Archive for Bristow

Online Learning of A Doll’s House, Day 5

Goals for the Week:

  1. Draft a personal working definition of feminism. Due today! 
    • Turn in your definitions via Google Drive or OneDrive!
  2. Read and analyze act I of A Doll’s House by Henrik Ibsen.
  3. Read and analyze act II of A Doll’s House by Henrik Ibsen.

Today’s Checklist:

  1. Read the second half of act II of A Doll’s House by Henrik Ibsen (from when Dr. Rank enters to the end of the act)
  2. Consider Nora’s relationship with Dr. Rank
    • What does Dr. Rank confess to Nora? Why does he tell her this? What is her reaction? Why does she react that way?
  3. Understand what’s going on with the blackmail situation.
    • Krogstad drops a letter in the mailbox. What does it say? What’s with Nora’s freak-out dancing? Why does Nora end the act saying “ Five o’clock. Seven hours until midnight; and then four-and-twenty hours until the next midnight. Then the Tarantella will be over. Twenty-four and seven? Thirty-one hours to live.”?

Today’s Lesson!

Standard: ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can consider Nora’s relationship with Dr. Rank and Torvald by reading A Doll’s House and watching a movie clip, so that I can analyze how their relationships develop and advance the plot of the play.

Activator: Check out this movie clip! It has something in common with what we’re reading in A Doll’s House today…

Another really great scene is “Cards for Juliet” from Love, Actually. The movie is rated R, so I won’t put it here on the blog, but you should talk about it with your mom or dad and look up that scene if they say it’s OK 🙂

After watching these, make a quick prediction! Clearly, someone is going to be confessing their love for someone else, and that someone is already in a relationship. Whom do you think will be confessing to whom?

Work Session: 

Today we finish reading Act II of A Doll’s House. During the end of act II, everything pretty much falls apart in Nora’s life – things are just getting worse and worse for the poor little songbird!

While you’re reading, don’t forget to consider and reflect upon our checklist questions for the day:

  1. Consider Nora’s relationship with Dr. Rank
    • What does Dr. Rank confess to Nora? Why does he tell her this? What is her reaction? Why does she react that way?
  2. Understand what’s going on with the blackmail situation.
    • Krogstad drops a letter in the mailbox. What does it say? What’s with Nora’s freak-out dancing? Why does Nora end the act saying “ Five o’clock. Seven hours until midnight; and then four-and-twenty hours until the next midnight. Then the Tarantella will be over. Twenty-four and seven? Thirty-one hours to live.”?

As we finish Act II, we’re at the point in the play where everything has fallen apart. And of course we’re going to leave you on a cliffhanger for longer than usual! You’ve got your regular weekend off, and then on Monday we’re going to pause our reading and hold a round-table discussion about the play. Please tune in to the video on Monday!

Closing Session: 

Keeping with our love-confessions-to-people-in-relationships theme, I’d like for you to consider the following song:

Warning: I like this song. So you can bet it’s probably awful. I have terrible taste in music.

So, when I was looking for video clips and songs for this lesson, I found SO MANY out there that have this same kind of idea – someone confesses they’re madly in love with someone else, and that someone is already in a relationship or married. Consider some things about this:

  • Is this selfish? When Dr. Rank confesses to Nora, he’s doing it because he doesn’t want to die without telling her. But this makes Nora’s life much more complicated. Was it cruel of Rank to put that burden on Nora?
  • How should Nora have reacted to this? What did she actually do? What would you have done in her place?

While you’re considering those things, go out to the internet yourself and find me another song or movie clip with the same theme! Comment the YouTube link here on the blog, or send it to me over Remind/email/in your Google doc! This isn’t exactly an “assignment,” but I think it would be cool to collect a bunch of clips from everyone 🙂

Looking Ahead: Next Week’s Goals and Tomorrow’s Checklist

Whew, week 1 is done!! Here are next week’s goals:

  1. Finish reading and analysis of A Doll’s House by Henrik Ibsen.
  2. Understand why A Doll’s House is considered feminist, and how it remains relevant today.
  3. Collaborate with your teacher or classmates to discuss the play.

If you want to get ahead on things, here is what we’re going to be doing Monday!

  1. Watch the round table discussion on A Doll’s House.
    • Comment on YouTube with your input!
  2. Learn about the “I need feminism because…” project
  3. Make your own “I need feminism because” photo

Online Learning of A Doll’s House, Day 4

Goals for the Week:

  1. Draft a personal working definition of feminism. Due Friday, March 20th
  2. Read and analyze act I of A Doll’s House by Henrik Ibsen.
  3. Read and analyze act II of A Doll’s House by Henrik Ibsen.

Today’s Checklist:

  1. Read the first half of act II of A Doll’s House by Henrik Ibsen from the beginning of the act to when Dr. Rank enters, again)
  2. Consider Nora’s conflict with Krogstad.
    • How is Krogstad blackmailing Nora? What does he want Nora to do? Why is Nora playing into it?
  3. Reflect on how Nora is changing.
    • At the beginning of the play, Nora was flighty, ditzy, and childish. Now she’s acting scared, anxious, and she seems to care a lot less about costume parties. What is driving this change?

Today’s Lesson!

Today’s video is a little longer than usual because it’s a 2-for-1 special! Mr. Mellman and Mrs. Bristow collaborate for our literary discussion!

Special guest stars include, Callie, Liam, and Memphis the cat!

Standard: ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Learning Target: I can understand a dynamic female character by reading A Doll’s House and listening to a discussion so that I can analyze how a Nora develops over the course of the play.

Activator: I’ve mentioned before that A Doll’s House is considered the first work of feminist literature. One of the things that makes the play uncommon is that it has a female protagonist, or main character.  For our activator today, I want you to try this exercise:

  • Set a timer for one minute
  • Write down all the stories, books, movies, or TV shows you can think of with a female protagonist – this means the story is ABOUT her, not just she’s in it (so, The Lion King doesn’t count, because it’s not Nala’s story!)
  • How many did you get? Did you run out of ideas before your timer was up?

Now that the wheels are turning and we’re thinking about women in literature, let’s continue reading A Doll’s House and see how Nora is doing in Act II!

Work Session: 

Today you’re going to be reading the first half of Act II of A Doll’s House, beginning at the start of the act and ending when Dr. Rank enters (it’s just a coincidence that we stopped at his entrance during act I – apparently, he tends to enter halfway through the act).

While you’re reading, pay attention to Nora’s relationships with the other characters. Specifically, look at how she interacts with her husband, Torvald Helmer, and her friend, Christine Linde. Remember the questions from the checklist:

  1. Consider Nora’s conflict with Krogstad.
    • How is Krogstad blackmailing Nora? What does he want Nora to do? Why is Nora playing into it?
  2. Reflect on how Nora is changing.
    • At the beginning of the play, Nora was flighty, ditzy, and childish. Now she’s acting scared, anxious, and she seems to care a lot less about costume parties. What is driving this change?

One of the reasons why this play is considered to be feminist is because of how Nora grows over the course of the play. Look back at act I and consider Nora’s attitude and how she acted around her friends and her husband, and look at how she’s acting now at the halfway point in the play. Nora’s growth as a character, from flighty and childish to strong and independent, is a big part of why this is a feminist play. These kinds of characters are rare – think of the list you made in our opening session. Do those characters grow and change over their stories, or do they mostly stay the same?

We don’t have a written assignment today, but don’t forget your personal definitions of feminism are due on Friday! Remember, your definition doesn’t have to be long – just a few sentences or maybe a short paragraph. Use the examples from Monday’s post to guide you 🙂

Closing Session: Take a look at this article, The Problem With Female Protagonists. In it, the author says

We took all his novels out of his bookcase, and sorted them into three piles based on the protagonist’s gender: ensemble (eg. The Wishing Tree), male, and female. And that’s when I discovered something interesting. Despite my concerns that I’d overdone it with the girl characters, and despite my conscious intention to provide a 50/50 split, only 27% of his books have a female protagonist, compared to 65% with a male protagonist.

I want you to try this in your own house! Go to your bookshelf, or movie shelf, or digital library, or whatever, and count up the number of stories that have a female protagonist. Then, divide that number by the total number of stories to get your percentage of female protagonists. Comment here with your number! Did you do better or worse than 25%?

oh, you’re wondering about my shelves? I found 39 out of 218 books and movies had a female protagonist. That’s only about 18%! Yikes! -Bristow

On a book shelf of 540 books, we had about 30 fiction with female protagonists.  It is probably about 450 out of fiction… and I didn’t count any of the ones that I had not read… including a bunch  of the Margaret Atwood… which I assume has a female protagonist, but I am not sure. -Mellman [Ed. note: 30/450 is about 7%]

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. Read the second half of act II of A Doll’s House by Henrik Ibsen (from when Dr. Rank enters to the end of the act)
  2. Consider Nora’s relationship with Dr. Rank
    • What does Dr. Rank confess to Nora? Why does he tell her this? What is her reaction? Why does she react that way?
  3. Understand what’s going on with the blackmail situation.
    • Krogstad drops a letter in the mailbox. What does it say? What’s with Nora’s freak-out dancing? Why does Nora end the act saying “ Five o’clock. Seven hours until midnight; and then four-and-twenty hours until the next midnight. Then the Tarantella will be over. Twenty-four and seven? Thirty-one hours to live.”?

Online Learning of A Doll’s House, Day 3

Goals for the Week:

  1. Draft a personal working definition of feminism. Due Friday, March 20th
  2. Read and analyze act I of A Doll’s House by Henrik Ibsen.
  3. Read and analyze act II of A Doll’s House by Henrik Ibsen.

Today’s Checklist:

  1. Read the second half of act I of A Doll’s House by Henrik Ibsen (from when Dr. Rank enters to the end of the act)
  2. Continue to consider Nora’s relationships with the other characters.
    • How does Dr. Rank treat Nora? How is this different from the way Torvald treats her?
    • How does Krogstad treat Nora? How does Nora act around him? How is this different from the way she acts when everyone else?
  3. Reflect on how Nora treats her children.
    • Look specifically at the hide-and-seek scene. What does Nora do with the childrens’ snow clothes? Is she acting like their mother, or their friend? How can you tell?

Today’s Lesson!

I’m going to start watching YouTube makeup tutorials to fix my glowing pale skin issue 😛

Standard: ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: I can consider the central idea of gender norms by watching a video and reading A Doll’s House, so that I can analyze and discuss how gender roles have changed over time.

Activator: Check out this video on the gender wage gap. This video discusses reasons WHY there is a wage gap – it’s not just sexism! – and looks closely at specific professions and changes over time.

Work Session:

Today you’re going to be reading the second half of Act I of A Doll’s House, beginning when Dr. Rank enters the room and finishing at the end of the act 🙂

While you’re reading, pay attention to Nora’s relationships with the other characters. Specifically, continue looking at how Torvald and Krogstad treat Nora, and also look at how Nora treats her children. Remember the questions from the checklist:

  1. Continue to consider Nora’s relationships with the other characters.
    • How does Dr. Rank treat Nora? How is this different from the way Torvald treats her?
    • How does Krogstad treat Nora? How does Nora act around him? How is this different from the way she acts when everyone else?
  2. Reflect on how Nora treats her children.
    • Look specifically at the hide-and-seek scene. What does Nora do with the childrens’ snow clothes? Is she acting like their mother, or their friend? How can you tell?

As you consider these relationships, also think about Nora’s place in the world. As a woman in the Victorian era, she doesn’t have a lot of opportunities available to her. We can see this in how Mrs. Linde has struggled to provide for her family after her husband died. How do these roles relate to the gender pay gap video you watched earlier today?

We don’t have a written assignment today, but don’t forget your personal definitions of feminism are due on Friday! 

Get in touch with your teacher if you have any questions or comments, or if you need help understanding the play!

Closing Session: Normally, I’d have a class discussion about the gender pay gap and why you think it persists to this day. But since we’re all at home instead of sitting in the classroom, I’m going to ask you to have this discussion with your family instead! When you have a chance, bring up the things we’re learning about with your parents, siblings, or whomever you’re with today. Use these discussion prompts to guide you:

  • What do you think about the gender pay gap?
  • Why do you think there is a gender pay gap?
  • Do you have any experience with the pay gap? Any stories you can share?
  • (this is a hard question) How is the gender pay gap different for people of color? Why do you think that is? Check out this article The Gender Wage Gap: 2018 Earnings Difference by Race and Ethnicity for more information!

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. Read the first half of act II of A Doll’s House by Henrik Ibsen (from the beginning of the act to when Dr. Rank enters, again)
  2. Consider Nora’s conflict with Krogstad.
    • How is Krogstad blackmailing Nora? What does he want Nora to do? Why is Nora playing into it?
  3. Reflect on how Nora is changing.
    • At the beginning of the play, Nora was flighty, ditzy, and childish. Now she’s acting scared, anxious, and she seems to care a lot less about costume parties. What is driving this change?

Online Learning of A Doll’s House, Day 2

Goals for the Week:

  1. Draft a personal working definition of feminism. Due Friday, March 20th
  2. Read and analyze act I of A Doll’s House by Henrik Ibsen.
  3. Read and analyze act II of A Doll’s House by Henrik Ibsen.

Today’s Checklist:

  1. Read the first half of act I of A Doll’s House by Henrik Ibsen (stop when Dr. Rank enters)
  2. Reflect on Nora’s relationship with her husband:
    • How does Torvald Helmer treat Nora?
    • How does Nora respond when Torvald treats her like a child?
  3. Reflect on Nora’s relationship with her childhood friend, Mrs. Linde:
    • How does Nora treat Mrs. Linde?
    • How does Mrs. Linde treat Nora?

Today’s Lesson!

Guest starring my cats, Schroedinger and Memphis

Activator: Check out this video, “A Probably Inadequate Summary of A Doll’s House“. This video is a great (and kinda funny!) overview of the story, so it should get you ready to read the play!

Work Session:

Today you’re going to be reading the first half of Act I of A Doll’s House, beginning at the beginning and stopping when Dr. Rank enters the room.

While you’re reading, pay attention to Nora’s relationships with the other characters. Specifically, look at how she interacts with her husband, Torvald Helmer, and her friend, Christine Linde. Remember the questions from the checklist:

  1. Reflect on Nora’s relationship with her husband:
    • How does Torvald Helmer treat Nora?
    • How does Nora respond when Torvald treats her like a child?
  2. Reflect on Nora’s relationship with her childhood friend, Mrs. Linde:
    • How does Nora treat Mrs. Linde?
    • How does Mrs. Linde treat Nora?

We don’t have a written assignment today, but don’t forget your personal definitions of feminism are due on Friday! 

Get in touch with your teacher if you have any questions or comments, or if you need help understanding the play!

Closing Session: To close out today, let’s take a look at some amazing women in history! Here’s a cool listicle of 10 Amazing Women Who Led Rebellions:

10 Amazing Women Who Led Rebellions

That’s it for today! Thanks for coming to our online learning experience!

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. Read the second half of act I of A Doll’s House by Henrik Ibsen (from when Dr. Rank enters to the end of the act)
  2. Continue to consider Nora’s relationships with the other characters.
    • How does Dr. Rank treat Nora? How is this different from the way Torvald treats her?
    • How does Krogstad treat Nora? How does Nora act around him? How is this different from the way she acts when everyone else?
  3. Reflect on how Nora treats her children.
    • Look specifically at the hide-and-seek scene. What does Nora do with the childrens’ snow clothes? Is she acting like their mother, or their friend? How can you tell?

Online Learning of A Doll House, Day 1

Good morning, everyone, and welcome to our Online Learning Experience!

Goals for the Week:

  1. Draft a personal working definition of feminism.
  2. Read and analyze act I of A Doll’s House by Henrik Ibsen.
  3. Read and analyze act II of A Doll’s House by Henrik Ibsen.

Today’s Checklist:

  1. Read and reflect on two articles about feminism
    1. “What Is Feminism” from The Huffington Post
    2. “The F Word” by Patrick Rothfuss
  2. Begin drafting your personal working definition of feminism.
    1. Your definitions are due Friday, March 20th.
  3. Make sure you know how your teacher wants you to submit work. Contact your teacher if you need help, especially if you weren’t at school on Friday!
    1. Mrs. Bristow’s, Ms. Jones’s, and Ms. Dimas’s classes: Google Drive
    2. Ms. Milton’s classes: Google Drive, OneDrive, or email
    3. Ms. Fullilove’s classes: Google Drive
    4. Mr. Mellman’s classes: OneDrive

Today’s Lesson!

Please ignore the screaming children in the background 🙂 

Standard:

  • ELAGSE9-10RI2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Learning Target: 

I will draft a personal working definition of feminism after considering definitions presented in two articles, so that I can analyze a play through a feminist lens.

Activator: Welcome to Online Learning! 

Good morning, everyone! This is a new experience for all of us, so to activate our learning today, take some time to explore the class blog, check out your class Google Drive or OneDrive folder, and make sure you know how to contact your teacher if you need to (look at the post above this one!)

When you’re ready, come back here and let’s get started!

Work Session: We’re going to be reading a play called A Doll’s House by Henrik Ibsen. This play is widely considered to be the first work of feminist literature. Because of that, we’re going to be talking about feminism a lot during this unit.

I realize that we’re talking about a kind of controversial topic here, and I want to be clear that I’m not trying to change anyone’s mind or sell you on anything. That’s why your first assignment is to draft a personal working definition of feminismWhat does feminism mean to you? What does it mean if someone is a feminist? This definition should  be entirely your own, and it should be a working definition, which means that it may change over time, and that’s ok!

To help you write your definition, we’re going to read two articles. The first article is titled “What Is Feminism?”, written by Rory Winston for The Huffington Post.

http://www.huffingtonpost.com/womens-rights-news/what-is-feminism_b_6985612.html

I want to draw your attention here:

Feminism is a movement towards equal society for male, female and transgender people, without discrimination.

Reflect on your first reaction when I said we were learning about feminism. What was your gut feeling? Do you agree or disagree with what this article says?

The second article I would like for you to read is a blog post from one of my favorite authors, Patrick Rothfuss:

The article is called “The F Word” and in it he gives this definition of feminism:

1. Feminism is the belief that women are as worth as much as men.

1a. (Corollary) This means women should be treated as fairly as men.

1b. (Corollary) This means women should be respected as much as men.

1c. (Corollary) This means women should have the same rights as men.

1d. (Corollary) Etc etc.

2. Feminism is the belief that women shouldn’t have to do things just because they’re women.

2a. (Corollary) Men shouldn’t have to do things just because they’re men.

3. Feminism is the belief that women shouldn’t have to *avoid* doing things just because they’re women.

3a. (Corollary) Men shouldn’t have to *avoid* doing things just because they’re men.

After reading this article, take some time to reflect on what Rothfuss says and the examples he gives. Do you agree or disagree?

Now it’s time for you to write your own definition of feminism. Draft this in your “Classwork” document in your Google drive folder where you share your work with me. If you’re having trouble, I made a quick video showing you how to access your folder:

Closing Session:

Tomorrow we will begin reading the play. Here’s a list of vocabulary words that will help you understand the reading. Take a few minutes to look over them today, and again tomorrow before you read 🙂

  1. Spendthrift – adj. recklessly wasteful; noun someone who spends money prodigally
  2. Prodigal – adj. marked by rash extravagance; very generous; recklessly wasteful; noun a recklessly extravagant consumer
  3. Confectioner – noun someone who makes candies and other sweets
  4. Berth – noun a bed on a ship or train; usually in tiers; a job in an organization; a place where a craft can be made fast; verb provide with a berth; come into or dock at a wharf; secure in or as if in a berth or dock
  5. Steadfast – adj. firm and dependable especially in loyalty; marked by firm determination or resolution; not shakable
  6. Inane – adj. devoid of intelligence
  7. Indiscreet – adj. lacking discretion; injudicious
  8. Subordinate – adj. lower in rank or importance; subject or submissive to authority or the control of another; (of a clause) unable to stand alone syntactically as a complete sentence; inferior in rank or status; noun an assistant subject to the authority or control of another; a word that is more specific than a given word; verb make subordinate, dependent, or subservient; rank or order as less important or consider of less value
  9. Nuisance – noun (law) a broad legal concept including anything that disturbs the reasonable use of your property or endangers life and health or is offensive; a bothersome annoying person
  10. Parcel – noun the allotment of some amount by dividing something; a wrapped container; a collection of things wrapped or boxed together; an extended area of land; verb make into a wrapped container; cover with strips of canvas; divide into parts

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. Read the first half of act I of A Doll’s House by Henrik Ibsen (stop when Dr. Rank enters)
  2. Reflect on Nora’s relationship with her husband:
    • How does Torvald Helmer treat Nora?
    • How does Nora respond when Torvald treats her like a child?
  3. Reflect on Nora’s relationship with her childhood friend, Mrs. Linde:
    • How does Nora treat Mrs. Linde?
    • How does Mrs. Linde treat Nora?