1. What do you think Dylan's motivation was for the creative writing project that got the attention of his teacher? The book indicates that the teacher did all she could regarding this writing project - do you agree? Do you think the counselor should have picked up on the cues in this paper?
2. Do you think Brian Rohrbough's opinions regarding the school were justified? Were his feelings part of his healing process - that is, did he need to place the blame somewhere?
3. Did the Federal Judge's decision to hand over materials to be secured in a Federal courthouse allow the full story of Columbine to be told? Do you think that the materials which the judge ordered secured would have been made public if he hadn't done this?
4. In 'Ready To Be Done' Cullen begins wrapping up the aftereffects of the killings. What events (e.g., the sealing of the parents depositions, Michael Moore's conclusions, Mr. D's divorce) were predictable and which came as a surprise to you?
5. Since we now know that school killers are likely to reveal their plans before an attack do you think that if someone revealed the sorts of things Eric did to Chris Morris, Zack and Nate would be caught now? Or would comments like this still be dismissed?
6. What do the discoveries regarding the Jeffco cover up lead you to believe regarding the investigation? Should Jeffco officials have turned their investigation over to another agency (such as the FBI) early on? Do you feel that justice was done with regards to the cover up?
7. In the (over) 10 years since Columbine there have been more than 80 school shootings. What lessons have been learned? Do you think this type of violence will ever be stopped?
8. What did you learn from the chapter 'Quiet'? Was this a good place in the book to place the chronology of events from the killer's perspective?
9. In 'At The Broken Places' Patrick Ireland says "The shootings were an event that occurred. But it did not define me as a person. It did not set the tone for the rest of my life." How do the vignettes about the school, the memorial and the survivors confirm or dispute this statement?
Wednesday, March 23, 2011
Friday, March 18, 2011
Columbine Part IV: Take Back the School
1. One of the the ultimate question from this section was: Do you think Eric Harris was a psychopath? Why or why not? Do you think the label is useful or simply stigmatizing?
2. In the chapter 'The Parents Group' the stories of Patrick Ireland and Anne Marie Hochhalter are intertwined with information on the Jeffco coverup and the lawsuits following the attack. Does this make sense to you and work well (as these are both stories about the aftermath of the attacks) or would you have preferred to have the rehabilitation stories presented separately? Do the stories compliment one another?
3. The students of Columbine were repulsed by the use of their school name as a proper noun to describe school shootings or school violence. Does Dave's book help or harm their cause? What other example of diction are used similarly in other events?
4. Analyze the rhetoric of the sympathy letters from the Harrises and Klebolds?
5. Dylan laughed about picking on freshmen and 'fags' and the boys perceived themselves to be victimizers, not victims. Does this lead you to think that those who bully in schools should be watched for similar impulses - or is that too big of a leap to make? Do you think we should be looking at bullies to see if they have other characteristics of psychopaths?
6. In discussing the essay Eric wrote for Mr. Tonelli Dave writes, 'What chance did he have against a clever young psychopath? Few teachers know the meaning of the term.' Do you think teachers should be educated about psychopathy - and to what end [i.e., would it help prevent future attacks]?
7. "Who Owns The The Tragedy" is a chapter in which Eric and Dylan don't appear. Do you think that focusing on someone other than them provides a relief to the reader? Do you think Dave intentionally gave the reader breathing space here?
8. This chapter also details the struggle between the school and the media upon its reopening. Does the media seem unnecessarily insensitive to you or are they just trying to do their job? Where do your sympathies lie here - with the parents, the media, or is it mixed?
9. What is your opinion to the reactions to the revelations concerning the Cassie Bernall story?
10. Were you surprised that the Klebolds sued Jeffco? What is your opinions regarding the merits of their case?
11. Does Eric's attitude toward Robyn (and her feelings toward Dylan) in regard to the purchase of the guns further exemplify the lack of emotions in psychopaths?
12. Eric mocks his father in his journals by saying 'This is what I am motivated for...This is my goal...This is what I want to do with my life.' What is your reaction to this and what does it say to you regarding Eric's mental state?
2. In the chapter 'The Parents Group' the stories of Patrick Ireland and Anne Marie Hochhalter are intertwined with information on the Jeffco coverup and the lawsuits following the attack. Does this make sense to you and work well (as these are both stories about the aftermath of the attacks) or would you have preferred to have the rehabilitation stories presented separately? Do the stories compliment one another?
3. The students of Columbine were repulsed by the use of their school name as a proper noun to describe school shootings or school violence. Does Dave's book help or harm their cause? What other example of diction are used similarly in other events?
4. Analyze the rhetoric of the sympathy letters from the Harrises and Klebolds?
5. Dylan laughed about picking on freshmen and 'fags' and the boys perceived themselves to be victimizers, not victims. Does this lead you to think that those who bully in schools should be watched for similar impulses - or is that too big of a leap to make? Do you think we should be looking at bullies to see if they have other characteristics of psychopaths?
6. In discussing the essay Eric wrote for Mr. Tonelli Dave writes, 'What chance did he have against a clever young psychopath? Few teachers know the meaning of the term.' Do you think teachers should be educated about psychopathy - and to what end [i.e., would it help prevent future attacks]?
7. "Who Owns The The Tragedy" is a chapter in which Eric and Dylan don't appear. Do you think that focusing on someone other than them provides a relief to the reader? Do you think Dave intentionally gave the reader breathing space here?
8. This chapter also details the struggle between the school and the media upon its reopening. Does the media seem unnecessarily insensitive to you or are they just trying to do their job? Where do your sympathies lie here - with the parents, the media, or is it mixed?
9. What is your opinion to the reactions to the revelations concerning the Cassie Bernall story?
10. Were you surprised that the Klebolds sued Jeffco? What is your opinions regarding the merits of their case?
11. Does Eric's attitude toward Robyn (and her feelings toward Dylan) in regard to the purchase of the guns further exemplify the lack of emotions in psychopaths?
12. Eric mocks his father in his journals by saying 'This is what I am motivated for...This is my goal...This is what I want to do with my life.' What is your reaction to this and what does it say to you regarding Eric's mental state?
Wednesday, March 16, 2011
Columbine Part III: The Downward Spiral
1. How do you feel about the tone of the chapter 'Jesus Jesus Jesus'? Is it suitably respectful to the religious beliefs of the people in Columbine in their reaction to the attacks? Is it analytical enough of the beliefs?
2. Eric's website (complete with bomb instructions) was reported to the police on August 7, 1997. Does this seem like a place where Eric's eventual plans could have been stopped? Why do you think that this violent information seems to have been ignored and wasn't followed up on?
3. 'Good-bye' has the first musing of Fuselier regarding Dylan and Eric's sanity. Given what we read here do you feel that they were sane? Do you think we know enough about psychopathy at this point in the book to make a decision regarding whether or not Eric is a psychopath? We have read quite a bit about Dylan's depression by this point - does he seem to be depressed enough to be mentally ill by this point in your opinion?
4. Eric and Dylan became enthralled with films like 'Natural Born Killers' and 'Lost Highway' and musicians like Nine Inch Nails. Do you think society/the media do an injustice to filmmakers and musicians when we tie them to the actions of deranged killers? Do you think there is any justification in being concerned with the effect of violent films and music on teens - and/or is this something that requires the attention of a parent on a case by case basis?
5. Wayne Harris finds one of Eric's pipe bombs. Since this happened shortly after the locker incident do you think that he should have been paying closer attention to what his son was doing? What do you make of his reaction to this - do you think that he was too concerned with protecting his son and was too worried about his future or was he simply acting like a protective parent?
6. Dwayne Fuselier began dismissing a conspiracy theory within a week of the attack on Columbine. Why do you think the local authorities clung onto the theory longer? Was it because it is difficult to imagine that an attack of this magnitude could be planned by two boys or because they wanted living people to blame?
7. Refute or defend the NRA's visit to the Denver area two weeks after the shooting at Columbine.
8. In the years after events surrounding Columbine continued to unfold, many have been angry about the police "dropping the ball" in regards to Eric's "hit list" website. Should sites like this be protected by the First Amendment?
9. What do you make of the spread of the story of Cassie Bernall's martyrdom? Do you think that it spread because people needed to believe that something good could come out of such a horrible situation? Do you think that people saw Cassie's story as being something with gave people hope for the future of their children? Why do you think that Val Schnurr's story did not spread - particularly given the spread of Cassie's story?
2. Eric's website (complete with bomb instructions) was reported to the police on August 7, 1997. Does this seem like a place where Eric's eventual plans could have been stopped? Why do you think that this violent information seems to have been ignored and wasn't followed up on?
3. 'Good-bye' has the first musing of Fuselier regarding Dylan and Eric's sanity. Given what we read here do you feel that they were sane? Do you think we know enough about psychopathy at this point in the book to make a decision regarding whether or not Eric is a psychopath? We have read quite a bit about Dylan's depression by this point - does he seem to be depressed enough to be mentally ill by this point in your opinion?
4. Eric and Dylan became enthralled with films like 'Natural Born Killers' and 'Lost Highway' and musicians like Nine Inch Nails. Do you think society/the media do an injustice to filmmakers and musicians when we tie them to the actions of deranged killers? Do you think there is any justification in being concerned with the effect of violent films and music on teens - and/or is this something that requires the attention of a parent on a case by case basis?
5. Wayne Harris finds one of Eric's pipe bombs. Since this happened shortly after the locker incident do you think that he should have been paying closer attention to what his son was doing? What do you make of his reaction to this - do you think that he was too concerned with protecting his son and was too worried about his future or was he simply acting like a protective parent?
6. Dwayne Fuselier began dismissing a conspiracy theory within a week of the attack on Columbine. Why do you think the local authorities clung onto the theory longer? Was it because it is difficult to imagine that an attack of this magnitude could be planned by two boys or because they wanted living people to blame?
7. Refute or defend the NRA's visit to the Denver area two weeks after the shooting at Columbine.
8. In the years after events surrounding Columbine continued to unfold, many have been angry about the police "dropping the ball" in regards to Eric's "hit list" website. Should sites like this be protected by the First Amendment?
9. What do you make of the spread of the story of Cassie Bernall's martyrdom? Do you think that it spread because people needed to believe that something good could come out of such a horrible situation? Do you think that people saw Cassie's story as being something with gave people hope for the future of their children? Why do you think that Val Schnurr's story did not spread - particularly given the spread of Cassie's story?
Analyzing Leonard PItts, Jr.'s "We'll Go Forward From This Moment"
Today in class we read and discussed Leonard Pitts, Jr.'s "We'll Go Forward From This Moment." You should use this article for this week's Friday Reading.
Tomorrow in class we'll have our half-way point Socratic Seminar for Columbine. Bring your favourite rhetorical strategy inspired dish to share!
Tomorrow in class we'll have our half-way point Socratic Seminar for Columbine. Bring your favourite rhetorical strategy inspired dish to share!
Tuesday, March 15, 2011
Presidential Rhetoric (with more to come, of course!)
Today we analyzed how our past U.S. presidents used rhetoric to bring comfort and resolve to the American audience.
In doing so, we read and discussed FDR's Address to the Nation following the attack on Pearl Harbor and George W. Bush's Address to the Nation on the evening of September 11, 2001.
Answer these questions:
1. TAP both speeches. Provide citation from the texts to support your assertions.
2. For each speech, identify, define and evaluate the effectiveness of THREE rhetorical strategies.
3. What similarities and differences did you notice between both addresses to the nation?
4. In a well developed paragraph, explain which address better served its intended purpose and why.
In doing so, we read and discussed FDR's Address to the Nation following the attack on Pearl Harbor and George W. Bush's Address to the Nation on the evening of September 11, 2001.
Answer these questions:
1. TAP both speeches. Provide citation from the texts to support your assertions.
2. For each speech, identify, define and evaluate the effectiveness of THREE rhetorical strategies.
3. What similarities and differences did you notice between both addresses to the nation?
4. In a well developed paragraph, explain which address better served its intended purpose and why.
Monday, March 14, 2011
The Rhetoric of Women
Today in class we compared two famous essays from the women's liberation movement. I know the boys in class quite enjoyed the Steinem piece. :)
Here's Judy Brady's satirical piece on the role of women and mothers in 1971, "Why I Want a Wife."
Use these questions, not the ones at the bottom of the essay:
1. TAP this! (I'm surprise that you're still surprised by this)
2. This essay way first published when the women's movement was relatively new in 1971. How have times changed? How have they stayed the same?
3. List three examples of rhetoric Brady uses to make her point, identify and define the example and evaluate its effectiveness.
4. In one paragraph, defend or refute Brady’s position using the examples you listed.
Steinem's essay, "If Men Could Menstruate" holds up nicely, yes?
Questions:
1. TAP this! Remember to cite evidence for tone and audience.
2. Identify, define, and analyze the effectiveness of THREE different rhetorical strategies.
3. Write a one paragraph response to Steinem in which you either refute or defend her position.
Here's Judy Brady's satirical piece on the role of women and mothers in 1971, "Why I Want a Wife."
Use these questions, not the ones at the bottom of the essay:
1. TAP this! (I'm surprise that you're still surprised by this)
2. This essay way first published when the women's movement was relatively new in 1971. How have times changed? How have they stayed the same?
3. List three examples of rhetoric Brady uses to make her point, identify and define the example and evaluate its effectiveness.
4. In one paragraph, defend or refute Brady’s position using the examples you listed.
Steinem's essay, "If Men Could Menstruate" holds up nicely, yes?
Questions:
1. TAP this! Remember to cite evidence for tone and audience.
2. Identify, define, and analyze the effectiveness of THREE different rhetorical strategies.
3. Write a one paragraph response to Steinem in which you either refute or defend her position.
Thursday, March 10, 2011
Part II: After and Before
Here are the questions for the second section of the book 'After and Before.' As always, if you wish to add your own questions on this section please do.
1. In 'Vacant' we read of how the families learned of the deaths. Which of these stories affected you personally and why?
2. The Harrises and Klebolds both released statements. Analyze the rhetoric of these statements. [pg 107]
3. National polls taken after the attack listed a variety of causes contributing to the attack including violent movies, video games, Goth culture, lax gun laws, bullies, Satan and the parents. 85% of the public in a Gallup poll blamed the parents. What is your opinion of the list and the blaming of the parents?
4. In 'First Memories' we learn of Eric's fascination with fire and fireworks, guns, video games and the isolation of rural areas. Were there warning signs in any of this or was this normal behavior? Do you think that the disruptions of being a 'military brat' and his father's rigorous discipline were contributing factors to his eventual actions? Why would these things affect him when they do not affect other children?
5. At the beginning of 'Rush to Closure' we read that the Denver Post printed the headline 'Healing Begins' 36 hours after the attack. What effect do you think that this had? Do you think it hindered the healing of people who were still processing the attack? How much control did the media have over public perception of events?
6. Another story the media ran with was the heroic version of Danny Rorhbough. Why was this story so widely accepted by its various audiences?
7. In his online fantasies Eric describes a world where nothing happens and all humans have been eliminated. He said that he in fact wishes he could act on these fantasies. Does you see signs of psychopathology in this? Do you think many teens have nihilistic or misanthropic fantasies of this sort? Would you advise someone communicating online with a person who revealed these fantasies to alert someon in authority?
8. In 'Help Is On The Way' we read of the last hours of Dave Sander's life. Personally, this was a difficult chapter to read. How did Cullen's use of rhetoric effect you?
9. In 'Media Crime' Cullen takes on the myths of Columbine. Analyze one of the myths he takes on and explain why you think that myth was perpetuated as well as believed.
10. What was the effect of the media's disregard for being selective in the people that were considered 'witnesses' at Columbine?
11. Why do you think that the rumor about Eric and Dylan being gay spread in Clement Park? Was this a way for the survivors to create psychological distance from the killers? Why do you think the media failed to show the same restraint they showed with regard to gay rumors in describing the killers as Goths? Were you surprised to read that although they are often stigmatized and bullied in schools that Goths do not react violently?
12. Explain your reaction to some of the ways the police force "blew it" in regards to early warning signs?
13. Eric's journal said 'I hate the fucking world.' What does this say about his motivations?
1. In 'Vacant' we read of how the families learned of the deaths. Which of these stories affected you personally and why?
2. The Harrises and Klebolds both released statements. Analyze the rhetoric of these statements. [pg 107]
3. National polls taken after the attack listed a variety of causes contributing to the attack including violent movies, video games, Goth culture, lax gun laws, bullies, Satan and the parents. 85% of the public in a Gallup poll blamed the parents. What is your opinion of the list and the blaming of the parents?
4. In 'First Memories' we learn of Eric's fascination with fire and fireworks, guns, video games and the isolation of rural areas. Were there warning signs in any of this or was this normal behavior? Do you think that the disruptions of being a 'military brat' and his father's rigorous discipline were contributing factors to his eventual actions? Why would these things affect him when they do not affect other children?
5. At the beginning of 'Rush to Closure' we read that the Denver Post printed the headline 'Healing Begins' 36 hours after the attack. What effect do you think that this had? Do you think it hindered the healing of people who were still processing the attack? How much control did the media have over public perception of events?
6. Another story the media ran with was the heroic version of Danny Rorhbough. Why was this story so widely accepted by its various audiences?
7. In his online fantasies Eric describes a world where nothing happens and all humans have been eliminated. He said that he in fact wishes he could act on these fantasies. Does you see signs of psychopathology in this? Do you think many teens have nihilistic or misanthropic fantasies of this sort? Would you advise someone communicating online with a person who revealed these fantasies to alert someon in authority?
8. In 'Help Is On The Way' we read of the last hours of Dave Sander's life. Personally, this was a difficult chapter to read. How did Cullen's use of rhetoric effect you?
9. In 'Media Crime' Cullen takes on the myths of Columbine. Analyze one of the myths he takes on and explain why you think that myth was perpetuated as well as believed.
10. What was the effect of the media's disregard for being selective in the people that were considered 'witnesses' at Columbine?
11. Why do you think that the rumor about Eric and Dylan being gay spread in Clement Park? Was this a way for the survivors to create psychological distance from the killers? Why do you think the media failed to show the same restraint they showed with regard to gay rumors in describing the killers as Goths? Were you surprised to read that although they are often stigmatized and bullied in schools that Goths do not react violently?
12. Explain your reaction to some of the ways the police force "blew it" in regards to early warning signs?
13. Eric's journal said 'I hate the fucking world.' What does this say about his motivations?
Monday, March 7, 2011
Columbine Discussion: Part I: Female Down
Part I: Female Down
Directions:
1. You need to answer five of the questions below AND respond to the comments of five classmates.
2. When you respond, indicate the question # to which you are responding.
3. When you respond to a classmate's answer, you need to respond with a thoughtful comment. In other words, "I agree with you Richie" does not a thoughful comment make. "I agree with you Richie because I thought Cullen utilized appeals to ethos, pathos and logos extrememly well, especially on page..."
4. As always, ELABORATE in your responses and comments.
QUESTIONS:
1. The book begins with an assembly at the High School on the Friday before the attack. Considering there are several perspectives that he could have taken (beginning with the attacks or starting with events that triggered the attacks) what is the purpose and effect of this opening?
2. The dedication is to the thirteen people killed and to Patrick Ireland. Did you notice this? Did you find yourself checking (as I did) to see if you were reading about someone who died in the attacks as you went through the book? How did this affect your reading?
3. There are two epigraphs in the book - one from Hemingway and one from Dostoyevsky. Why did the author include these?
4. Did the Author's Note on the sources give you information that was useful in your reading of the book? For example - did it help to know that no dialog was made up in the book? Do you feel that notes of this sort give you more confidence in reading a non-fiction work?
5. You read about Eric and Dylan's preparations for the prom, their work at the pizza shop and their silly nicknames 'Reb' and 'VoDKa.' Did the author effectively characterize them as "typical" teenagers? Did this make them more frightening and/or make their actions harder to understand?
6. Beginning with a section on page 10 ('Rebel Hill slopes gradually....') and at the beginning of the chapter 'Springtime' we get descriptions of the school setting and the student body. Did you feel that this gave you an adequate picture of the school environment? Does it seem similar to secondary schools that you have known? If yes, does this make the book more difficult for you to read?
7. Did you know about the problems with cellphones overwhelming the operators? Do you think this would be worse now? How do you think this affected the reporting? Did the '24 hour news cycle' come into play here - that is, were the news agencies running with any information they could get - including cellphone calls from inside the school? Should the news shows have carried live telephone calls from the students? Why or why not? Do you think that this sort of coverage should depend on the news item being covered (i.e., if it does not put people in danger, should these sources be used)?
8. We begin reading of the parents responses in '1 Bleeding to Death.' Were you able to put yourself in their place? Are there any particular responses that stood out to you?
9. What did you think of the reaction of the Klebolds? Were you surprised that Tom suspected his son right away? Does it seem particularly odd that he reacted this way, given the response of the Harrises?
10. What is the 'First Assumption'? Is it that there was a terrorist attack? That there were hostages? Or that it was a large conspiracy? Or does this refer to the assumptions of the news media? In retrospect do these assumptions make sense (i.e., can you understand why there was this confusion)?
11. What is your opinion of the news media's questions such as 'were they outcasts' - and they use of the word 'they' to indicate some sort of groupthink? Why do you think that the notion of the 'Trenchcoat Mafia' was seized on so readily? Why do you think these early notions were not corrected as it became clear they were wrong? Do you think that mistakes of this sort lead to the 'school shooter profile'? To what degree does looking for easy explanations for complex problems come into play to explain these sorts of notions?
12. What anecdote in this section effected you the most? Explain.
Directions:
1. You need to answer five of the questions below AND respond to the comments of five classmates.
2. When you respond, indicate the question # to which you are responding.
3. When you respond to a classmate's answer, you need to respond with a thoughtful comment. In other words, "I agree with you Richie" does not a thoughful comment make. "I agree with you Richie because I thought Cullen utilized appeals to ethos, pathos and logos extrememly well, especially on page..."
4. As always, ELABORATE in your responses and comments.
QUESTIONS:
1. The book begins with an assembly at the High School on the Friday before the attack. Considering there are several perspectives that he could have taken (beginning with the attacks or starting with events that triggered the attacks) what is the purpose and effect of this opening?
2. The dedication is to the thirteen people killed and to Patrick Ireland. Did you notice this? Did you find yourself checking (as I did) to see if you were reading about someone who died in the attacks as you went through the book? How did this affect your reading?
3. There are two epigraphs in the book - one from Hemingway and one from Dostoyevsky. Why did the author include these?
4. Did the Author's Note on the sources give you information that was useful in your reading of the book? For example - did it help to know that no dialog was made up in the book? Do you feel that notes of this sort give you more confidence in reading a non-fiction work?
5. You read about Eric and Dylan's preparations for the prom, their work at the pizza shop and their silly nicknames 'Reb' and 'VoDKa.' Did the author effectively characterize them as "typical" teenagers? Did this make them more frightening and/or make their actions harder to understand?
6. Beginning with a section on page 10 ('Rebel Hill slopes gradually....') and at the beginning of the chapter 'Springtime' we get descriptions of the school setting and the student body. Did you feel that this gave you an adequate picture of the school environment? Does it seem similar to secondary schools that you have known? If yes, does this make the book more difficult for you to read?
7. Did you know about the problems with cellphones overwhelming the operators? Do you think this would be worse now? How do you think this affected the reporting? Did the '24 hour news cycle' come into play here - that is, were the news agencies running with any information they could get - including cellphone calls from inside the school? Should the news shows have carried live telephone calls from the students? Why or why not? Do you think that this sort of coverage should depend on the news item being covered (i.e., if it does not put people in danger, should these sources be used)?
8. We begin reading of the parents responses in '1 Bleeding to Death.' Were you able to put yourself in their place? Are there any particular responses that stood out to you?
9. What did you think of the reaction of the Klebolds? Were you surprised that Tom suspected his son right away? Does it seem particularly odd that he reacted this way, given the response of the Harrises?
10. What is the 'First Assumption'? Is it that there was a terrorist attack? That there were hostages? Or that it was a large conspiracy? Or does this refer to the assumptions of the news media? In retrospect do these assumptions make sense (i.e., can you understand why there was this confusion)?
11. What is your opinion of the news media's questions such as 'were they outcasts' - and they use of the word 'they' to indicate some sort of groupthink? Why do you think that the notion of the 'Trenchcoat Mafia' was seized on so readily? Why do you think these early notions were not corrected as it became clear they were wrong? Do you think that mistakes of this sort lead to the 'school shooter profile'? To what degree does looking for easy explanations for complex problems come into play to explain these sorts of notions?
12. What anecdote in this section effected you the most? Explain.
Friday, March 4, 2011
Michael Moore's Bowling for Columbine and Transactional Journals
Today we discussed the transactional journal assignment for Colubmine, read Molly Ivins' "Get a Dog, Get a Knife, but Get Rid of Guns" in the Norton Reader and began watching Michael Moore's documentary film about gun violence, "Bowling for Columbine."
Transactional Journal Assignments:
The writing you will do for this text is of a personal nature. You are to create ten well-crafted and polished journal entries in response to the work. Each entry should be typed(10 – 12 point font). The following is a list of possibilities and suggestions, but by no means is it exhaustive; feel free to use your imagination.
The journal entries must cover the entire book; they should be spread evenly in relation to the beginning, middle and end of the work. They should also reflect a variety of the choices listed below. TWO ENTRIES MUST be based on writer’s craft (the first bulleted item), and THREE ENTRIES MUST come from the “research questions” at the end. The remaining five choices are up to you. Please include a table of contents and cover page for your journal. Journals should be in a folder with brads.
DUE DATE: MONDAY, MARCH 28TH.
• Fully examine and explain the effectiveness of a particular piece of the writer’s craft; style of writing, use of rhetoric, appeals to ethos/pathos/logos, portrayal of the killers, use of parallels, juxtaposition, etc. This analysis should include the effect of the chosen craft on the audience. (TWO ENTRIES REQURIED)
• Create a piece of writing that describes and explains your personal reaction to a character, place or event in the text.
• Compare and contrast Dave Cullen’s style of writing to Truman Capote’s style of writing in In Cold Blood.
• Write a fictional letter to one or more of the characters or create a letter written from one character in the novel to another that expresses some unspoken feelings or thoughts.
• React, respond and explicate a “five star quote” of your choice. A “five star quote” is a quote that “jumps off the page” at you for any number of reasons. It may be aphoristic, profound, humorous, universal, or any reason you choose. For clarity, you must include the entire quote somewhere in the entry.
• Create an original piece of writing that is inspired by the book; it may be a poem, short story, short drama or section of dialogue, advertisement, review, etc. (only one of this type of entry is allowed)
• Create an ethical question that the novel has raised for you and then answer that question in your journal entry. Write a justification and possible answer after completion of your reading.
• Create an original piece of art for one of your entries. Some possibilities could include: a drawing, a painting, an editorial cartoon, a collage, etc. (only one of this type of entry is allowed)
• Create a correspondence between either Dylan or Eric and either Dick or Perry from In Cold Blood.
• Create a collection of artifacts (in a box) for one of the characters in the book; attach a written rationale for your choice to each item. (The total of the written rationales should be roughly equivalent to the two-page minimum.)
• Create 10 AP style multiple choice questions for a passage from the book. Include the passage in your journal. Each question must include five answer choices and an answer key justifying the correct answer. These questions should be analysis style questions.
•Create a short list of enduring understandings that emerge as you read. Use evidence from the book to support your claims about the enduring understandings you take away from the book. How will these understandings shape decisions you will make in the future? How should these understandings shape our society?
• Write an editorial piece addressing ONE of the issues raised in the book.
RESEARCH RESPONSES (THREE REQUIRED:
• Read and analyze one of the Government Reports on Columbine and School Shooters (The information for these reports is listed on p. 409 and of Columbine), or The Killers: Profiles and Childhood History (p. 411) comparing the findings with research from Cullen’s book.
• Research one of the seven “Columbine Myths” (bullying, Goth culture, jocks, outcasts, gays, third shooter, Trench Cjoat Mafia, Christian martyr) and write a cause-effect entry analyzing how the myth began and what effect it had on the investigation, public perception, and aftermath of the shootings.
Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), plus Columbine myths: (149-52, 155-59); Eric Harris as a psychopath (239-148).
• Analyze the media coverage of the event and compare it with text from the book.
Suggested reading from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), television coverage (52-3,56-7,64-7,140-42, 149-53,155-57).
Suggested media coverage: (You can access all of these articles online)
“The Columbine Killers” – David Brooks, New York Times
“Fatal Friendship: How Two Suburban Boys Traded Baseball and Bowling for Murder and Madness” – Lynn Bartells and Carla Crowder, Rocky Mountain News
“The Gunmen: A Portrait of Two Killers at War with Themselves” – Dirk Johnson and Jodi Wilgoren, The New York Times.
• Compare Michael Moore’s Bowling for Columbine with Cullen’s book regarding what happened and who was involved.
o Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), plus Columbine myths: (149-52, 155-59); Eric Harris as a psychopath (239-148).
• Compare the point of view toward gun violence expressed in Cullen’s book and compare/contrast it with at least two of the articles listed below, all of which we read in class:
o “Guns and Grief” by Lillian B. Rubin (Patterns for College Writing, p. 350).
o “A Peaceful Woman Explains Why She Carries a Gun” by Linda M. Hasselstrom (Patterns for College Writing, p. 357).
o “Who Shot Johnny?” by Debra Dickerson (Norton Reader, p. 383)
o “Get a Knife, Get a Dog, But Get Rid of Guns” by Molly Ivins (Norton Reader, p. 389)
• Investigate one controversial aspect of the event and propose how one of the issues related to Columbine could be resolved.(Reading topics below can be referenced in the index of Columbine).
• Perimeter, police response, SWAT team action & reaction time
• Eric Harris as psychopath and why no one “knew”
• Gun laws and minors
Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44)
Transactional Journal Assignments:
The writing you will do for this text is of a personal nature. You are to create ten well-crafted and polished journal entries in response to the work. Each entry should be typed(10 – 12 point font). The following is a list of possibilities and suggestions, but by no means is it exhaustive; feel free to use your imagination.
The journal entries must cover the entire book; they should be spread evenly in relation to the beginning, middle and end of the work. They should also reflect a variety of the choices listed below. TWO ENTRIES MUST be based on writer’s craft (the first bulleted item), and THREE ENTRIES MUST come from the “research questions” at the end. The remaining five choices are up to you. Please include a table of contents and cover page for your journal. Journals should be in a folder with brads.
DUE DATE: MONDAY, MARCH 28TH.
• Fully examine and explain the effectiveness of a particular piece of the writer’s craft; style of writing, use of rhetoric, appeals to ethos/pathos/logos, portrayal of the killers, use of parallels, juxtaposition, etc. This analysis should include the effect of the chosen craft on the audience. (TWO ENTRIES REQURIED)
• Create a piece of writing that describes and explains your personal reaction to a character, place or event in the text.
• Compare and contrast Dave Cullen’s style of writing to Truman Capote’s style of writing in In Cold Blood.
• Write a fictional letter to one or more of the characters or create a letter written from one character in the novel to another that expresses some unspoken feelings or thoughts.
• React, respond and explicate a “five star quote” of your choice. A “five star quote” is a quote that “jumps off the page” at you for any number of reasons. It may be aphoristic, profound, humorous, universal, or any reason you choose. For clarity, you must include the entire quote somewhere in the entry.
• Create an original piece of writing that is inspired by the book; it may be a poem, short story, short drama or section of dialogue, advertisement, review, etc. (only one of this type of entry is allowed)
• Create an ethical question that the novel has raised for you and then answer that question in your journal entry. Write a justification and possible answer after completion of your reading.
• Create an original piece of art for one of your entries. Some possibilities could include: a drawing, a painting, an editorial cartoon, a collage, etc. (only one of this type of entry is allowed)
• Create a correspondence between either Dylan or Eric and either Dick or Perry from In Cold Blood.
• Create a collection of artifacts (in a box) for one of the characters in the book; attach a written rationale for your choice to each item. (The total of the written rationales should be roughly equivalent to the two-page minimum.)
• Create 10 AP style multiple choice questions for a passage from the book. Include the passage in your journal. Each question must include five answer choices and an answer key justifying the correct answer. These questions should be analysis style questions.
•Create a short list of enduring understandings that emerge as you read. Use evidence from the book to support your claims about the enduring understandings you take away from the book. How will these understandings shape decisions you will make in the future? How should these understandings shape our society?
• Write an editorial piece addressing ONE of the issues raised in the book.
RESEARCH RESPONSES (THREE REQUIRED:
• Read and analyze one of the Government Reports on Columbine and School Shooters (The information for these reports is listed on p. 409 and of Columbine), or The Killers: Profiles and Childhood History (p. 411) comparing the findings with research from Cullen’s book.
• Research one of the seven “Columbine Myths” (bullying, Goth culture, jocks, outcasts, gays, third shooter, Trench Cjoat Mafia, Christian martyr) and write a cause-effect entry analyzing how the myth began and what effect it had on the investigation, public perception, and aftermath of the shootings.
Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), plus Columbine myths: (149-52, 155-59); Eric Harris as a psychopath (239-148).
• Analyze the media coverage of the event and compare it with text from the book.
Suggested reading from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), television coverage (52-3,56-7,64-7,140-42, 149-53,155-57).
Suggested media coverage: (You can access all of these articles online)
“The Columbine Killers” – David Brooks, New York Times
“Fatal Friendship: How Two Suburban Boys Traded Baseball and Bowling for Murder and Madness” – Lynn Bartells and Carla Crowder, Rocky Mountain News
“The Gunmen: A Portrait of Two Killers at War with Themselves” – Dirk Johnson and Jodi Wilgoren, The New York Times.
• Compare Michael Moore’s Bowling for Columbine with Cullen’s book regarding what happened and who was involved.
o Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44), plus Columbine myths: (149-52, 155-59); Eric Harris as a psychopath (239-148).
• Compare the point of view toward gun violence expressed in Cullen’s book and compare/contrast it with at least two of the articles listed below, all of which we read in class:
o “Guns and Grief” by Lillian B. Rubin (Patterns for College Writing, p. 350).
o “A Peaceful Woman Explains Why She Carries a Gun” by Linda M. Hasselstrom (Patterns for College Writing, p. 357).
o “Who Shot Johnny?” by Debra Dickerson (Norton Reader, p. 383)
o “Get a Knife, Get a Dog, But Get Rid of Guns” by Molly Ivins (Norton Reader, p. 389)
• Investigate one controversial aspect of the event and propose how one of the issues related to Columbine could be resolved.(Reading topics below can be referenced in the index of Columbine).
• Perimeter, police response, SWAT team action & reaction time
• Eric Harris as psychopath and why no one “knew”
• Gun laws and minors
Suggested readings from the book: CH 2 “Rebels” (6-12); CH 4 “Rock ‘n’Bowl” (16-18); CH 5 “Two Columbines” (19-25); CH 6 “His Future,” (26-28); CH 8 “Maximum Human Density” (32-36); CH 10 “Judgment,” (40-44)
Thursday, March 3, 2011
Dave Cullen's Columbine
Today in class, you were given your assignments for Dave Cullen's Columbine. The assignments are broken into two parts: the online discussion and your personal transactional journal.
Blog Discussion:
During/after each assigned section reading, you are required to participate in class discussions on the blog. I will post several questions after each assigned section and you are required to respond to FIVE questions and comment on FIVE of your peers’ responses/ comments to questions. When you answer a question, copy and paste the question into your response. When you are replying to a comment, copy and paste the comment to which you are responding and address the poster by name, offering insight as to whether you agree or disagree with their point of view. Blog discussion deadlines are listed in bold below.
• Part I: Female Down: Chp. 1 – 19 (p. 3 – 98) Wednesday, March 9, 11:59 p.m.
• Part II: After & Before: Chp. 20 – 30 (p. 101 – 170) Sunday, March 13, 11:59 p.m.
• Part III: The Downward Spiral: Chp. 31 – 40 (p. 173 – 236) Wednesday, March 16, 11:59 p.m.
• Part IV: Take Back The School: Chp. 41 – 47 (p. 239 – 302) Sunday, March 20, 11:59 p.m.
• Part V: Judgment Day: Chp. 48 – Afterword: Forgiveness (p. 305 – 370) Thursday, March 24, 11:59 p.m.
Blog Discussion:
During/after each assigned section reading, you are required to participate in class discussions on the blog. I will post several questions after each assigned section and you are required to respond to FIVE questions and comment on FIVE of your peers’ responses/ comments to questions. When you answer a question, copy and paste the question into your response. When you are replying to a comment, copy and paste the comment to which you are responding and address the poster by name, offering insight as to whether you agree or disagree with their point of view. Blog discussion deadlines are listed in bold below.
• Part I: Female Down: Chp. 1 – 19 (p. 3 – 98) Wednesday, March 9, 11:59 p.m.
• Part II: After & Before: Chp. 20 – 30 (p. 101 – 170) Sunday, March 13, 11:59 p.m.
• Part III: The Downward Spiral: Chp. 31 – 40 (p. 173 – 236) Wednesday, March 16, 11:59 p.m.
• Part IV: Take Back The School: Chp. 41 – 47 (p. 239 – 302) Sunday, March 20, 11:59 p.m.
• Part V: Judgment Day: Chp. 48 – Afterword: Forgiveness (p. 305 – 370) Thursday, March 24, 11:59 p.m.
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