...Reading Fiction Develops Empathy”. Harper Lee teaches us about prejudice, family and fear, through the eyes of the characters in the book. Firstly Harper Lee’s To Kill A Mockingbird takes readers to a land of prejudice known as 1930’s Alabama. This teaches us how bad prejudice was back then and how much it has improved. “He despises Negroes, wont have one near him” is an example of prejudice. Atticus tells us that “there’s something in our world that make men lose their heads, they couldn’t be fair...
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...so they can further understand another's point of view. In the novel To Kill A Mockingbird, Harper Lee shows how empathy is the key to understanding somebody. Atticus really supports the theme of empathy. He wants Jem and Scout to live by empathizing for other people. Atticus and Scout use empathy to understand another character's point of view. Empathy is more than just saying sorry, it actually helps someone feel what another is feeling. Atticus really supports this throughout the novel. This is shown through the quote on page 39.“You never really understand a person until you consider things from his point of view … until you climb into his skin and walk...
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...easily lose their sense of empathy and become very prejudice. Within Tkam, empathy is greatly influence through the characters Atticus, Scout, and Dolphus Raymond by including the primary issue of racism and how it affected them within their home town, Maycomb County. First and foremost, In the novel, ¨To Kill a Mockingbird,¨ empathy is first presented by the character,...
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...(Constantakis Ed.) He stands almost as a mentor for Scout and her coming of age. He attempts to guide Scout and her brother Jem so that they may go through the process of maturity smoothly, and not grow up with misconceptions or twisted views of reality. For example, two lessons that Atticus teaches Scout include one about racism and another about empathy. "Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up people’s gardens, don't nest in corncribs, they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird." (Lee 119) Miss. Maudie explains to Scout what Atticus had meant when he said that it was a sin to kill a mockingbird. Scout is being taught about racism and acceptance. The reference to the mockingbird is symbolic of people, and the quote teaches about tolerance of people of different races. Atticus wanted to teach Scout about empathy. He tells her that she will be able to get along better with many more people if she attempts to understand their point of view. (Lee...
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...Atticus displays acting justly throughout this novel in many distinctive ways. Near the beginning of the novel, Atticus introduces justice by giving his daughter, Scout, some guidance on how to handle a situation at school. Atticus understands what she is going through and responds with a powerful lesson: “‘if you can learn a simple trick Scout you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view… until you climb into his skin and walk around in it.’” (39). When he says, “climb into his skin”, Atticus is referring to racial prejudice, he is relating this part to the Tom Robinson case. He is telling Scout to see what Tom is going through, when most people...
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...Are You Worthy Of Compassion? In Harper Lee´s To Kill A Mockingbird, there are many instances of compassion and evil. Scout has compassion for Mayella Ewell even though her life is filled with evil things. Atticus is benevolent to Mrs. Dubose, even when she talks about him, he sends his children over to help with her addiction. Atticus also defends Tom Robinson with the knowledge that they will lose the case. We all deserve compassion in our lives, even if it does not seem like it. At the trial, Scout says, “It came to me that Mayella Ewell must have been the loneliest person in the world,” (Lee 191). Scout felt compassion for Mayella because for her to feel like she was loved, she had to try and seduce a black man into her home. It is wrong to tempt people to do things, but back then it was intolerable for a white woman to entice a black man, or vice versa. It was not right for Mayella to try and coax Tom, but that does not mean...
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...The absence of empathy may lead to discrimination, but compassion is the way to fill the void, not empathy. Compassion embodies all the benefits of empathy, but the cons are fairly non-existent. One such case where compassion was needed is the Tom Robinson court case. Tom Robinson had been accused of forcing himself on Mayella Ewell, but he denied the claims saying they were inverted. The jury eventually found Tom guilty, although the evidence was highly in his favor. The outcome reintroduced already existing feelings of discrimination. Had the jury been able to feel compassion, or even sympathy for Tom, he may have been able to come out innocent from the wrongful accusation. If the jury felt empathy, the same result may have happened. Since...
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...thing they had to worry about. There was a lot of Racism, class prejudice, and sexism that all lead up to not only the kids, but also adults facing the destruction of innocence. One example, is the mockingbird. This represented innocence because Atticus stated it was a sin to kill a mockingbird. Mockingbirds never do anything but sing beautiful music for us to listen to. They are peaceful animals that don’t hurt you. Innocence was taken away from Tom Robinson. He was accused for raping a white girl Mayella because he was black. Tom was innocent until they made him guilty. He tried to help her but it backfired. She told him to come inside and tried to have sex with him but her dad came in and Mayella blamed Tom. This was taken to trial and Tom was announced guilty because of destruction of innocence. Another example, is Boo Radley. Just like Tom the town made him seem like the bad guy from rumors and town gossip. Boo was locked inside his house most of his life and everyone thought he was scary and shouldn’t trust him. In reality he...
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...the trial is Atticus Finch, lawyer and loving father to Jem and Scout. True courage is being able to defend and fight for something despite the circumstances.Numerous times Atticus shows courage in the story which all relates to the theme, having to be faced with the harsh reality of the world which ruins your innocence. Atticus Finch stays strong and practical during the trial, defending Tom Robinson with his life. Atticus’s effort during the trial shows his courage because, despite it being tricky to get the judge and people of the racist South to side with Tom Robinson, compared to Mayella, who claims to be the victim. Atticus does not give up and continues to fight for Tom Robinson’s justice. Atticus shows courage through logical...
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...destroying racism. Lastly one-shot Finch and the perfect white waxy camellia symbolize true courage. Harper Lee uses Jem’s pants and the rolly-polly as symbols to convey a theme of maturation. Jem and Scout where in the Radley’s backyard trying to get a look at Boo Radley when Jem see’s a shadow the children immediately flee form the house. As the children were running through the collards as they hear the roar of a shotgun. As Jem and Scout are fleeing the scene Jem’s pants gets caught in the fence and he has to leave it in their backyard if he wants to survive. Later that night he says how he needs to go back and retrieve his pants not for him but for Atticus, “‘Atticus ain’t never whipped me ever since I can remember, and I wanta keep it that way.’” (Lee 75). He goes back to get his pants to keep his relation shit with Atticus. There is a evident theme maturation in Jem at this point, from when he thought turtles could not feel, too now when he is showing integrity and tremendous courage to save his relationship with his father. Just after the trial Scout spots an innocent bug “He rolled up. Feeling sleepy, I decided to end things. My hand was going down on him when Jem spoke…. ‘Why couldn’t I mash him?’ I asked him. ‘Because they don’t bother you,’” (319-320) This shows maturation in Jem because he realizes that it is cruel to hurt animals...
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...Many characters in the novel develop and mature in a unique ways through the novel. Boo Radley who never communicated with other people, Aunt Alexandra who is prejudice to other race and social class, and scout who is young and is not aware of life challenge. As the novel progress the character view of the world changes. Through this essay many question will be answered and many quotes will be presented to support my essay. The primary questions will be “what caused them to grow and mature” and “building block of growth and maturity in to kill a mockingbird”. The essay will explain the journey of the characters in to kill a mockingbird and how they grew and matured. I Everyone in society grows up and develop into a better persons or worse it’s...
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...Quote: “The boy stood up, he was the filthiest human I had ever seen. His neck was dark gray, the backs of his hands were rusty, and his fingernails were black deep into the quick.” (Lee 29) Analysis: This quote shows that not all the kids in Maycomb have the best hygiene. This could be due to not having the money for it. Which ties back to the fact that a good majority of people in Maycomb live in poverty. This shows the reader that both Maycomb and the civilians living in it that it probably isn’t the cleanest environment. This help the reader be able to connect to the characters and understand where they are coming from and why they might act the way that they do. Lee uses diction in is choice of filthiest and rusty. Lee also uses hyperbole in that same text. Quote:“It’s against the law alright… but when a man spends his relief checks on green whiskey his children have a way of crying from hunger pains.” (Lee 34)...
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...iaJasper Jones Reading Guide S.A. Jones v2 April 2010 http://www.sajones.com.au Synopsis .................................................................................................................................................. 3 About the Author .................................................................................................................................... 3 Edition Used ............................................................................................................................................ 3 Morality and Ethics ................................................................................................................................. 3 Moral Duality ...................................................................................................................................... 3 Scapegoats .......................................................................................................................................... 5 Morality versus Ethics ......................................................................................................................... 5 Responsibility and Culpability ............................................................................................................. 6 Atonement .......................................................................................................................................... 9 Law and Legality .............................
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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