To be able to be caught up in the world of thought -

The Model Home Competition was the small group activity in which you were asked to construct a model home in small, single sex groups. Each group was given different amounts of materials to build model homes. The girls were given more resources than the boys, and groups were given the option to share or not share materials. A prize was awarded to the group with the home that best followed the guidelines. After participating in the Model Home Competition, perhaps you were better able to understand why apartheid laws were economically, socially, and politically advantageous to white South Africans.

In the kite scene in “Master Harold” and the Boys, Sam builds a kite out of limited resources. Hally does not believe that the disheveled kite will ever fly. But then, as Hally recalls, ”The miracle happened! I was running, waiting for it to crash to the ground, but instead there was something alive behind me at the end of the string, tugging at it as if it wanted to be free” (30). The kite’s ability to fly is a miracle given its decrepit condition. In a similar fashion, Sam manages to scrap his life together with very few rights and resources. Just like the kite desires to be free, Sam desires to be free from the bonds of apartheid.

The Model Home Competition was intended to simulate segregation and to be somewhat of an analogous situation to the kite scene in “Master Harold”… and the Boys.  In what ways did both the Model Home Competition and the kite scene in “Master Harold” and the Boys deal with prejudice, segregation, and inequality? How can the Model Home Competition be seen as an analogous situation to the segregated and unequal society in South Africa during apartheid? 

In class, we discussed how Camus’ The Stranger critiques the deteriorating state of French/Algerian racial, social, and political relations in the 1940s. As it turns out, President Bush has likewise been discussing the book with his White House cabinet. In Maureen Dowd’s New York Times editorial entitled “Aux Barricades!” she notes the President’s recent studies, and compares the current United States/Iraq conflict to the French-Algerian War. When the United States invaded Iraq in 2003, the Pentagon screened the 1966 movie “The Battle of Algiers,” and President Bush’s reading list has of late has included The Stranger and Alistair Horne’s A Savage War of Peace. Henry Kissinger himself supplied W. with his reading list, but did not require him to write any essays in response to the texts. Liberal Dowd ends her editorial with a tongue-in-check jab at the President by suggesting he move on to reading Sartre’s No Exit, which you have also had the privilege of studying. In her editorial, Dowd seeks to draw parallels between the permanence of hell and the United States’ occupation of Iraq. Are the underlying conflicts of the United States/Iraq war similar to those presented in Camus’ The Stranger and Sartre’s No Exit? Why or why not? Cite specific quotes and examples from the text. 

This week in class we viewed and discussed Surrealist art its relationship to Existentialism. Both philosophical movements stress the importance of individuals creating meaning for themselves. The Surrealist painting The Betrayal of Images, by Rene Magritte, clearly depicts a pipe. However, the paraodox truly lies within the work, as the words ”This is not a pipe” are written directly under the image. The famous “This is not a pipe” lesson reminds viewers that meaning is individual (Susan’s blue might be different from Jose’s blue).  In regards to Kafka’s Metamorphosis, most literary critics agree that Gregor Samsa has not literally transformed into a giant cockroach. So, what is wrong with Gregor? Perhaps that is up to each individual reader to decide for him or herself. In class, we discussed multiple possibilities such as the following: Gregor is mentally insane and/or has psychological issues, Gregor is treated as an outsider in Prague due to his Jewish heritage, Gregor’s family isolates him or locks him up, Gregor has a physical illness or condition such as tuberculosis, Gregor is having a dream, Gregor is on drugs, or Gregor has a poor relationship with his family. Write a blog post that clearly explains one possible explanation for what the giant cockroach could symbolize. Be sure to back up your ideas with textual evidence and specific details!

Many literary critics consider Henrik Ibsen’s A Doll’s House (1879) to be the first feminist play. Ibsen’s choice to have Nora leave her unloving marriage was considered scandalous by 19th century audiences. As a result, German theater houses refused to run the play unless Ibsen wrote an alternative ending where Nora stayed with Torvald. Ibsen agreed, but later regretted his decision to bow to societal pressures by rewriting the crux of his masterpiece. He then reinstated his original ending, which is still published, performed, and studied around the world today.  

In many ways, Nora can be seen as a symbol of the future, as her development from subjugation to enlightenment throughout the play mirrors the progression of the post-Victorian era feminist movement. Torvald can instead be seen as a symbol of the Victorian era status quo. As Nora’s husband, Torvald in many ways represents the imporance of maintaining a traditional family nucleus and one’s societal reputation at all costs. 

For this post, write a well developed paragraph with textual citations highlighting either Nora’s progression from subordination to independence, OR Torvald’s stagnate mentality and fear of public opinion.

“It has always seemed strange to me that in our endless discussions about education so little stress is laid upon the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up in the world of thought – that is to be educated.” — Edith Hamilton

The modern texts in this spring semester elective course demonstrate how people often look within themselves for new answers, sometimes turning away from the previously entrenched traditions and institutions of the world. As we read we will examine the individual’s search for happiness, strength, and belonging in a world where the sureities of social and cultural norms are rapidly changing. What is our place in such a modern, technologically focused landscape? How do we establish new approaches to life when our sense of belonging is so altered? Where and how do we find our psychological and social identities?

As we reflect upon and respond to modern literature on this site, we will examine how different individuals and cultures resolve these questions. In addtiion, we will draw comparisons among world cultures, and examine the profound impact of these erudite writers and thinkers on our modern world.

Here is your forum for thought – you and your peers will provide the answers. Enjoy.

For those of you who prefer not to get your hands covered in newsprint (or want to save money or trees), check out The New York Times and Wall Street Journal websites. As an educated member of society, you owe it to yourself and your peers to read the newspaper everyday. (My dad used to give us daily Wall Street Journal quizzes at the dinner table back in the day when I was a student at GHS.)

I used to work as newswriter and producer for NBC News, and my go to site for World News stories was always BBC news. The Brits do a fine job of realizing they are not the center of the universe, and devote much of their news coverage to goings on off of the island. Another cool Brittish newspaper to check out is The Independent.

Since this is a Modern World Literature course,  it is important to understand what the rest of the world thinks about America. Check out Watching America website. Mr. Olmstead found this super cool site which translates news articles from around the world into English. This website is a great one to help broaden your world view.

Your assignment: Check out the sites and pick a favorite article to respond to in at least one paragraph. Next, respond to one of your classmates’ posts about the same or a different article in a second paragraph.