...the rubric to guide your response to this prompt: Is the American Dream possible for all people? Plan and write an essay in which you develop your position on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.Part 2: Review anchor papers with rubric, then determine your own score. (This does not replace teacher evaluation)Part 3: (optional follow-up) Compose a diary entry focused on the American Dream from the perspective of a Colonial Era immigrant. (W.# Narrative Task) | Standards: | RI.11.7: Integrate and evaluate multiple sources of information in order to address a question or solve a problem.W.11.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.L.11.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | Materials: | Teacher Materials: * Teacher directions * Rubric | Student Materials: * SAT Style Essay prompt sheet * Rubric | General Notes: | Students will already have a cursory understanding of the SAT essay since they have written SAT-style essays in previous years. Prior to this assessment, teachers should model how to unlock a prompt and how to organize an SAT style argument.To be in line with SAT requirements, only 25 minutes can be allowed for...
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...BORN INTO BROTHELS COMPANION CURRICULUM BORN INTO BROTHELS COMPANION CURRICULUM DIRECTED BY ZANA BRISKI AMNESTY INTERNATIONAL USA HUMAN RIGHTS EDUCATION PROGRAM ACKNOWLEDGEMENTS THE HUMAN RIGHTS EDUCATION PROGRAM AT AMNESTY INTERNATIONAL USA WOULD LIKE TO RECOGNIZE THE FOLLOWING CONTRIBUTORS OF THIS CURRICULUM GUIDE. WITHOUT THEIR DEDICATION, HARD WORK AND PERSONAL COMMITMENT TO THE ISSUES THAT EMANATE FROM THE FILM, THIS GUIDE WOULD NOT HAVE BEEN POSSIBLE. WRITERS CLARE GARVIE SHEETAL KHEMCHANDANI HEATHER SHPIRO EDITORS CLARE GARVIE SHEETAL KHEMCHANDANI MELISSA ROBINSON CONTRIBUTORS KIM ALLEN MARY ARCHER ADDIE BOSTON REBECCA CATRON SAMANTHA LEE SONAM DOLKER EMILY LESSER KAREN ROBINSON MELISSA ROBINSON 2 ACKNOWLEDGEMENTS TABLE OF CONTENTS INTRODUCTION FROM THE FILMMAKER | 4 FROM THE EDITORS | 5 MOVIE DISCUSSION GUIDE | 7 LESSON 1 PERSONAL AND COLLECTIVE RESPONSIBILITY | 9 APPENDIX 1 – Handouts | 18 THE TRANSORMATIVE POWER OF ART | 23 APPENDIX 2 – Handouts | 32 DISCRIMINATION AND THE RIGHT TO EDUCATION | 49 APPENDIX 3 – Handouts | 54 FILM CLIPS | 61 GLOSSARY OF TERMS | 63 OPTIONAL TEACHER RESOURCE 1 – Red Light Districts around the World | 65 OPTIONAL TEACHER RESOURCE 2 – Q&A about the Calcutta Red Light District | 68 OPTIONAL TEACHER RESOURCE 3 – Fact Sheet on Internally Displaced Peoples and Refugees | 70 OPTIONAL TEACHER RESOURCE 4 – Timeline of Conflict in Bosnia/Herzegovina | 72 LESSON 2 LESSON 3 ADDITIONAL RESOURCES RESOURCE STRENGTHENING FEEDBACK FORM...
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...COM3702/201/1/2016 TUTORIAL LETTER 201/1/2016 Media Studies: Policy, Management and Media Representation COM3702 Semester 1 Department of Communication Science IMPORTANT INFORMATION This tutorial letter contains important information about your examination portfolio. CONTENTS PAGE 1 INTRODUCTION 3 2 LECTURERS, EXAMINATION PORTFOLIO, SUPPLEMENTARY EXAMINATION AND STUDY GUIDE 3 3 FEEDBACK ON PORTFOLIO ASSIGNMENT 01 6 4 FEEDBACK ON ASSIGNMENT 02 13 5 INFORMATION AND GUIDELINES ON PORTFOLIO ASSIGNMENT 03 FOR THE EXAMINATION 23 ADDITIONAL GUIDELINES FOR THE EXAMINATION PORTFOLIO ASSIGNMENT 03 27 CONCLUSION 31 6 7 2 COM3702/201 Dear Student 1 INTRODUCTION We trust that you are enjoying Media Studies: Policy, Management and Media Representation. We know there is a large amount of work to do, but we do hope that you are coping and that you will send in your examination portfolio soon. This tutorial letter contains a lot of important information. Please study it carefully before you submit your portfolio. Do not hesitate to contact us if there is anything you do not understand. 2 LECTURERS, EXAMINATION PORTFOLIO, SUPPLEMENTARY EXAMINATION AND STUDY GUIDE Note the following important issues: 2.1 Lecturers’ contact details Note that some changes have been made to the list of lecturers that appeared in Tutorial Letter 101/2016. Here is the updated list of lecturers: Name and...
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...With free and frank conversations, people became acquainted with points of view that were not familiar; they discovered strengths and weaknesses in their personal arguments, and subsequently became moderate in the expression of their views taking into consideration the arguments of others. With this small light ignited in the intellectual realm, the idealism of free communication of thoughts and opinions spread and became one of the trademarks of democratic societies. During the next century, John Stuart Mill affirmed that societies progress when people freely express themselves because errors and misconceptions are exposed, and alternatives were proposed. These sentiments became the backbone of the United Nations’ Declaration of Human Rights, adopted in 1948 and of the European Convention on Human Rights adopted in 1950: that everyone has the right to opinion without interference and to seek, receive and impart information and ideas without interference by public authority and regardless of frontiers. But, alas, as people’s right to express themselves became the norm of the day, access to information became limited. Woodrow Wilson expressed...
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...The History of US-Israel Relations Against Our Better Judgment The hidden history of how the United States was used to create Israel Louis Brandeis, flanked by Rabbi Stephen Samuel Wise, founding secretary of the American Federation of Zionists (right) and Nathan Straus, co-owner of Macy’s (Source: Library of Congress) By Alison Weir April 18, 2013 Alison Weir is Executive Director If Americans Knew and President of the Council for the National Interest. She is available to give presentations on this topic and can be reached at contact@ ifamericansknew.org. How the U.S. “special relationship” with Israel came about W hile many people are led to believe that U.S. support for Israel is driven by the American establishment and U.S. national interests, the facts don't support this theory. The reality is that for decades U.S. foreign policy and defense experts opposed supporting the creation of Israel. They then similarly opposed the massive American funding and diplomatic support that sustained the forcibly established state and that provided a blank check for its aggressive expansion. They were simply outmaneuvered and eventually replaced. Like many American policies, U.S. Middle East policies are driven by a special interest lobby. However, the Israel Lobby, as it is called today in the U.S.[1], consists of vastly more than what most people envision in the word "lobby." As this article will demonstrate, the Israel Lobby is considerably more powerful and...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...N.K.Minda Group of Industries HRM Policy Manual Copy No. : Revision No. : 04 Effective Date : 01.04.2006 Next Review Date : 01.04.2007 FOREWARD This manual intends to keep employees abreast with the HRM policies and practices. Though the attempt has been made to cover and elaborate all possible factors, however, it is not conclusion. This Manual supersedes all earlier amendments or changes communicated from time to time. Any amendment or new thing that may arise from time to time shall be processed and communicated to all concerned for additions / deletions. Broadly, all are expected to follow this strictly and exceptional circumstances demanding any deviation may be taken up with appropriate authority, supported by due justification. ********** INDEX |S.No. |Policy Name |Policy No. |Page No. | |1 |Amendment Record |-- |5 | |2 |Distribution List |-- |6 | |3 |Mission |-- |7 | |4 |Vision |-- |8 | |5 ...
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...Dissent is a feeling or philosophy of non-agreement or opposition to a prevailing idea or institution. It is older than the United States, serving as a privilege and obligation to its citizens. The history of the United States is an ideal example of how dissent ultimately changes society by offering new ideas and perspective. Important issues that dissenters advocated such as taxation, slavery, women’s rights, civil rights, and anti-war sentiments define America. In order for a society to be successful, it must encourage dissent and protect the rights of its dissenters. Dissenters fought to create change and gain rights they believed were denied to them and others. Religious dissent forced European groups such as the Quakers and Puritans, who were persecuted for their beliefs, to seek life in the colonies. During the Pre-Revolutionary Age, Christianity affected all aspects of an individual’s life. Christianity was the basis of decision making in politics and society. Governments often ruled over their subjects, with the notion that they had approval from God and would therefore be granted his mercy for slaughtering innocent individuals, whether it was through crusades or witch hunts. At the time of the seventeenth century, kings and queens final decisions ruled which branch of Christianity to follow; with the constant upheaval in rulers, and exile towards Protestants during the Catholic era and Calvinists during the Church of England era, radical religious ideals began...
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...CRIMINALIZATION OF HOMOSEXUALITY: A GRAVE VIOLATION OF HUMAN RIGHTS -****** ******* With the guidance of Professor ****** ****** Post-graduate Diploma in Human Rights Department of Civics and Politics University of ******i 2013-2014 Declaration The work I have submitted is my own effort. I certify that all materials in the Dissertation which is not my own work, has been identified and acknowledged. This project has been submitted for the partial fulfillment of the requirements for the award of the degree of the post-graduate diploma in Human Rights. The results embodied in this thesis have not been submitted to any other University or Institute for the award of any degree or diploma. Signature of Guide Signature of Student Date: 26/04/2014 Acknowledgement First and foremost, I would like to thank my supervisor Professor ******* ****** for his guidance when I was writing this dissertation. Secondly, I would like to extend my gratitude to all my classmates in the Human Rights Diploma programme for helping me in many ways. Lastly, I would like to thank ******** ********, ******* ******** and ****** ****** for their emotional support. Content Declaration 02 Acknowledgement 03 Content 04 Introduction 05 Homosexuality in India 1 Section 377 20 Discrimination faced by LGBT 30 Conclusion 46 Bibliography 51 Articles 54 1. INTRODUCTION Across the...
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...1. LETTER TO ADDITIONAL SECRETARY, HOME DEPARTMENT, GOVERNMENT OF INDIA DETENTION C AMP, January 27, 1944 ADDITIONAL S ECRETARY TO THE GOVERNMENT OF INDIA (HOME DEPARTMENT) NEW DELHI SIR, Some days ago Shri Kasturba Gandhi told the Inspector-General of prisons and Col. Shah that Dr. Dinshaw Mehta of Poona be invited to assist in her treatment. Nothing seems to have come out of her request. She has become insistent now and asked me if I had written to the Government in the matter. I, therefore, ask for immediate permission to bring in Dr. Mehta. She has also told me and my son that she would like to have some Ayurvedic physician to see her. 1 I suggest that the I.G.P. be authorized to permit such assistance when requested. 2. I have no reply as yet to my request2 that Shri Kanu Gandhi, who is being permitted to visit the patient every alternate day, be allowed to remain in the camp as a whole-time nurse. The patient shows no signs of recovery and night-nursing is becoming more and more exacting. Kanu Gandhi is an ideal nurse, having nursed the patient before. And what is more, he can soothe her by giving her instrumental music and by singing bhajans. I request early relief to relieve the existing pressure. The matter may be treated as very urgent. 3. The Superintendent of the camp informs me that when visitors come, one nurse only can be present. Hitherto more than one nurse has attended when necessary. The Superintendent used his discretion as to the necessity. But when...
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...Adolf Hitler (German: [ˈadɔlf ˈhɪtlɐ]; 20 April 1889 – 30 April 1945) was an Austrian-born German politician who was the leader of the Nazi Party (NSDAP), Chancellor of Germany from 1933 to 1945, and Führer ("leader") of Nazi Germany from 1934 to 1945. He was effectively dictator of Nazi Germany, and was a central figure of World War II in Europe and the Holocaust. Hitler was a decorated veteran of World War I. He joined the precursor of the NSDAP, the German Workers' Party, in 1919 and became leader of the NSDAP in 1921. In 1923, he attempted a coup in Munich to seize power. The failed coup resulted in Hitler's imprisonment, during which time he dictated his autobiography and political manifesto Mein Kampf ("My Struggle"). After his release in 1924, Hitler gained popular support by attacking the Treaty of Versailles and promoting Pan-Germanism, anti-Semitism, and anti-communism with charismatic oratory and Nazi propaganda. Hitler frequently denounced international capitalism and communism as being part of a Jewish conspiracy. Hitler's Nazi Party became the largest elected party in the German Reichstag, leading to his appointment as chancellor in 1933. Following fresh elections won by his coalition, the Reichstag passed the Enabling Act, which began the process of transforming the Weimar Republic into Nazi Germany, a one-party dictatorship based on the totalitarian and autocratic ideology of National Socialism. Hitler aimed to eliminate Jews from Germany and establish a...
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...underlying purpose will help you interpret the context of the writing. It will also help you see why writers make the decisions they do—from the largest decisions about what information to present to the smallest details of what words to use. The chapter concludes with instructions on how to write an analysis of purpose and technique. This kind of rhetorical analysis will provide the perspective required to keep you from being pushed by words in directions you don’t want to go. T 103 104 Part 1 Writing About Reading The Writer's Purpose Insofar as people know what they are doing, they plan their actions to achieve their purposes. Someone who selects the purpose of being rich will design and carry out a set of actions, legal or illegal, to gain the desired wealth. A person who wants to gain great wisdom will design an entirely different life course. Writers, whether they want most to be wealthy or wise, have specific purposes they hope to achieve by any piece of work. If they are skilled writers—that is, in control of what they write—they design each aspect of what they are writing to achieve their purpose. Being aware of the writer's purpose when you read helps you evaluate how well the writer has achieved the purpose and decide whether you want to follow where the writer is trying to lead you. The active reader reads more than the words and more than even the ideas: the active reader reads what the writer is doing. The active reader reconstructs the overall...
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...of Las Vegas at the blackjack tables, resulting in a ban. In addition to winning the World Memory Championships eight times, he was named the Brain Trust of Great Britain’s Brain of the Year in 1994 and Grandmaster of Memory in 1995. He has made numerous appearances on TV and radio and holds a host of world records, including one for memorizing 2,385 random binary digits in 30 minutes. In 2005 he was given a lifetime achievement award by the World Memory Championships International in recognition of his work to promote the art of memory all over the world; and in 2010 he became the General Manager of the World Memory Sports Council. By the same author (all published by Duncan Baird Publishers) How to Develop a Brilliant Memory: Week by Week How to Pass Exams Learn to Remember Never Forget: A Name or Face Never Forget: A Number or Date This edition published in the UK in 2011 by Watkins Publishing, Sixth Floor, Castle House, 75–76 Wells Street, London W1T 3QH Copyright © Watkins Publishing 2011 Text copyright © Dominic O’Brien 2011 Illustrations copyright © Watkins Publishing 2011 Dominic O’Brien has asserted his moral right under the Copyright, Designs and Patents Act 1988 to be identified as the author of this work. Mind Maps® is a registered trade mark of Tony Buzan in the UK and USA. For further information visit www.thinkbuzan.com. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means...
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...9 July 2010 1 LET 1 Table of Contents Unit 1 - Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved U1-C1-L1 Army JROTC - The Making of a Better Citizen U1-C1-L2 The Past and Purpose of Army JROTC U1-C1-L3 Moving Up in Army JROTC - Rank and Structure U1-C1-L4 The Signs of Success U1-C1-L5 Your Personal Appearance and Uniform U1-C1-L6 The Stars and Stripes U1-C1-L7 Proudly We Sing - The National Anthem U1-C1-L8 American Military Traditions, Customs, and Courtesies 3 9 13 21 25 37 45 51 Unit 2 - Leadership Theory and Application Chapter 1: Being a Leader U2-C1-L1 Leadership Defined U2-C1-L2 Leadership Reshuffled U2-C1-L3 Leadership from the Inside Out U2-C1-L4 Principles and Leadership U2-C1-L5 Sexual Harassment/Assault Chapter 2: Leadership Skills U2-C2-L1 Steps from the Past U2-C2-L2 Roles of Leaders and Followers in Drill U2-C2-L3 Using Your Leadership Skills/Taking Charge 57 61 67 73 77 81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 ...
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