Name _____________________________________________ Essays

Name _____________________________________________ Essays Name ______________________________________________________________________ Journal entries required for the film and novel To Kill a Mockingbird and Episodes of Modern family Journal entries for every 5-6 chapters Comment on 1-2 narrative conventions of the novel genre each time N arrative Conventions are techniques used to tell a story to the reader. Narrative Conventions include: points of view, 1st person, 3rd person characterisation descriptive language, conflict, climax, plot, time Guiding questions Chapters 1-3: What do we learn, in this chapter, about Harper Lee's view of the education system of the time? How do you view school? What do we learn about Calpurnia's attitude to other people in this chapter? What do we learn about Burris in particular and the Ewells in general in this chapter? Why do so many people make up, read, or view gruesome and frightening stories? Chapter 4-5 Why do people make fun of those who are different? Chapter 7- 9 Chapters 7-9: Give examples of prejudice. Identify the most common types of prejudice in our community, in the U.S., and in the world. Explain why these types of prejudice are destructive. What is the cause of Scout's outburst at the start of chapter 9? Why shouldn't Atticus defend Tom Robinson Chpater 9? Chapter 10 Why does Atticus say that it's a sin to kill a mockingbird' ? Chapter 12 What is the significance of the First Purchase Church? What new things does Scout learn about how the black people live? Chapter 14 Why does Aunt Alexandra think Atticus should sack Calpurnia? What response does Atticus give to this? Chapter 15 What is your definition of a MOB? How does mob behaviour differ from individual behavior? How would you handle an angry mob, as opposed to an angry individual? What is the mob's purpose in being there? RESEARCH TASK - find out about the Ku Klux Klan (Be ready to present your findings to the class) Chapter 17 How might a) the white people and b) the coloured people respond to Bob Ewell's statement I seen that black nigger yonder torrin' on my Mayella' Chapter 17 and 18 How does Harper Lee create and sustain tension in these chapters? Chapter 20 Atticus says that there is only one way in which all men are equal in America. What is it? Chapter 24 Why does Atticus take Calpurnia with him? Reflection Write about the importance of some of the families in T o K ill a M o c k i n g b i r d . Write about: How different characters in the novel are affected by their families How the writer presents different families and their importance. How does Harper Lee show Atticus to be a good parent? Write about: what he does what he says to Jem and Scout how the writer makes you think of Atticus as a good parent. What'sHappening MyThinking BriefSummary Keyevents/facts/details KeyQuotations Themes NewVocabulary Type of reading: Resistant reading or dominant reading? Reader'sreaction/opinions supportedwithevidence from thetext Whythey'reimportant/What'stheauthor'smessage? What is the purpose of the text? Mythinking/interpretations about themeaningor significance. Textreference/Inmyhead reference WhatIknowaboutthe word/howit connectstothetext Why? For each genre, please complete and submit the info sheet in English Skills 11 Page ___________

Relationship Between Law and History

Relationship Between Law and History The Roman law The Roman law was successfully codified to be in line with the roman customs. The coded form became one of the most valuable cultural heritages in medieval Europe, because it shaped the laws. The initial customary laws were efficiently transferred from one generation to another but created various conflicts over custom and human rights, since they were venerable to abuse by judges and favoured particular social classes.Advertising We will write a custom term paper sample on Relationship Between Law and History specifically for you for only $16.05 $11/page Learn More The customary laws come to existence through joint community suggestions; however, unilateral suggestions by individuals caused division along tribal lines and centuries. The law then developed through establishments by the praetor’s decrees as well as senate verifications or resolutions as well as opinions of lawyers/jurists. The judges would seek opinions of the jurists to make final judgements. The jurists ‘opinions therefore assisted in enhancing the law with the required quality. Various constitutions of the roman emperors also played significant roles in formation of the Roman law. The law generally provided a distinction between the concept of property ownership and possession. According to Stein (3), Roman law is very similar to many current codes since its supports that a property owner has a right over property and can use it for personal gain, but a possessor is only in control for a limited period of contract, lease, employment or commission. The first Roman emperor had an introductory law that was acceptable to many proceeding emperors. Contemporary civil systems therefore have a root on the Roman Emperor Law especially the juridical terminologies. The Hammurabi/Roman Law The Hammurabi/Roman Law that was practiced during the 8th Century by Babylon rulers indicated that a wrong act faced tough law, thus the â€Å"eye for an eye† application. The law was applied regardless of the victim gender. Problems on the subject of adultery meant that the victim had to prove his/her innocence before the priest by swearing. If found culprit of such acts, the victim would be forced to jump and drown in the sea. Although the rules of the society were harsh, such as support for divorce without considering reasons, a woman still had the right to claim share of the property as long as they had children with the husband. Failure to prove her innocence also indicated that the man had a right to keep her as a servant and fail to pay dowry. Serious cases were however dealt with by the courts and the outcome was a sentence to death through drowning. These were strict rules that various societies leant and implemented although the code differed from one to the other. The rule was an indication over the importance of regulating the society, for instance to ensure social order, legitimacy and proper administration of wealth. Variou s laws are extremely unique in their cultural settings, but have a close interconnection on these importance and reasons. Code of Hammurabi was an original establishment meant to ascertain order.Advertising Looking for term paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The law was however harsh, strict and made a distinction between the social-economic classes and social believe that the code came to reality from the sun gods as opposed to establishment by societal leaders. A common aspect of the law was fairness or just treatment for everyone in the society. Code of Hammurabi made the society to be a culture made by people and their achievements through thoughts or physical existence. It included both the mental and physical resources that integrated beliefs, customs and values into a common system. This code provided evidence that the law gives people a sense of identity, security, continuity and dignity. Law r epresents the religious society made of perpetually dynamic individuals, groups, or associations (Stein, 31). Most problems in the society regard knowledge or faithfulness between social-economic values and culture. We fail to administer the law because culture involves achievements. Today’s society is not only about growth but is concern with material achievements and system governance. According to Stein (28), societies have a culture that assimilates various aspects, provides the procedures and specifications of engaging societal believes and promote ethics. Work Cited Stein, Peter. Roman Law in European History. London, UK: Cambridge Press Printers. 2005. Press.

Hitler Youth of Germany and the Red Guards in China Essay

Hitler Youth of Germany and the Red Guards in China - Essay Example It was the second oldest paramilitary Nazi group, founded in 1922 as the Jungsturm Adolf Hitler, one year after the Sturmabteilung (SA) Stormtroopers. The group was based in Munich, Bavaria, and served as a recruiting ground for new Stormtroopers of the SA. The group was disbanded in 1923 following the abortive Beer Hall Putsch but was re-established in 1926, a year after the Nazi Party had been reorganized. The second Hitler Youth began in 1926 with an emphasis on national youth recruitment into the Nazi Party. Kurt Gruber, a law student and admirer of Hitler from Plauen in Saxony, home to many blue-collar workers, initiated the reconstruction of the League. Then in 1933, Baldur von Schirach served as the first Reichsjugendfuhrer (Reich Youth Leader) and devoted a great deal of time, finances, and manpower into the expansion of the Hitler Youth. By 1930, the group had over 25,000 members with the Bund Deutscher Madel (BDM) (League of German girls), for girls aged from fourteen to eighteen). The Deutsches Jungvolk was another Hitler Youth group, intended for still younger children, both boys and girls (Sohn-Rethel 23-24). In the People's Republic of China, the Red Guards were civilians who were the frontline implementers of the Chinese Cultural Revolution (1960s-1970s). Most Red Guards were youngsters in their mid-teens summoned by Chairman Mao Zedong to protect the forward progression of the Chinese Communist Party against "evil forces" such as imperialism and corruption, including those within the Communist Party who were identified as deviationists. Red Guards could be found in all aspects of Chinese society from the Foreign Ministry down to supervision of siblings. The Red Guards sat in the Foreign Ministry supervising officials while briefly seizing power from Chen Yi to conduct foreign affairs. Many Red Guards used their freedom to carry out personal vendettas. The original membership of the Hitler Youth was confined to Munich, and in 1923, the organization had just over one thousand members. In 1925, when the Nazi Party had been refounded, its membership grew to over 5,000. Five years later, the national Hitler Youth membership was at 25,000, at the end of 1932 (a few weeks before the Nazis came to power) it was at 107,956, and at the end of 1933, the Hitler Youth held a membership of 2,300,000. This rise for a large part came from the members of several other youth organizations the HJ had (more or less forcefully) been merged with, including the rather big one of the "evangelische Jugend" (600,000 members at the time), the YO of the Evangelical Church in Germany. In December of 1936, Hitler Youth membership stood at just over 5 million. That same month, the Hitler Youth became obligatory and membership was required by law (Gesetz uber die Hitlerjugend). This obligation was affirmed in 1939 with the Jugenddienstpflicht. Membership could be enforced even against the will of the parents. From that point, most of Germany's teenagers were incorporated into the Hitler Youth, and by 1940, the total membership reached eight million. Later war figures are difficult to calculate, since massive conscription efforts and a general call-up of boys as young as ten years old meant that virtually every young male in Germany was, in some way, connected to the Hitler Youth. The Hitler Youth had the basic motivation of training future "Aryan supermen" and future soldiers who would serve the Third Reich faithfully. Physical and military training took precedence over academic and scientific education in Hitler Youth