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Acosta, Chrzan , Grego , Heppner Mahmood , Gibe, Rodriguez, Auguste

Identify 10-15 important events from B’s day -- time of day -- connections/patterns -- most important moment. Acosta, Chrzan , Grego , Heppner Mahmood , Gibe, Rodriguez, Auguste Ho, Kopec , Puralewski , Stuhlman Bedolla , Hampton, Essex, Draper Messar , Solov , Hobscheid Garcia

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Acosta, Chrzan , Grego , Heppner Mahmood , Gibe, Rodriguez, Auguste

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  1. Identify 10-15 important events from B’s day-- time of day-- connections/patterns-- most important moment • Acosta, Chrzan, Grego, Heppner • Mahmood, Gibe, Rodriguez, Auguste • Ho, Kopec, Puralewski, Stuhlman • Bedolla, Hampton, Essex, Draper • Messar, Solov, Hobscheid Garcia • Gunal, Ou, Stanovici, Gameng, Morales • Kefle, Hicks, Kovacova, Leib-Neri • Kim, McGrath, Vargas, Silva • Hadzic, Booth, Krijestorac, Diaz • Sandell, Hu, Tran, Chan • Menicanin, Moskala, Stevens, Rivera • Mensah, Sabas, Wong, Stroud • Bell, Mei, Yamazaki, Susic

  2. Untouchable -- Timeline • B wakes up; father yells at him • B cleans latrines • Sohini gets water • B talks to Ram Charan (plans for tutoring) • B buys sweets • B bumps into man & loses sweets • B looks into temple (& learns about Sohini) • B pollutes the temple • B begs for food • B goes home to eat & father tells story of when B was sick • B goes to Ram Charan’s sister’s wedding • B gets hockey stick • B plays hockey & child is hurt • B kicked out of house • B talks to Col. Hutchinson • B goes to hear Gandhi • B overhears conversation of poet • B walks home at sunset

  3. Themes/Ideas in Untouchable • Clothing • Acceptance of position • Purity • Social structure • Abuse (physical/emotional) • Religion • Physical beauty • Need vs. desire • Inequality • Westernization • Power • Search for identity • Isolation/containment • Free will • Family relationships • Education • Joy/freedom vs. work • Self-worth • Purity/pollution • Touch • Hypocrisy • Pride • Resignation • Growing consciousness • Time • Conformity • Education • Young vs. old

  4. 1. Discuss your assigned pages2. Define Bakha’s attitude toward work – be specific & mark significant language that helps to convey Bakha’s attitude3. Mark any references to TIME & discuss where this fits in in Bakha’s day4. Draw connections between these pages & Bakha’s developing consciousness 16/18: Melisa; Urooj; Amy; Hannah; Kenton 20/31: Jada; Corey; Andreea; Tanguy 36/37/41: Hana; Jasper; Michael; Senayit 57/59: Marisa; Jeremiah; Amy; Jessica 73: Merry; Gabby; Monika; Lorenzo 118: Mira; Sonia; Louise; Aracelli 148: Adina; Graham; Martin; Lucia 16/18: Daimhin; Marina; Timothy 20/31: Sam; Kemdah; Vi 36/37/41: Rachel; Derusu; Emina; April 57/59: Artur; Denise; Mohan; Roger 73: Aleksandar; Carley; Michael; Vanja 118: Gabby; Stella; Christopher 148: Mahir; Zosie; Ingrid;

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