Transcendentalism+Learning+Plan

Students will be able to: ·  Become familiar with important aspects and excerpts of writings from selected American Transcendentalists and Romantics ·  Understand and analyze syntax, detail, diction and author purpose in writing ·  Appreciate and recognize various literary devices/elements and theme ·   Identify and understand the Faustian story and resulting allusions in literature ·  Identify elements of transcendentalism such as the connection between people and nature, an individual's ability to think freely, and the importance of spiritual self-reliance to the individual found in the works of American Transcendentalists. ·  Articulate the predominant perspectives of these writers, to respond to them critically, and to compare and contrast one to another ·  Place American Transcendentalists in an historical perspective, seeing how each earlier writer influenced those who followed (within the movement and beyond) ·  Identify the elements of transcendentalism as represented in present-day genres (comic strips, lyrics, and music). ·  Investigate the representation of transcendentalist thought in social commentaries ·  Develop their own views on the subjects of individualism, nature, and passive resistance Romanticism—emphasis on glorification of nature, the supernatural, and the rebel—individual vs. society American offshoot: **Washington** **Irving** Literary Elements: Skit Activity:  ·  Group Students (suggestion: leave in opener groups)  ·  Have students list MAIN plot points of the story  ·  Present the story line of “The Devil and Tom Walker”—2 minutes—chosen style as in “Whose Line is it Anyway?”  ·  Topics o  True to Text o  Mime o  Blues o  Country Western o  Hip Hop/R & B or Music Video o  IM language/Online o  Rhyming Background Notes:  ·  First American esteemed abroad  ·  Humorous essays and stories  ·  Adapted from Germanic legend of Johann Faust (16th century)—sold his soul to the devil in exchange for worldly power and wealth  ·  “The Sketchbook”—collection of his works—1819 (year for American literature)  ·  American character in American setting o  Caricature, rather than a three-dimensional character, who finds himself in extreme, but comic, predicaments o  Still under influence-- take a work and make it American (your own)—similar to Shakespeare  ·  Washington Irving—First AMERICAN writer  ·  Continuity within mutability  ·  Faust: A literary character who sells his soul to the devil in order to become all-knowing, or godlike; protagonist of plays by English Renaissance dramatist Christopher Marlowe (1564-1593) and German Romantic writer Johann Wolfgang von Goethe (1749-1832). o   goethe is pronounced "gir-tay" or "gir-tee" --- the first is what I generally hear critics think that Marlow could have produced a massive volume of classic work...but... he got into a fight and was killed.  ·   Reinforcement of puritan blah blah stuff again, except it's turned on its head a little o   this kind of prepares them for later hawthorne stuff...    o    goethe's other famous work is "the sorrows of werther" in which the protagonist kills himself because he can't be wiht his loved one...he writes his love a long letter (she doesn't love him) and then blows his brains out on the letter...   “The Devil and Tom Walker”  ·  Purpose: Show the corruption of apparently righteous Puritans  ·  //Imagery//: Irving creates images of darkness, decay, hidden danger and ugliness o  The description of the trees marked with the names of men in the colony—supports theme by highlighting the hypocrisy of the community o  The description of Tom’s search for his wife in the forest—supports characterization and mood by showing how Tom felt about his wife and presenting the swamp as a treacherous place o  The description of Tom’s house, carriage and horses—supports characterization ad theme by highlighting Tom’s avarice and stinginess o  The description if Tom’s being carried off by the devil—supports plot and theme by bringing Tom to a deserved end  ·  Irving’s //tone and style//—humorous tone, euphemisms, sarcasm <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  Tone o  Amused sarcasm §  Narrator’s omniscience makes the story more humorous by revealing ironic truths about characters, and it strengthens the moral message by revealing the inner vice that leads to Tom’s dire fate. o  “One would think that to meet with such a singular personage in this wild lonely place, would have shaken any man's nerves: but Tom was a hard-minded fellow, not easily daunted, and he had lived so long with a termagant wife, that he did not even fear the devil.” §  ** humorous reaction ** §  ** He is hardened after living so many years with his wife. Even the devil is not frightening compared to Tom’s wife. ** o   “Tom now grew uneasy for her safety; especially as he found she had carried off in her apron the silver teapot and spoons and every portable article of value.”— §  ** humorously critical— ** §  ** suggests Tom cares more about the silver than about his wife’s safety ** o  “His reputation for a ready moneyed man, who would lend money out for a good consideration, soon spread abroad. Every body remembers the days of Governor Belcher, when money was particularly scarce. It was a time of paper credit. The country had been deluged with government bills; the famous Land Bank had been established; there had been a rage for speculating; the people had run mad with schemes for new settlements; for building cities in the wilderness; land jobbers went about with maps of grants, and townships, and Eldorados, lying nobody knew where, but which every body was ready to purchase. In a word, the great speculating fever which breaks out every now and then in the country, had raged to an alarming degree, and every body was dreaming of making sudden fortunes from nothing. As usual the fever had subsided; the dream had gone off, and the imaginary fortunes with it; the patients were left in doleful plight, and the whole country resounded with the consequent cry of "hard times.””—  §   **Irving** **uses humor to teach readers what is morally right. By mocking Tom and getting readers to laugh at him, Irving helps readers recognize the errors of behaving like Tom.** <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·   Characterization:   o   “However Tom might have felt disposed to sell himself to the devil, he was determined not to do so to oblige his wife; so he flatly refused out of the mere spirit of contradiction.”   §   He is even more contrary and spiteful than he is greedy; he would rather deny himself riches than please his wife by acquiring them. <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·   Symbolism: something that represents or suggests something else o  “Deacon Peabody be d——d," said the stranger, "as I flatter myself he will be, if he does not look more to his own sins and less to his neighbour's. Look yonder, and see how Deacon Peabody is faring." Tom looked in the direction that the stranger pointed, and beheld one of the great trees, fair and flourishing without, but rotten at the core, and saw that it had been nearly hewn through, so that the first high wind was likely to below it down. On the bark of the tree was scored the name of Deacon Peabody. He now looked round and found most of the tall trees marked with the name of some great men of the colony, and all more or less scored by the axe. The one on which he had been seated, and which had evidently just been hewn down, bore the name of Crowninshield; and he recollected a mighty rich man of that name, who made a vulgar display of wealth, which it was whispered he had acquired by buccaneering.” §  Great tree scored with the name Deacon Peabody—“fair and flourishing, but rotten at the core” §  Hypocrisy of Dean Peabody—although externally he appears representable and successful and thus blessed by God, he is actually wicked underneath <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  Omniscient Narrator—what does it add to the story? o  “Tom consoled himself for the loss of his property with the loss of his wife; for he was a man of fortitude. He even felt something like gratitude towards the black woodsman, who he considered had done him a kindness. He sought, therefore, to cultivate a farther acquaintance with him, but for some time without success; the old black legs played shy, for whatever people may think, he is not always to be had for calling for; he knows how to play his cards when pretty sure of his game.” o  It strengthens the story’s moral message because the narrator can reveal Tom’s wicked character and the reasons for his ultimate punishment; it offers more opportunities for humor because the narrator can reveal the ironic truths about Tom, his wife and his fell townspeople. “A Psalm of Life” Is not our destined end or way; But to act that each tomorrow, Find us farther than today.” And our hearts, though stout and brave, Still, like muffled drums, are beating, Funeral marches to the grave.” = Ralph Waldo Emerson = “from Self-Reliance” <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  “Self-Reliance—defining and applying activity” <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  Meaning of Title: —not responsibility or reliability—INDEPENDENCE OF MIND <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  Philosophy of individualism—individuals only have themselves to rely on and therefore every person should be a nonconformist, judging what is right according to his or her own nature. <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  One thing that keeps people from self-trust is trying to be consistent with past behavior—maintains that people should have the courage to contradict tomorrow everything they say today. <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  Summarize first two paragraphs of “Self-Reliance”—main ideas and supporting details o  Each person must ultimately rely on himself or herself, because nothing good comes of envying or imitating someone else, and a person can only profit from his or her own work. One must accept one’s own unique place in the world and have faith that God is working through oneself in a unique way. <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  What is implied by Emerson’s use of the word sacred? Why does he believe that one should follow her or her own nature? o  One’s own impulses must be honored as if they came from God; following your nature is crucial in order to be more self-reliant individual <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  “It is easy in the world to live after the world’s opinion; it is easy in solitude to live after our own; but the great man is he who in the midst of the crowd keeps the perfect sweetness of solitude” o  STICK FIGURE ILLUSTRATION OF STATEMENT <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  What does Emerson say is one consequence of being a nonconformist? o  World “whips you with its displeasure” <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  “To be great is to be misunderstood”—briefly research the accomplishments of the mentioned people—allusion <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  Main ideas: o  Integrity of mind is everyone’s first duty o  Anyone who wants to make something of themselves must refuse to conform, even in the face of opposition <span style="FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-font-width: 0%"> ·  Aphorisms of Emerson—idealistic and philosophical, urging the reader toward self-awareness. In contrast, Franklin’s aphorisms are guides to Practical living, urging shrewd use of one’s resources. 1. Read students the dictionary definition of self-reliance. (The Reader's Digest Oxford Dictionary defines reliance as trust, confidence, so self-reliance would be trust or confidence in one's self. The same dictionary defines self-reliance as independence.) Ask students to think of a person from history, popular culture, or their own lives (family, friends, etc.) whom they consider to be self-reliant. Have them write the name of their person on a piece of printer paper. 2. Have the students read the excerpt from Emerson's "Self-Reliance". After reading "Self-Reliance", have the students choose a quote (a sentence or short passage) from "Self-Reliance" that they agree with, disagree with, or otherwise feel strongly about. Have students write their chosen quote on a piece of paper, along with a short paragraph that expresses what they feel Emerson is trying to say. Students write their personal feelings about the quote. Point out to students that they may choose one of the sample quotes from "Self-Reliance" which you have already written on the board or chart paper. (15-20 minutes) 3. Have students briefly research whether or not there selected figure matches Emerson’s definition of // Rubric for Emerson Quote and Paragraph // A: Quote chosen from "Self-Reliance" has meaningful content. Student has accurately summarized Emerson's idea into their own words along with providing a clear, specific personal response that relates what has been read to the student's own experiences and feelings. B/C: Quote chosen has meaningful content, and student has attempted to summarize Emerson's idea into their own words. Student has also attempted to provide a personal response to the quote. D/F: Quote chosen has no significant content and/or student has chosen a quote, but has not written any summary or personal response. Since these are intended as formative assessments, the grades indicated on the rubrics are merely for guiding student progress. However, if students have had adequate practice with the standards, then the assessments could be summative, in which case the grades on the rubric could be used. http://www.beaconlearningcenter.com/Lessons/1324.htm Meter Form <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   ”Shakespearized”  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Emerson’s “American Scholar”  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Free Verse Sonnet Form <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   14 lines  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   iambic pentameter  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   rhyme structure Whitman as self-published Sonnet forms:
 * Transcendentalism Learning Plan **
 * Unit Description: **
 * Enduring Understandings: **
 * Knowledge: **
 * Skills: **
 * Learning Objectives: **
 * Readings/Key Terms: **
 * “Devil and Tom Walker”
 * Imagery
 * Omniscient Narrator—Point of View
 * Tone
 * Characterization
 * Plot
 * Theme
 * Purpose
 * Situational Irony
 * Symbolism
 * “A Psalm of Life”
 * Rhyme Scheme
 * Meter
 * Stanza
 * Metaphor
 * Speaker
 * “from Self-Reliance”
 * Aphorism
 * Essay
 * “Civil Disobedience” – Henry David Thoreau
 * Essay
 * Historical Context
 * Paradox
 * Anecdote
 * “On Civil Disobedience” – Mohandas K. Ghandi
 * “from Walden”
 * Nature writing
 * Aphorism
 * Figurative Language: metaphor, simile, personification
 * Imagery
 * Paradox
 * Whitman Poetry—“I Hear America Singing”—“I Sit and Look Out”—“from Song of Myself (#1,#6,#52)”
 * Form
 * Structure
 * Fixed poems
 * Free Verse
 * Trochaic tetrameter
 * Cataloguing
 * Repetition
 * Anaphora
 * Parallelism
 * Symbolism
 * “Dance Russe” –Williams Carlos Williams
 * Experimental poetry
 * American Romanticism **
 * impulse toward reform (temperance, women’s rights, abolition of slavery)
 * a celebration of individualism (Emerson, Thoreau)
 * reverence for nature (Cooper, Emerson, Thoreau)
 * a concern with the impact of new technology (locomotive)
 * an idealization of women
 * fascination with death and supernatural (Hawthorne, Poe)
 * Writing Prompt: Discuss ONE of the following in “The Devil and Tom Walker”—Tone, Irony, Theme, Imagery, Symbolism, Characterization, Point of View—ASSIGN, do not let them pick, to ensure even distribution of topics (random selection by cards)
 * Individual Work: paragraph
 * Group students by literary element
 * Collaborative Work: synthesis of ideas
 * Remind students to take notes on report outs
 * Report Out: Review each literary element and supplement information as necessary
 * Henry Wadsworth Longfellow **
 * Conveys one person’s attitude toward life on earth—directed toward people who have a different view on life
 * Longfellow rejects the notion that life an “empty dream” to be endured or wasted until death.
 * People should appreciate their life on earth as precious and real
 * People should act to make a spiritual, moral, or intellectual mark on the world
 * ** Celebrate life and work toward personal achievement **
 * Short stanzas, strong rhymes and pulsing rhyme give sense of urgency and support speaker’s message of living heroically and fully
 * “Life is but an empty dream”
 * “and the grave is not it’s goal”
 * “not enjoyment, and not sorrow,
 * “Art is long, and Time is fleeting,
 * “In bivouac of life”—concept of life as protection in larger struggle
 * “act—act in the living present”
 * How do you think a Puritan writer such as Bradstreet or Edwards might have responded to the ideas presented in “A Psalm of Life”?
 * Both Bradstreet’s poetry and Edward’s sermon stressed the importance of worshiping God, the meaningfulness of material wealth, and the need to humble in this life so that one can look forward to the next. Bradstreet and Edwards might find him misguided or too worldly.
 * Self Reliance Defining and Applying Activity: **
 * SCLIFT **
 * Italian
 * Spenserian
 * Shakespearean

//The English (or Shakespearian) Sonnet://
The English sonnet has the simplest and most flexible pattern of all sonnets, consisting of 3 quatrains of alternating rhyme and a couplet: a b a b c d c d e f e f g g   As in the Spenserian, each quatrain develops a specific idea, but one closely related to the ideas in the other quatrains. Not only is the English sonnet the easiest in terms of its rhyme scheme, calling for only pairs of rhyming words rather than groups of 4, but it is the most flexible in terms of the placement of the //volta//. Shakespeare often places the "turn," as in the Italian, at L9: ** "Sonnet XXIX" ** When in disgrace with Fortune and men's eyes, I all alone beweep my outcast state, And trouble deaf heaven with my bootless cries, And look upon myself and curse my fate, Wishing me like to one more rich in hope, Featured like him, like him with friends possessed, Desiring this man's art and that man's scope, With what I most enjoy contented least, Yet in these thoughts my self almost despising, Haply I think on thee, and then my state, (Like to the lark at break of day arising   From sullen earth) sings hymns at heaven's gate, For thy sweet love remembered such wealth brings, That then I scorn to change my state with kings. Defining Moment in American poetry <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   break that defines common man  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   tragedy v. American tragedy Short Story <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   Irving  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   1819 Poetry <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   Whitman  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   1856 Novel <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   Melville (subject)  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   TWAIN  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   Accessibility!!! Transcendentalism <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   intellectualism  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   we are always the student  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   individual as phenomenal Divinity within <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> è   we can ask questions and answer them nodisc Nature <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Natural State  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Nonconformity  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Oversoul  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Divinity  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Individualism  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Intuition  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Self-Reliance  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Simplicity  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Solitude  <span style="FONT-SIZE: 10pt; FONT-FAMILY: Wingdings; mso-ascii-font-family: 'Times New Roman'; mso-hansi-font-family: 'Times New Roman'; mso-char-type: symbol; mso-symbol-font-family: Wingdings"> à   Carpe Diem Gavin Degraw I don't need to be anything other Than a prison guard's son I don't need to be anything other Than a specialist's son I don't have to be anyone other Than the birth of two souls in one Part of where I'm going, is knowing where I'm coming from [Chorus:] I don't want to be Anything other than what I've been trying to be lately All I have to do Is think of me and I have peace of mind I'm tired of looking 'round rooms Wondering what I've got to do Or who I'm supposed to be  I don't want to be anything other than me  I'm surrounded by liars everywhere I turn I'm surrounded by imposters everywhere I turn I'm surrounded by identity crisis everywhere I turn Am I the only one who noticed? I can't be the only one who's learned! [Chorus] Can I have everyone's attention please? If you're not like this and that, you're gonna have to leave I came from the mountain The crust of creation My whole situation-made from clay to stone And now I'm telling everybody [Chorus] I don't want to be [x4] American Romanticism: http://www.brighthub.com/education/k-12/articles/6429.aspx
 * “I Don’t Want to Be” **
 * Resources: **