Please consider the following UC resource on Iphigenia at Aulis by Euripides.
http://classics.uc.edu/~johnson/tragedy/iphigenia_aulis.html
Background and Preliminaries
Produced 405 B.C., after Euripides' death in 406
The contemporary military situation
The Iphigenia at Aulis (405 B.C.), like the Philoctetes (409 B.C.), seems to reflect the increasing despair as it becomes clear that Athens will lose the generation-long conflict with Sparta known as the Peloponnesian War, which lasted from 431 to 404 BC!
A decisive turning point in the war was the disastrous Sicilian Expedition, which has many elements seemingly alluded to in this play
Deception of officials: When the expedition to attack and conquer part of Sicily (including the city of Syracuse) is proposed, the Sicilian allies deceive the Athenians by pretending to great wealth when in fact they were poor: thus a famous story is told of how, when the Athenian officials were visiting, these allies gathered all the gold and silver cups and plates together, and as the officials were being dined at now one house, now another, the same gold and silver tableware was moved about, so as to make it look as though all the prominent citizens were extraordinarily wealthy
Greed leading to war: In anticipation of the great loot that would be gotten from the military expedition, the Athenians put together an absurdly large fleet (of 40,000 men!) for such a minor campaign, and a tremendous number of merchants were involved in the outfitting and the expedition itself, in hope of sharing in the profits from the looting. The tremendous size of the fleet in turn caused the Spartans to send a force under Gylippus to counter the Athenians, and this will be what leads to the downfall of the Athenian expedition.
Timidity and wrong decisions by the generals in deference to the mob: the Athenian general Nicias, in particular, vacillates, and refuses to act independently: at a critical juncture, when he could have terminated the campaign and sailed home with almost all his men and equipment intact, and when he knew well that all was endangered, he refused to act until he heard what the assembly in Athens (the "mob"!) commanded him to do; the delay while he waited for that response allowed Gylippus to get his forces into place and led to disaster.
Importance of a divine sign: Once the Athenians realized that their entire army was in danger, they prepared to abandon the campaign. But that night an eclipse over a full moon persuaded them that the gods were not in favor of their departure: the men (the "mob"!) demanded of the generals that they stay for "three times nine days," as the seers decreed. The lead general, Nicias, agreed, even though he knew the military situation was perilous. This final delay was critical in allowing the Syracusans with their Spartan allies to get the forces into place so as to destroy the Athenians.
The destruction of the Athenian force. The Spartans and Syracusans attack the Athenian fleet in the narrow harbor, and in the fierce battle the Athenian fleet is badly damaged, the harbor is blocked, and escape by sea now becomes impossible. The Athenians now try to escape overland with their force of 40,000 men, running in heavy armor with the enemy hot on their heels. In a striking, indeed haunting, passage the Athenian historian Thucydides describes the sad collapse of the Athenian military expedition:
"The Athenians pushed on to the Assinarus river, all the while being devastated by the spears, arrows and stones coming from everywhere and by the hordes of cavlry and other troops. They thought that if they could just get across the river, things would be a little easier for them. They were desperate to stop the pain, to drink some water. When they got to the river, they broke ranks and ran into it, every man struggling to make the brutal crossing first as the enemy bore down. Driven to cross all together, they fell onto one another and trampled each other down. Some were killed immediately by their own spears; others got tanlged up in their equipment and with each other and sank into the river. Syracusans positioned on the other bank, which was steep, hruled down spears at the Athenians, most of whom were jumbled together ravenously drinking from the nearly dry riverbe. The Peloponnesians went down into the river after them and did most of the killing there; and though it quickly became fouled, the Athenians nonetheless fought among themselves to gulp the muddy water clotted with blood.
"Finally, with dead bodies heaped atop each other in the riverbed, and the army decimated, some in the river and others-- such as got across-- by the cavalry, Nicias surrendered himself to Gylippus, trusting him more than the Syracusans. He told Gylippus and the Spartans to do with him what they wanted, but to stop slaughtering his men. After this, Gylippus ordered his troops to take prisoners...." [trans. W. Blanco]
Ironically, as Thucydides also tells us, the thousands of Athenians, imprisoned in a huge rock quarry, sang songs from Euripides to try to pass time in the torturous period that followed.
Structure of the play is odd, formally
postponed prologue: the other plays of Euripides start with a formal prologue that introduces the background to the action, but this play starts with a dialogue, to which is appended a speech by Agamemnon that reads very like a prologue
early agon: the agon is usually towards the middle of a Greek tragedy, but here the agon between Agamemnon and Menelaus occurs very early in the play, as though to signal that this will not be the only conflict-- and indeed the speeches between Agamemnon and Clytemnestra later in the play constitute, in effect, a second agon
--------------------------------------------------------------------------------
The Perversion of the Norm: quintessentially Euripidean
Examples of the twisting of what seems positive into the negative
Marriage
Peleus and Thetis: ultimately leads to the Trojan War: glory for Achilles, death for Iphigenia
Paris and Helen (a "marriage", p. 280): a symbol of violation
Achilles and Iphigenia: an emblem of falseness
Sacrifice to the gods
through association with Iphigenia, this turns into an image which is thoroughly impious (!), and gruesome: e.g. study the effect of lines 1270ff.
Leadership
study the figure of Agamemnon, the king of kings, in the opening scene, esp. lines 21ff: what is considered judgement is perverted into an image of indecisiveness
The obedient, pious, patriotic woman
Iphigenia is, decidedly, all this, but that hardly carries with it positive associations: what is the effect for the following examples:
lines 289ff
lines 1418ff
Following the will of the gods: the problem of fatedness
878: the oracle becomes the demon!
cf. 1034ff
Which do you believe is the more applicable referent: the biblical Judith or the Euripidean Iphigenia?
Monday, May 30, 2011
Biblical Template for Faulkner's Judith
Please consider the following USCCB resource on the Book of Judith (http://www.usccb.org/nab/bible/judith/intro.htm )
The Book of Judith is a vivid story relating how, in a grave crisis, God delivered the Jewish people through the instrumentality of a woman. The unknown author composed this edifying narrative of divine providence at the end of the second or the beginning of the first century B.C. The original was almost certainly written in Hebrew, but the Greek text shows so much freedom in adapting from the Septuagint the language of older biblical books that it must be regarded as having a literary character of its own. It is this Greek form of the book, accepted as canonical by the Catholic Church, which is translated here. St. Jerome, who prepared (with some reluctance) a Latin text of Judith, based his work on a secondary Aramaic text available to him in Palestine, combined with an older Latin rendering from the Greek. The long hymn of Jdt 16 he took in its entirety from that earlier Latin text.
Since it is no longer possible to determine with any precision the underlying events which may have given rise to this narrative, it is enough to note that the author sought to strengthen the faith of his people in God's abiding presence among them. The Book of Judith is a tract for difficult times; the reader, it was hoped, would take to heart the lesson that God was still the Master of history, who could save Israel from her enemies. Note the parallel with the time of the Exodus: as God had delivered his people by the hand of Moses, so he could deliver them by the hand of the pious widow Judith (see note on Judith 2:12).
The story can be divided into two parts. In the first (Jdt 1-7), Holofernes, commander-in-chief of the armies of Nebuchadnezzar, leads an overwhelming Assyrian force in a punitive campaign against the vassals who refused to help in the Assyrian war against the Medes. The Jewish people stubbornly resist the enemy at Bethulia, guarding the route of access to Jerusalem. Despite the warning of Achior that the Jews cannot be conquered unless they sin against God, the proud general lays siege to the town and cuts off its water supply. After asiege of thirty-four days, the exhausted defenders are desperate and ready to surrender.
At this point, the climax of the story, Judith (the name means "Jewess") appears and promises to defeat the Assyrians. The rest of the story is too well known to repeat in detail. Having fasted and prayed, Judith dresses in her finest garments and proceeds to the Assyrian camp, where she succeeds in killing Holofernes while he lies in a drunken stupor. The Assyrians panic when they discover this, and the Jews are able to rout and slaughter them. The beautiful hymn of the people honoring Judith (Judith 15:9-10) is often applied to Mary in the liturgy.
Any attempt to read the book directly against the backdrop of Jewish history in relation to the empires of the ancient world is bound to fail. The story was written as a pious reflection on the meaning of the yearly Passover observance. It draws its inspiration from the Exodus narrative (especially Exodus 14:31) and from the texts of Isaiah and the Psalms portraying the special intervention of God for the preservation of Jerusalem. The theme of God's hand as the agent of this providential activity, reflected of old in the hand of Moses and now in the hand of Judith, is again exemplified at a later time in Jewish synagogue art. God's hand reaching down from heaven appears as part of the scene at Dura-Europos (before A.D. 256) in paintings of the Exodus, of the sacrifice of Isaac (Gen 22), and of Ezekiel's valley of dry bones (Eze 37).
The Book of Judith is divided as follows:
Peril of the Jews (Judith 1:1-7:32)
Deliverance of the Jews (Judith 8:1-14:10)
Victory (Judith 14:11-16:25)
The Book of Judith is a vivid story relating how, in a grave crisis, God delivered the Jewish people through the instrumentality of a woman. The unknown author composed this edifying narrative of divine providence at the end of the second or the beginning of the first century B.C. The original was almost certainly written in Hebrew, but the Greek text shows so much freedom in adapting from the Septuagint the language of older biblical books that it must be regarded as having a literary character of its own. It is this Greek form of the book, accepted as canonical by the Catholic Church, which is translated here. St. Jerome, who prepared (with some reluctance) a Latin text of Judith, based his work on a secondary Aramaic text available to him in Palestine, combined with an older Latin rendering from the Greek. The long hymn of Jdt 16 he took in its entirety from that earlier Latin text.
Since it is no longer possible to determine with any precision the underlying events which may have given rise to this narrative, it is enough to note that the author sought to strengthen the faith of his people in God's abiding presence among them. The Book of Judith is a tract for difficult times; the reader, it was hoped, would take to heart the lesson that God was still the Master of history, who could save Israel from her enemies. Note the parallel with the time of the Exodus: as God had delivered his people by the hand of Moses, so he could deliver them by the hand of the pious widow Judith (see note on Judith 2:12).
The story can be divided into two parts. In the first (Jdt 1-7), Holofernes, commander-in-chief of the armies of Nebuchadnezzar, leads an overwhelming Assyrian force in a punitive campaign against the vassals who refused to help in the Assyrian war against the Medes. The Jewish people stubbornly resist the enemy at Bethulia, guarding the route of access to Jerusalem. Despite the warning of Achior that the Jews cannot be conquered unless they sin against God, the proud general lays siege to the town and cuts off its water supply. After asiege of thirty-four days, the exhausted defenders are desperate and ready to surrender.
At this point, the climax of the story, Judith (the name means "Jewess") appears and promises to defeat the Assyrians. The rest of the story is too well known to repeat in detail. Having fasted and prayed, Judith dresses in her finest garments and proceeds to the Assyrian camp, where she succeeds in killing Holofernes while he lies in a drunken stupor. The Assyrians panic when they discover this, and the Jews are able to rout and slaughter them. The beautiful hymn of the people honoring Judith (Judith 15:9-10) is often applied to Mary in the liturgy.
Any attempt to read the book directly against the backdrop of Jewish history in relation to the empires of the ancient world is bound to fail. The story was written as a pious reflection on the meaning of the yearly Passover observance. It draws its inspiration from the Exodus narrative (especially Exodus 14:31) and from the texts of Isaiah and the Psalms portraying the special intervention of God for the preservation of Jerusalem. The theme of God's hand as the agent of this providential activity, reflected of old in the hand of Moses and now in the hand of Judith, is again exemplified at a later time in Jewish synagogue art. God's hand reaching down from heaven appears as part of the scene at Dura-Europos (before A.D. 256) in paintings of the Exodus, of the sacrifice of Isaac (Gen 22), and of Ezekiel's valley of dry bones (Eze 37).
The Book of Judith is divided as follows:
Peril of the Jews (Judith 1:1-7:32)
Deliverance of the Jews (Judith 8:1-14:10)
Victory (Judith 14:11-16:25)
WizIQ discussion 1
In our discussion on Friday, we noted three important themes: 1) generativity of the soil and the stranger in the strange land; 2) tragic fatalism of the South and providential curses; 3) predatory masculinity. These themes manifested themselves in the four anchor passages that we reviewed: 1) Rosa's narration of the founding of Sutpen's Hundred on pp.1 and 2; 2) Coldfield's meeting with Sutpen in church pp.16-17; 3) Ellen's marriage to Sutpen pp.38-44; 4)Henry and Bon in New Orleans pp.86-97.
For tonight's discussion, let us begin with the three women waiting for Sutpen on p.128. This anchor passage punctuates the second half of Chapter V. Some sentences of particular note are the following
a) We led the busy eventless lives of three nunsin a barren and poverty-stricken convent: the walls we had were safe, impervious enough, even if it did not matterto the walls whether we ate or not.p.128
b)Judith created by circumstance (circumstance? a hundred years of careful nurturing, perhaps not by blood, not even Coldfield blood, but certainly by the tradition in which Thomas Sutpen's ruthless will had carved a niche) to pass through the soft insulated and unscathed cocoon stages: bud, served prolific queen, then potent and soft-handed patriarch of old age's sereneand well-lived content-- Judith handicapped by what in me wasa few years' ignorance but which in her was ten generations of iron prohibition, who had not learned that first lesson of penury which is to scrimp and save for the sake of scrimping and saving, who (abetted by Clytie) would cook twice what we could eat and three times what we could afford and give it to anyone, any stranger in a land already beginning to fill with straggling soldiers who stopped and asked for it p.129
c) We were three strangers. I do not know what Clytie thought, what life she led which the food we raised and cooked in unison, the cloth we spun together, nourished and sheltered. But I expected that because she and I were open, ay honorable, enemies. p.130
d) We talked of him, Thomas Sutpen, of the end of the War ( we could all see it now) and when he would return, of what he would do: how begin the Herculean task which he knew he would set himself, into which (oh yes, we knew this too) he would undoubtedly sweep us with the old ruthlessness whether we would or no; we talked of Henry, quietly-- that normal useless impotent woman-worrying about the absent male-- as to how he fared, if he were cold or hungry or not, just as we talked of his father, as if they and we still lived in that time which that shot , those running mad feet, had put a period to and then obliterated, as though that afternoon had never been. But not once did we mention Charles Bon.p.130
e) It took me just three months. (Do you mind how I dont say he, but I?) Yes, I, just three months, who for twenty years had looked on him (when I did-- had to--look) as an ogre, some beast out of a tale to frighten children with; who had sen his own get upon my dead sister's body already begin to destroy one another, yet who must come to him like a whistled dog at that first opportunity, that noon when he who had been seeing me for twenty years should first raise his head and pause and look at me.
For tonight's discussion, let us begin with the three women waiting for Sutpen on p.128. This anchor passage punctuates the second half of Chapter V. Some sentences of particular note are the following
a) We led the busy eventless lives of three nunsin a barren and poverty-stricken convent: the walls we had were safe, impervious enough, even if it did not matterto the walls whether we ate or not.p.128
b)Judith created by circumstance (circumstance? a hundred years of careful nurturing, perhaps not by blood, not even Coldfield blood, but certainly by the tradition in which Thomas Sutpen's ruthless will had carved a niche) to pass through the soft insulated and unscathed cocoon stages: bud, served prolific queen, then potent and soft-handed patriarch of old age's sereneand well-lived content-- Judith handicapped by what in me wasa few years' ignorance but which in her was ten generations of iron prohibition, who had not learned that first lesson of penury which is to scrimp and save for the sake of scrimping and saving, who (abetted by Clytie) would cook twice what we could eat and three times what we could afford and give it to anyone, any stranger in a land already beginning to fill with straggling soldiers who stopped and asked for it p.129
c) We were three strangers. I do not know what Clytie thought, what life she led which the food we raised and cooked in unison, the cloth we spun together, nourished and sheltered. But I expected that because she and I were open, ay honorable, enemies. p.130
d) We talked of him, Thomas Sutpen, of the end of the War ( we could all see it now) and when he would return, of what he would do: how begin the Herculean task which he knew he would set himself, into which (oh yes, we knew this too) he would undoubtedly sweep us with the old ruthlessness whether we would or no; we talked of Henry, quietly-- that normal useless impotent woman-worrying about the absent male-- as to how he fared, if he were cold or hungry or not, just as we talked of his father, as if they and we still lived in that time which that shot , those running mad feet, had put a period to and then obliterated, as though that afternoon had never been. But not once did we mention Charles Bon.p.130
e) It took me just three months. (Do you mind how I dont say he, but I?) Yes, I, just three months, who for twenty years had looked on him (when I did-- had to--look) as an ogre, some beast out of a tale to frighten children with; who had sen his own get upon my dead sister's body already begin to destroy one another, yet who must come to him like a whistled dog at that first opportunity, that noon when he who had been seeing me for twenty years should first raise his head and pause and look at me.
Monday, May 23, 2011
Goal of this blog
The purpose of this blog is to provide regular schedule updates to members of our community on projects sponsored by and coordinated through the Bernardine Franciscan Learning Center. The projects include but are not limited to the following
-Book clubs (NYT Most Notable book club-- several titles; Football book club-- Where Men Win Glory; Faulkner book club-- Absalom, Absalom; Common Good book--The Golden Rule; Michigan Read-- Arc of Justice)
We provide the books to the participants in each of these book clubs. We suggest guiding questions at the beginning of discussions of the titles.
-Test prep (Virtual Falcon ACT Prep; Kaplan access code; Shmoop partnership; HSPT Prep 8th grade; CLEP-- summer help for class of 2011)
We prepare half to two-thirds of every junior class for the ACT, nearly all our eighth graders, and a mix of accelerated and remedial students from all grades for a variety of standardized tests.
-Author visit (2011-2012: John Smolens, author of The Anarchist )
We have hosted authors in our library three of the four years that I have worked at Divne Child. We are making plans to invite 2010 Michigan Author Award winner John Smolens. We will purchase copies for students to read over the summer and evaluate.
- Study Skills (Necessary Ninety; Saturday study hall)
We work with 20-30 students every day after school from 3:30 to 5pm. Students must either read or do homework during this time. They are encouraged to be social and to remove anxiety from their daily routine. On Saturdays, we work with students in need or more individualized attention.
-Battle of Bands
We rate classic rock bands every Wednesday and select a weekly winner from 4 competitors. Ballots are distributed and typically 25-30 students participate in the voting. Results are reported to the alumni coordinator who opens the ballot to our 10,000 alumni.
- Research Projects (Anatomy and Physiology; Music Appreciation; honors biology; Physics research; freshman honors biology/science fair; Selected topics in European History)
We help students in these classes identify and make strategic use of peer-reviewed scholarly research.
- Early College class 2015; 8th grade virtual honors algebra; Madonna courses; Assumption College online classes
We work with accelerated students on their college readiness by supporting their work in dual enrollment and continuing education college classes.
-Book clubs (NYT Most Notable book club-- several titles; Football book club-- Where Men Win Glory; Faulkner book club-- Absalom, Absalom; Common Good book--The Golden Rule; Michigan Read-- Arc of Justice)
We provide the books to the participants in each of these book clubs. We suggest guiding questions at the beginning of discussions of the titles.
-Test prep (Virtual Falcon ACT Prep; Kaplan access code; Shmoop partnership; HSPT Prep 8th grade; CLEP-- summer help for class of 2011)
We prepare half to two-thirds of every junior class for the ACT, nearly all our eighth graders, and a mix of accelerated and remedial students from all grades for a variety of standardized tests.
-Author visit (2011-2012: John Smolens, author of The Anarchist )
We have hosted authors in our library three of the four years that I have worked at Divne Child. We are making plans to invite 2010 Michigan Author Award winner John Smolens. We will purchase copies for students to read over the summer and evaluate.
- Study Skills (Necessary Ninety; Saturday study hall)
We work with 20-30 students every day after school from 3:30 to 5pm. Students must either read or do homework during this time. They are encouraged to be social and to remove anxiety from their daily routine. On Saturdays, we work with students in need or more individualized attention.
-Battle of Bands
We rate classic rock bands every Wednesday and select a weekly winner from 4 competitors. Ballots are distributed and typically 25-30 students participate in the voting. Results are reported to the alumni coordinator who opens the ballot to our 10,000 alumni.
- Research Projects (Anatomy and Physiology; Music Appreciation; honors biology; Physics research; freshman honors biology/science fair; Selected topics in European History)
We help students in these classes identify and make strategic use of peer-reviewed scholarly research.
- Early College class 2015; 8th grade virtual honors algebra; Madonna courses; Assumption College online classes
We work with accelerated students on their college readiness by supporting their work in dual enrollment and continuing education college classes.
Absalom, Absalom Discussion Schedule
Friday May 27 2011In person meeting ,The Bernardine Franciscan Learning Center 11am-noon
Please be prepared to discuss Chapters I-IV
Monday May 30 2011 Online WizIQ meeting Group reading and discussion of Chapter V, 7-8pm
Friday June 3 2011 In person meeting, The Bernardine Franciscan Learning Center 2:30-4pm
Group reading and discussion of Chapter V continued
Monday June 6 2011 Online WizIQ meeting Group reading and discussion of Chapter VI, 7-8pm
Friday June 10 In person meeting, The Bernardine Franciscan Learning Center, 2:30-4pm
Group reading and discussion of Chapter VI continued
Monday June 13 Online WizIQ meeting Group reading and discussion of Chapter VII
Thursday June 16 In person meeting, The Bernardine Franciscan Learning Center,2:30-4pm, Group reading and discussion of Chapter VIII
Friday June 17 In person meeting, The Bernardine Franciscan Learning Center, 2:30-4pm, Group reading and discussion of Chapter IX
Week of June 20: Video postcards posted to this blog from Lafayette County, MS and Ole Miss Gilder-Lehrman Seminar on Faulkner andthe American South.
Please be prepared to discuss Chapters I-IV
Monday May 30 2011 Online WizIQ meeting Group reading and discussion of Chapter V, 7-8pm
Friday June 3 2011 In person meeting, The Bernardine Franciscan Learning Center 2:30-4pm
Group reading and discussion of Chapter V continued
Monday June 6 2011 Online WizIQ meeting Group reading and discussion of Chapter VI, 7-8pm
Friday June 10 In person meeting, The Bernardine Franciscan Learning Center, 2:30-4pm
Group reading and discussion of Chapter VI continued
Monday June 13 Online WizIQ meeting Group reading and discussion of Chapter VII
Thursday June 16 In person meeting, The Bernardine Franciscan Learning Center,2:30-4pm, Group reading and discussion of Chapter VIII
Friday June 17 In person meeting, The Bernardine Franciscan Learning Center, 2:30-4pm, Group reading and discussion of Chapter IX
Week of June 20: Video postcards posted to this blog from Lafayette County, MS and Ole Miss Gilder-Lehrman Seminar on Faulkner andthe American South.
Virtual Falcon ACT Prep schedule
Virtual Falcon ACT Prep Schedule
June 1 (1 hour): Initial meeting -Syllabus/books/teachers/tutors
June 16 (3 hours): First class 8am-11am (Breakfast, juice, and coffee at 7:45)
Gruber's pp.11-20 (The Shortest ACT Test)
101 Most Important Math Questions pp.24-35, 40-50
Mini-Math Refresher pp.150-157
19 Math Strategies pp.55-102
Math Refresher Session 1
June 17 (3 hours) : ACT Practice Test I 8am-11am (Breakfast, juice, coffee at 7:45)
Introduction to Shmoop and WizIQ 11:15-11:45
June 18 (3 hours) : Second class 8am-11am
Math Refresher Session 2 pp.186-210
Math Refresher Session 3 pp. 212-234
Math Refresher Session 5 pp.267-296
June 25 (8 hours) : Second Test (8-11am) and Third class (12-5pm)
ACT Practice Test 2 (8am-11am)
9 Reading Strategies pp.103-124
14 Reading Quizzes pp.125-139
Strunk and White/ a style primer
Close reading strategies
Summer reading The Silent Season of a Hero ed. by Michael Rosenwald
July Virtual sessions (24 hours) (WizIQ 2 times per week for 4 weeks; 60 minutes per session;38 in-depth lessons;1000 ACT Practice Problems + 3 Full length tests in Shmoop [prize for maximum Shmoop points]
By July 5 Please read Introduction, The Loneliest Guy in Boxing, Portrait of the Young Prize Fighter, Last of Bare-Knuckle Fighters Still Spry at 93, Dentist Puts the Bite in the Fight, The Fighter's Son
By July 12 Please read Judy is Many Things, Mostly Frank, Troupe of Midget Wrestlers Won't Work for Small Change , Barbell King: Muscle Over Mind, Timekeeper as Quiet as a Clock, The Caddie-- A Non-Alger Story, Architect of the Fairways
By July 19 Please read Diamonds Are a Boy's Best Friend, On the Road Going Nowhere, With the Yankees, Notes from the Trip, The Story Behind the Signal to Brush Back Cliff Johnson, Race , Reporters and Responsibility
By July 26 Please read Portrait of the Ascetic Champ, Patterson, Indifferent at First, Finally Turns on Barking Dog, Liston Aides Extol His Gaiety, Benevolence and Ruggedness, Patterson Has 4 Friends, Too, But he'll Have to Fight Alone, Floyd Caught by 'a Good Punch', Masked Ex-Champion, The Loser
By August 2 Please read Suspicious Man in the Champ's Corner, Dr Birdwhitsell and the Athletes, Joe Louis: The King as a Midle-Aged Man, Silent Season of a Hero, The Greatest, Ali in Havana, Overtime, Swan Song for Gay Talese
August 20 (8 hours) Sixth Test (8-11am) and Fourth class (12-5pm)
Gruber ACT Practice Test 3pp.639-693
Math Refresher 4 pp.236-265
Math Refresher 6 pp.298-318
Math Refresher 7 pp. 320-329
Math Refresher 8 pp. 331-340
August 27 (8 hours) Seventh Test (8-11am) and Fifth class (12-5pm)
Kaplan Practice Test (8-11am)
Math Refesher pp. 342-348
Review of English Grammar pp.348-427
ACT Writing Section pp.431-446
September 10: ACT exam
June 1 (1 hour): Initial meeting -Syllabus/books/teachers/tutors
June 16 (3 hours): First class 8am-11am (Breakfast, juice, and coffee at 7:45)
Gruber's pp.11-20 (The Shortest ACT Test)
101 Most Important Math Questions pp.24-35, 40-50
Mini-Math Refresher pp.150-157
19 Math Strategies pp.55-102
Math Refresher Session 1
June 17 (3 hours) : ACT Practice Test I 8am-11am (Breakfast, juice, coffee at 7:45)
Introduction to Shmoop and WizIQ 11:15-11:45
June 18 (3 hours) : Second class 8am-11am
Math Refresher Session 2 pp.186-210
Math Refresher Session 3 pp. 212-234
Math Refresher Session 5 pp.267-296
June 25 (8 hours) : Second Test (8-11am) and Third class (12-5pm)
ACT Practice Test 2 (8am-11am)
9 Reading Strategies pp.103-124
14 Reading Quizzes pp.125-139
Strunk and White/ a style primer
Close reading strategies
Summer reading The Silent Season of a Hero ed. by Michael Rosenwald
July Virtual sessions (24 hours) (WizIQ 2 times per week for 4 weeks; 60 minutes per session;38 in-depth lessons;1000 ACT Practice Problems + 3 Full length tests in Shmoop [prize for maximum Shmoop points]
By July 5 Please read Introduction, The Loneliest Guy in Boxing, Portrait of the Young Prize Fighter, Last of Bare-Knuckle Fighters Still Spry at 93, Dentist Puts the Bite in the Fight, The Fighter's Son
By July 12 Please read Judy is Many Things, Mostly Frank, Troupe of Midget Wrestlers Won't Work for Small Change , Barbell King: Muscle Over Mind, Timekeeper as Quiet as a Clock, The Caddie-- A Non-Alger Story, Architect of the Fairways
By July 19 Please read Diamonds Are a Boy's Best Friend, On the Road Going Nowhere, With the Yankees, Notes from the Trip, The Story Behind the Signal to Brush Back Cliff Johnson, Race , Reporters and Responsibility
By July 26 Please read Portrait of the Ascetic Champ, Patterson, Indifferent at First, Finally Turns on Barking Dog, Liston Aides Extol His Gaiety, Benevolence and Ruggedness, Patterson Has 4 Friends, Too, But he'll Have to Fight Alone, Floyd Caught by 'a Good Punch', Masked Ex-Champion, The Loser
By August 2 Please read Suspicious Man in the Champ's Corner, Dr Birdwhitsell and the Athletes, Joe Louis: The King as a Midle-Aged Man, Silent Season of a Hero, The Greatest, Ali in Havana, Overtime, Swan Song for Gay Talese
August 20 (8 hours) Sixth Test (8-11am) and Fourth class (12-5pm)
Gruber ACT Practice Test 3pp.639-693
Math Refresher 4 pp.236-265
Math Refresher 6 pp.298-318
Math Refresher 7 pp. 320-329
Math Refresher 8 pp. 331-340
August 27 (8 hours) Seventh Test (8-11am) and Fifth class (12-5pm)
Kaplan Practice Test (8-11am)
Math Refesher pp. 342-348
Review of English Grammar pp.348-427
ACT Writing Section pp.431-446
September 10: ACT exam
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