Submit a food truck menu that features five items

· OPTION #1: Submit a food truck menu that features five items. Each of the items should be based on an Exam #3 Study Guide question. Use the name of the food/drink item to draw our attention to which of the study guide questions you are using (for example, The “White Whale” Sandwich). Use your one-or-two sentence description of the food/drink item to make a relevant response to the study guide question (for example, “The White Whale Sandwich on oversized white bread strangely tastes like nothing, leaving each eater to create a symbolic meaning about what the white nothingness means — is it a comfort food or a terrifying bite into the blankness of the universe?” )

· OPTION #2: Submit a food truck map that features five cartographic features that locates your food truck in a defined space. Each of the items should be based on an Exam #3 Study Guide question. Use the name of the cartographic feature to draw our attention to which of the study guide questions you are using. Use a legend to coordinate your one-or-two sentence description of the cartographic feature to make a relevant response to the study guide question.  

Exam #3 Study Guide

Primary texts Frederick Douglass, Narrative of the Life of Frederick Douglass Harriet Jacobs, Incidents in the Life of a Slave Girl Nathaniel Hawthorne, “My Kinsman Major Molineux,” “The May-Pole of Merry Mount,” “The Minister’s Black Veil” Edgar Allan Poe, “The Fall of the House of Usher,” “The Masque of the Red Death” Herman Melville, Moby Dick Walt Whitman, Leaves of Grass Emily Dickinson, Poems

Key Terms/Concepts You should know the meaning and significance of the following: American Civil War Slavery Plantation Abolition Sorrow Songs Uncle Tom’s Cabin Slave Narratives/Autobiographies American Gothic, or Dark Romanticism Puritanism Ship of state Cult of true womanhood, or cult of domesticity Supernatural Pequod White Whale, or Moby Dick Manifest Destiny Andrew Jackson Industrial Revolution Free verse Poetic Catalogs, or Lists Anaphora Symbolism

Here is an outline of formal and thematic features that we have seen in the texts we have read. You should be ready to discuss all of the following:

· Douglass’s autobiographical account of the process through which a “slave was made a man” has often been compared to Benjamin Franklin’s narrative of his own self-making. What do these autobiographies have in common? How do these two writers’ approach to literacy and writing compare? How does Douglass recast Franklin’s ideals to fit the condition of an escaped slave?

· Douglass represents his violent physical encounter with Covey, the “slave breaker,” as a crucial turning point in his journey toward independence and freedom–in his words, it is the moment “a slave was made a man.” Analyze the importance of this passage. What are the implications of Douglass’s physical assertion of strength and its resulting empowerment? Consider how the episode compares to Harriet Jacobs’s account of the very different strategies she used to assert her independence.

· How does Jacobs’s text both appropriate and challenge conventions of domesticity and white ideals of femininity? What techniques does she adopt from sentimental novels such as Uncle Tom’s Cabin? How does her text implicitly critique domestic ideals?

· Until the early 1980s, many scholars believed that Jacobs’s narrative was a fictional rather than an autobiographical account (a theory that has subsequently been dismissed after conclusive evidence documenting Jacobs’s life came to light). Why do you think critics read this text as a novel? How does it participate in novelistic conventions? How does our understanding of the text change once we know that it was really “written by herself,” as the subtitle claims?

· American gothic writing tends to question and analyze rather than offer helpful answers. How do these texts critique the common nineteenth-century assumption that America stands as the unique moral and social guiding light for the world (that it is, as John Winthrop said in 1630, “a City on a Hill”)?

· If the gothic explores what we might call the “dark side” of American life, what cultural fears and anxieties do we find expressed? How does the form of this literature (especially narrative voice and point of view) help convey these anxieties?

· Gothic writers addressed key nineteenth-century cultural trends, such as westward expansion, technological and scientific progress, romantic individualism, the cult of true womanhood, and the debate over slavery and abolition. How can you see some of these trends reflected in the texts we’ve read?

· How do gothic writers explore and critique the ideas of self-reliance, free will, and the self-made man that you saw expressed by Franklin, Emerson, and Thoreau?

· What does Hawthorne’s “The May-Pole of Merry Mount” seem to be saying about the ethics of American Puritanism?

· Are we supposed to figure out, or really care, about what “really” happened in Hooper’s past to cause the permanent transformation in his character? Think about self-knowledge as a theme in “The Minister’s Black Veil.” What character or characters truly come to know something about human nature and to know him or herself in the process? Do any of them end up supposing that they “know” more about life or the human condition that they really do?

· You will undoubtedly be quick to pick up on the “unnatural relations” between Usher and his sister in “The Fall of the House of Usher,” and it is helpful to point out that incest is a common theme in early national literature (Melville’s Pierre is another famous example). Why would early national writers in general, and Poe in particular, be interested in incest as a theme?

· Poe works very well for spatial analysis and analyses of setting– that is, for considering the importance of the stories’ spaces (e.g., houses, prisons) and the locations (e.g., “exotic” or medieval places and times). Draw a quick sketch of Poe’s settings and label each aspect of what the settings symbolize.

· Note the description of the Pequod in Chapter 16. How does Ishmael characterize the ship and its crew? What does he mean when he says that the Pequod is “a cannibal of a craft”? How is this related to the idea of the “ship of state”?

· In “The Whiteness of the Whale,” Ishmael continues his assessment of Moby-Dick. He concludes that the whiteness presents “a dumb blankness, full of meaning.” According to Ishmael, what is the significance of the whiteness of the whale?

· What does Emily Dickinson mean when she wrote her friend Thomas Higginson that “My Business is Circumference.”

· What is the significance of Dickinson’s use of the dash and capitalized words?

· Identify elements of the gothic in Dickinson’s poems.

· How do Whitman and Dickinson differ on their ideas of the role of the poet?

· What might Dickinson mean when she writes “Tell all the Truth but tell it slant” (#1129)? Why is there a danger that Truth will blind us unless it “dazzle[s] gradually”?

· Although the early editions of Leaves of Grass contain many eloquent celebrations of the vastness and grandeur of the American continent, Whitman had actually done very little traveling when he wrote them (his trip to New Orleans was his only significant travel experience until late in life). Why do cities and landscapes Whitman could only imagine affect him so deeply? To what kinds of cultural myths and ideals that we’ve previously seen was he responding? How might Whitman’s lyrical descriptions of America’s geographic expanse and demographic diversity have impacted his readers’ ideas about the landscape and the nation?

· In Song of Myself, Whitman attempts to reconcile and bring into harmony all the diverse people, ideas, and values that make up the American nation. Which groups of people does he choose to focus on particularly? How does he describe people of different races, social classes, genders, ages, and professions?

· What was controversial about Whitman’s poetry in the middle of the 19th century?

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