DOCSLIB.ORG

The Murder of Emmett Till” Together, Highlighting Lines Or Phrases That Show Examples of African Americans Not Being Treated Or Thought of As Equal to White People

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Murder of Emmett Till” Together, Highlighting Lines Or Phrases That Show Examples of African Americans Not Being Treated Or Thought of As Equal to White People APPLYING COMMON CORE U.S. HISTORY 1954—1968 THE CIVIL RIGHTS ERA CHARLIE BOONE CULVER CITY, CALIFORNIA v1.0 Editorial Director: Dawn P. Dawson Copy Editor: Emily Rose Oachs Editorial Assistant: Manasi Patel Book Layout: Joseph Diaz Cover Design: Mark Gutierrez © 2016 Social Studies School Service All rights reserved. Printed in the United States of America Social Studies School Service 10200 Jefferson Boulevard, P.O. Box 802 Culver City, CA 90232-0802 United States of America (310) 839-2436 (800) 421-4246 www.socialstudies.com [email protected] Only those pages intended for student use as handouts may be reproduced by the teacher who has purchased this volume. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means —electronic, mechanical, photocopying, recording—without prior written permission from the publisher. Links to online sources are provided in the teacher pages and text. Please note that these links were valid at the time of production, but the websites may have since been discontinued. ISBN: 978-1-56004-889-3 e-book ISBN: 978-1-56004-917-3 Product Code: Z342 v1.0 Contents 1 Introduction 2 Common Core Standards 3 Tracking Common Core Standards 5 CHAPTER 1: KEY IDEAS AND DETAILS 6 ACTIVITY 1: Little Rock Nine 13 ACTIVITY 2: 1964 Civil Rights Act 17 CHAPTER 2: CRAFT AND STRUCTURE 18 ACTIVITY 3: Analyzing Arguments against Interracial Marriage 24 ACTIVITY 4: Martin Luther King Jr. and Malcolm X 31 CHAPTER 3: INTEGRATION OF KNOWLEDGE AND IDEAS 32 ACTIVITY 5: Discrimination and Progress 40 ACTIVITY 6: Emmett Till 47 CHAPTER 4: WRITING STANDARDS 48 AGUMENTATIVE WRITING: Race and Policing 59 INFORMATIVE WRITING: Freedom Riders 62 NARRATIVE WRITING: A Time You Were Different 67 Selected Answers 72 Bibliography 1 Introduction Goals Tracking Common Core Standards The main goal of this book is to help students On page 3, there is a chart that can help you track develop skills outlined in the Common Core which Common Core Standards you have ad- Standards by clarifying what the standards are dressed and with which activities. asking for and by giving teachers specific activities they can use to address the standards. Narrative Writing Narrative writing is not required for social studies Organization teachers, which is why there is no WHST.6-8.3. The book is mostly organized by the categories However, this form of writing was included in this into which Common Core places its standards. book (W.6–8.3) because numerous social studies The first three chapters are “Key Ideas and teachers also teach language arts, for the many Details,” “Craft and Structure,” and “Integration educators who find creative writing a valuable way of Knowledge and Ideas.” Because “Range to explore history, and because other required of Reading and Level of Text Complexity” is writing standards can be covered with narrative addressed every time students read, it does not writing. have its own chapter. Also, because it is common for many writing categories to overlap on a paper, Common Core Standards the fourth chapter covers all the writing standards If a teacher covers the six reading activities and and is divided into the three main paper types: three papers outlined in this book, he or she will argumentative, informative, and narrative. have addressed every 6–8 History/Social Studies Activities open with an introductory page that Common Core Standard at least once. Although it includes every standard covered by the activities, is not expected that teachers cover every standard directions, estimated lesson length, and addi- in each unit of study, this gives teachers a great tional teaching ideas. At the back of the book are way to see examples of every standard and have selected answers for the reading activities. numerous assignments to choose from. 2 Common Core Standards READING RH.6-8.9 and style are appropriate to task, Analyze the relationship between purpose, and audience. a primary and secondary source on » Write for a specific audience. the same topic. Key Ideas and Details WHST.6-8.5 With some guidance and support RH.6-8.1 Range of Reading and from peers and adults, develop and Cite specific textual evidence to Level of Text Complexity strengthen writing as needed by support analysis of primary and planning, revising, editing, rewriting, secondary sources. or trying a new approach, focusing on RH.6-8.10 how well purpose and audience have RH.6-8.2 By the end of grade 8, read and been addressed. Determine the central ideas or informa- comprehend history/social studies » Use writing process. tion of a primary or secondary source; texts in the grades 6–8 text complexity provide an accurate summary of the band independently and proficiently. WHST.6-8.6 source distinct from prior knowledge Use technology, including the Internet, or opinions. to produce and publish writing and » Summarize primary or SPEAKING present the relationships between secondary sources. AND LISTENING information and ideas clearly and efficiently. RH.6-8.3 » Publish writing for an audience. Identify key steps in a text’s Comprehension description of a process related to history/social studies (e.g., how a bill and Collaboration becomes law, how interest rates are Research to Build raised or lowered). SL.8.1 and Present Knowledge » Summarize the steps of a Engage effectively in a range of process or historical event. collaborative discussions (one-on-one, WHST.6-8.7 in groups, and teacher-led) with diverse Conduct short research projects partners on grade 6–8 topics, texts, to answer a question (including a Craft and Structure and issues, building on others’ ideas self-generated question), drawing and expressing their own clearly. on several sources and generating RH.6-8.4 additional related, focused questions Determine the meaning of words and that allow for multiple avenues phrases as they are used in a text, in- WRITING of exploration. cluding vocabulary specific to domains » Research to answer a question. related to history/social studies. WHST.6-8.8 » Use context to decipher the Text Types and Purposes meanings of difficult words. Gather relevant information from multiple print and digital sources, using WHST.6-8.1 RH.6-8.5 search terms effectively; assess the Write arguments focused on discipline- Describe how a text presents credibility and accuracy of each source; specific content. information (e.g., sequentially, and quote or paraphrase the data and » Argumentative writing. comparatively, causally). conclusions of others while avoiding plagiarism and following a standard » Determine how the author WHST.6-8.2 format for citation. has ordered the information. Write informative/explanatory texts, » Use multiple credible sources when RH.6-8.6 including the narration of historical researching and summarize findings events, scientific procedures/experi- Identify aspects of a text that reveal in own words. ments, or technical processes. an author’s point of view or purpose WHST.6-8.9 (e.g., loaded language, inclusion or » Informative writing. avoidance of particular facts). Draw evidence from informational W.6-8.3 texts to support analysis, reflection, Write narratives to develop real or and research. imagined experiences or events » Support essays with information Integration of using effective technique, relevant or quotes from texts. Knowledge and Ideas descriptive details, and well-structured event sequences. » Creative writing. (This is not required for RH.6-8.7 social studies teachers.) Range of Writing Integrate visual information (e.g., in charts, graphs, photographs, videos, WHST.6-8.10 or maps) with other information in Write routinely over extended time print and digital texts. Production and frames (time for reflection and revision) » Interpret a reading with a visual. Distribution of Writing and shorter time frames (a single sitting or a day or two) for a range of RH.6-8.8 WHST.6-8.4 discipline-specific tasks, purposes, Distinguish among fact, opinion, and Produce clear and coherent writing in and audiences. reasoned judgment in a text. which the development, organization, Tracking Common Core Standards 3 CCSS.ELA-LITERACY Assignment Assignment Assignment Assignment RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.5 RH.6-8.6 RH.6-8.7 RH.6-8.8 RH.6-8.9 RH.6-8.10 SL.8.1 WHST.6-8.1 WHST.6-8.2 WHST.6-8.4 WHST.6-8.5 WHST.6-8.6 WHST.6-8.7 WHST.6-8.8 WHST.6-8.9 WHST.6-8.10 Note: WHST.6-8.3 is not included on this chart because it is not required for social studies teachers. CHAPTER 1 Key Ideas and Details ACTIVITY 1 Little Rock Nine RH.6-8.1 RH.6-8.2 ACTIVITY 2 1964 Civil Rights Act RH.6-8.1 RH.6-8.2 RH.6-8.3 CHAPTER Key Ideas and Details ACTIVITY 1 DURATION 1 class period Little Rock Nine COMMON CORE STANDARDS RH.6-8.1 RH.6-8.10 Cite specific textual evidence to support analysis of By the end of grade 8, read and comprehend history/ primary and secondary sources. social studies texts in the grades 6–8 text complexity band independently and proficiently. RH.6-8.2 Determine the central ideas or information of a primary SL.8.1 or secondary source; provide an accurate summary of Engage effectively in a range of collaborative discussions the source distinct from prior knowledge or opinions. (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. DIRECTIONS ▪ Note: Racial epithets appear in some primary sources in the following activity.
Load more

Recommended publications
  • Untimely Meditations: Reflections on the Black Audio Film Collective
    8QWLPHO\0HGLWDWLRQV5HIOHFWLRQVRQWKH%ODFN$XGLR )LOP&ROOHFWLYH .RGZR(VKXQ Nka: Journal of Contemporary African Art, Number 19, Summer 2004, pp. 38-45 (Article) 3XEOLVKHGE\'XNH8QLYHUVLW\3UHVV For additional information about this article http://muse.jhu.edu/journals/nka/summary/v019/19.eshun.html Access provided by Birkbeck College-University of London (14 Mar 2015 12:24 GMT) t is no exaggeration to say that the installation of In its totality, the work of John Akomfrah, Reece Auguiste, Handsworth Songs (1985) at Documentall introduced a Edward George, Lina Gopaul, Avril Johnson, David Lawson, and new audience and a new generation to the work of the Trevor Mathison remains terra infirma. There are good reasons Black Audio Film Collective. An artworld audience internal and external to the group why this is so, and any sus• weaned on Fischli and Weiss emerged from the black tained exploration of the Collective's work should begin by iden• cube with a dramatically expanded sense of the historical, poet• tifying the reasons for that occlusion. Such an analysis in turn ic, and aesthetic project of the legendary British group. sets up the discursive parameters for a close hearing and viewing The critical acclaim that subsequently greeted Handsworth of the visionary project of the Black Audio Film Collective. Songs only underlines its reputation as the most important and We can locate the moment when the YBA narrative achieved influential art film to emerge from England in the last twenty cultural liftoff in 1996 with Douglas Gordon's Turner Prize vic• years. It is perhaps inevitable that Handsworth Songs has tended tory.
    [Show full text]
  • Martin Luther King Jr. and Malcolm X Talk It out 17
    Writing for Understanding ACTIVITY Martin Luther King Jr. and Malcolm X Talk It Out 17 Overview Materials This Writing for Understanding activity allows students to learn about and write • Transparency 17A a fictional dialogue reflecting the differing viewpoints of Martin Luther King Jr. • Student Handouts and Malcolm X on the methods African Americans should use to achieve equal 17 A –17C rights. Students study written information about either Martin Luther King Jr. • Information Master or Malcolm X and then compare the backgrounds and views of the two men. 17A Students then use what they have learned to assume the roles of Martin Luther King Jr. and Malcolm X and debate methods for achieving African American equality. Afterward, students write a dialogue between the two men to reveal their differing viewpoints. Procedures at a Glance • Before class, decide how you will divide students into mixed-ability pairs. Use the diagram at right to determine where they should sit. • In class, tell students that they will write a dialogue reflecting the differing viewpoints of Martin Luther King Jr. and Malcolm X on the methods African Americans should use to achieve equal rights. • Divide the class into two groups—one representing each man. Explain that pairs will become “experts” on either Martin Luther King Jr. or Malcolm X. Direct students to move into their correct places. • Give pairs a copy of the appropriate Student Handout 17A. Have them read the information and discuss the “stop and discuss” questions. • Next, place each pair from the King group with a pair from the Malcolm X group.
    [Show full text]
  • Behold the Corpse: Violent Images and the Case of Emmett Till
    Behold the Corpse: Violent Images and the Case of Emmett Till Harold, Christine. DeLuca, Kevin Michael. Rhetoric & Public Affairs, Volume 8, Number 2, Summer 2005, pp. 263-286 (Article) Published by Michigan State University Press DOI: 10.1353/rap.2005.0075 For additional information about this article http://muse.jhu.edu/journals/rap/summary/v008/8.2harold.html Access provided by Penn State Univ Libraries (18 Mar 2013 10:52 GMT) BEHOLD THE CORPSE: VIOLENT IMAGES AND THE CASE OF EMMETT TILL CHRISTINE HAROLD AND KEVIN MICHAEL DELUCA The widely disseminated image of Emmett Till’s mutilated corpse rhetorically transformed the lynched black body from a symbol of unmitigated white power to one illustrating the ugliness of racial violence and the aggregate power of the black community. This reconfiguration was, in part, an effect of the black community’s embracing and foregrounding Till’s abject body as a collective “souvenir” rather than allowing it to be safely exiled from public life. We do not know what the body can do. Spinoza Society is concerned to tame the Photograph, to temper the madness which keeps threatening to explode in the face of whoever looks at it. Roland Barthes If the men who killed Emmett Till had known his body would free a people, they would have let him live. Reverend Jesse Jackson Sr. “ had to get through this. There would be no second chance to get through Ithis. I noticed that none of Emmett’s body was scarred. It was bloated, the skin was loose, but there were no scars, no signs of violence anywhere.
    [Show full text]
  • American Resilience
    American Resilience Riley Kovalcheck History Faculty Advisor: Dr. David Welky Editor’s Note: Ms. Kovalchek’s article originally appeared as a series of posts on a multi-media web blog. If you wish to view her complete project, please go to https://rileykovalcheck.wixsite.com/americanresilience To begin, I'll admit this project began as a mandatory assignment for one of my classes, Recent American History. My professor, Dr. Welky, started the semester off by asking each student to identify 1) the most important theme in American history since the 1960s or 2) the three most influential individuals in this period of American history. My initial thought was to focus on three of my biggest inspirations (and three badass men) - Martin Luther King Jr., John Lewis, and Barack Obama. To me, those three individuals personify unity, perseverance, and resilience. As I started brainstorming, a bigger picture came to mind... This theme of overwhelming resilience in the African- American community across the nation. There is no doubt that as a whole, this demographic has single-handedly been more suppressed than any other throughout the history of the United States, but yet even more resilient in the long run. So, for this project, I decided to focus on this overall theme of resilience CLA Journal 6 (2018) pp. 144-181 145 - solely among African-Americans - and in particular, the role of men in politics, women in their local communities, and the unification and organization in social movements like the Black Panthers and Black Lives Matter. To highlight how revolutionary these accomplishments were, I will also discuss white resistance that was overcome in the process.
    [Show full text]
  • Emmett Till and the Modernization of Law Enforcement in Mississippi
    CORE Metadata, citation and similar papers at core.ac.uk Provided by University of San Diego San Diego Law Review Volume 46 | Issue 2 Article 6 5-1-2009 The ioleV nt Bear It Away: Emmett iT ll and the Modernization of Law Enforcement in Mississippi Anders Walker Follow this and additional works at: https://digital.sandiego.edu/sdlr Part of the Law Commons Recommended Citation Anders Walker, The Violent Bear It Away: Emmett iT ll and the Modernization of Law Enforcement in Mississippi, 46 San Diego L. Rev. 459 (2009). Available at: https://digital.sandiego.edu/sdlr/vol46/iss2/6 This Article is brought to you for free and open access by the Law School Journals at Digital USD. It has been accepted for inclusion in San Diego Law Review by an authorized editor of Digital USD. For more information, please contact [email protected]. WALKER_FINAL_ARTICLE[1] 7/8/2009 9:00:38 AM The Violent Bear It Away: Emmett Till and the Modernization of Law Enforcement in Mississippi ANDERS WALKER* TABLE OF CONTENTS I. INTRODUCTION .................................................................................................. 460 II. LESSONS FROM THE PAST ................................................................................... 464 III. RESISTING “NULLIFICATION” ............................................................................. 468 IV. M IS FOR MISSISSIPPI AND MURDER.................................................................... 473 V. CENTRALIZING LAW ENFORCEMENT .................................................................
    [Show full text]
  • Malcolm X: Chronology of Change Rose-Ann Cecere Iowa State University
    Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1970 Malcolm X: chronology of change Rose-Ann Cecere Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the English Language and Literature Commons, and the Nonfiction Commons Recommended Citation Cecere, Rose-Ann, "Malcolm X: chronology of change" (1970). Retrospective Theses and Dissertations. 16712. https://lib.dr.iastate.edu/rtd/16712 This Thesis is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. HALCOU1 X: CHRONOLOGY OF CHANGE by Rose-Ann Cecere A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of The Requirements for the Degree of MASTER OF ARTS Major Subject: English Signatures have been redacted for privacy Iowa State University Of Science and Technology Ames, Iowa 1970 "My whole life had been a chronology of change." When a man dies, especially a man like Malcolm X, those who survive him often feel compelled to study his life. My own reading of The Autobiography of Malcolm! indicates that the most important factor in his career may have been his ability to modify his own life greatly. This man made conscious changes in his existence. The four names he used symbolize these changes. The four distinct yet interrelated lives, and the names he lived them under, make up the pattern of his life.
    [Show full text]
  • Black Power, the Black Panthers, and the American Creed
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 2007 Radicalism in American Political Thought : Black Power, the Black Panthers, and the American Creed Christopher Thomas Cooney Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the African American Studies Commons, Political Science Commons, Race and Ethnicity Commons, and the United States History Commons Let us know how access to this document benefits ou.y Recommended Citation Cooney, Christopher Thomas, "Radicalism in American Political Thought : Black Power, the Black Panthers, and the American Creed" (2007). Dissertations and Theses. Paper 3238. https://doi.org/10.15760/etd.3228 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. THESIS APPROVAL The abstract and thesis of Chri stopher Thomas Cooney for the Master of Science in Political Science were presented July 3 1, 2007, and accepted by the thesis committee and the department. COMMITTEE APPROVALS: Cr~ cyr, Chai( David Kinsell a Darrell Millner Representative of the Office of Graduate Studies DEPARTMENT APPROVAL: I>' Ronald L. Tammen, Director Hatfield School of Government ABSTRACT An abstract of the thesis of Christopher Thomas Cooney for the Master of Science in Political Science presented July 31, 2007. Title: Radicalism in American Political Thought: Black Power, the Black Panthers, and the American Creed. American Political Thought has presented somewhat of a challenge to many because of the conflict between the ideals found within the "American Creed" and the reality of America's treatment of ethnic and social minorities.
    [Show full text]
  • Bayard Rustin's
    LGBTQ+ History Lesson Inquiry Question: How did Bayard Rustin’s identity shape his beliefs and actions? Standard: 11.10 Inquiry Question: How did Bayard Rustin’s identity shape his beliefs and actions? Sasha Guzman Social Justice Humanitas Academy Content Standards 11.10 - Students analyze the development of federal civil rights and voting rights. 4. Examine the roles of civil rights advocates (e.g., A. Philip Randolph, Martin Luther King, Jr., Malcolm X, Thurgood Marshall, James Farmer, Rosa Parks), including the significance of Martin Luther King, Jr. 's "Letter from Birmingham Jail" and "I Have a Dream" speech. CCSS Standards: History/Social Science, Grade 11-12 • CCSS RH 11.1 Cite specific textual evidence to support analysis of primary and secondary sources connecting insights to such features as the date and origin of the gained from specific details to the text as a whole. • CCSS RH 11. 3 Evaluate various explanations for actions or events Key I a process related to history/social studies a text; determine whether earlier events caused and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Speaking & Listening, Grade 11-12 • CCSS SL 12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. • W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Overview of Lesson In this lesson, students will examine primary sources to understand how Bayard Rustin’s identity shaped and influenced his actions as a Civil Rights leaders.
    [Show full text]
  • FEBRUARY ONE Lesson Plan Pbs.Org/Independentlens/Februaryone Breaking the Code: Actions and Songs of Protest
    FEBRUARY ONE Lesson Plan pbs.org/independentlens/februaryone Breaking the Code: Actions and Songs of Protest Grade Levels: 7-12 Estimated time: Three class periods, not including optional performance of songs Introduction: The Greensboro Four staged their lunch counter protest in reaction to the frustrations and injustices of life for African Americans in the Jim Crow South. Before detailing the actual protest, FEBRUARY ONE depicts some of the conditions against which the students demonstrated. One method of protest not mentioned in the video is the variety of songs that were written to publicize the cruelties of Jim Crow laws and to speak out against the treatment of African Americans. An example is Bob Dylan’s “The Murder of Emmett Till,” which decries the horrendous murder of a Chicago teenager visiting Mississippi. Students will examine a few of the many ways in which African Americans were treated unfairly under Jim Crow, and they will watch the FEBRUARY ONE video to learn about life in Greensboro and the Greensboro sit-ins. They will also read the lyrics to Dylan’s song and discuss the purposes of protest music. They will conclude by writing their own songs lyrics, set to modern tunes with which they are familiar, describing the sit-ins. It would be ideal if students had a basic knowledge of Civil Rights Movement before doing this lesson. To expand upon the Jim Crow topic, you might want to do some of the lessons from the PBS Web site for The Rise and Fall of Jim Crow at http:// www.pbs.org/wnet/jimcrow.
    [Show full text]
  • Worksheets Malcolm X Facts
    Malcolm X Worksheets Malcolm X Facts Malcolm X is a prominent African-American civil rights activist and Muslim minister who introduced black nationalism and racial pride during the 1950s and 60s. ★ Malcolm X was born on May 19, 1925, in Omaha, Nebraska. He was fourth of the eight children of Louise and Earl Little. His father was an avid supporter and member of the Universal Negro Improvement Movement. He supported Marcus Garvey, a known black nationalist leader. Malcolm X’s family experienced number of harassments from the Ku Klux Klan and other factions such as the Black Legion due to Earl’s civil rights activism. ★ When young Malcolm was four, his family moved to Milwaukee after a hooded party of Ku Klux Klan riders raided their home in Omaha. In 1929, racist mob set their house on fire leading them to move again to East Lansing. Malcolm X Facts ★ In 1931, Malcolm’s father was found dead in the street across the municipal streetcar tracks. Six years later, his mother was admitted to a mental institution due to trauma and depression where she stayed for 26 years. ★ By 1938, Malcolm X was sent to the juvenile detention home in mason, Michigan. He stayed with a white couple who treated him well. Later on, he attended the Mason High School where he excelled both academically and socially. ★ At the age of 15, Malcolm dropped out of school after his encounter with his English teacher. Malcolm thought of himself of being a lawyer but the teacher told him to be realistic and consider carpentry instead.
    [Show full text]
  • The University of Chicago Skeletonization
    THE UNIVERSITY OF CHICAGO SKELETONIZATION, CAMERAFLAGE, LOITERING: HABITS OF WITNESSING AFTER THE GREAT WAR A DISSERTATION SUBMITTED TO THE FACULTY OF THE DIVISION OF THE HUMANITIES IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE BY CHALCEDONY BODNAR WILDING CHICAGO, ILLINOIS JUNE 2019 TABLE OF CONTENTS TABLE OF CONTENTS ....................................................................................................................................................ii LIST OF FIGURES ........................................................................................................................................................... iii ACKNOWLEDGMENTS ................................................................................................................................................. iv ABSTRACT: SKELETONIZATION, CAMERAFLAGE, LOITERING: HABITS OF WITNESSING AFTER THE GREAT WAR ............................................................................................................................................................ v INTRODUCTION: SKELETONIZING THE GREAT WAR ........................................................................................1 CHAPTER 1: “WHAT IS CLOSER TO THE TRUTH”: MARIANNE MOORE TAKES “IMAGINARY POSSESSION” OF THE WAR’S “WELL EXCAVATED GRAVE” ........................................................................ 24 CHAPTER 2: “LISTEN WHILE I TELL YOU ALL THE TIME”: GERTRUDE STEIN AND ALICE B. TOKLAS ELEGIZE “CAMERAFLAGE” IN COINCIDENCE
    [Show full text]
  • Chapter One “The Woody Guthrie Jukebox” Bob Dylan and Early Songs
    LIKE A REBEL WILD A study of BOB DYLAN’s art by Jon P. Hooper LIKE A REBEL WILD A study of BOB DYLAN’s art by Jon P. Hooper Manly Duckling 2007 Text copyright © 2007 by Jon P. Hooper. All rights reserved. No part of this book may be reproduced in any form or by electronic or mechanical means, including information storage or retrieval systems, without permission in writing from the author, except by a reviewer who may quote brief passages. Lyrics to Bob Dylan’s songs have been quoted only as necessary in the context of critical analysis, and are believed to be covered by “Fair Use” policy. If, however, any copyright infringement has occurred, the author will be pleased to rectify the situation at the earliest opportunity. This book is dedicated to Miss Potter. CONTENTS INTRODUCTION ............................................................................... 7 “THE WOODY GUTHRIE JUKEBOX” .......................................... 11 “FINGER-POINTING SONGS” ....................................................... 23 “IF MY THOUGHT-DREAMS COULD BE SEEN” ........................ 47 “OTHER FORMS OF PSYCHIC EXPLOSION” .............................. 63 “DRIFTER’S ESCAPE” ...................................................................... 77 “WHAT THE BROKEN GLASS REFLECTS” ................................. 91 “HANGING ON TO A SOLID ROCK” ......................................... 109 “SURVIVING IN THE RUTHLESS WORLD” ............................... 131 “DIGNITY” .....................................................................................
    [Show full text]