1. One Shakespeare play: The Tempest ** (CORE) (Cambridge School Shakespeare)
2. Two 19th-/20th-/21st-century English-language works of prose fiction:
a) The Handmaid’s Tale by Margaret Atwood** (CORE; American)
b) ThePicture of Dorian Gray by Oscar Wilde
3. Two English-language playwrights:
a.) Intimate Apparel by Lynn Nottage (CORE; American)
b.) Sweet Bird of Youth by Tennessee Williams
4. Two English-language poets:
a.) Core Poetry: A selection of 8 poems (CORE; American) :
Adrienne Rich
Twenty-One Love poems: III, VII, XVII
Snapshots of a Daughter-in-law: 1
Emily Dickinson
Hope is the thing with feathers
I felt a funeral in my brain
I’m wife
After great pain, a formal feeling comes
b.) A selection of 8 poems by Robert Frost** (specify titles):
An Unstamped Letter, Birches, Reluctance, Stopping by Woods, The Road Not Taken, The Tuft of Flowers, The Wood Pile, To Earthward
5. Two Works of World Literature (which may be in translation):
Interpreter of Maladies by Jhumpa Lahiri (“When Mr. Pirzada Came to Dine” “Interpreter of Maladies” “This Blessed House” “The Treatment of Bibi Haldar” “The Third and Final Continent”) (CORE)
Love in the Time of Cholera by Gabriel García Márquez
6. One English-language non-fiction work:
a) Stranger in the Village by James Baldwin (CORE; American)
(studied during confinement)
x List of 10 main quotes with “bold” key words and “devices” identified — easily “memorizable”/ significant / versatile
x List of main characters (2 quotes for each), themes (2 quotes for each), devices/stylistic features/symbols (and at least one example of each)
x List of main links to other works and short description of each link with specific examples if possible
x Short stories: include short plot summaries
x Poetry: make a “chart” with themes and devices for each poem, plus 2 memorizable “lines” from each poem in the unit
x Include an “image” symbolic of the work
x Make your review sheets visually “digestable” or interesting — use color and images if possible
Groups
Handmaid’s Tale: Cyrielle, Ornella
Love in the Time of Cholera: Daniela, Rebecca
Frost: Angelina
Women Poets: Madeleine
The Tempest: Lana, Baptiste
Interpreter of Maladies/Jhumpa Lahiri: Charles, Debora
The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries – developed and developing – in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests.
The 17 goals are underpinned by 5 critical components which are interdependent with each other:
People , Prosperity, Peace, Partnership and Planet
For more details see: https://sdgs.un.org/goals
Issue of Climate Change
Climate change is our planet’s greatest existential threat. If we don’t limit greenhouse gas emissions from the burning of fossil fuels, the consequences of rising global temperatures include massive crop and fishery collapse, the disappearance of hundreds of thousands of species, and entire communities becoming uninhabitable. While these outcomes may still be avoidable, climate change is already causing suffering and death. From raging wildfires and supercharged storms, its compounding effects can be felt today, outside our own windows.
Learn more here: https://www.nrdc.org/stories/what-are-effects-climate-change#weather
Effects of Climate Change (on Bangladesh)
Climate change will hit poor and vulnerable people the hardest. Average tropical cyclones cost Bangladesh about $1 billion annually. By 2050, a third of agricultural GDP could be lost and 13 million people could become internal climate migrants. In case of a severe flooding, GDP could fall by as much as 9 percent.
There’s nothing more essential to life on Earth than water. Yet, from Cape Town to Flint, Michigan, and from rural, sub-Saharan Africa to Asia’s teeming megacities, there’s a global water crisis. People are struggling to access the quantity and quality of water they need for drinking, cooking, bathing, handwashing, and growing their food.
Globally, 844 million people lack access to clean water. Without clean, easily accessible water, families and communities are locked in poverty for generations. Children drop out of school and parents struggle to make a living.
Overview of Water Resources (short video):
DNL Vocabulary
Water scarcity:
This is the lack of fresh water resources to meet the standard water demand. Water scarcity can also be caused by droughts, lack of rainfall, or pollution. This was listed in 2019 by the World Economic Forum as one of the largest global risks in terms of potential impact over the next decade.
This occurs when the demand for water exceeds the available amount during a certain period or when poor quality restricts its use. Water stress causes deterioration of fresh water resources in terms of quantity (aquifer over-exploitation, dry rivers, etc).
Link to Map to show water stress across the globe:
Food security is defined when all people, at all times, have physical and economic access to sufficient safe and nutritious food that meets their dietary needs and food preferences for an active and healthy life.
Russia, the largest state in the world, experienced significant economic and political changes during the 1990s caused by the transition for a centrally planned economy to one that is now market orientated. This shift created substantial inequalities that provide challenges for the government to manage today.
RUSSIA CASE STUDY
Links for class on Tuesday 14th March (afternoon)
Short CNBC News report on the wealth gap in Russia (36s):
Video (made by Gazprom, so be aware of bias) about Russia’s hydrocarbon reserves and shows how gas is transported via pipelines and ships to different countries (3m55):
In this assignment you will learn how Russia is a continent which is rich in resources but remains at the mercy of fluctuations in their prices. It’s current population is just under 150 million inhabitants though it has lost population since the collapse of the Soviet Union (USSR) in 1991. You will also study, Norilsk, a town within the arctic circle, which has been a closed city since 1991 and is exploited for it’s mineral resources but pays a terrible environmental and social price.
Begin by watching the video tutorial which explains the work here:
Read the article under this link to learn about the closed city of Norilsk:
For T°OIB you will need to get used to writing long essays (approximately 800-1000 words) in the space of just two hours. Here is a OIB Bac style question for you to write an essay response to using the resources above and what you have learnt from completing Russia Case Study Pt 1 and Pt2: