Social and Economic Impact of Tuberculosis

Social and Economic Impact of Tuberculosis Introduction Overview Tuberculosis is a common and infectious communicable disease that is caused by mycobacterium tuberculosis. It is of two principle kinds: pulmonary TB, which usually attacks the lungs, and extra-pulmonary TB, which attacks any part of the body, such as: the lymphatic, pleural, bone and/or joint, genitourinary, miliary, peritoneal, meninges and/or central nervous system (CNS), and all other sites combined. Pulmonary TB sometimes combined with extra pulmonary tuberculosis (Parimon, 2008; Sreeramareddy et al., 2008; Friedman, 2001). Tuberculosis is spread in form of droplets which are expelled when the infected persons cough, sneeze, speak, or sing. Close, prolonged, frequent, or intense contacts are the main ways that leads to 22% of the infection rate. Other resources include: foreign-born from areas where TB is common, residents and employees living in plagued congregate settings, health care workers who serve severely infected clients, low-income populations, highly inflicted racial or ethnic minority populations, children exposed to severely infected adults, and persons who inject illicit drugs. Extra pulmonary TB that occurs outside the lungs may spread through lymphatic or hematogenous dissemination to any tract or through coughing and swallowing to the gastrointestinal tract. Such a type of bacteria may remain dormant for years at a particular site before causing the disease. Since extra pulmonary TB can affect virtually all organs, it has a wide variety of clinical manifestations. A matter which causes difficulty and delay in its diagnosis (Mehta, 1991; Gonzalez et al., 2003). Though, it is said to be more often diagnosed in women and young patients (Rieder et al., 1990; Gonzalez et al., 2003; Yang et al., 2004; Noertjojo et al., 2002; Cowie and Sharpe, 1997; Antony et al., 1995; Chan-Yeung et al.,2002). In the United States, extra pulmonary TB is associated with ethnic minorities and with those born in other countries (Rieder et al., 1990) while in Asia, lymphatic TB occupies the front position of the risky infectious diseases (Cowie and Sharpe, 1997, 1998; Moudgil and Leitch, 1994; Nisar et al., 1991; Ormerod, et al., 1991). A study of Somali TB patients in Minnesota showed frequent lymphatic TB as well (Kempainen, et al., 2001). In HIV-infected patients, the frequency of extra pulmonary TB depends on the degree of decrease in cellular immunity (Huebner and Castro, 1995; Barnes, et.al., 1991). While in patients with

Slave Conspiracy of 1741

Tension had always existed between the whites and the blacks even before the slave conspiracy of 1741. This tension was not purely racial but was also economic in nature. Most slaves in order to survive offered their labor for a very small amount and engaged in the same trade as their masters. This tension was at its peak in early part of the 17th Century when there was 1 slave for every four white. As a result, thousands of whites were displaced from their employment and suffered poverty. Because of the cheap services they offered, the black slaves failed in their competition against the white. Because of these tensions and the fear that someday these slaves will lead an uprising against the whites, laws were passed against them. The movements were restricted. They were severely punished for every commission of an offense, even if it was a minor infraction. They were mistreated and were given little or no rights at all. Perhaps because of the oppression they experienced, in April 1712, two dozen slaves burned buildings in New York and used guns, axes and swords to attack those who tried to put out the blaze. The slaves killed or wounded twenty whites before the police arrested them. More than twenty slaves were tried for treason and murder. Harsh penalty was imposed against those who found guilty. They were either hanged or burned. In 1741, the whites were weary that the 1712 event will happen again. The times were hard for the whites but it was worse for the black slaves. Tension was felt such that a mere hint of unrest had the effect of creating panic among the whites for fear of slave rebellion. The slave revolt which had happened in neighboring countries such as South Carolina and Caribbean added to this tension. â€Å"New York Slave Insurrection of 1741†) II. The so-called Slave Conspiracy of 1741 In Feb 1741, there was an isolated case of burglary in New York committed by a black slave named Caesar. This case of burglary was later on connected with a series of mysterious fire that will eventually be blamed against the slaves. The first of this series of fire started in March 1741 when the house of a lieutenant governor was ravaged by fire. Initially the lieutenant declared that the cause of the fire was due to a plumber who used live coals while repairing a gutter in his house. John V. Morris) Several days after a series of fires happened in New York. Though the cause of the fire was explained by the owners of these houses, rumors spread quickly that the slaves are plotting against them and that they want to overthrow the government. The suspicion that a conspiracy was being hatched by the slaves increased as the cases of fires grew in number. In April, a series of fires broke out once more. This time, a black man was seen running away from the scene. A white man wary of a slave uprising tried to catch him and yelled that â€Å"The Negroes are rising! The slave was eventually caught and tried. Now there seemed to be evidence which proves that the fires are not accidental and that it is intentionally being done by slaves. At this point, concerned about the rumors of a slave uprising, the city council ordered an intense investigation on this matter. Though nothing concrete was found, the investigation conducted merely made the situation worse and intensified the rumors about a slave conspiracy. Before these occurrences, Caesar, the person who committed the burglary in February of 1741 was eventually arrested in the tavern of Hughson. Hughson was immediately suspected of receiving stolen goods. Initially, the accusation against him was limited to the purchase of stolen items. But the investigators discovered Mary Burton, the indentured slave of Hughson who claimed to know something about the robbery but was initially reluctant to testify against him saying that: â€Å"I'll be murdered or poisoned by the Hughsons and the negroes for what I should tell you. † (George Dewan) Mary Burton was immediately placed under protective custody. At this point the series of fire broke out. The city council began to entertain the possibility that the fires was actually the work of arsonists and that there is a slave conspiracy to overthrow the government. This was fueled when in one of the fires mentioned above, a black slave was seen running away from the fire and shouts of â€Å"The Negroes are Rising were heard† Mary Burton made the connection between the robbery and the arson when she testified before the jury that the slaves were plotting to burn the city and massacre the whites. `In their common conversations they used to say that when all this was done, Caesar should be governor, and Hughson, my master, king,† (George Dewan) Because of this testimony, the Caesar was convicted and hanged. The same thing happened to Hughson and his wife though till the very last moment of their lives they denied their knowledge of and involvement in any slave conspiracy but admitted that they purchased stolen goods from the s laves. (John Morris) The arrests continued and several others were hanged without any direct evidence and purely on the basis of Mary Burton’s testimony. It bears stressing that her testimony was full of inconsistencies but despite this the jury gave credence to her. The trials and executions culminated in August of 1741 when John Ury was convicted. He was a schoolteacher who had a mastery of Latin. He was likewise arrested when Mary Burton suddenly remembered about him being one of the plotters to the conspiracy. But during the duration of the trial, Mary Burton made no mention of him. After the trial, Mary Burton got her reward from the city on Sept. 2, 1742. It totaled 100 pounds sterling, more than enough to pay for her freedom. By the end of the trials, 160 blacks and 21 whites had been arrested, 17 blacks were hanged and so were four whites, 13 African were burned at stake, and 72 blacks were banished from New York. (â€Å"The New York Slave Insurrection of 1741†) III. Conclusion Adopting the words of Thomas J. Davis, â€Å"New York's officials indulged themselves and the public in acting out their fears. They simply deceived themselves by systematizing real disorders into a single scheme where all the enemies of the English world suddenly surfaced. † I share the view of most historians on the issue of whether there was â€Å"The Slave Conspiracy of 1741† or â€Å"The Great Negro Plot. † I believe it did not exist. From the point of view of law, there is conspiracy when two or more persons come to an agreement regarding the commission of a crime and decide to commit it. In proving conspiracy, it is not necessary that there be a direct evidence of conspiracy or that proof of the agreement be produced. Conspiracy may be inferred from the acts of two or more persons when two or more persons proceed toward the accomplishment of the same objective, each doing his own act, so that their acts though seemingly independent were in fact connected showing a closeness of former association and concurrence of sentiment. In this case, the black slaves and some whites were being charged with conspiracy to burn the whites and overthrow the government. The evidence submitted was only the self-serving assertion of Mary Burton the indentured slave of Mr. Hughson who after the trial received 100 pounds sterling which was enough to buy her freedom and enjoy the rest of the money for herself. For one to be convicted of conspiracy there must be a showing that there a common purpose and design in pursuing the objective. The facts mentioned above however do not show that a conspiracy existed. There was no showing that the series of fires were intentionally committed for the purpose of overthrowing the go vernment. Reports of the owners of the houses burned even had a logical explanation as to why the fire happened contrary to the allegations that there was arson. There was likewise no showing that the series of fires was connected and that there is only one group responsible for it. Contrary to the testimony of Mary Burton, the evidence shows that the series of fires were accidental. Further there was likewise no showing that the burglary that happened in February 1741 was connected with the fires that happened a few weeks after. Ordinarily, a person who is about to die would admit the offense he had committed. Hughson however did not admit that he was part of the conspiracy though he admitted that he purchased stolen goods from slaves.

8th Grade Curriculum Essay

Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. Elements of Literature: Short Story : Collection 1 Plot and Setting Weekly Warm-Ups-Written Responses to Poetry Read: â€Å"The Treasure of Lemon Brown† â€Å"The Inn of Lost Time† â€Å"The Monkey’s Paw† â€Å"Aunty Misery† Nonfiction Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking Sheet Nonfiction Article on Harlem-Background Information before reading â€Å"The Treasure of Lemon Brown† Nonfiction Article on Samurai Warriors-Background Information before reading â€Å"The Inn of Lost Time† Graphic Organizers: Plot and Setting: Story Map, Setting Map(weather, time, customs, effect on character, etc.), Imagery Wheel, Plot Outline, Cause and Effect Chart Selection Tests: Multiple Choice Test with Essay Question 8th Grade Language Arts Curriculum Map 2010 pg. 2 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: a. Prewriting b. Drafting c. Revising d. Editing e. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quick writes-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Pre-write Compare and Contrast Essay: Compare the Literary Elements in â€Å"The Monkey’s Paw† and â€Å"Aunty Misery† in Elements of Literature. Six Trait Writing Rubrics to teach and assess writing projects 8th Grade Language Arts Curriculum Map 2010 pg. 3 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. John Hopkins Social Skills training- Y charts Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 4 Unit Standard Skills Assessment, Projects & Resources Unit 2 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. Elements of Literature: Short Story : Collection 2 Characterization Read: â€Å"Hamadi† â€Å"A Retrieved Reformation† â€Å"The Wise Old Woman† â€Å"Mrs. Flowers† Graphic Organizers for Characterization-Character Analysis chart Continue with Story Maps-Summaries Selection Tests: Multiple Choice Test with Essay Question Compare/Contrast characters in â€Å"The Wise Old Woman† and â€Å"Mrs. Flowers† 8th Grade Language Arts Curriculum Map 2010 pg. 5 Unit Standard Skills Assessment, Projects & Resources Unit 2 Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: f. Prewriting g. Drafting h. Revising i. Editing j. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Prewrite Narrative Essay: Personal Experience Essay Six Traits of Writing 8th Grade Language Arts Curriculum Map 2010 pg. 6 Unit Standard Skills Assessment, Projects & Resources Unit 2 Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 7 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Reading and Literature B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting A C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and  literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. –D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style To introduce Theme-Read: â€Å"The Cub† â€Å"Stop the Sun† â€Å"The Medicine Bag† Aesop’s Fables: Small Group Activity: Read six fables, complete story chart, characterization, plot, and theme, or moral of the story. To introduce Author’s Style-Two Author Studies Read-Edgar Allen Poe: Tell-Tale Heart The Raven The Cask of Amontillado The Pit and the Pendulum-View film Examine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), Irony Read-Ray Bradbury Ray Bradbury Biography-â€Å"Ray Bradbury is on Fire† â€Å"The Flying Machine† â€Å"The Dragon† â€Å"The Foghorn† â€Å"The Smile† â€Å"There Will Come Soft Rains† â€Å"All Summer in a Day† Complete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story 8th Grade Language Arts Curriculum Map 2010 pg. 8 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: k. Prewriting l. Drafting m. Revising n. Editing o. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Literary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia Multiparagraph Film Summary/Analysis: Essay on the Pit and the Pendulum Theme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 9 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Analyzing Visuals View â€Å"The Pit and the Pendulum† Complete story chart, analyze irony, write summary Small Group Activities 8th Grade Language Arts Curriculum Map 2010 pg. 10 Unit Standard Skills Assessment, Projects & Resources Unit 4 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, or motivation and give support from the text. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. 1960’s Study: Introduce using materials from 1960’s Postal Service Publication Vocabulary related to the 1960’s Read nonfiction relating to the 1960’s Era Create Timeline of Major Events Analyze Music and Poetry from the 1960’s Complete Setting Chart using Scholastic Issue: â€Å"The 1960’s† Novel: Vocabulary: â€Å"Think About It† charts to analyze context clues. Character Chart Plot Outline Variety of comprehension Activities Question Writing Activity Robert Frost Poem: â€Å"Nothing Gold Can Stay† 8th Grade Language Arts Curriculum Map 2010 pg. 11 Unit Standard Skills Assessment, Projects & Resources Unit 4 Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: p. Prewriting q. Drafting r. Revising s. Editing t. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 12 Unit Standard Skills Assessment, Projects & Resources Unit 4 Speaking & Listening A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: u. Prewriting v. Drafting w. Revising x. Editing y. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing

The Yellow Wallpaper by Charlotte Perkins - 722 Words

In this short story â€Å"The Yellow Wallpaper† Charlotte Perkins uses the story to describe statements about feminism and individuality. He does so by putting the reader through the horrific terrors the woman was going through neurosis, as her mental thoughts with the wallpaper in the room. Gilman tries instead to show a message of individual expression and he achieves it perfectly by recoding the progress of the illness she had, through the state of the wall paper. It is obvious in this story that the woman allows herself to be set lower to men, specially her husband, John. Being a Physician, he puts special orders for her to follow: To stay in bed, relax her imagination, and most important to stop her writing. Though she always felt better when she wrote, and felt it helped her, she does not argue or complain, But speaks â€Å"What can one do?† (655). This shows the lack of herself confidence and the feeling of inferiority she had. She speaks ask if anything she said did not count anyway, but she was very accepting of the situation. She expresses herself unimportant several more times through the story. â€Å"I meant to be such a real rest and comfort, and here I am a comparative burden already† (656). One big problem is that the woman does not give herself enough pride to spec up for herself. Although no one knows what makes him of her feel better, she mostly will depend on the doctor’s advice instead. The woman tries so hard to relief herself, and deep down she knows exactly what toShow MoreRelatedThe Yellow Wallpaper By Charlotte Perkins937 Words   |  4 PagesIn January of 1982 Charlotte Perkins published â€Å"The Yellow Wallpaper†. This story was written based mainly on feminism, and how men controlled women during that time. Perkins was very active in women’s rights. In her story she is telling us the story of her real life, and it is based off of the events that happened to her throughout her marriage and t he depression she suffered. Perkins was put on a â€Å"rest cure† for her depression where she was to stay in bed until she was better, but as she went throughRead MoreThe Yellow Wallpaper By Charlotte Perkins1189 Words   |  5 PagesAubi-Ann Genus Ms.Vedula 4 December 2015 â€Å"The Yellow Wallpaper† a Feminist Story â€Å"The Yellow Wallpaper† by Charlotte Perkins Gillman focuses on the oppression of women in the 19th century. The story introduces us into the awareness of a woman who is slowly going insane over the course of the summer. She recently just gave birth to a baby and is most likely suffering from some type of depression. Analyzing this story, we see the frustrations of women during The Victorian era. Women were manipulatedRead MoreThe Yellow Wallpaper by Charlotte Perkins653 Words   |  3 Pagesâ€Å"The Yellow Wall Paper† is the story about a journey of a woman who is suffering from a nervous breakdown, descending into madness through her â€Å"rest cure† treatment. The woman is not allowed to read, write or to see her newborn baby. Charlotte Perkins Gilman captures the essence of this journey into madness by using the first person narration. The story plot’s is by taking the reader through the horrors of one woman’s neurosis to make strong state ments about the oppression faced by women in theirRead MoreThe Yellow Wallpaper by Charlotte Perkins1162 Words   |  5 PagesA New Beginning In The Yellow Wallpaper, Charlotte Perkins Gilman discusses the oppression men have towards women through the story of a nameless narrator during the 19th century. In the story, the unknown narrator, a woman, is telling her struggle for freedom and her fight to escape from the subordination in her marriage with a physician. In the story, the narrator suffers an illness that prevents her from doing things she likes such as writing. Throughout her illness, the narrator slowly becomesRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman846 Words   |  4 PagesHumans are flawed individuals. Although flaws can be bad, people learn and grow from the mistakes made. Charlotte Perkins Gilman’s short story, â€Å"The Yellow Wallpaper†, gives one a true look at using flaws to help one grow. Gilman gives her reader’s a glimpse into what her life would have consisted of for a period of time in her life. Women were of little importance other than to clean the house and t o reproduce. This story intertwines the reality of what the lives of woman who were considered toRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman885 Words   |  4 Pagesbeen a stigma around mental illness and feminism. â€Å"The Yellow Wallpaper† was written by Charlotte Perkins Gilman in the 1900’s. â€Å"The Yellow Wallpaper† has many hidden truths within the story. The story was an embellished version her own struggle with what was most likely post-partum depression. As the story progresses, one can see that she is not receiving proper treatment for her depression and thus it is getting worse. Gilman uses the wallpaper and what she sees in it to symbolize her desire to escapeRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1547 Words   |  7 PagesCharlotte Perkins Gilman s career as a leading feminists and social activist translated into her writing as did her personal life. Gilman s treatment for her severe depression and feelings of co nfinement in her marriage were paralleled by the narrator in her shorty story, The Yellow Wallpaper. Charlotte Perkins Gilman was born in 1860 in Hartford, Connecticut. Her parents, Mary Fitch Perkins and Fredrick Beecher Perkins, divorced in 1869. Her dad, a distinguished librarian and magazine editorRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman1362 Words   |  6 Pagesas freaks. In the short story â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman, both of these elements are present. Gilman did a wonderful job portraying how women are not taken seriously and how lightly mental illnesses are taken. Gilman had, too, had firsthand experience with the physician in the story. Charlotte Perkins Gilman s believes that there really was no difference in means of way of thinking between men or women is strongly. â€Å"The Yellow Wallpaper† is a short story about a woman whoRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman999 Words   |  4 Pages â€Å"The Yellow Wallpaper† is a story of a woman s psychological breakdown, which is shown through an imaginative conversation with the wallpaper. The relationship between the female narrator and the wallpaper reveals the inner condition of the narrator and also symbolically shows how women are oppressed in society. The story, read through a feminist lens, reflects a woman s struggle against the patriarchal power structure. In the â€Å"The Yellow Wallpaper†, Charlotte Perkins Gilman uses the wallpaperRead MoreThe Yellow Wallpaper By Charlotte Perkins Gilman Essay1208 Words   |  5 Pagesthat wallpaper as I did?† the woman behind the pattern was an image of herself. She has been the one â€Å"stooping and creeping.† The Yellow Wallpaper was written by Charlotte Perkins Gilman. In the story, three characters are introduced, Jane (the narrator), John, and Jennie. The Yellow Wallpaper is an ironic story that takes us inside the mind and emotions of a woma n suffering a slow mental breakdown. The narrator begins to think that another woman is creeping around the room behind the wallpaper, attempting