12th+Grade+World+Literature



**12th Grade World Literature Resources**

** The Epic of Gilgamesh Resources



The Analects (Confucius) Rescources



Dante's Inferno Resources



Hamlet

Things Fall Apart Animal Farm Review Power Point

**

= Candide =

[|Candide - Essay Prompt]
[|Essay.] An essay prompt with three choices. The first choice deals with Candide's choice of leaving El Dorado. A second choice has to do with nature versus nurture and finally, the last essay choice is about the targets of Voltaire's satire. All of them require extensive use of the text to be proven.
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[|Candide Group Work #1 - Chapters 1-4]
The first group work for this novel looks at, among other things, Voltaire's take on the hypocrisy of war; nature versus nature -- and the size of Candide's uniform. [|**Read more**]
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[|Candide as the Wayfarer: An Illuminated Text by Cat Valentine and Alex Galus]
An examination of Candide's search for substance using the text and the poem "The Wayfarer" by Stephen Crane. [|**Read more**]
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[|Candide & Ben Braddock - An Illuminated Text by Caitlyn Gray and Mireya Inga]
A project that examines Candide's search (on his way to the garden) by comparing it to the search made by Ben Braddock from the movie, //The Graduate//. [|**Read more**]
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[|Endless Journey: A Candide Illuminated Text by R.P. Whitemore-Bard and Christina Martin]
A presentation that looks at Candide's journey in images and words -- as an endless growing process. [|**Read more**]
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[|Candide - Group Work #3 - Chapters 10-14]
[|Group Work]. This group work begins by comparing parts of this novel to The House on Mango Street and other literary searches. It also continues the discussion of Voltaire's targeting of hypocrisy in all forms.
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[|Candide - Group Work #5 - Chapters 26-28]
[|Group Work]. This work designed for 3-4 students to finish in a class period looks at the incident with the 6 kings and ties it to a newspaper column written by Mary Schmich which in turn looks at a famous painting of Icarus falling.
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[|Candide - Group Work #4 - Chapters 16-24]
This work examines such philosophical ideas (through the text, of course) as, "who is to blame for slavery" -- just the masters, or the people who benefit from the low price of sugar as well. [|**Read more**]
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[|Seeking and Finding - The Illuminated Candide]
A handout on how to and what to do for a //Candide//, Illuminated Text. The students are given the focus of Candide's search and the handout assumes some familiarity with the Illuminated Text procedure. If you are looking for a introductory handout you should consult within //The House on Mango Street// section or the Renaissance section of this website. These are of course written in Microsoft Word which allows you to adapt them to your own needs and texts. [|**Read more**]
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[|The lyrics to David Hallet's Garden Song]
[|Content]. The lyrics to The Garden Song. Fits in nicely at the end when discussing the meaning of the last chapter of //Candide.//
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[|Candide - Group Work #2 The Search]
A very free form kind of group work were students are given a number of quotes (and songs) about searching and struggling characters (ie from //The House on Mango Street//, //The Great Gatsby//). Students must then find their own connections (first on their own -- and then coming together with other group members). [|**Read more**] =Dante and The Inferno= Lessons and projects by students and teachers on the works of Dante and especially The Divine Comedy and The Inferno.
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[|Midway in our Lives: An Introduction to Dante's Inferno]
LISTEN TO AUDIO: The audio of this class consists of four parts -- In the first part, I stand outside the door, greeting my students (and other students) as they come in or pass by. Above the door is a sign warning that they should "Abandon Hope All Ye Who Enter Here." In the second part, I collect the quizzes that they just took on their reading of the Inferno. The third audio selection records me going over with them the filling out of sheets that ask them about some of the tough times in their lives, the good times in their lives, and who they would choose as a mentor to take them through a tough journey. These are roughly metaphorically equivalent to Dante's journey in //The Divine Comedy//. [|**Read more**] =The Tempest=
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[|The Tempest - Some Colonial Songs]
Lyrics to two songs that can be used with the Colonialism/Imperialism Tempest Group Work (or they also work well as part of an in-class discussion). The two songs speak of colonialism from different points of view, and they are: "Don't Drink the Water" by The Dave Matthews Band, and "Bed's Are Burning" by Midnight Oil. [|**Read more**]
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[|The Tempest and Colonialism - Group Work 1]
This group work is designed for after students have read Acts I & II of //The Tempest//. In addition to having students make connections within the text to the ideas of imperialism and colonialism, it also brings in (using a separate handout) some outside texts [|**Read more**]
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[|Forbidden Planet Movie Questions for The Tempest]
The movie //Forbidden Planet// works incredibly well as a companion-movie when teaching //The Tempest//. The ideas, themes (a[| word I rarely use]), and relationships between its characters both echo those found in Shakespeare's work as well as bringing up some of its own that are worth thinking about and discussing. I must confess that I rarely (if ever) show the movie version of a novel or play and much prefer to have students make their own critical connection to a new but related piece of work. [|**Read more**]
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[|Robert Browning's poem "Caliban"]
Robert Browning's beautiful and thoughtful poem "Caliban." This poem gives students a valuable perspective -- Caliban's -- and does so in poetry that is skilled, touching, and valuable in its own right: " 'Thinketh He made it, with the sun to match,/ But not the stars; the stars came otherwise; [|**Read more**]
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[|The Tempest Act I - A group reading]
A set of questions designed for a leader of a small group of students (5-6) on Act I (after scene 1 - see A Tempest in the Lunchroom). As the students read the text aloud, the leader prompts the students with questions [|**Read more**]
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[|The Tempest - Act V - A group reading]
A group reading for 4-7 students -- it is assumed that a group leader will have these questions and as the group reads the lines -- they will stop and ask these (and any other) questions that occur to them. These kinds of "group readings" I believe only work as well as the ground work that is laid out for them. [|**Read more**]
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[|The Tempest Act III - A group reading]
This group reading of The Tempest is for Act III. As with all of my group readings, the questions are designed as a catalyst for conversation, rather than as an "end" to conversation. The group leader should be given the instructions and the questions the day before [|**Read more**]
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[|Caliban & Miranda: An Illuminated Text on The Tempest by Jurgis Alvikas]
The student that created this insightful illuminated text is an artist and a brilliant thinker -- both of those are reflected in this presentation that uses the painting "The fall of Icarus" as its backdrop to show that connection of oppresion that exists on Prospero's Island. The use of animation, the music, and the text are significant, appropriate, and as I said brilliant. [|**Read more**]
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[|You Have Taught me how to Curse: Caliban and Ariel in Act I of The Tempest.]
LISTEN TO AUDIO. This is a recording of our class's discussion of the second part of Act 1, scene 2 from The Tempest. Boy is that a long scene. Among other things we talk about The Tempest as a model of Colonialism -- historical analogies of the house and field slave as respectively applied to Ariel and Caliban and the concern or lack thereof that Prospero shows for his captives. All of this, of course, while we are reading through the scenes. Note: You may have to click on the play button twice... [|**Read more**]
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[|The Way out of the Labyrinth: The Tempest, Act V - A final discussion]
LISTEN TO AUDIO. As a teacher, I believe very strongly in closure -- this discussion is a great example of how I attempt to bring closure to a work that we have been studying for a while (though it will come up again and again till the end of the year). For the entire play we have been asking why Prospero acts the way he does -- why he tortures and manipulates everyone on the island -- and in this act we get some answers (in the text of course). During the course of the discussion I also bring up a personal story about Prospero giving up his power -- [|**Read more**]
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