or Kurtz with a particular mental illness. †¢ Writer’s Workshop: Conventions Unit 5: Person vs. Society 6 weeks Readings: †¢ The Things They Carried by Tim O’Brien †¢ Political Cartoons from the Vietnam Era †¢ â€Å"Mutual Deterrence† Speech by Sec. f Defense Robert McNamara †¢ War Poetry Selections: â€Å" Dulce Et Decorum Est† by Wilfred Owen; â€Å"The Death of the Ball Turret Gunner† by Randall Jarrell; â€Å"An Irish Airman Foresees His Death† by William Butler Yeats; â€Å"My Father Leaves for Vietnam† by Lenard D. Moore; â€Å"Palestine† by Lorna Dee Cervantes; â€Å"The Daisy Cutter† by Louise Rill †¢ The Sound and the Fury by William Faulkner †¢ â€Å"Living Under Circe’s Spell† By Matthew Soyster Viewing: †¢ â€Å"The War in Vietnam- A Story in Photographs† from The National Archives †¢ Excerpts from â€Å"Reporting America at War: The Reporters† from pbs. org †¢ Excerpts from The Fog of WarDiscussion Topics- We will begin studying person vs. society by examining how the life of a soldier is deemed honorable and sometimes necessary by society, but often looks mundane and horrific on an individual level. The Things They Carried will take us to one of the more controversial wars, Vietnam. By looking through collections of war photography from the National Archives and watching evening news broadcasts, we will determine what role the media had on the society’s opinion of the war. By reading a collection of war poetry, we will look at the emotional toll that war exacts on individuals.Then, we will shift gears and begin reading The Sound and the Fury, a novel where each character struggles against societal norms that no longer fit the family’s reality. Finally, we will read Soyster’s essay on disability and the struggles associated with it. The Writer’s Workshop for this unit will focus on broad, thematic revision by evaluating the effectiveness of our thesis statements in our portfolio. Assessments: †¢ Composition- Research Topic: Choose one form of media. (Some examples could be television, movies, internet, telephones, etc.You may not choose photography. ) Research and examine the chosen media form’s impact on modern warfare. It should include both positive and negative impacts. †¢ Composition- Persuasive essay: Where should we draw the line with war photography? †¢ Composition- Literary analysis of symbolism in The Sound and the Fury. †¢ Timed Writing- 2001, Question 3- the Sontag photography piece, On Photography, 1977. †¢ Argument Analysis- â€Å"Mutual Deterrence† Speech by Sec. of Defense Robert McNamara †¢ Project- We will create a family tree that spans back 3-4 generations.As a class, we will discuss what â€Å"societal values† are family tree puts on us. We will take a particular look at any â€Å"values† that are placed there because of our blood and not because of our reality. †¢ Writer’s Workshop- Thesis Revision Unit 6: Resolutions 5 weeks â€Å"Only connect! That was the whole of her sermon. Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer. Only connect, and the beast and the monk, robbed of the isolation that is life to either, will die. – Howard’s End Readings: †¢ Howard’s End †¢ â€Å"Cathedral† by Raymond Carver †¢ â€Å"On Self-Respect† by Joan Didion †¢ Poetry of Kahil Gibran †¢ Faulkner’s Nobel Acceptance Speech †¢ Woody Allen’s â€Å"My Speech to the Graduates† Viewings: †¢ Howard’s End 1992 version †¢ Discussion Topics: We will end the year with a Victorian class study in the novel Howard’s End. With a host of characters, we will see how some are able to overcome the conflicts and others do not. We will also look at â€Å"connecting the prose with the passion† as we reflect on our studies this year.Before exams, we will take a full week to do practice exams and prepare the final touches on our AP experience. Finally, we will read several writers who focus on resolution rather than conflict. Through emotional experience, logical thinking, and even humor, we will see how characters and people in real life live and deal with conflict. Assessments: †¢ Composition: Analyze the role the house plays in the novel Howard’s End. †¢ Composition: Write a mock graduation speech that includes at least 4 quotes from readings throughout the year. †¢ Composition : â€Å"A picture is worth a thousand words. In our age of information, is a picture/movie/symbol worth more than the written word? Use the Rogerian style to persuade your audience. †¢ Timed Writings: Students will choose 3 timed writings to practice from released exams. †¢ Project: Collage. As a class, we will create a pictorial collage that represents conflict in the literature we have read and in life. We will then put quotes and phrases from the literature and essays we have read that illustrate overcoming conflict. The last part of the collage will show representations of different resolutions in life.