American Literature Honors

Exam project ideas

Mrs. Earles / Spring 2017

Choose or create a project idea, keeping in mind that each project must be presented. You may
work with one partner only and each partner will have specific elements of the project assigned to
him/her.

Copy/paste one of the ideas below to your own google doc, or create your own idea on a google
doc. Share the document with me and your partner (if you choose to work with one). Make sure
your names are listed on the document.

A. Follow a motif through the book The Things They Carried from beginning to end. Explain
how the meaning changes or remains constant throughout. The motif must be present in at
least 4 stories.

Or

Examine a motif from TTTC and one or two other texts (the same motif). How does the
motif appear in each text? What does the expression of the motif in each text say about
literatures ability to reflect the human condition?

B. Throughout the stories, OBrien juxtaposes images of great beauty with images of great
horror, the scene of Curt Lemons death in "How to Tell A True War Story" being one notable
example. Trace the use of such contrasting images across at least three of the stories. What
do these contrasting images say about OBriens experiences in Vietnam? What can you
conclude from these examples?

Or

Take the idea above and beyond just TTTC, looking at other texts we (or just you) have
read. Connect the ideas in some way in order to make a statement.

C. The men deal with the uncertainty, fear, and death around them in sometimes surprisingly
tender, irreverently funny, or horrifyingly brutal ways. Choose three characters from the
stories to examine how these characters respond to their circumstances and the men around
them. What conclusions can you draw about men and war through these examples?

D. Explore the roles of women in the texts we have read this year. You must include The
Crucible, and TTTC as well as two other texts (minimum). What conclusions can you draw
based on the evidence you discover?
E. How did Ted Lavendar, Curt Lemon, the VietCong soldier, and Kiowa die? What do their
deaths have in common? How does Lindas death fit in? What does Tim OBrien tell us about
how we, as Americans, deal with death?
Or
Explore death and dying in a body of work (from this year or classic American literature,
including TTTC). How is death depicted? What does this say about American and how we deal
with death? Do these works act as a mirror or a lamp?

https://www.psychologytoday.com/blog/psychology-yesterday/201306/death-american-style

http://www.lifeintheusa.com/death/hushhush.htm

F. Choose one writing assignment that we have done this year and gather a minimum of five of
the same assignment from your classmates (they do not have to be in this period). Analyze
the body of work and write an introduction that explains why you have chosen these works;
what they say about the texts, a topic, American writerssay something. Present the works
in such a way that your audience can appreciate your perspective without having read all
the works.

G. Examine all your work from this year- even those that were practice, in class work, or jots.
Illustrate something meaningful by analyzing your work. It can be a progression of ideas, of
skill, an examination of grammar structures or rhetoric. Write an introduction to your body
of work that explains why you have chosen these works; what they say about the texts, a
topic, American writerssay something. Present the works in such a way that your audience
can appreciate your perspective without having read all the works.

H. Poetry lovers: Review the poets we explored this year and choose two to research further.
Then choose a third American poet from a different time period. Choose (at least) one poem
from each author and put them together in a way that says something about the American
experience (maybe an exploration of a topic over time, or social commentary). Then write or
revise one poem you wrote this year in the style of one of the poets. You may not use Dr.
Seuss as one of your poets.

I. Music fan? Each era of literature we studied came with its own style of music. How are the
musical style and literature related? How are they each a mirror or a lamp? Choose at least
three specific time periods and study the music of each. Create a presentation that shows
the connections between the two, drawing from specific works of literature for examples to
illustrate your ideas.

J. Pitch your own, original idea to me. Make it good.

Look at the rubric options below. Choose two elements from the matrix in addition to Presentation, which
everyone will do. Copy all three categories onto your Google doc and personalize them based on the project
you will complete. I will explain this more in class and demonstrate what I mean.
Concerns
Critical Thinking
MPS Capacity- Problem Identification
Students will be able to clarify the problem
and pose significant questions for
investigation.
MPS Capacity- Analyzing
Students will be able to analyze information/
data/evidence to make inferences and
identify possible underlying assumptions,
patterns, and relationships.
MPS Capacity- Synthesizing
Students will be able to thoughtfully
combine information/data/evidence,
concepts, texts, and disciplines to draw
conclusions, create solutions, and/or verify
generalizations for a given purpose.
Creative Thinking
MPS Capacity- Innovation:
Students will be able to take an existing
solution or object in order to consider
limitations and possible transformations.
MPS Capacity- Imagining:
Students will be able to conceive of a novel
approach to create a text, performance,
solution, application, or inquiry.
MPS Capacity- Design:
Students will be able to engage in an
appropriate process to refine their product.
Collaboration / Communication
MPS Capacity- Collective Intelligence:
Students will be able to work respectfully
and responsibly with others, exchanging
and evaluating ideas to achieve a common
objective.
Meets Criteria Advanced
Criteria : You clarified the problem and developed and
prioritized significant, relevant questions for
investigation.
Criteria : You extract meaning
from information/data/evidence
by examining relevant information in order to
identify underlying assumptions, patterns, and/or
relationships,
make insightful inferences.
Criteria : You have purposefully and thoughtfully
combined multiple concepts and ideas from a variety of
sources to
Criteria : You have considered limitations and possible
transformations of an existing solution, object, product,
or text by:
analyzing the effectiveness of possible
transformations
synthesizing different possible approaches
Criteria : You have conceived of a novel approach that is
only slightly reliant on a familiar solution, application or
inquiry by:
modifying existing solutions, products, or inquiries
and/or identifying alternate applications
Criteria : You have engaged in a design process (from
rough idea to finished product) that includes research and
made effective revisions to refine and polish your
product.
Criteria : You work respectfully and responsibly with
others to achieve a common objective.
You exchange ideas with peers and evaluate them
critically and respectfully. You listen carefully to and
value other members contributions and synthesize them
with your personal knowledge/ideas. You and your group
equitably and purposefully divide roles/
responsibilities.
MPS Capacity- Product Creation:
Students will be able to effectively use a
medium to communicate important
information (findings, ideas, feelings, issues,
etc.) for a given purpose.
MPS Capacity- Presentation:
Students will be able to relay information
and ideas to an authentic audience (other
than the teacher) to promote collective
understanding.
Self-Direction
MPS Capacity- Reflection:
Students will be able to analyze their
performance to evaluate progress toward
learning goals in order to determine next
step(s).
MPS Capacity- Perseverance:
Students will be able to identify problem(s)
and use appropriate strategies to continue
toward a desired goal.
MPS Capacity- Decision Making:
Students will be able to propose ethical,
responsible decisions based on data/
evidence and context.
Global Thinking
MPS Capacity- Engaging in Global
Issues:
Students will be able to analyze complex
issues and their implications and/or
consequences.
MPS Capacity- Alternate Perspectives
Students will be able to interpret or critique
complementary and
competing approaches, experiences, and
worldviews.
MPS Capacity- Citizenship:
Students will be able to identify and
contribute to critical issues in society in an
ethical and responsible manner.
Criteria : Your product effectively communicates
important ideas for a given purpose. You skillfully used
a particular medium (format to deliver your information)
to clearly convey ideas, matching medium to purpose.
Criteria : You have presented your ideas to your audience
in such a way that they can discuss them with clarity and
express new understandings.
Criteria :You have analyzed your performance to
evaluate your progress during this unit/activity. To
evaluate your progress you have used rubrics, work
models, mentor texts, peer and/or teacher feedback, as
needed. As a result, you are able to identify the next
steps you should take based on your individual needs.
Criteria : You have identified a problem(s) and
developed a thoughtful strategic plan, adapting it as
needed, and making multiple attempts at overcoming
challenges to continue towards the goal.
Criteria : You have proposed ethical, responsible
decisions by carefully evaluating the context, data/
evidence, and possible consequences.
Criteria : You have analyzed complex issues from
multiple perspectives (ethical, economic, political,
scientific, and/or cultural) by looking at how events and/or
actions may impact various communities.
Criteria : You examine an issue through multiple
perspectives by citing evidence from multiple sources and
personal experience to support your positions while
acknowledging the positions of others.
You push your peers to justify or support their position
when appropriate.
You independently identified a social issue and
developed a solution that takes into account the possible
effects on various stakeholders.
You designed a plan of action in an ethical and
responsible manner.
Exam Requirements
Presentation is a total of 10 minutes, including a question/discussion period. Your presentation should be
engaging enough that your peers have questions or wish to discuss some aspect of it.
If there is an analysis portion (most will have this), you will not need to present your entire analysis (aka,
dont read from an essay). You will present an important part of your analysis and make it accessible to your
audience.
Any written portion of your exam will be typed using MLA format and will be handed in when you present.
Practice your presentation with the technology you will need well ahead of your presentation so that you
are sure it will work. Make sure I have access to the project through a link, google docs, etc.
If you will not be here on the exam day you must present Monday or Tuesday of next week.