| ACE/AP English (Days BCE)
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| We will work on these pieces in this order. Keep in touch with your class to make sure where we stop.
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| What can you learn about the societies pictured in Orwell, “A Hanging,” 487 ff. and in Bradford, 491 ff. What moral issues do these pieces raise?
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| Use Smullyan’s “Why Do You Help Your Fellow Man,” 504 ff., Plutarch’s “On Being
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| Aware of Moral Progress,” 506 ff., and Mitchell, “The Gospel,” 507 ff. to tie this section on morality together: what have we learned about morality? Apply these readings to our earlier work.
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| For break within each class, students provide examples of 2 flaws in an earlier essay for class to revise (about 15 minutes per day)
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| Standards: 2, 3, 4
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| From Tomorrow, students explain Asimov’s “Nightfall,” 55-85: what is Asimov saying about the civilization in that story
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| Examine the culture and the theme of “Nightfall.”
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| Through discussion answer these questions:
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- 1. Where did the astronomers get the idea that the darkness would come, with the end of the world
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| 2. What does Theremon, the journalist, propose involving the economy?
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| 3. Find the foreshadowing on p. 60.
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| 4. Explain why each of the 9 cycles of history ended in fire.
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- 5. Report the result of the experiment on p. 64. What happens to people in the Tunnel of Darkness? (65)
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| 6. What conflict do you see between the Cult and science? What agreement? (70)
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| 7. Check each appearance of Theremon, the journalist. How is he stereotyped?
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- 8. How does the scientist explain the survival of any records (transmitted by the Cult)? What therefore is he saying about religion? (75)
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| 9. What theory is proposed to explain stars? (77-78)
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| 10. How many starts does Beenay predict? Why so few?
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| 11. What is the standard count for this society? Why?
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| 12. Relate all of this to our society.
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| 13. Relate all of this to society and events of 1941.
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| Day 2:
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| For Ackerman, “The Shortest Science Fiction Story Ever Told,” 200 and Clarke, “Rescue Party,” 137-158, explain how point of view and self-value become themes in this traditional sci fi adventure. Relate the central conflict here to the Federation-Klingon conflict in Star Trek.
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| Day 3:
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| For Sturgeon, “Crate,” 190-199, explore the theme of coming-of-age, of self-discovery; find the portrayal of juvenile delinquents; explain whether the kids fall into stereotypes.
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| Read ahead: For Kapp’s “Cloudbuilders,” 200-232, read this as “post-Apocalyptic” literature, similar to the Planet of the Apes movies. What is the story saying about science? Compare this portrayal of science to the portrayal in other sci fi works.
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| English 9 (9.01 on days ACE; 9.03 on days ABD; 9.06 on days ACD);English 9x4 (Days ABCD)
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| Through the week: daily, introduce and review new vocabulary.
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| At start of Day 2, turn in essay on what strengths you see in the queen.
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| For Day 1, use student-produced drawing of major scene in “The Bridge” for signs of love and signs of growth.
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| For remainder of week, students work on Pigman project. Students help set deadlines for work.
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| Standards: 1, 2, 3, 4
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