The discussions for Round 1 are closed, but you should post to the same discussion area for the new round of discussions . . . . . . And now, ROUND 2 . . . .

As with the last round of discussion, please adhere to the following guidelines:

FIRST, look over the various topics.

• Pick a topic from the options below (A, B, C, D, E, or F).

SECOND, when you are ready to post:

• Tell us which topic you are addressing.
• Post your response. Proofread your post before you click submit.
• Come back for discussion with others.

ADDITIONALLY? IF you want extra credit:

• Post a response to a classmates post, and/or
• Post a response to another discussion topic, and/or
• Post in the study hall for anything you need or want to help with

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TOPIC A – “Stand for something, or you’ll fall for anything.” – Anonymous. Creighton learns about many virtues, some of which are honor, loyalty, honesty, humility. This topic deals with honor and loyalty. In chapter 16, the narrator tells us:

“But now Creighton understood for the first time the truth of the matter: If loyalty really was the most worthy of virtues, then loyalty that was misplaced or misguided must be the most worthless.”

Ask yourself:

1. What did Creighton’s father stand for? How can you take the lesson of what Creighton’s father died for and use it to grow?
2. What is meant by Creighton’s realization about loyalty? How can you personally use the knowledge Creighton has gained?
3. Do you stand for something that you (probably) shouldn’t? Do you stand for anything? How do poeple see what you stand for in your actions?

There are a lot of questions in this thread. Pick one to answer. No matter which one you pick, try to talk about yourself as much as possible.

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TOPIC B – What is courage? Throughout the first three sections of the book, Creighton struggles to come to terms with the circumstances surrounding his father’s death. After the ransacking and burning of the print shop, General Arnold speaks to Creighton about courage:

“It’s a far more difficult thing to make up your own mind about what’s right and to act accordingly – to go against the demands of duty when it’s necessary, to take another path when you feel the one you’ve been led down is wrong. That requires real courage.”

Read one or more of the following articles: then post on the topic they present:

• FBI E-Mail Refers to Presidential Order Authorizing Inhumane Interrogation Techniques from the American Civil Liberties Union (ACLU) website.
• TORTURE AT ABU GHRAIB as presented by The New Yorker Magazine online.
• ‘They said this is America . . . if a soldier orders you to take off your clothes, you must obey.’ as presented by Gaurdian Unlimited online.
• The Guilt-Free Soldier: New Science Raises the Specter of a World Without Regret presented by The Village Voice online.

THEN post your thoughts on the topic as presented by the author. Do you agree with the author? Why or Why not?

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TOPIC C – A free press. Enemies of the Patriots’ cause felt the need to destroy the place where The Liberty Tree newspaper was printed. In your response for discussion, please address the following questions:

• What do you think this says about the power of the press?
• Can you think of a recent example in which a newspaper became a powerful tool in waging war or impacting world politics?

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TOPIC D – He’s a puzzle, a riddle, an enigma! A major character in this novel is Benedict Arnold – who could possibly be one of the most interesting individuals in American History. In real life he was a hero to the Patriots, and was later hated by those same soliders. Read a little about the life of Benedict Arnold at one of the websites below.Use the following links to find information on this hot topic:

• Who Served Here? offered on the U.S. History.Org page on Historic Valley Forge
• The Enigma of Benedict Arnold an archive file of EarlyAmerica.com
• General Benedict Arnold from the National Park Service archives

Then return here to post some comments in response to the following questions:

• What did Benedict Arnold stand for to the Americans?
• What did Benedict Arnold stand for to the British?

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TOPIC E – Right is right. Creighton makes a tough decision when he helps break his uncle out of jail. Try to put yourself in Creighton’s shoes.

• Would you have made the same choice?
• What other options did Creighton have, and what did he risk in making those decisions?

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TOPIC F – A Duel! A duel becomes a major event in this portion of the novel. One of the most famous duels in American history tragically takes the life of Alexander Hamilton.Read more about the famous Burr-Hamilton duel that took place in 1804 at one of the links below.In your comment for this post, explain why you think that Burr actually shot and killed Hamilton.

• Alexander Hamilton and Aaron Burr’s Duel at PBS.org
• Aaron Burr Kills Alexander Hamilton in a Duel offered by the National Park Service
• Duel at Dawn at theEyewitness to History website

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NOW, go to the discussion areas, and discuss. Remember to be open-minded, honest, kind, and gentle in how you discuss with each other.

• Study Hall - Help others in their academic and/or creative pursuits.
• Period 2 Discussion Area
• Period 3 Discussion Area
• Period 4 Discussion Area
• Period 5 Discussion Area
• Period 6 Discussion Area

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 Tell us.For Regular Credit you must:

1. Which discussion topic are you dealing with: 1, 2, 3, or 4?
2. What do you have to say about that?

For EXTRA CREDIT you can:

1. Answer extra topic question(s)
2. Get into a discussion with other student(s)

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#1The setting for this portion of the novel is the city of New Orleans. Since the devastation of Hurricane Katrina, there has been much discussion on the future of this important American city.How do you feel about rebuilding the city of New Orleans? Do you think that the federal government should spend billions of dollars to rebuild the city of New Orleans and protect it from future hurricanes, or should the citizens of New Orleans be asked to pick up and move somewhere else and the city not be rebuilt, or can you think of some other idea?

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#2Sophie and Creighton are given a great deal of responsibility in Ben Franklin’s print shop as teenagers. In colonial America many teenagers around the age of 14 or 15 are doing work and taking responsibility for things that today are often associated with adults.Do you think that in American society today we wait too long to treat teenagers as adults? What would be some pros and cons of allowing teenagers in America to have the full rights and responsibilities of adults at the age of 15?

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#3The code used by Ben Franklin was possible because it used a book that almost everyone in the colonies was able to access.If you were to write a similar code today, which book would you choose (remember that it should be a book almost everyone has access to or could access). Would you use a certain book if you were only trying to include a certain group of people? In your comment please list the book you would use and why you chose that book.

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#4In this portion of the book you have been introduced to Ben Franklin. Ben Franklin was truly one of the most important men in colonial America. The amount of inventions and ideas directly associated with this man is incredible.Here’s what I want you to do:

Step #1 – Check out more about Ben Franklin using the links below.
Step #2 - Pick one of his ideas/inventions that directly impacted you somehow. Tell us the idea you are focused on – describe it briefly – then explain how your life has been directly impacted by it.

Here are the links:

• Ben Franklin – Inventor from the The Franklin Institute
• Franklin Firsts from ThinkQuest
• The Inventions and Scientific Achievements of Benjamin Franklin from About.com
• Ben Franklin – Inventor from the United States Government Printing Office

PERIOD 2 Discussion Area – In this area you are to discuss all of the Discussion Questions posted.

• Discussion Question #1 is CLOSED.
• Discussion Question #2 is OPEN.

Consider what the discussion question is. Be sure to address the question.

STEP 1 – UNDERSTAND THE QUESTION.

STEP 2 – ADDRESS THE QUESTION (50%). (Question in the answer, your answer, details to support your answer)

• Give us your entire thought process.
  • Give us details from the text to prove you know what you’re talking about. Otherwise, who knows what you’re basing your thoughts on?
• Your details do not have to be direct word-for-word quotes (mainly because you do not have the books at home).
  
  • STILL, give us a clear idea of what thing(s)from the book you are basing your answer on. You can paraphrase, in other words.
• Please address the topic of your choice in as much detail as possible. The more detail you give us, the better we will understand your thought process, AND the better we will be able to argue/discuss with you.
• You see, if you give us your entire thought, we can see if there is anything wrong with it – any faulty logic going on there. We are in this discussion to sharpen our wits and gain the ability to think better than we ever have.

STEP 3 – Post a response to classmates (50%).

• Option #1 – If you agree with someone’s answer . . .
  . . . Then explain what you agree with – be specific. And extend or expand on the thought you are agreeing with by backing your comment up with details from the text, from your own life, whatever is appropriate. You could agree with someone and support your agreement with other more, unused descriptive details from the book, other books, or your own life. Get it?
• Option #2 – If you disagree with someone’s answer . . . . . . Then justify your disagreement by taking a stance backed up by your own details from the text.

Period 2

Read the topics below. Please pick one of the following topics (A, B, C, D). When you post your answer, tell us what discussion topic (A, B, C, D) you have decided on, then give us your response.

For this discussion, you will have to read outside resources I have provided before addressing the question.

• Be very detailed in your answer.
• Refer to the resource you used.
• Refer to specific details in the book.

Remember, everything should be logically explained.

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Discussion Topic A – Gothic Fiction

The gothic novel was a type of fiction that became popular in England during the late 1700’s and early 1800’s (World Book Online) . . . a melodramatic mode of English fiction of the late 18th and the early 19th century (Grolier Online). The Hound of the Baskervilles was published in 1902 (not within the accepted range of dates noted above), however it could qualify as a Gothic Novel.

• Information for this discussion can be found at
  • B.E.E.P. – You know the way there.
    • Go through Doorway #2: Research & HW Help.
      • Go to Grolier Online/Middle or World Book/Middle.
      • Search for gothic novel.
      • Read the first article that comes up.
  • The Gothic Novel page at The University of Adelaide Library’s website
  • Gothic, Novel, and Romance: Brief Definitions page at Washington State University’s website

Discussion Topic A QUESTION: What elements of gothic fiction are present in The Hound of the Baskervilles? Use details and information from the text to support your answer.

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Discussion Topic B – Stereotyping

Stereotyping is the act of holding or promoting generalized and oversimplified beliefs about members of a group (World Book Online). Many of the problems we face in day to day life related to sxism, racism, descrimination, and intolerance have their foundation in this practice.

• Information for this discussion can be found in these and other places.
  • B.E.E.P. – You know the way there.
    • Go through Doorway #2: research & HW Help
      • Go to Grolier Online/Middle or World Book/Middle
      • Search for stereotyping, or gender stereotyping
  •  Read this page called Teen’s Ideas on Gender Stereotypes. It’s really a plan for a class discussion we could hold.
  • You could also read this article at ERIC Digest.
  • You may find this Gender Stereotypes Analysis Chart helpful in organizing your answer.

Discussion Topic B QUESTION: Are the characters in the Hound of the Baskervilles stereotypes? If so, explain why Sir Arthur Conan Doyle used. Use details and information from the text to support your answer.

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Discussion Topic C – Conflict in the Novel (Plot)

Conflict is the struggle between the opposing forces on which the action in a work of literature depends. There are five basic forms of conflict: person versus person, person versus self, person versus nature, person versus society, and person versus God (About.com).

• Information for this discussion can be found in these and other places.
  • Read the article, Conflict in Fiction, at Fiction Factor.com.
  • You can also find information about this topic on my page on PLOT.
  • Mrs. Dowling’s page on Conflict is brief and informative.
  • You could use this Conflict Type Chart to map the conflicts you find in the novel.
  • Ms. Engram’s English Classroom page on Short Story Elements offers some very useful information on conflict.
  • You could watch this presentation on Plot & Conflict.
  • This PLOT DIAGRAM may help you work out your answer.

Discussion Topic C QUESTION: What are the main conflicts in the novel? Are they all resolved? If so, how? If not, why not? Use details and information from the text to support your answer.

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Discussion Topic D – Climax & Resolution in the Novel (Plot)

Climax is the point of greatest tension in a work of literature and the turning point in the action. In a plot line, the climax occurs after the rising action and before the falling action (About.com)

• Information for this discussion can be found in these and other places.
  • Fiction Factor.
  • You can also find information about this topic on my page on PLOT.
  • You could watch this presentation on Plot & Conflict.
  • This PLOT DIAGRAM may help you work out your answer.

Discussion Topic D QUESTION: At what point does the climax occur in the story? What events clearly led up to it and what is the resolution of the novel? Use details and information from the text to support your answer.

Period 2

In class you were split up into groups of six or seven. Each group was given one of these four legend areas of focus:

• Local Legends:
  • Florida
  • Greater Antilles – Cuba, Jamaica, Haiti, Dominican Republic, Puerto Rico
  • Lesser Antilles  – the long arc of small islands in the Caribbean Sea extending in a north-south direction from the Virgin Islands to Trinidad and then in an east-west direction from Margarita to Aruba off the northern coast of Venezuela
• Legends from the United States (not of Native American Cultures)
• Native American (North, Central, or South) Legends – Apache, Sioux, Chrokee, Seminole, Comanche, Eskimo, Inca, Muskogee, Aztec, etc. There are so many such that there are too many to list.
• Western Legends (non U.S.) – Canada, Australia, New Zealand, Portugal, Spain, France, Germany, Poland, Ukraine, Romania, Austria, Italy, Malta, Greece, United Kingdom, Ireland, Denmark, Sweden, Norway, Finland
• Eastern Legends – North & South Korea, Vietnam, China, Japan, Thailand, India, Papua New Guinea, Indonesia, Nepal, Laos, Cambodia

This will be an ongoing project. It will unfold over the next two weeks.

1. First, each group member must find and read at least one legend each from the area your group has been assigned. Be prepared to present your legend to your group. Only one person can work on any one legend.
2. Second, you will meet with your groups to discuss the legends you each found and read. Your goal is to identify any common characteristics the different legends share.
3. Third, and finally, each group will prepare an oral presentation to the class through which you will share your research and ideas.

Now, get this project going.

Please post:

1. What area of focus are you working in?
   1. Local Legends
   2. Legends from the United States
   3. Native American Legends
   4. Western Legends (non U.S.)
   5. Eastern Legends
2. What legend are you working on?

You may feel free to share here: a summary of the legend you are working on, a link to a website where we might read the legend itself, some vocabulary we may need in order to fully understand the legend.

Be prepared to discuss your legend with your group tomorrow.

Enjoy!!

PERIOD 2

You will be graded for “discussing”:

• Answer the Discussion Question completely (50%).
  • Use the question in the answer.
  • Give your answer.
  • Support your answer with details from the book.
• Respond to at least one classmate’s answer (50%).
  • A response to a classmate must be substantial.
  • Substantial means having something to add to another’s comment:
    • agreement with explanation,
    • disagreement with explanation,
    • add something completely new.

Here’s DISCUSSION QUESTION #2:

Discuss the nature of Sherlock Holmes’ friendship with Dr. Watson. How highly does Holmes value Watson’s opinion? Why is Watson important to Holmes? Why is Holmes important to Watson? Support your answer with details from the text.

PERIOD 2

Before you get to the question you have to understand that this is a discussion, and that you will be graded for “discussing” . You might be wondering, how I will grade you. Well, here’s how I’ll do it.

• Answer the Discussion Question completely (50%).
• Respond to at least one classmate’s answer (50%).
  • A response to a classmate must be substantial.
  • Substantial means having something to add to another’s comment:
    • agreement with explanation,
    • disagreement with explanation,
    • add something completely new.

Here’s the question:

Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself? What are the benefits and drawbacks of doing it this way?

Be advised that I will not go through how to answer every question (as I did for this one below) all the time. You must get into the practice of answering every part of a question.

Now, go ahead and read the rest of this, answer the Discussion Question, and submit it.

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You must be sure to answer every part of the question and to respond to another’s comments. That is the catch when it comes to getting your points for discussion assignments. It is very important to really read the entire question before responding to it. If you look at this question closely, you’ll notice that there are actually two separate interrogatives, or question statements:

1. Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself?
   1. Explain the reason why the author, Sir Arthur Conan Doyle, chose Watson to be the narrator rather than Holmes.
2. What are the benefits and drawbacks of doing it this way?
   1. This asks you to do two things:
      1. Explain the benefits of having Watson narrate the tale,
      2. Explain the drawbacks of having Watson narrate the tale.

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Now answer the Discussion Question:

Why did Doyle choose Watson to narrate Hound instead of having Holmes tell the story himself? What are the benefits and drawbacks of doing it this way?

Period 2 – At Her Majesty’s Request inspired WebQuest

Follow these steps in order to get this done in a timely manner (and to make sure you get full credit).

1. Step One – Day 1 – Report Progress
   1. MOST IMPORTANT – Divide up the responsibilities for what needs to be posted and researched.
   2. POST RESPONSIBILITIES TO THIS THREAD.
   3. Pick a team of two.
   4. Pick a topic (below).
   5. Pick a tentative form for the final product. You are not tied to this, you may change this once.
   6. Pick a tentative grading rubric.
   7. Post all of the above (1-4) to this class thread. Remember the proverb, “The early bird gets the worm.”
   8. Report to Mr. Moshé. – GRADE
2. Step Two – Days 2 to 3 – Report Progress each day
   1. MOST IMPORTANT – Divide up the responsibilities for what needs to be posted and researched.
   2. POST RESPONSIBILITIES TO THIS THREAD.
   3. Research and gather information.
   4. Begin creating the Bibliography.
   5. Post to the discussion any websites you find particularly interesting or full of information; especially websites appealing to children and young adults.
   6. Post vocabulary terms list (10-20 terms): Word, Part of Speech, Definition (with source).
   7. Post your team’s final decision on the form of final product.
   8. Post your team’s final decision on the gradig rubric to be used.
   9. Report to Mr. Moshé. – GRADE
3. Step Three – Days 4 to 5
   1. MOST IMPORTANT – Divide up the responsibilities for what needs to be posted, researched and finalized.
   2. POST RESPONSIBILITIES TO THIS THREAD.
   3. Create the Final Product.
   4. Check to see if your product satisfies the rubric you have chosen.
   5. Give a blank copy of the rubric you’ve chosen to Mr. Moshé for grading.
   6. Present the product to the class/audience.
   7. Get feedback from the class and Mr. Moshé. – GRADES

Here is the list of topics for you to look over once again.

1. Yoruba & Egbado
2. Victorian Art
3. Victorian Literature
4. Victorian Games/Board Games
5. African Art – Eastern
6. African Art – Northern
7. African Art – Southern
8. African Art – Sahel and Savanna
9. African Art – Central
10. African Art – Western
11. African Art – Egypt
12. Victorian England
13. Prince Albert
14. Queen Victoria
15. Victorian England Education
16. Sierra Leone
17. Walter Dean Myers
18. Madeira