...Marcus A #1 Anne frank compare and contrast As 13 and 14 year olds we don't truly know what survival is. It's on the news in movies on T.V. shows and we still don't know survival is until we have been put through it. Survivals is either being stranded and having to fend for yourself in wilderness or having to be forced into hiding or being put hard labor and push yourself to make it through. Alexander and anne went through having to hide and being put to hard labor. They both used several different skills to survive during their experience in the holocaust. Who was Anne frank? Anne frank was a 13 year old girl who survived in the attic of her father's workplace with her family. For anne to survive this time it wasn’t the nazis it...
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...someone who carries the same persona as Mr. Frank. In the play "The Diary of Anne Frank" we are introduced to several main characters, two of whom I chose as my least favorite and favorite character. These characters include Mr. Frank and his daughter Anne Frank. Initially, as we read through the lines of each main character the reader can visualize that both characters greatly differ in personality. On one hand, Anne Frank is a disrespectful person who has an annoying personality; whereas, Mr. Frank is very caring, respectful and considerate even with the living conditions that he underwent. Thus, all things considering, Mr. Frank...
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...I recently watched a movie, and read a play about Anne Frank. In the beginning, Anne, and her family moved into a Secret Annex. The Secret Annex was a place for their family to hide from the Nazis, because they were Jews. Anne was introduced as a spoiled thirteen year old who got what she wanted. By the middle, the Van Daan family joins the Frank family in hiding. Also, a character named Mr. Dussel moved into the Secret Annex. At the end, the Secret Annex was found after two years of hiding, and everyone had to quickly pack up a bag, and they were all sent to concentration camps. The movie version of Anne Frank was a lot more impactful than the play version. Although both versions, teach a lot about Anne Frank the movie was easier to understand....
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...To fully compare different representations of Anne Frank, I will have to complete reading Anne Frank: The Diary of a Young Girl. Although I still need to read through and summarise/highlight the relevant parts of the books I borrowed to examine how time, purpose/audience and bias changes how we represent or view someone. Using these books, as well as additional ones I intend to find over the internet, I will compare and contrast different plays, movies and books featuring Anne Frank. This research would help me investigate the question “Discuss how Anne Frank is represented today, as well as in previous and modern day media?” (or Discuss how time and bias affects Anne Frank’s representation today, as well as in previous and modern day media)....
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...position on the topic and previews what the entire paper is about. You learn more about writing effective introductions later in this course. Supporting Paragraphs Every paragraph after your introduction must be a supporting paragraph. A supporting paragraph supports or proves your thesis. All supporting paragraphs must include a topic sentence. You may then develop the supporting paragraphs within your paper by using one or more of the following methods: • Examples and illustrations • Data, facts, or historical or personal details • A simple story, or narrative • Descriptions • Division and classification • Analysis • Process analysis • Definitions • Cause-effect • Comparison-contrast • Argument The previous paragraph about journals used examples to support the topic sentence. Consider the paragraph following the introduction:...
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... MAED Capstone Title | Holocaust Web Quest: Evaluation and Citations | Grade | Level: 7 | Type of Lesson: | Flexible Collaboration Continuum | Area Topic | Moderate Content Area: Language Arts Content Topic: Diary of Anne Frank Unit | Standards for the 21st-Century Learner | | Skills Indicator(s): | 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. | Responsibilities Indicator(s): | 11.3.1 Respect copyright/intellectual property rights of creators and producers. | Dispositions Indicator(s): | 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information | Self-Assessment Strategies Indicator(s): | 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. | Scenario: | In two sessions, this lesson is designed to teach students how to evaluate and cite information gathered from web sites related to the study of the Holocaust. The lesson reinforces the concept that not all resources are reliable and useful and that all sources must be cited to avoid plagiarism. The lesson is part of a language arts unit on The Diary of Anne Frank, and it teaches research standards as they are imbedded in the literature content. The teacher will be responsible for teaching excerpts from the diary, stressing literary devices and historical value. The library media specialist will...
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...Text Set Introduction Jeff Utegg After reading The Giver and The Hunger Games, we were set out on the task to find a common theme. In an ideal situation, teachers would be able to embellish on these young adult books by supporting them with supplemental sources. Through the use of newspaper articles, magazines, picture books, videos, trailers and clips, and electronics our tenth grade English class will explore and discover the theme; dystopia paired with defiance. Dystopia literally means “ bad uptopia”. According to the MerriamWebster dictionary, dystopia is defined as “an imaginary place where people lead dehumanized and often fearful lives”. Unlike utopia, where a society is perceived to be a perfect place to reside, dystopia differs in that what is “perfect” often causes an undesirable place to live. Having students be able to understand these complex themes in addition to the “on the surface” themes that exist within this young adult literature would ensure a deeper meaning/understanding of the text for them. In addition, being able to present the idea to students in a multitude of facets helps to differentiate learning for students. Also, students are able to gain a better understanding of what dystopia really means when they see it being used in multiple different contexts. This particular English 10 class is a cotaught class of twentyfive including six students with disabilities. There are two students with autism, three with multiple disorders and one student with ...
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...CHAPTER 1 Summary Emma Woodhouse, Henry's younger daughter, lives in the small town of Highbury, sixteen miles away from London. She lives with her old, valetudinarian father at Hartfield. His elder daughter, Isabella, is married to the younger brother of George Knightley, the gentleman landlord and owner of Donwell Abbey Estate, a mile away from Hartfield. Isabella's husband is a lawyer; she lives with him and their five children in London. Emma lost her mother when she was five years old. Since then she has had the companionship of her governess, Miss Anne Taylor. After Isabella's marriage seven years earlier, Miss Taylor has been Emma's only companion and confidante. Emma is now twenty-one years old, beautiful and intelligent, but conceited and willful. Miss Taylor has just recently married Mr. Weston, a middle-aged widower. Even though she is very attached to her father, Emma feels depressed since she now has no companion except her this old, sickly man, who is against the thought of Emma marrying because he does not want to undergo any change. On the day following Miss Taylor's wedding, Mr. Woodhouse expresses his regrets over her marriage. Although he thinks Mr. Weston is a thorough gentleman, he disapproves of Miss Taylor desiring to marry in order to have a home of her own; Hartfield, where she has lived with the Woodhouses, is three times larger than Mr. Weston's Randalls. Emma tries to convince her father that their governess is happily married and tells him...
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...and Candidate Number on the Answer Booklet provided. Answer two questions. Answer one question from Section A and one question from Section B. Section A is open book. INFORMATION FOR CANDIDATES The total mark for this paper is 120. All questions carry equal marks, ie 60 marks for each question. Quality of written communication will be assessed in all questions. 3 Section A: The Study of Poetry Written after 1800 Answer one question on your chosen pairing of poets. Heaney: Opened Ground Montague: New Selected Poems 1 John Montague and Seamus Heaney both write about the Irish past. Compare and contrast the two poets’ treatment of the Irish past in two poems you have studied. Hopkins: Selected Poems Dickinson: A Choice of Emily Dickinson’s Verse 2 Gerard Manley Hopkins and Emily Dickinson both express intense anguish in their poetry. Compare and contrast how both poets express intense anguish in two poems you have studied. Duffy: Selected Poems Lochhead: The Colour of Black and White 3...
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...| | CCRS | CONTENT STANDARDS | EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of...
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...A Study of Shell Oil and its Stakeholders in Nigeria Part 1 (Week Six) A Review of Basic Issues Regarding the Background and Interests of Stakeholders of Shell Oil Company in Nigeria Chapter 1 Introduction The complexity of understanding the Shell Nigeria oil spill and applying critical analysis and leadership theories to the problem is a challenging debate. A reader would tend to assume that Shell is at fault and should take all the blame for this corporate and ecological mess. Therefore, the introduction needs to provide the reader with sufficient historical information and background of stakeholders such as Royal Dutch Shell Company, Nigeria (country), Niger Delta (province of Nigeria) and its directly affected tribal communities of the oil spill. The introduction is thorough as to avoid explaining in other key elements of this research paper. The Royal Dutch Shell was ranked No1 as the largest organisation in the world in 2012 by Global 500. Shell has boosted its first quarter earnings of 2012 by 11% compared to that of 2011. Shells long term projects that have just commenced creating; a gas to liquids plant in Qatar and further projects in Canadian oil sands, have in part contributed to these revenues. Royal Dutch Shell has 87000 employees globally (Global 500, 2012) The first Shell Company in Nigeria was started in 1936 by The Royal Dutch/Shell Group. The Royal Dutch/Shell Group then founded Shell D’Arcy. Two years later in November 1928...
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...John Green The Fault in Our Stars BACKGROUND INFO BACKGROUND AUTHOR BIO Full Name: John Michael Green Date of Birth: August 24th, 1977 Place of Birth: Indianapolis, Indiana Brief Life Story: John Green was born in Indianapolis, Indiana. Immediately after his birth, Green’s parents moved to Orlando, Florida. During his youth, he attended Lake Highland Preparatory School, a boarding school near Birmingham, Alabama. Later, he attended Kenyon College where he graduated in 2000 with a double major in English and Religious Studies. After graduating from Kenyon, Green worked in a children’s hospital while he enrolled in divinity school with the intention of becoming an Episcopal Priest. He never attended divinity school, however, because his experience working in the hospital with children suffering from life-threatening illnesses inspired him to become a writer. He lived in Chicago for several years, writing book reviews, writing for radio, and working in publishing. During this time he wrote his first novel, Looking for Alaska (2005) to immediate, and increasing, success. He followed that first novel with An Abundance of Katherines (2006), Paper Towns (2008), and The Fault in Our Stars (2012), which reached #1 on the New York Times bestseller list for children. Green currently lives in Indianapolis with his wife and two kids, where he continues to write, produce videos, and speak publicly about an array of topics. chronicle his artistic journey in making the film adaption of his novel...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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