Below you will find a list of quotes from the book. I suggest you read over them and analyize what they mean. If you are able to do this for every quote than you should be ready for the final exam:
Their Eyes Were Watching God – Quoted Passages (Chapters 1-19)
Chapter 1:
“ Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, never out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time. That is the life of men.” Ch. 1 P.1
“Now, women forget all those things they don’t want to remember, and remember everything they don’t want to forget. The dream is the truth. Then they act and do things accordingly.” Ch. 1 P.1
Chapter 2:
“Janie saw her life like a great tree in leaf with the things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches.” Ch.2 p. 8
"'You know, honey, us colored folks is branches without roots and that makes things come round in queer ways. You in particular. Ah was born back due in slavery so it wasn't for me to fulfill my dreams of whut a woman oughta be and to do . . . Ah wanted to preach a great sermon about colored women sittin' on high, but they wasn't no pulpit for me.'" Chapter 2, pg. 15
“[Janie] was stretched on her back beneath the pear tree soaking in the alto chant of the visiting bees, the gold of the sun and the panting breath of the breeze when the inaudible voice of it all came to her. She saw a dust-bearing bee sink into the sanctum of a bloom; the thousand sister-calyxes arch to meet the love embrace and the ecstatic shiver of the tree from root to tiniest branch creaming in every blossom and frothing with delight. So this was a marriage! She had been summoned to behold a revelation. Then Janie felt a pain remorseless sweet that left her limp and languid.” Ch. 2
Chapter 3:
“Janie’s first dream was dead, so she became a woman.” Ch 3 p. 25
Chapter 4:
“Janie pulled back a long time because he did not represent sun-up and pollen and blooming trees, but he [Joe] spoke for far horizon. He spoke for change and chance. Still she hung back. The memory of Nanny was still powerful and strong.” Ch. 4 p. 29
Chapter 5:
“Over, Janie? I god, Ah ain’t even started good. Ah told you in de very first beginnin’ dat Ah aimed tuh be uh big voice. You oughta be glad, ‘cause dat meaks us big woman outa you.
A feeling of coldness and fear took hold of her. He felt far away from things and lonely.” Ch. 5 p. 46
“They had murmured hotly about slavery being over, but every man filled his assignment.” Ch. 5 p. 47
“It sort of made the rest of them feel that they had been taken advantage of. Like things had been kept from them. Maybe more things in the world besides spitting pots had be hid from them, when they wasn’t no better than to spit in tmato cans. It was bad enough for white people, but when one of your own color could be so different it put you on a wonder. It was like seeing your sister turn into a ‘gator.”Ch. 5 p. 48
“Speakin’ of winds, he’s de winds, he’s de wind and we’se de grass. We bend which ever way he blows,…but at dat us needs h im. De town wouldn’t be nothin’ if it wasn’t for him. He can’t help bein’ sorta bossy. Some folks needs thrones, and ruling – chairs and crowns tuh make they influence flet. He don’t. He ‘s got us throne in de seat of his pants.” Ch. 5 p. 49
Chapter 6:
“This business of the head-rag irked her endlessly. But Jody was set on it. Her hair was NOT going to show in the store. It didn’t seem sensible at all. That was because Joe never told Janie how jealous he was… She was there in the store for him to look at, not those others. But he never said things like that. ..” Ch. 6 p. 55
“The spirit of the marriage left the bedroom and took to living in the parlor. It was there to shake hands whenever company came to visit, but it never went back inside the bedroom again. .. The bed was no loner a daisy field for her and Joe to play in. It was a place where she went and laid down when she was sleepy and tired.” Ch. 6 p. 71
“She found that she had a host of thoughts she never expressed to him, and numerous emotions she had never let Jody know about. Things packed up and put away in parts of her heart where he could never find them. She was saving up feelings for some man she had never seen.” Ch 6. p. 73
Chapter 7:
“She got nothing from Jody except what money could buy, and she was giving away what she didn’t value.” Ch. 7 p. 76
“Then one day she sat and watched the shadow of herself going about tending store and prostrating itself before Jody, while all the time she herself sat under a shady tree with the wind blowing through her hair and her clothes. Somebody near about making summertime out of lonesomeness.” Ch. 7 p. 77
Chapter 8:
“The young girl was gone, but a handsome woman had taken her place. She tore off the kerchief from her head and let down her plentiful hair. .Then she starched and ironed her face, forming it into just what people wanted to see…” Ch. 8 p. 87
Chapter 9:
“The Little Emperor of the cross-roads was leaving Orange County as he had come – with the out-stretched hand of power.
Janie starched and ironed her face and came set in the funeral behind her veil. It was like a wall of stone and steel. The funeral was going on outside. All things concerning death and burial were said and done… Weeping and wailing outside. Inside the expensive black folds were resurrection and life. She did not reach outside for anything, not did the things of death reach inside to disturb her calm. She set her face to Joe’s funeral, and herself went rollicking with the springtime across the world.” Ch 9. p. 89
Chapter 10:
This is a transition chapter. I did not pick any quotes from this section.
Chapter 11:
“He was probably the kind of man who lived with various women but never married. Fact is, she decided to treat him so cold if her ever did foot the place that he’d be sure not to come hanging around there again. “ Ch 11 p. 100
"[Tea Cake] looked like the love thoughts of women. He could be a bee to a blossom - a pear tree blossom in the spring. He seemed to be crushing scent out of the world with his footsteps. Crushing aromatic herbs with every step he took. Spices hung about him. He was a glance from God." Chapter 11, pg. 101
Chapter 16:
"Before the week was over he had whipped Janie. Not because her behavior justified his jealousy, but it relieved that awful fear inside him. Being able to whip her reassured him in possession. No brutal beating at all. He just slapped her around a bit to show he was boss." Chapter 17, pg. 140
Chapter 17:
"They huddled closer and stared at the door. They just didn't use another part of their bodies, and they didn't look at anything but the door. The time was past for asking the white folks what to look for through that door. Six eyes were questioning God." Chapter 18, pg. 150
Chapter 18:
"'Once upon uh time, Ah never 'spected nothin', Tea Cake, but bein' dead from standin' still and tryin' tuh laugh. But you come 'long and made somethin' outa me. So Ah'm thankful fuh anything we come through together.'" Chapter 18, pg. 158
Chapter 19:
"Janie held his head tightly to her breast and wept and thanked him wordlessly for giving her the chance for loving service. She had to hug him tight for soon he would be gone, and she had to tell him for the last time. Then the grief of outer darkness descended." Chapter 19, pg. 175
"'So Ah'm back home agin and Ah'm satisfied tuh be heah. Ah done been tuh de horizon and back and now Ah kin set heah in mah house and live by comparisons.'" Chapter 20, pg. 182
"Here was peace. She pulled in her horizon like a great fish-net. Pulled it from around the waist of the world and draped it over her shoulder. So much of life in its meshes! She called in her soul to come and see." Chapter 20, pg. 184
Friday, December 5, 2008
Their Eyes Were Watching God - Final Exam Review
“Their Eyes Were Watching God” Final Exam Review
(This is similar to the handout given in class. However,the grid pattern does not translate into the blog. In order to use this I suggest you block and copy it into a word document and then recreate the grid.
Positives: Negatives: How S/He Impacted Janie and
How Janie changed as a result
of having this person in her life:
Nanny
Logan
Joe/Jody
Tea Cake
Be sure to know who the following people are and what they have to do with Janie:
Minor Characters:
Leafy Pheoby Mrs. Turner Sop-de-Bottom
Hezekaih Mr. Prescott Mis’ Samuels Mrs. Turner’s Brother
Matt Bonner Anne Tyler Who Flung
Themes to Consider:
Use your quote packet to find specific details that could be used to develop the following themes.
Explain how Janie has evolved from the young girl in the beginning of the novel to the twice widowed woman at the end. How and why has she changed?
Consider Janie’s three husbands. What were the strengths of each? How did each of them hurt or let Janie down? What characteristics do they share?
Explain what you see as one of the most important messages in the novel.
Do you consider this novel to be hopeful or negative?
(This is similar to the handout given in class. However,the grid pattern does not translate into the blog. In order to use this I suggest you block and copy it into a word document and then recreate the grid.
Positives: Negatives: How S/He Impacted Janie and
How Janie changed as a result
of having this person in her life:
Nanny
Logan
Joe/Jody
Tea Cake
Be sure to know who the following people are and what they have to do with Janie:
Minor Characters:
Leafy Pheoby Mrs. Turner Sop-de-Bottom
Hezekaih Mr. Prescott Mis’ Samuels Mrs. Turner’s Brother
Matt Bonner Anne Tyler Who Flung
Themes to Consider:
Use your quote packet to find specific details that could be used to develop the following themes.
Explain how Janie has evolved from the young girl in the beginning of the novel to the twice widowed woman at the end. How and why has she changed?
Consider Janie’s three husbands. What were the strengths of each? How did each of them hurt or let Janie down? What characteristics do they share?
Explain what you see as one of the most important messages in the novel.
Do you consider this novel to be hopeful or negative?
Their Eyes Were Watching God - Student Lead Discussions
We are currently reading Their Eyes Were Watching God. Students have signed up for chapters from the book. Their assignment is to prepare for and lead a discussion. Here's the assignment:
English 12, Unit 3:
Their Eyes Were Watching God - Presentation of Chapters
Each student will be responsible for leading a 15 minute discussion on a chapter from Their Eyes Were Watching God. Presentations will enable class discussion based on the questions that the presenter(s) prepare in advance of the chapter presentation date.
In planning the presentation, each student should:
• Write a summary of the chapter.
• Develop 3-4 literal questions based on facts from the novel;
• Develop 3-4 interpretive questions that require the individual connections and analysis;
• Develop 1-3 universal questions relate the chapter to the lives of the class or the world at large.
• Include in the questions the author’s use of literary devices, such as imagery, metaphor, simile, and symbolism to help construct meaning and understanding from the text during the class discussion;
• Label the questions as fact, interpretation, or universal.
• Turn in an electronic of the questions on the class period the day before the presentation so that they may be loaded onto the Notebook software and used in class. If you fail to do this, you will need to make 28 copies of your hand out to use in class No Electronic Study Guide or No copies = no points (If your presentation is on Monday, the questions are due on Friday. )
Presentations will begin and end promptly. Be on Time! NO late work will be accepted!
It is expected that all students will keep up with the reading of the novel. Points will be awarded for offering meaningful contributions to the discussions.
Chapter Assignments:
Mrs. Welshon will assign chapters to students. Longer chapters may have more than one person presenting. Group work will have to be completed outside of class. Each person is responsible for writing his/her own summary and questions. For example, if you have two people doing a chapter, they will need 6- 8 questions based on fact, 6-8 questions based on interpretation and 2-6 based on universal elements. A group of two people would have 30 minutes to teach their chapter. Turn in each member’s questions together with the questions that the group has selected to use. Each member of a group will receive the same grade, which will be a reflection of the effort put in by each.
Class Participation:
Each member of the class will be responsible for participation by having the book open to the appropriate chapter, giving eye contact, and taking part in the discussion. I will, as fairly as possible, be awarding credit based on their participation and contributions. Keep in mind that side conversations will be interpreted by me as not paying attention.
Five or more meaningful responses = 50 points
Three meaningful responses = 40 points
Two meaningful responses = 30 points
Quietly Sitting = 0 points
Points:
Presentation of Chapter = 200 (DNM 0-120 Meets C 150 Exceeds B 170 Exceeds A 200)
Questions to the Teacher (Only is provided by the due date, the day BEFORE the presentation) = 50
Class Participation = 50 per day
Keep in mind that presentations will proceed as scheduled; no late work will be permitted. If you are late, or not present on your scheduled day, I will teach your chapter and you will loose the points. It does not matter if your absence was excused on unexcused!
English 12, Unit 3:
Their Eyes Were Watching God - Presentation of Chapters
Each student will be responsible for leading a 15 minute discussion on a chapter from Their Eyes Were Watching God. Presentations will enable class discussion based on the questions that the presenter(s) prepare in advance of the chapter presentation date.
In planning the presentation, each student should:
• Write a summary of the chapter.
• Develop 3-4 literal questions based on facts from the novel;
• Develop 3-4 interpretive questions that require the individual connections and analysis;
• Develop 1-3 universal questions relate the chapter to the lives of the class or the world at large.
• Include in the questions the author’s use of literary devices, such as imagery, metaphor, simile, and symbolism to help construct meaning and understanding from the text during the class discussion;
• Label the questions as fact, interpretation, or universal.
• Turn in an electronic of the questions on the class period the day before the presentation so that they may be loaded onto the Notebook software and used in class. If you fail to do this, you will need to make 28 copies of your hand out to use in class No Electronic Study Guide or No copies = no points (If your presentation is on Monday, the questions are due on Friday. )
Presentations will begin and end promptly. Be on Time! NO late work will be accepted!
It is expected that all students will keep up with the reading of the novel. Points will be awarded for offering meaningful contributions to the discussions.
Chapter Assignments:
Mrs. Welshon will assign chapters to students. Longer chapters may have more than one person presenting. Group work will have to be completed outside of class. Each person is responsible for writing his/her own summary and questions. For example, if you have two people doing a chapter, they will need 6- 8 questions based on fact, 6-8 questions based on interpretation and 2-6 based on universal elements. A group of two people would have 30 minutes to teach their chapter. Turn in each member’s questions together with the questions that the group has selected to use. Each member of a group will receive the same grade, which will be a reflection of the effort put in by each.
Class Participation:
Each member of the class will be responsible for participation by having the book open to the appropriate chapter, giving eye contact, and taking part in the discussion. I will, as fairly as possible, be awarding credit based on their participation and contributions. Keep in mind that side conversations will be interpreted by me as not paying attention.
Five or more meaningful responses = 50 points
Three meaningful responses = 40 points
Two meaningful responses = 30 points
Quietly Sitting = 0 points
Points:
Presentation of Chapter = 200 (DNM 0-120 Meets C 150 Exceeds B 170 Exceeds A 200)
Questions to the Teacher (Only is provided by the due date, the day BEFORE the presentation) = 50
Class Participation = 50 per day
Keep in mind that presentations will proceed as scheduled; no late work will be permitted. If you are late, or not present on your scheduled day, I will teach your chapter and you will loose the points. It does not matter if your absence was excused on unexcused!
Tuesday, November 18, 2008
Extra Credit Opportunities - Cards & Movie Analysis
In an effort to allow students to improve their grades in my class I am offering two extra credit assignments:
1. Greeting Cards for Injured American Soldiers - I believe that mail can be a wonderful things, especially for a person who is in the hospital over the holidays. In an effort to support our troops and spread some holiday cheer, I am offering you the chance to make holiday cards that we will send to:
A Recovering American Soldier
c/o Walter Reed Army Medical Center
6900 Georgia Avenue,NW
Washington,D.C. 20307-5001
I will accept up to two cards per person for extra credit. Feel free to make more of them, if you like. They can be Happy Holiday, Merry Christmas, Happy Hanukkah, Thanks for Your Efforts, etc. It does not even have to be a holiday card, just a card that will make someone happy. I will award up to 50 points per card (100 point max. total), based on the amount of effort put into the card. I will collect them and send them off in a large envelope. The cards are due by Friday, December 5, 2008. Please see me if you have questions about this extra credit opportunity.
2. Movie Analysis: We have analyzed "We are Marshall," "Take the Lead," and "Stranger in the Village" through the lens of what it means to be a stranger and how that is portrayed through word choice, actions, opportunities, guidelines for acceptable behavior and responses. Now you can flex those muscles on your own and analyze one more movie on your own. Points will be awarded based on the level of effort and the quality of your work. I expect that a quality, thoughtfully written essay could be worth 100 points, perhaps even a bit more if the anaylsis is detailed and accurate. Please see me so that we can agree on a movie that I am familiar with and one you want to view. Once you've viewed your movie please address the following questions in a type written essay:
Who is the Stranger?
What is the voice/identity of the “stranger” in the village? Why is he/she perceived as a stranger by others? Look for a anything that sets the “stranger” apart. (Speech, dress, customs, mannerisms, etc.) The stranger does not know the rules.
Consider:
o Word choice
o People’s reaction to the character
o Clothing, behaviors, mannerisms
With What Voice Does the Stranger Speak?
Examine or describe the behaviors, rule sets and distinguishing traits of the “members of the village.” Identify in particular any aspects of the villagers that contrast strikingly with the “stranger.” Any similarities of note? How much of this concept that you’ve adopted relies on specific incidents and how much of it is suggested or implied from the stereotyped associations upon which the author leans, or assumes the reader will make?
Accepted or Rejected?
Explain how and why the main character becomes accepted into or rejected by the community.
Consider:
o Whether or not the “villagers” change their actions/reactions to the “stranger.”
o Any adaptations of new behavior/mannerisms by the main character.
o Any adaptations of new behavior/mannerisms by the community that allows the main character to become integrated.
The Impact of the Stranger and the Community Coming Together
How has the stranger and/or the community changed as a result of their interactions?
Consider:
o How have the values changed within the community as a result of the “stranger”?
o Is the community better or worse off as a result of their choices?
o Is the stranger or next stranger to come along better off or worse off as a result of their choices?
1. Greeting Cards for Injured American Soldiers - I believe that mail can be a wonderful things, especially for a person who is in the hospital over the holidays. In an effort to support our troops and spread some holiday cheer, I am offering you the chance to make holiday cards that we will send to:
A Recovering American Soldier
c/o Walter Reed Army Medical Center
6900 Georgia Avenue,NW
Washington,D.C. 20307-5001
I will accept up to two cards per person for extra credit. Feel free to make more of them, if you like. They can be Happy Holiday, Merry Christmas, Happy Hanukkah, Thanks for Your Efforts, etc. It does not even have to be a holiday card, just a card that will make someone happy. I will award up to 50 points per card (100 point max. total), based on the amount of effort put into the card. I will collect them and send them off in a large envelope. The cards are due by Friday, December 5, 2008. Please see me if you have questions about this extra credit opportunity.
2. Movie Analysis: We have analyzed "We are Marshall," "Take the Lead," and "Stranger in the Village" through the lens of what it means to be a stranger and how that is portrayed through word choice, actions, opportunities, guidelines for acceptable behavior and responses. Now you can flex those muscles on your own and analyze one more movie on your own. Points will be awarded based on the level of effort and the quality of your work. I expect that a quality, thoughtfully written essay could be worth 100 points, perhaps even a bit more if the anaylsis is detailed and accurate. Please see me so that we can agree on a movie that I am familiar with and one you want to view. Once you've viewed your movie please address the following questions in a type written essay:
Who is the Stranger?
What is the voice/identity of the “stranger” in the village? Why is he/she perceived as a stranger by others? Look for a anything that sets the “stranger” apart. (Speech, dress, customs, mannerisms, etc.) The stranger does not know the rules.
Consider:
o Word choice
o People’s reaction to the character
o Clothing, behaviors, mannerisms
With What Voice Does the Stranger Speak?
Examine or describe the behaviors, rule sets and distinguishing traits of the “members of the village.” Identify in particular any aspects of the villagers that contrast strikingly with the “stranger.” Any similarities of note? How much of this concept that you’ve adopted relies on specific incidents and how much of it is suggested or implied from the stereotyped associations upon which the author leans, or assumes the reader will make?
Accepted or Rejected?
Explain how and why the main character becomes accepted into or rejected by the community.
Consider:
o Whether or not the “villagers” change their actions/reactions to the “stranger.”
o Any adaptations of new behavior/mannerisms by the main character.
o Any adaptations of new behavior/mannerisms by the community that allows the main character to become integrated.
The Impact of the Stranger and the Community Coming Together
How has the stranger and/or the community changed as a result of their interactions?
Consider:
o How have the values changed within the community as a result of the “stranger”?
o Is the community better or worse off as a result of their choices?
o Is the stranger or next stranger to come along better off or worse off as a result of their choices?
Tuesday, November 11, 2008
"Sweat" by Zora Neale Hurston
AS a means of getting ready to tackle Their Eyes Were Watching God, we are going to read the short story, Sweat by Zora Neale Hurston.If you need to follow the link to the text you will need to scroll down a bit to find the actual story. The site had a lot of other information related to the story.
English 12:Unit Three
“Sweat” by Zora Neale Hurston
Directions: Read the study questions below before reading the text of “Sweat” by Zora Neale Hurston. Then read the story. Answer each question using specific detail from the story. Be prepared to discuss your answers in class.
1. Describe Delia:
2. Describe Sykes:
3. How does the dialogue and dialect affect the reading of the story? Give an example from the text.
4. What does the “snake” symbolize in the beginning of the story?
5. What does the snake symbolize at the end of the story?
6. Identify three themes in the story:
a)
b)
c)
7. Identify one of the Biblical allusions in the story and explain its significance to the story.
The Bull Whip The Iron Skillet Tree & Flowers The Chinaberry Tree
Clean Laundry Sweat
7. Select one of the objects from the list above and explain its symbolic significance to the story, especially when its traditional significance is juxtaposed with the significance for the character(s) in the story.
8. Select a second object from the list above and explain its significance to the story.
9. Select a third object from the list above and explain its significance to the story.
English 12:Unit Three
“Sweat” by Zora Neale Hurston
Directions: Read the study questions below before reading the text of “Sweat” by Zora Neale Hurston. Then read the story. Answer each question using specific detail from the story. Be prepared to discuss your answers in class.
1. Describe Delia:
2. Describe Sykes:
3. How does the dialogue and dialect affect the reading of the story? Give an example from the text.
4. What does the “snake” symbolize in the beginning of the story?
5. What does the snake symbolize at the end of the story?
6. Identify three themes in the story:
a)
b)
c)
7. Identify one of the Biblical allusions in the story and explain its significance to the story.
The Bull Whip The Iron Skillet Tree & Flowers The Chinaberry Tree
Clean Laundry Sweat
7. Select one of the objects from the list above and explain its symbolic significance to the story, especially when its traditional significance is juxtaposed with the significance for the character(s) in the story.
8. Select a second object from the list above and explain its significance to the story.
9. Select a third object from the list above and explain its significance to the story.
"Stranger in the Village" Paragraph Annotation and Analysis
At this point in class we have worked paragraphs 1-14 together. Paragraphs 15-24 have been assigned to student pairs. Each student pair is to annotate and analyze their paragraph. They will then present their findings to the class, using them as a springboard for running the class discussion. It is expected that the text annotation be transferred to the text via our Smartboard. Here's what is to be discussed:
Read the paragraph aloud to the class;
- Summarize the meaning of the paragraph;
- Underline/Highlight and discuss the most important sentences/lines/phrases/words
in the paragraph. Justify and explain your choices;
- Explain the purpose of the paragraph in relation to the essay as a whole (Why is
it included? What is its purpose?)
- Describe Baldwin's reflection on what it means to him.
Read the paragraph aloud to the class;
- Summarize the meaning of the paragraph;
- Underline/Highlight and discuss the most important sentences/lines/phrases/words
in the paragraph. Justify and explain your choices;
- Explain the purpose of the paragraph in relation to the essay as a whole (Why is
it included? What is its purpose?)
- Describe Baldwin's reflection on what it means to him.
Wednesday, November 5, 2008
"Stranger in the Village" Second Analysis Worksheet
English 12 Unit 2: Stranger in the Village
(Please note that the format of this worksheet has been condensed. If you intend to fill it in, please copy and paste this onto a word processing document and add space for your answers.)
As you read this famous essay by James Baldwin please write down responses to the following questions:
1. Describe, in detail, the “village” as it is portrayed in this essay.
2. In general, what is it that people fear from this stranger?
3.In general, what is it that people might want this stranger?
4. Why is James Baldwin such and unusual stranger?
5. James Baldwin feels a very strong sense of being an outsider/stranger. Is this because the town members make him feel this way? Does he make himself feel that way? Or is it a combination? Explain your answer with at least two specific quotes and analysis from the text:
Quote:
Analysis:
Quote:
Analysis:
6. What is the impact on James Baldwin as a result of being a stranger in the village?
7. What are some of the risks that James Baldwin faces by being/becoming part of the village?
8. Describe how various people try to help James Baldwin feel less of a stranger.
9. What is the purpose of this essay?
(Please note that the format of this worksheet has been condensed. If you intend to fill it in, please copy and paste this onto a word processing document and add space for your answers.)
As you read this famous essay by James Baldwin please write down responses to the following questions:
1. Describe, in detail, the “village” as it is portrayed in this essay.
2. In general, what is it that people fear from this stranger?
3.In general, what is it that people might want this stranger?
4. Why is James Baldwin such and unusual stranger?
5. James Baldwin feels a very strong sense of being an outsider/stranger. Is this because the town members make him feel this way? Does he make himself feel that way? Or is it a combination? Explain your answer with at least two specific quotes and analysis from the text:
Quote:
Analysis:
Quote:
Analysis:
6. What is the impact on James Baldwin as a result of being a stranger in the village?
7. What are some of the risks that James Baldwin faces by being/becoming part of the village?
8. Describe how various people try to help James Baldwin feel less of a stranger.
9. What is the purpose of this essay?
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