Frankenstein

Socratic Seminar Questions

 * 1) Is human compassion only skin deep? 13
 * 2) when is the point when science goes too far? 15
 * 3) In what ways did Frankenstein bring his misery upon himself? 12
 * 4) If man is born innately good, then do we possess a part of us that is a demonic monster characterized by pure anger and revenge? 8
 * 5) How does someone's internal feelings affect their ability to make rational decisions? 14
 * 6) In the time of Frankenstein, why is it that people were shunned for looking different but today if you shun someone for looking different, it's politically incorrect? 10

===** Writing Prompt for Your Romantic Period and It's Influence on Frankenstein (a draft, but it won't change drastically) ** ===

==For this essay you will be completing a character study about one of the characters in Mary Shelly's //Frankenstein// . We will be adding a layer to the usual character essays you have been writing in the past in the impromptu format. In this case, you will be explaining not only the character but how the character reflects the Romantic world view. As always you should respond directly to the prompt; don't go running off into all directions! The prompt is: How does Shelly use a character to express important ideas of the Romantic worldview? Ultimately, you need to answer, in your thesis, what purpose Shelly is driving at by presenting this character in a Romantic light? Be sure to cover individual character and how it influences the Romantic ideas. Your frame for the essay should draw in a Romantic painting in order to evoke specific Romantic ideals. ==

Writing Prompt for Your Romantic Painting Visual Reading Assignment
Consider that you are being hired to sell the piece of Romanitc artwork you have selected. Your goal in your writing is to persuade your reader to purchase the artwork using logos and your knowledge and understanding of the Romantic lens. No particular form is required but you should have an introduction, body and conclusion. No more than two pages. Keep in mind that synthesizing, at least in this case, means bringing together your use of visual elements to explain the main idea and your knowledge of the Romantic lens under your larger thesis.

Model Thesis:
Casper David Friedrich’s //Wandering Above the Sea of Fog//  presents a classic Romantic individualist voyage into the unknown of nature.





Here are some sources for Romantic period artwork: http://www.shoshone.k12.id.us/romantic/art.htm http://www.shoshone.k12.id.us/romantic/artist.htm http://facstaff.uww.edu/carlberj/romart.htm http://www.abcgallery.com/D/delacroix/delacroix.html http://www.suite101.com/content/romantic-art-a43288

**Sonnet -- To Science** code format="poembox"  Science! true daughter of Old Time thou art! Who alterest all things with thy peering eyes. Why preyest thou thus upon the poet's heart, Vulture, whose wings are dull realities? How should he love thee? or deem thee wise? Who wouldst not leave him in his wandering To seek for treasure in the jeweled skies, Albeit he soared with an undaunted wing? Hast thou not dragged Diana from her car? And driven the Hamadryad from the wood To seek a shelter in some happier star? Has thou not torn the Naiad from her flood, The Elfin from the green grass, and from me The summer dream beneath the tamarind tree? code -- [|Edgar Allan Poe] Link to poem and analysis: http://wonderingminstrels.blogspot.com/2004/07/sonnet-to-science-edgar-allan-poe.html

Group A A) Identify and be able to explain them to your group tomorrow: 1) “**Diana** from her car?” 2) “And driven the **Hamadryad** from the wood/ To seek a shelter in some happier star?” 3) “Has thou not torn the **Naiad”**

B) 1. Read the following passage and identify and write down the main claims that the author makes about the poem.  2. Identify examples from the poem that supports the claims the author made.  3. Synthesize these claims into a thesis that you think best captures the argument about the poem the author proposes.  []

Group B A) Identify and be able to explain them to your group tomorrow: <span style="font-family: 'Century Gothic'; font-size: 11pt; margin-bottom: 0.1pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0.1pt; text-indent: -0.25in;">1) “The **Elfin** from the green” <span style="font-family: 'Century Gothic'; font-size: 11pt; margin-bottom: 0.1pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0.1pt; text-indent: -0.25in;">2) "beneath the Tamarind tree"

<span style="font-family: 'Century Gothic'; font-size: 11pt; margin-bottom: 0.1pt; margin-left: 0.5in; margin-right: 0in; margin-top: 0.1pt; text-indent: -0.25in;">B) code <span style="font-family: 'Century Gothic',helvetica,sans-serif; font-size: 15px; line-height: 22px; white-space: normal;">1. Read the following passage and identify the main claims that the author makes about the poem. code <span style="font-family: 'Century Gothic',helvetica,sans-serif; font-size: 15px; line-height: 22px;">1. Read the following passage and identify and write down the main claims that the author makes about the poem. 2. Identify examples from the poem that supports the claims the author made.  3. Synthesize these claims into a thesis that you think best captures the argument about the poem the author proposes.

[]