Category: In Class Activities

Family Can Be A Burden

Amy M. Bueno

Carty Caruso 

Kevin Perolli

Jasmina Drekovic

Michael Skrypnyk

 

Passage 1:

But still she clung to him, wailing aloud in her despair: “Oh, Jurgis, think what you are doing! It will ruin us⁠—it will ruin us! Oh, no, you must not do it! No, don’t, don’t do it. You must not do it! It will drive me mad⁠—it will kill me⁠—no, no, Jurgis, I am crazy⁠—it is nothing. You do not really need to know. We can be happy⁠—we can love each other just the same. Oh, please, please, believe me! – Chapter 15 pg.177

 

– this shows her apprehension on wanting to admit the truth of her sexual assault because she wants to protect not only her job but also her husband’s job. She is aware of the power that her boss has over her family as the consequences can snowball and lead to a life of poverty and homelessness. The decision of speaking up for her safety does not take priority for her as she cannot make decisions for herself as they will immediately affect her family. 

 

Passage 2:

 

He tried to persuade his father to have nothing to do with the offer. But old Antanas had begged until he was worn out, and all his courage was gone; he wanted a job, any sort of a job. So the next day he went and found the man who had spoken to him, and promised to bring him a third of all he earned; and that same day he was put to work in Durham’s cellars

Chapter 5.

 

This quote specifically speaks on how gender ideals coincided with a man’s role in a family. Antanas felt like he was not worthy of being a man of the family if he couldn’t provide the same way that Jurgis does. His ego would be hurt if he stops working, he would feel as if in some way he is disappointing the family despite Jurgis’ efforts of wanting to be the “man of the house.” Antanas’ decision which ultimately led to his death could have been prevented if he didn’t feel the intense need to prove himself as a man that society deems as worthy of respect.

 

All these things were going on now, and the family was helpless with dismay. So long they had toiled, and such an outlay they had made! Ona stood by, her eyes wide with terror. Those frightful bills⁠—how they had haunted her, each item gnawing at her soul all day and spoiling her rest at night. Chapter 1 

 

This quote elaborates on how Ona could not enjoy her own wedding night due to her family taking advantage of the event and piling up her bills. Despite her love for family this creates obvious inner turmoil as she wants her wedding to be a great escape for not only her but her family. Sadly, her love for her family costs her an accumulation of stress and debt, limiting her joy on her special night.

 

CUNY 1969 Protests in Class Discussion

Cover of Digital copy of “Seek Matters,” a literary zine created by SEEK (Search for Education, Elevation, and Knowledge) CUNY Students, Spring 1969

Objective:

Compose a blog post discussing Cuny 1969 Archival documents. Prize: Participation points added to replace a missing “Welcome to the Week” comment reply. Judges automatically get extra credit. 

Your blog post is a minimum of 6 sentences ( approx 250 words) in response to the few questions listed below:

  1. “What are the conditions that create collaborative or collective writing?”

2. “What are the qualities or characteristics of collective and collaborative writing?”

3. “To what extent can we read or engage collective writing as literature? What are the benefits of such an exercise? The limitations?”

Each group will respond to these questions with short answers (e.g. 2-3 sentences for each one) after reviewing provided documents linked below (in addition to homework that includes James Baldwin’s Letter to My Nephew” and review the Cuny 1969 Project:

Checklist for Blog post:

  1. An original title reflecting the focus of your post or what your group found most interesting
  2. Content that answers 3 questions about reading the Cuny 1969 archives
  3. ONE quote and or image from one of the documents
  4. Category “Collaborative Writing and Cuny 1969 In Class Blog Post”
  5. First and last names of ALL group members

Roles for groups (2-4 people in each group):

1-2 Scribes taking notes as you discuss

1 person to post the blog

2+ people to share with class/ student judges

Time management Approx 25-30 mins

5 mins to ask peers initial responses to questions

10 mins to read through the material (take notes while you read)

10 mins for composition and posting blog

2-3 mins for each group to share with judges (“Welcome to the Week” presenters for James Baldwin and Cuny 1969; Amara, Natalia, and Carty)

 

Directions for Judges:

  1. Go to the hallway or other space to look through materials and consider what you value or what your expectations are for Blog posts. I will visit with you and discuss your thoughts and discussion of material based on your deeper engagement.
  2. Compose a brief set of values you have and why (200 words) and email it to me to include with your final “winning selections for an in-class blog post on Cuny 1969.” You can only choose ONE group.