...Instead of “We find Tom Robinson guilty…” the true meaning of what the jury said was “We find Tom Robinson guilty because he’s black”. Racism in the novel “To Kill a Mockingbird” affects the events in the novel by many means. In the beginning of the book can see subtle hints of it while Scout and Jem are trying to see Boo Radley and experience different things. However, it becomes prominent in the middle with the events leading up to and the actual trial. In the end of the book with the aftermath of the trial aside from a few instances it goes back to more of the kids growing up and learning important lessons about life. To evaluate my point I will now show and explain three different points of racism in the story. As said in a study guide online “Despite the challenge of overcoming the town’s deeply ingrained racism…” many people in Maycomb County are racist. Some are so racist that they will take it to the degree of forming a lynch mob for Tom Robinson. The only thing stopping them from killing Tom was the intervention of a young girl lucky to change their minds to not hurt Robinson. However, that does not mean they changed their minds and suddenly like blacks. It’s this generations old hatred based on race...
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...In To Kill a Mockingbird by Harper Lee, Atticus teaches his children many lessons about life. Atticus teaches his children the importance of acceptance, how to avoid stereotyping, and lastly how racism shows the people of Maycomb’s true colours. To conclude Atticus makes it clear to his children that they should never judge a person before getting to know them. Firstly,stereotyping is the main thing in To Kill a Mockingbird.Scout and Jem learn from their mistakes or they learn from the people themselves. For example, Scout judged Mr.Dolphus Raymond because she thought he was a drunk and he had mulatto children from a black woman. She thought that it was wrong to speak to a drunkard and to even deal with someone that loves and lives with black people. But he confronts her and Dill, as a result he makes a simple point that he prefers blacks over his kind because they are uptight and are hypocrites. The white people have their views and judgemental ways against the black community. Mr.Dolphus Raymond tells them this so they can change their views on how they see people. "I try to give 'em a reason, you see. It helps folks if they can latch onto a reason... folks can say Dolphus Raymond's in the clutches of whiskeythat's why he won't change his ways... that's why he lives the way he does." (Chapter 20)... I shouldn't be here listening to this sinful man who had mixed children and didn't care who knew it, but he was fascinating. (Chapter 20). People stereotype ...
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...To Kill A Mockingbird is a story about a young girl named Scout as she grows up in the racially segregated south. The major event of this story is about a black man, Tom Robinson, who is accused of the rape of Mayella Ewell. Atticus Finch, Scout's father, and Tom’s lawyer knows that Tom is innocent in the trial but is ultimately found guilty of the crime. July 11, 1960. In the book To Kill A Mockingbird by Harper Lee, she develops many themes but the one that sticks out to me is racism. The book takes place during the 1960’s in the south during the civil rights movement. Even though the book takes place during the 1960’s when there were civil right movements, even today in 2018 we still see African Americans fighting for their rights. The book impacts me today because I witness the racial tensions that happen everyday. It also affects the future because if something isn’t done for equal rights for everybody there will still be tensions just like in the 1960’s. Comparing the present and the 1960’s I notice very little has changed African Americans are still fighting for equal...
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...have been killed due to racism and the caste system, within the past century.In Harper Lee’s “To Kill a Mockingbird,” minor characters such as Mrs. Dubose and Aunt Alexandra exemplify traits such as racism and give off negative remarks and vibes to minorities, especially those of a dark skin tone. This book is not the only instance that speaks of division between county. We have seen it happen on the news and even been taught about it in History Class. The world we live in is far from perfect and discrepancies regarding social status’, don’t help the cause of creating a better environment for the future. If people don’t acknowledge their emotions and leave them to grow and form grudges,...
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...Journal 1: There’s a part at the beginning of chapter fourth goes like this “don’t eat things you find, scout” “it wasn't on the ground it was on the tree.” says scout. That part really reminded me of my childhood and when I used to not really grab stuff off the ground out of curiosity to see how it tasted but at the same time I would get caught by like my mom and or brother and they would tell me to not do that again because it’s gross and unhealthy. journal 2: There’s a part in the book where Atticus said: “you’re not afraid of the crowd are you?”. That made me think of a time I had at school where me and a group of people had to present a slide show to the whole classroom and while we were in front of all the students my friend that was...
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...and develop as a person as you get older. However, it does not necessarily mean it comes with age. People can mature if they are surrounded by certain people or situations, or if they have the right person to guide them. In Harper Lee’s To Kill a Mockingbird, the children go through many stages in their lives. At first, they are young and innocent, but as the story progresses, they seem to grow and learn lessons. By the end of the novel, they have matured a great deal. Through the many events in their lives, the main characters Scout and Jem show signs of maturing as they grow up into young adults while encountering serious adult situations. In the beginning of the...
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...Book Report In English IV To Kill a Mockingbird by Harper Lee This novel was written by Harper Lee. This was written in the mid 1950s in New York City and was first published in the year 1960. Jean Louise “Scout” Finch is the narrator and lead character of the story. Her father is Atticus and her brother is Jem. She is intelligent; she learned to read at an early age which was taught by Atticus. She changed, with her perspectives about Boo and all the things about life as she experienced it, by means of Atticus, as Atticus explained it briefly. She also improved her personality as well; at the end. Atticus Finch is Scout and Jem’s father. He is also a lawyer. He defended Tom Robinson, a black man accused of raping Mayella, a white woman. With his strong will and empathy, he fought for justice that made his family vulnerable of immoral hearsays and of seeing that justice doesn’t always prevail. He is a good teacher to his children. And he was able to put his self in the same situation, which makes him a great teacher. Jeremy Atticus “Jem” Finch is Scout’s brother. He is four years older than Scout and he remains as a close companion and protector of Scout throughout the story. Jem finds himself in an unstable situation with his traumatic experience at Tom Robinson’s trial. His disappointment upon seeing that justice does not always prevail led to his confusion, but what Atticus instilled in him dominates and guided him to the right path. Arthur “Boo”...
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...once said, “A teacher affects eternity; he can never tell where his influence stops.” This means that one person can influence many and his influence never stops influencing others. In the English dictionary Influence is defined as the capacity to have an effect on the character, development, or behavior of someone or something, or the effect itself. In the novel, To Kill a Mockingbird by Harper Lee, Atticus Finch plays an important role in influencing Scouts education, Morals, and her overall development. He does so through his words and actions. Atticus Finch plays an important role in educating Scout through out the book. He teaches her many subjects such as the importance of education. Atticus told Scout, “If you'll concede the necessity of going to school, we'll go on reading every night like we always have. Is that a bargain?” (P.41) Atticus comprehends that education is extremely important consequently leading him to bargain with her although he could be in trouble by doing so. Scout then learns the importance of education because although she knows he'll get into trouble, he'll do anything so she'll continue to attend school. He also thought her indirectly how to read. Scout says, “I never deliberately learned to read... I could not remember when the lines above Atticus's moving finger separated into words... everything Atticus happened to be reading when I crawled into his lap every night.” (P.23) Scout never directly learned from Atticus how to read, “ I never...
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...cannot perish until separation; therefore, all mob members must suffer consequences for their actions. When people individuate, they become immune to actions from outside the mob which causes this unbreakable mob mentality. In an article about mob mentality, Megan Donley explains how it forms; “When people are part of a group, they often experience deindividuation, or a loss of self-awareness” (Donely n. pag.). When people experience deindividuation they become unstoppable with reason because they feel that what they are doing does not relate to themselves and/or personal life. Their “horse in blinders” like actions are what causes mobs to be so dangerous; blocking out all reality of their life, only falling victim to the tight reins of the group thoughts. After explaining the process, Donley verbalizes the thoughts of those who are in the group. “[...] many people believe they cannot be held responsible for violent behavior when part of a mob because they perceive the violent action as the group’s rather than their own behavior” (Donley n. pag.). People who have succumb to mob mentality are not acting on their own accord. Rather they act along with the group, believing that what they are doing does not relate to what they do in regular life. This mindset relates to the other name for mob mentality, herd mentality, which suggests that they act as if in a herd of animals; only following the hind ends of their companions. With this fact in consideration, it is no wonder that these...
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...Literature Unit 2 a and b (F.T.) 93 GCSE ENGLISH LITERATURE Higher Tier UNIT 1 Specimen Assessment Materials 2 hours SECTION A Question 1. 2. 3. 4. 5. Of Mice and Men Anita and Me To Kill a Mockingbird I Know Why the Caged Bird Sings Chanda’s Secrets SECTION B 6. Poetry 12 Pages 2-3 4-5 6-7 8-9 10 - 11 ADDITIONAL MATERIALS Twelve page answer booklet. INSTRUCTIONS TO CANDIDATES Answer both Section A and Section B. Answer one question in Section A and the question in Section B. INFORMATION FOR CANDIDATES The number of marks is given in brackets after each question or part-question. You are reminded that assessment will take into account the quality of written communication used in your answers. JD*(S-2011 Higher) Turn over. 2 SECTION A 1. Of Mice and Men Answer part (a) and either part (b) or part (c). You are advised to spend about 20 minutes on part (a), and about 40 minutes on part (b) or part (c). (a) Read the extract on the opposite page. Then answer the following question: With close reference to the extract, show how John Steinbeck presents Curley here. [10] Either, (b) Steinbeck uses three specific settings on the ranch: the bunkhouse, the harness room and the barn. Choose one of these settings and show how it is important to the novel as a whole.[20] Or, (c) How is the character of Candy important to the novel...
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...Music Journal Table of Contents 1-4 1. Two Trains Running................................................................………...5 2. Almost Lost My Mind.............................................................................5 3. Do You Love Me....................................................................................6 4. One Fine Day ..............................................................................................6 5. Fingertips (Part 2)..........................................................................................7 6.Mona Lisa……………………...........................................................................7 7. Shop Around......................................................................................................8 8. Please Mr. Postman...........................................................................................8 9. Save the Last Dance for Me...............................................................................9 10. Hello Stranger.....................................................................................................9 11. I Can’t Help Myself (Sugar Pie Hunny Bunch)..............................................9,10 12. Stop! in the Name of Love..................................................................10 13. Love Don’t Love Nobody..................................................................................10,11 14. You Can't...
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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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...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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...A Passage to India E. M. Forster Online Information For the online version of BookRags' A Passage to India Premium Study Guide, including complete copyright information, please visit: http://www.bookrags.com/studyguide−passageindia/ Copyright Information ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994−2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994−2005, by Walton Beacham. All other...
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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: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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