Heroes and villains

1. Heroes and villains Prelude to a speech

2. The world’s most memorable heroes include poets, artists, politicians, actors, athletes, writers, and ordinary people who were placed in extraordinary situations. The world’s most vile villains include the scoundrels, murderers, war mongers, thieves, and tyrants who still reach out through the ages to scare us. These men and women did evil things and caused widespread suffering to further their own ends. Heroes and villains have stories to share and secrets to tell. This year, we have read, and will continue to read, various texts centered around two themes found in many of the texts: Personal Identity through History and Ordinary People as Heroes. This research project encompasses elements of both themes. You will research a famous (or infamous) figure –learn about his/her background, the time period in which he/she lived, and share what he/she has done to leave a lasting impact. Keep in mind that your purpose is to inform and the primary audience is the class.

3. Personal Identity through History • How do past events affect the present and potentially the future? • How do the events of our time shape who we are? • Are those who ignore history doomed to repeat it? • Can one truly separate oneself from the events of the world? • How does oppression limit progress (as individuals and as a society)? Ordinary People as Heroes • What defines a hero? • Is there a difference between a hero and a role model? • How can an ordinary person be a hero? • Do the actions of a hero have to impact many? • Do people plan to be heroes? Is it a choice?

4. You will pick your person from a major period in history: the Progressive Era, the Roaring 20’s, the Great Depression, WWII, or the turbulent 60’s.

5. Walt Disney Amelia Earhart Earnest Hemingway Clark Gable Shirley Temple Judy Garland Babe Ruth Albert Einstein Benny Goodman Orson Welles Alfred Hitchcock Henry Ford Harry Truman Winston Churchill Franklin Roosevelt Dwight D. Eisenhower George Patton *Elie Wiesel Hirohito Benito Mussolini Bob Dylan Muhammad Ali Martin Luther King, Jr. Malcom X Rosa Parks Joseph Stalin • Further lists can be found here:  • http://history1900s.about.com/od/people/u/people.htm • http://en.wikipedia.org/wiki/Time_100:_The_Most_Important_People_of_the_Century ***William Shakespeare could also be an option 20th Century Figures W.E.B. Dubois Thomas Edison Theodore Roosevelt William M. “Boss” Tweed Jesse Owens Mark Twain P.T. Barnum Elizabeth Cadt Stanton Upton Sinclair Orville and Wilbur Wright Herbert Hoover *Harper Lee John Steinbeck Machine Gun Kelly Pretty Boy Floyd Duke Ellington

6. For tonight, choose two different eras (thus 2 different individuals) and demonstrate what you already know about the era and individual’s heroic/villainous deeds. Simply list this information in the “What I Know” column of the KWL chart I have provided. As the next step, find at least two encyclopedias and read articles that contain common knowledge (information that is indisputable and does not need to be cited but may be helpful for a frame of reference). The articles will give you many important leads, informing the nature of your research that you will do next week. You will place key words, events, dates, etc., from the articles in the “What I Want to Know column”, giving yourself a graphic representation of how to proceed.

7. “Telling The Story” For example: If Rosa Parks refused to give up her seat, we’d really need to understand the societal rules/expectations/laws that made that decision so impactful.

8. “Telling The Story” For example: If we know FDR led the United States out of the Great Depression, someone may need to understand how the depression came to be and how millions were living at the time. That will allow his impact to be that more impactful.

9. “Telling The Story” For example: If Eisenhower heroically led the Allies in D-Day, it’s important to understand some of the events of the war that lead to D-Day and how his strategy was unique and vital to the Allies winning the war.

10. Heroes and villains Prelude to a speech

11. Title page Shakespeare: Builder of the Renaissance by Joe Student Advanced English 9 Mr. Hepler Turn in Date (26 October 2016)

12. Bibliography vs. Works Cited • A bibliography is a collection of ALL the sources that were reviewed during the researching process. • A works cited is a collection of ONLY the sources that were cited in the paper/essay.

14. DRAFTING WORKSHOP • Encyclopedia, five paragraph essay, research paper • Formal tone/word choice • No voice • Inform • Narrative, speech, editorial • Informal tone/word choice • Author voice • Entertain

15. Introduction • Grabber – a statement about the era or the impact probably works best • Controlling ideas: identifies your figure, labels him or her as a hero or villain, and places the personin a historical era. • Areas of Focus: articulate the preview in a conversational nature as you attempt to “tell a story” as a narrative.

16. As students at the United States Navy's elite fighter weapons school compete to be best in the class, one daring young pilot learns a few things from a civilian instructor that are not taught in the classroom A paraplegic marine dispatched to the moon Pandora on a unique mission becomes torn between following his orders and protecting the world he feels is his home. A listless and alienated teenager decides to help his new friend win the class presidency in their small western high school, while he must deal with his bizarre family life back home.

17. Intro exemplar People with disabilities have made extraordinary contributions to the world because they were able to focus on their ability rather than their disability. In the 1960’s, Stevie Wonder concentrated on developing his musical talents that would have an enormous impact on the world, despite being blind. At a young age, Stevie learned to live without his vision which instead inspired the growth of his many talents. He influenced the music world as the Motown era unfolded and used his music to change the world for the better.

18. Intro exemplar The start of the Roaring 20’s marked the beginning of Alfred Hitchcock’s own career. Initially working on film sets in London as nothing more that designer of title cards, he climbed his way to scriptwriter, art director, and assistant director. His first silent film, The Pleasure Garden, created a buzz of appreciation. However, it was only after eight more less impactful films, that he released Blackmail, a film considered to be a monumental landmark. Making the decision to release it as the first sound movie, aka “talkie”, it received widespread attention and mentions of his name were heard all the way to America.

19. Drafting the body Outline details the areas of focus… HISTORICAL FOUNDATION – the story of his/her time period and its effect on him/her, setting up... HISTORICAL RECORD –what he/she did to forever impact society then (and now) *BIO SKETCH –relevant details of his/her life aren’t the controlling focus but can be worked into “the story” as you see fit

20. Drafting the Body Whether your body is three, four, or seven paragraphs, ensure the focus of all sentences supports the paragraph and keep focus and relevancy to the task. -Consider“flow” -Consider tone/voice (formal but narrative like) -Provide evidence of research -Give credit to your sources

21. Writing your Paper:What do you need to Cite? • All Statistics (somebody else counted it) • All Direct Quotes • Any information that is controversial or questionable. • Opinions from scholars and other individuals you consulted. • Any information that is NOT common knowledge, which does appear vague… think “would a middle school student know this?”, it appeared in every source I accessed, or it’d be found in the first few lines of an encyclopedia. *but always err on the side of caution (it’s better to over-cite than under-cite)

22. Conclusion • Transition sentence from focus areas to the conclusion. Oftentimes a restatement of the controlling idea will do. • As you review areas of focus, acknowledge the era, but focus on the enduring impressions your historical figure made on the world. What’s your answer to “why does the name of… live on today?” • Zinger- Make a connection between your figure and his/her actions to today’s world. Remember, the best zingers connect to the paper’s grabber.

23. Conclusion exemplar Martin Luther King, Jr, earned his place in history as one of the most heroic leaders of his time. He risked his life everyday for the cause of Civil Rights. But the violence never discouraged him, instead keeping hope for a better future. That hope brought whites and blacks together, positively changing race relations for the better and helping to achieve social justice by using nonviolent means. He was the voice for the mistreated, under privileged, and discriminated, ultimately giving his life in that cause. However, his impact will never be forgotten and his voice will continue to echo as his dream is realized.

24. Conclusion exemplar Whether looked at with love or disdain, Dillinger was one of the most notorious criminals of the Great Depression era, which turned him into a fierce gangster (“John Dillinger.” American Decades). And although he died young, he left a lasting impact on society –from the people left afraid from his crimes to the FBI who was left embarrassed (“John Dillinger.” American Decades). Still to this day, Dillinger’s memory stands as a reminder of what can happen when a societal event becomes a catalyst for evil.

25. DRAFT WORKSHOP -ARMS A –add (missing task items) Do I have the content to share the story? Do I have a parenthetical citation each time I have a “Must Cite” piece of info? R –remove (unnecessary detail, repetitiveness, etc.) Are all bio sketch details relevant? Is historical era info both general and specific at the same time? Do I stray from the essential story? M –move (to create logical flow) Does the chosen flow of the story make sense to another reader? Is it chronological? Are my “sophisticated” transitions at paragraph beginning? S –substitute (overused/inappropriate words… for style and/or clarity) Replace weak/linking verbs for strong/action verbs. No “In conclusion” clichés. No first/second person pronoun. Do I keep a formal sensibility without being “stuffy”?

26. Draft Workshop -Citations • Make sure EVERY in-text citation matches an entry on the Works Cited page and vice versa. Use only author’s last name and page number (if there is one) or that titles are correctly identified as books (books) or “articles”. • Make sure the first line of an entry is to the margin and subsequent (2nd or 3rd) lines of an entry are indented, and always alphabetize the entries with the first letter appearing at the start of the entry. Continue to alphabetize according to subsequent letters and/or numbers. You may run into similar authors/titles, which have rules. This is where Noodletools should do the work.

27. Turn in reminders • Make sure the work policy for font and spacing (12 point, Times New Roman, double spaced) match class requirements. However, no class heading/title is needed on the essay –you have a title page. • Instead, make sure each page of the paper has the author’s last name and page number (like this: Hepler 4) in the upper right hand corner. Start the numbering after the Title Page and continue through the Works Cited. • Electronically drop the contents of the paper (title page, paper, Works Cited, and final Bibliography) in my drop folder.