As we watch the film of Persepolis, select one word that is in both the film and the book. You might make a list of words that you find intriguing in the film subtitles and then look for them in the book. Writing by hand, make an argument about how the use of one word differs in both the film and the book. How is the word you have selected significant to the moment from which it emerges? What does it tell us about the film and book, respectively? Drawing on the templates in They Say/I Say, consider too how one might disagree with your observations and use these considerations to make a stronger argument.
We will share our responses.
Over the weekend, you viewed Chimamanda Ngozi Adichie’s TED Talk, “We Should All Be Feminists.” Working in small groups, prepare a 3-5 minute TED-style talk that makes an argument about one of the following themes in Louise Erdrich’s ”The Red Convertible.” Each talk must analyze at least one quotation and each group member must speak at least once.
Group 1: Home
Group 3: Memory
Group 4: War
Group 5: Family
Group 6: Perspective
Working in groups, students will contribute to a class map of Senegal in Mariama Bâ's So Long a Letter (1981) using Google Maps. Each group will be assigned a cluster of letters in the book. Google's features allow for annotation of maps with historical information, images, analysis of quotations, and media that shed light on the places then and now.
Map annotations must analyze at least two quotations from the novel in light of the locations to which they refer. The map might include street views of the locations, images of buildings, links to video footage, or any information readers would find useful.
For examples of students’ maps of Virginia Woolf’s novel Jacob’s Room, see here.
You should attribute sources of images and content on the map itself. In any text on the map, including captions, you must use your own words, incorporate quotations effectively, and cite all sources.
We will discuss your findings after 25-30 minutes.
Group 1: Letters 3-4
Group 2: Letters 7-8
Group 3: Letters 8-9
Group 4: Letters 10-11
Group 5: Letters 12 and 14
Group 6: Letters 15-16
Working in small groups, create a Snapchat video posting interpreting Agha Shahid Ali’s poem "Postcard from Kashmir." First work through the poem together, deciding what you would like to depict by combining images, video, and text (lines from the poem or interpretations of them). As you discuss the poem, consider its form, content, and imagery.
At least one member of the group should create a separate Snapchat account for this course and share the results with the instructor.
Image from http://www.dhinitiative.org/projects/belovedwitness