Good Morning!Today, you need:

Your journalHave your Character Soundtrack out

Bell Ringer: Get a slip of paper from Mrs. SingerGlue this in your notebook.Explain your quote in one paragraph (7 sent.):

What does it mean?Who might this quote be talking about?Does it/Can it relate to the real world or can you think

of examples?Write the quote in your own words.

With the neighbor to your left:Read your quote.

Explain what your quote is about.

Listen to your neighbor do the same.

Write two sentences summarizing and explaining your neighbor’s quote.

Civil Disobedience The refusal to obey certain laws or governmental demands for the purpose of influencing legislation

or government policy, characterized by use of nonviolent

techniques

Henry David Thoreau (1817- 1862)

an American author, naturalist, transcendentalist, tax resister, development critic, surveyor, sage writer and philosopher. He is best known for his book Walden, a reflection upon simple living in natural surroundings, and his essay, Civil Disobedience, an argument for individual resistance to civil government in moral opposition to an unjust state.

Transcendentalism… is a very formal word that describes a very simple idea. People,

men and women equally, have knowledge about themselves and the world around them that "transcends" or goes beyond what they can see, hear, taste, touch or feel.

This knowledge comes through intuition and imagination not through logic or the senses. People can trust themselves to be their own authority on what is right. A TRANSCENDENTALIST is a person who accepts these ideas not as religious beliefs but as a way of understanding life relationships.

Among the transcendentalists' core beliefs was the inherent goodness of both people and nature. They believe that society and its institutions—particularly organized religion and political parties—ultimately corrupt the purity of the individual. They have faith that people are at their best when truly "self-reliant" and independent. It is only from such real individuals that true community could be formed.

A Short Biography

Of the men and women who made Concord the center of Transcendentalism, only Thoreau was born there.

He attended Harvard

He might have made a career as a school teacher, but he resigned rather than inflict corporal punishment.

He was also a tutor, surveyor, and pencil manufacturer.

AbolitionistIn the 1850’s, he became an outspoken

abolitionist.

He was effective enough to be summoned to fill in for Frederick Douglas at a convention in Boston.

He was an active abolitionist, assisting in the movement of slaves toward freedom through the Underground Railroad.

“Resistance to Civil Government”

On a trip into town to get a shoe fixed, Thoreau was asked to pay his poll-tax.

He refused, saying he did not wish to support a government waging war against Mexico or one that supported slavery.

He spent one night in jail. Someone, probably his mother, paid the poll tax for him.

WaldenOn July 4, 1845, Thoreau moved into woods

owned by Ralph Waldo Emerson to write A Week on the Concord and Merrimack Rivers.

He built a cabin and worked to be self-sufficient.

Some have suggested that he was declaring his independence from society.

Thoreau maintains that the date was “by accident.”

Thoreau’s JournalThoreau kept a journal while he

lived in the woods; this journal became the basis of Walden.

After two years, two months, and two days, Thoreau left the woods, returning to care for Emerson’s household.

He both went to and left Walden Pond for practical reasons.

"I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion."

― Henry David Thoreau, Walden: Or, Life in the Woods

"I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it were sublime, to know it by experience, and be able to give a true account of it in my next excursion.”

1) What does it mean to live deliberately?

2) What do you think Thoreau meant by the essential facts of life? Why?

3) What does Thoreau mean when he says, “and not when I came to die, discover that I had not lived.”

4) What is resignation?

5) What does Thoreau mean by the following:

a) I wanted to live deep and suck out all the marrow of life.

b) To live sturdily and Spartan-like.

c) To cut a broad swath and shave close.

d) To drive life into a corner and reduce it to its lowest terms.

e) We live meanly like ants.

Are they metaphors? Similes? How do they help to illustrate the writer’s point?

What does Thoreau mean when he says he wants to shave life close and “reduce it to its lowest terms?”  What did he hope this would do?

Why do you think Thoreau moved closer to nature to conduct his experiment? 

What has your environment taught you? Have you ever visited or lived in a different environment”? What did that environment teach you or help you understand?

Do you live deliberately? Deeply? Simply?

Reading “Civil Disobedience”This is a difficult, high-level text.

It is similar to many passages you will see on EOC’s, SAT/ACT’s, and college exams.

If you read along, annotate, and pay attention, I promise the text will make sense quickly (and painlessly).

This is a persuasive text, one that is asking us to buy into his vision for the government and the world. Try to think of how his view might agree or contradict our world today

Good Morning! Today, you need:

Your journal Your Thoreau passage from yesterday (front table)

Bell Ringer:

Thoreau wrote “Civil Disobedience” almost 200 years ago. Think of at least 3 historical or modern connections with his ideas. Explain what they are and how they connect with his ideas about any one of the following: government, power, self-reliance, individualism, transcendentalism, breaking the law, going against the government/power.

Raise your hand when you are done so that Mrs. Singer can come check your work

Today, I Can: Analyze a text for its purpose and main idea Support my understanding of a text through evidence-based writing and

speaking

Individual WorkYou will have 25 minutes to

complete your annotations and the analysis worksheet on the back of your passage.

You may listen to music as long as you are working.

Use complete sentences.

You may write your answers in your journal, if that is easier for you.

Group WorkYou will meet with the other students who have

the same excerpt as you. There are 8 groups. Your number is at the top of your page.

In your group, you will combine your work to complete:A posterA 5 minute lesson on your passage

You will receive a grade on your individual work, your ability to collaborate and work in a group, and your understanding of the passage when you present.

In your group…You will create an annotated paragraph from

Civil Disobedience.

You will present your rewritten (in your own words) paragraph to the class.

Remember- you are teaching this paragraph, so make sure that you include all important points and information!Main ideaMain points or evidence to back this idea upVocabularyLiterary devices Connections to the modern world

Example poster & RubricI can… 1 2 3 3.5 4

Contribute my work and understanding of a passage to the group poster

My work meets all requirements. I attempt to contribute to the group poster and presentation. My group attempts to discuss what is best, but may just divide up the work or not include everyone.

My work meets all requirements. I help with the poster and contribute during the presentation. My group attempts to discuss what is best, but may just divide up the work.

My work meets all requirements. I contribute to the group poster both in content and work put in. My group has some conversations about what works best in our poster and presentation.

My work is thorough and detailed. I contribute to the group poster both in content and work put in. My group has debate and discussion about what works best in our poster and presentation.

Demonstrate my knowledge of a text through my part of the presentation

I read from my paper. I understand my passage, but may not be able to clearly explain it to others.

I look at my paper many times. I understand my passage and can explain it clearly to others.

I only look at my paper as a reference. I thoroughly understand my passage and can make connections to it.

I don’t need to look at my paper to explain my part of the presentation. I thoroughly understand my passage and can make connections to it.

Each group member must present a section (main idea, rewritten, vocab., lit devices, modern connections).

Everyone must contribute to the poster.

Make sure to discuss whose work is best for what section- do not just divide it up by section!

Everyone must contribute to the annotated passage on the poster.

We will present on Thursday.

ANNOTATED Excerpt

Main Idea

Paragraph in our own words

Vocabulary Literary Devices