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Homework

Prepare one of the two dialogues on in the "b

Homework

New
Please prepare the cartoon History of technology by Singer
for Monday for a short talk - like in the oral exam!
You may use your notes during the talk.

. Listening text 3
Questions see on worksheet!

• Development.mp3

For Mediation on Shakespeare
Read through the following task. Then write an English text of about 280 words based on the relevant information from the German interview printed below.

Pupils at your partner school in Britain want to know how Emmerich's Film Anonymus on Shakespeare is discussed in Germany.

You have found this interview online and use it to give them an overview of

• Emmerich's and other critics' doubts about Shakespeare as author
• their reasons
• what the German expert and translator sees as the weaknesses in their attacks on Shakespeare.

1. Look at the jobs to do further down in the Chapter on the Prologue
   

Yes, the analysis of the prologue! Please do it properly - and learn to speak the first eight lines aloud!

Old homework

Analyse this CARTOON!

If you have forgotten how to do it see here.

Basic Skills & Information

• Information on homework and oral grades
• Reading and Marking technique - SQ3R Method A useful method to read, mark and annotate texts.
• Working with Cartoons

• A good speech/speaker ...
• Working with statistics ...
• Writing an interview
• Answering questions on the text
• Starting a paragraph
• Starting an Essay/Comment
• Shaping/refuting an Argument/Comment
• Mediation
• Translation (E→G)
• Characterization
• Review
• General text analysis

Key moments and concepts in US history

Many key concepts and central ideas in US history are mentioned in Barak Obama's "yes we can" speech from 2008. See the video and full transcript here:

Transcript: New Hampshire Primary Concession Speech 2008

Founding documents

Slavery

Pioneers and the idea of the "Frontier

Women's suffrage

Martin Luther King

• *15.01.1929
• 1935 school for blacks
• 18.06.1953 marriage with Coretta Scott
• 1955 Montgomery-Busboykott (link to Rosa Parks)
• 1963 "I have a Dream" Speech
• 1964 Nobel Prize for Peace
• † 04.1968 murdered white racist

Why Obama included an allusion to him in his "Yes we can"-speech

• Stood for equal rights
• Courage
• Did not give up despite the many attacks
• Never used force in all demonstrations and actions (idea of strict non-vioence)
• Changed something in whole of America
• His efforts to end segregation and racism are one of the reasons that Obama could even become a presidential candidate

Rosa Parks and the Civil Rights Movement

JFK and flying to the moon

• John F. Kennedy was the 35th President of the United States (1961-1963)
• youngest man elected to the office and the first Catholic ...
• On November 22, 1963, after about thousand days in office, JFK was killed in Dallas, Texas, becoming also the youngest President to die
• Kennedy was a skilled politician, an able orator and indefatigable campaigner. Mr. Obama is viewed much the same way
• Each took office after eight years of a Republican president of whom the nation had grown tired

Link to Obama´s "Yes we can" speech:

• nobody had thought a young catholic could win the election - nobody had thought a young black politician could win the election
• JFK stood also for a progressive and liberal policy

Flying to the moon as a central topic of comparison:

• moon landing demonstrates the greatness of the USA over the USSR
• „We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too.“

Compares well to the speech of Obama because both had challenges of similar magnitude

Immigration

Shakespeare's Romeo and Juliet

Shakespeare's Theatre and Plays

• Watch these two films about Elisabethan plays and playhouses!
• Take notes that will help you to answer all the Wh-questions one can answer about plays, theatres, actors and theatre productions!

For a better understanding of the layout/structure of the playhouse ...:

• GLOBE 1
• GLOBE 2

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The Prologue

Version from a 1996 movie:

Prologue to the most lamentable story of Romeo and Juliet

Two households both alike in dignity,
In fair Verona, where we lay our scene,
From ancient grudge break to new mutiny,
Where civil blood makes civil hands unclean.
From forth the fatal loins of these two foes
A pair of star-cross’d lovers take their life;
Whose misadventur’d piteous overthrows
Doth with their death bury their parents’ strife.
The fearful passage of their death-mark’d love
And the continuance of their parents’ rage,
Which, but their children’s end, nought could remove,
Is now the two hours’ traffic of our stage;
The which, if you with patient ears attend,
What here shall miss, our toil shall strive to mend.

1. What is the function of this prologue at the beginning of the play? What should it do - considering the opportunities and devices a play at Shekespeare's time is limited to!
2. What can you say about the language and structure of these lines? (Look at rhyme, rythm, metre and choice of words!)
3. Learn lines 1 - 8 by heart + practice reciting them .....!

The Sonett

A sonnet is a poetic form which originated in Italy. By the thirteenth century it signified a poem of fourteen lines that follows a strict rhyme scheme and specific structure. One of the best-known sonnet writers is William Shakespeare, who wrote 154 of them (not including those that appear in his plays).
A Shakespearean/typical English sonnet consists of fourteen lines written in iambic pentameter, a pattern in which an unstressed syllable is followed by a stressed syllable five times. The rhyme scheme in a Shakespearean sonnet is

a-b-a-b

c-d-c-d

e-f-e-f

g-g

The last two lines are a rhyming couplet. The couplet often includes the point/turning point of the poem or sums up the content.

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Tragedy

Tragedy: Drama of a serious and high-standing character that usually describes the development of a conflict between the protagonist and a superior force (such as destiny, circumstance, or society, the laws, in which the character often must choose between two alternatives, which both lead to his destruction. In a tragedy there is typically a sorrowful or disastrous conclusion.

Good Example:
Antigone by Sophocles( around 441 BC.) In this tragedy Antigone has to struggle against King Creon, her uncle. Her two brothers, Eteocles and Polynices were to reign over Thebes taking turns, but fighting over power, the two brothers kill each other. After this event, Creon declares that, as punishment, Polynices' body (he is quite correctly seen as a traitor) must be left on the plain outside the city to rot and be eaten by animals. Eteocles, on the other hand, is buried as tradition demands. Antigone determines this to be unjust, immoral and against the laws of the gods, and buries her brother regardless of Creon's law. Creon's guards discover this and capture her. Antigone is brought before him, where she declares that she broke his law, and agrees that the King's laws must be obeyed in a state, but she chose to break it, stressing the superiority of 'divine law' to that made by man.
Sophocles' Antigone ends in disaster, with Antigone hanging herself (she doesn't want to be stoned to death, or die slowly in the cave she has been put in), and Creon's son Hæmon, who loved and was engaged to Antigone, killing himself after finding her body. Queen Eurydice, wife of King Creon (who finally decides he should not kill Antigone – but comes too late to save her), also kills herself due to seeing such actions allowed by her husband.

^{Cf: http://www.answers.com/topic/tragedy#ixzz2NRtzACW5 and http://en.wikipedia.org/wiki/Antigone}

Apply this concept of tragedy to Romeo and his involvement in the deaths of Mercutio and Tybalt!

Read the text here: Well, peace be with you, sir. Here comes my man. to here: Mercy but murders, pardoning those that kill.!

Romeo and Mercutio are Montagues, Juliet and Tybalt (her cousin) are Capulets.

The Hobbit

Talks

Each talk on a chapter includes:

• A short summary of the chapter, and its relation to the chapter before
• A short explanation/interpretation of the headline (relation to the chapter, effect on the reader in terms of creating expectation)
• Presentation of one passage (about 20 lines) from the chapter, which is most exciting/characteristic/funny / brings most change for reader ==> Explain why you chose exactly this passage!

Reading Diary / Scrapbook

The basic idea is that of a "reading-diary". That means

• keeping a simple log-/scrapbook while reading the novel
• stopping from time (at least after each chapter) to time to think about what you have read!
• thinking about questions like: "Is there anything that puzzles you?" and noting down questions or striking quotations!
• asking yourself if you like or dislike a character + what makes you feel so?
• making notes that you can add to (e.g. one page per character for characterization)!

The scrap book that you have to hand in is part of the coursework (marked!)

These are the minimum reqirements, that is the questions you need to have readable and reasonable NOTES on:

Chapters 1 and 2:

• Characterize Bilbo and one other character (round or flat, relation to each other?)!
• What kind of story and hero do you expect at the end of chapter one?
• Compare your impressions of Bilbo and the dwarves at the end of chapter II with those at the end of chapter I.

Capter 3

1. Collect/write out - passages/quotes that create (page)tension /excitement/premonitions (NOTES!!)
   Look at the language, narrator's comments/ descriptions or interesting quotes of characters!
2. What image of the elves is created? How is this done? (NOTES)
   What role can the elves be expected to play?
3. What must the travellers expect on their way ……? (NOTES)

Chapters 4 + 5:

• p. 65-70: What rhetorical devices (e.g. symbols, style) and narrative tricks are used to create the special mood, tension and expectations?
• Collect all important information about goblins/orks in a "what travellers ought to know about goblins" profile!
• What are the similarities and differences between Bilbo and Gollum? (NOTES)

Chapters 7 + 8:

• Characterize Beorn!
• How does the mood / atmosphere develop from page 158 – 162 … How is this effect achieved?

• Explain how chapter 8 reveals Bilbo's heroic qualities!

Chapters 9 + 10: Compare the endings of chapters 8, 9 and ten.

Chapters 11 + 12:

• Characterize Smaug (NOTES!)

Chapters 14 + 15:

• Characterize Bard
• How can Thorin's reaction to Bard's requests be explained?

Chapters 16 + 17:

• Bilbo fully turns into a modern, everyman anti-hero - very different from an epic hero like Thorin.

• Compare the two types of heroes!
• How do they feel abot the treasure / fighting?
• What does "honour" mean for them?

Chapters 18 + 19:

• Sum up what Bilbo has lost and gained in the end!
• What do you think of Bilbo's development throughout the book and what does it tell the reader?

Globalization

Links: General Pros and Cons

• https://netivist.org/debate/globalization-pros-and-cons-economic-cultural-and-political
  
• https://ourfiniteworld.com/2013/02/22/twelve-reasons-why-globalization-is-a-huge-problem/
  
• http://occupytheory.org/globalization-pros-and-cons-list/
  
• http://moocgloba.skemapedia.com/?tag=con
  
• https://www.project-syndicate.org/commentary/defense-of-globalization-by-jim-o-neill-2017-01
  
• Book, p. 178

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Links: Globalisation and the Internet

• https://blog.thebrickfactory.com/2004/07/globalization-the-internet-and-public-opinion/ ++
• http://ezinearticles.com/?The-Internet---Opening-the-Gates-For-Globalization&id=2246916 ++
• http://blogalize.typepad.com/micro/2011/11/apple-globalization-using-the-ipod-to-explain-globalization.html

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Links: Globalization and culture

• http://en.wikipedia.org/wiki/Globalization#Culture
• http://independent.org/newsroom/article.asp?id=2258
• http://sociology.emory.edu/faculty/globalization/issues05.html

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History / 3 Phases of Globalization

Globalzation 1.0 (first phase/era) - 1492 (Columbus) until around 1800

• world got connected, shrank from size L to M
• trade between Old World and New World
• countries' power defined by use of horse power/wind power/steam power/ (horses, ships, engines)
• aim: to fit into global competition
• motivation often religion / imperialism

Globalization 2.0 (second era) - 1800 to 2000

• interrupted by the Great Depression, World War I and II
• world got more connected, shrank from size M to S
• industrial revolution and multinational companies (e.g. East India Company) as most dynamic forces
• global integration ⇐ breakthroughs in hardware development

1. falling transportation costs (steam engine, railroad, cars, airplanes)

2. falling telecommunication costs (telegraph, telephone, PC, satellites ...)

• development of really global economy ⇒ massive movement of goods and information

Globalization 3.0 (third era) - from 2000 to …

• world got even more connected, shrank from S to XXS and countries got even closer
• newfound power for individuals to communicate, collaborate, compete globally
• key developments:

- fiber-optic cable + Internet + work flow software + mobile computing

- final end of simple East/West division

⇒ very small, flattened world/playing field (many forces on same level, even individuals are very powerful)

- China has become more powerful

- now much more diverse, non-white, non-European influences ⇒ West no longer dominant in globalization

Source: Friedman, Thomas. The The World is Flat. <http://www.labeee.ufsc.br/~luis/egcec/livros/globaliz/TheWorldIsFlat.pdf>, p. 8f, 13.11.2018