The meeting took place in the school library and the purpose was to discuss the new changes. First of all, We found out that Ms. Dewey and Mr. Lopes were going to replace Ms. Pilcher. But not only were we getting new advisors but that instead of having to talk to everyone of them, each group was going to be assigned to one single adult that way the teacher can focus on a single project, therefore help that group of students or student more thoroughly.
Next, the guys talked about creativity and how to incorporate that in our projects. With that being said at the meeting my group, Melisa, Julisa, and Jazmine, decided that we wanted to go in a different direction with our projects. We figured out that the student store was not how we expected it to be therefore we wished to end it and commence with a different project.
The first week on our return we worked on brainstorming, listing, and discussing different areas of interest that we shared because we had decided that we would continue working our next project as a group. Some of the areas that we came up with were teaching, design, and veterinarian projects. Because part of us go to Ms. Dewey's class she talked to Melisa and told her that she can help us with our project if we were going to do it based on animals.
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Sojourner Truth |
| Speech for May 28-29, 1851 (This page is edited by Heidi Jacobs.) "Well, children, where there is so much racket there must be something out of kilter. I think that 'twixt the negroes of the South and the women of the North, all talking about rights, the white men will be in a fix pretty soon. But what's all this here talking about? That man over there says that women need to be helped into carriages and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at my arm! I could have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man- when I could get it- and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen them most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman? Then they talk about this thing in the head; what's this they call it? [Intellect, somebody whispers] That's it, honey. What's that got to do with women's rights or negro's rights? If my cup won't hold but a pint, and yours holds a quart, wouldn't you be mean not to let me have my little half measure-full? Then that little man in black there, he says women can't have as much rights as men, 'cause Christ wasn't a woman! Where did your Christ come from? Where did your Christ come from? From God and a woman! Man had nothing to do with Him. If the first woman God ever made was strong enough to turn the world upside down all alone, these women together ought to be able to turn it back, and get it right side up again! And now they is asking to do it, the men better let them. Obliged to you for hearing me, and now old Sojourner ain't got nothing more to say." |
| Standard: Determine the meaning of words and phrases as they are used in the text,including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) Multiple- Choice questions 1. Truth uses all of the following in this passage except d. zeugma 2. Why does Truth address her audience as "children"? b. She believes that everyone is a child of god. 3. Truth's observation that "the white man will be a fix pretty soon" is an example of e. irony 4. What is the structure of paragraph 2 from the second sentence ("That man over there......") to the sentence that begins, "Then they talk about this thing in the head...?" 5. Why does Truth use two examples based on religion (paragraph 3 and 4)? d. She is appealing to ethos 6. Which of the following describes Truth's tone in this passage? b. impassioned and confident 7. The directions and commentary that are italicized in this speech serve primarily to e. show the drama surrounding the speech 8. By ending with the reference to herself as "old Sojourner," Truth c. evokes a sense of humility |
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