Sunday, January 26, 2020
Desirees Baby Analysis of Racism
Desirees Baby Analysis of Racism We live our life within the boundaries of our belief systems and moral guidelines we were raised with such as social classes and race .The story tells about love, slavery, and racism victimizes everybody without equivalent consequence. The story is heaped with ironies. The narrator uses symbolism and irony to convey the themes of half-blood, racial hatred, unequal gender roles, and social ladder. Irony and symbolism are also used to enhance the story, captivating the minds of the reader until the very end. Foreshadowing his belief that Desirees ancestry is possibly African-American . As the child begin to get older her skin pigmentation darkens and Armand feels as the baby is not his child Monsieur Valmonde grew practical and wanted things well considered: that is, the girls obscure origin. Armand looked into her eyes and did not care. He was reminded that she was nameless. What did it matter about a name when he could give her one of the oldest and proudest in Louisiana? Armands makes you feel as since the child had African-American heritage he dont want any responsibility for the child be name after him . Desiree mother feels like there was a racial indifferences between the child and the parents after she took the child to the window to see if it was the lighting in the home . This is not the baby! she exclaimed, in startled tones. French was the language spoken at Valmonde in those days. This comparison between Desirees baby and Zandrine could be that she feels the they are both bi-racial. At this point Desirees notices the difference in her the baby herself, When the baby was about three months old, Desiree awoke one day to the conviction that there was something in the air menacing her peace. It was at first too subtle to grasp. It had only been a disquieting suggestion; an air of mystery among the blacks; unexpected visits from far-off neighbors who could hardly account for their coming. One of La Blanches little quadroon boyshalf naked toostood fanning the child slowly with a fan of peacock feathers. Desirees eyes had been fixed absently and sadly upon the baby, while she was striving to penetrate the threatening mist that she felt closing about her. She looked from her child to the boy who stood beside him, and back again; over and over. Ah! It was a cry that she could not help; which she was not conscious of having uttered. The blood turned like ice in her veins, and a clammy moisture gathered upon her face. She stayed motionless, with gaze riveted upon her child, and her face the picture of fright. She confronts her husband for understanding,    Armand, she panted once more, clutching his arm, look at our child. What does it mean? Tell me.    He coldly but gently loosened her fingers from about his arm and thrust the hand away from him. Tell me what it means! she cried despairingly.    It means, he answered lightly, that the child is not white; it means that you are not white. She questions what Armand says and provides evidence to the fact, It is a lie; it is not true, I am white! Look at my hair, it is brown; and my eyes are gray, Armand, you know they are gray. And my skin is fair, seizing his wrist. Look at my hand; whiter than yours, Armand, she laughed hysterically. Armand burns everything that belonged to Desiree and the baby in a huge bonfire. Perhaps as a ritual cleansing of the African American blood, that had tainted, LAbri, his sheltered place.  Some weeks later there was a curious scene enacted at LAbri. In the centre of the smoothly swept back yard was a great bonfire. Armand Aubigny sat in the wide hallway that commanded a view of the spectacle; and it was he who dealt out to a half dozen negroes the material which kept this fire ablaze. While gathering things for the fire he discovers a letter from his mother to his father revealing that it is he that definitely has the Negro blood; although Desirees parentage is unknown. The last thing to go was a tiny bundle of letters; innocent little scribblings that Desiree had sent to him during the days of their espousal. There was the remnant of one back in the drawer from which he took them. But it was not Desirees; it was part of an old letter from his mother to his father. He read it. She was thanking God for the blessing of her husbands love:    But above all, she wrote. I thank the good God for having so arranged our lives that our dear Armand will never know that his mother, who adores him, belongs to the race that is cursed with the brand of slavery.
Saturday, January 18, 2020
Reconstruction of African Americans Dbq Essay
African Americans were given the opportunity to vote. There opinion began to matter. As Alfred H. Ward expresses in his art black men waiting in a line, it means much more than a single file. Displaying the men dressed in different outfits and uniforms waiting to put in their opinion, their vote (Document A). Negroes were now being viewed as another person and another opinion needed. It was even expressed that one shall not be denied a vote for their race (Document C). This is yet again another prime example of the African Americans new progress in a political aspect. Though it may seem a simple and smooth change it wasn’t a golden path through the transformation, some still could not accept the fact that black deserve to have the right to vote. Dramatic words and publication were existent during the late 19-century, even a cartoon was published of an African American man dying, and reason of death being he used his right to vote (document F). Soon the African Americans had their heads soaring high, some people were finally giving them some social respect. Along with the 14th amendment supporting their new freedom things seemed to be changing. Simply re stated â€Å" no state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States†just with the first statement, African Americans are entitled to even more rights (Document B). Again, the civil rights act of 1875, this enacted that all persons of the U. S. shall be entitled to full enjoyment of accommodations, advantages, and privileges of inns, public water and entertainment. Also stating that this is applicable to every citizen of every race (Document D). Though yet again things were not always so positive and equal. â€Å"Jim crow laws of the deep south†created many restrictions and much un fair treatment. To the extent of marriages between white and blacks were prohibited in Florida (Document H). In Georgia one could not burry an African American where whites were buried (Document H). Also, in Mississippi, discussion of or defending for social equality would immediately be guilty of a misdemeanor (Document H). Some cases so harsh that blacks who would assert their rights would face unemployment, eviction, and sometimes physical harm. From evidence shown the African Americans had dramatic reconstruction stages in both political views along with social views. They received some respect and rights of being created equal. They also received their right to vote. Though, it didn’t all become easy and perfect they had much progress of reconstruction. Many changes were made. As many lives were transformed.
Friday, January 10, 2020
Philosophy Of Education Paper Essay
As with any successful profession, there must be a strong foundation on which to build upon. This foundation in the field of education is your personal philosophy of education. Successful teaching includes diversity of every student’s backgrounds, and levels of ability. Without losing sight of goals, my beliefs of teaching and learning are very specific. First, I believe every child deserves to receive an education. No matter their race or income, every child deserves to learn. The are innocent beings, and these children are going to be our future someday. More specifically, the philosophy that I would teach to my students would be Cultural Nationalism. â€Å"The cultural nationalist teacher focuses exclusively on the experience of the oppressed group as the center or pivot of the curriculum†(Asante, p. 4). I want to use what is going on in the world and focus on their cultural experience. This allows children from oppressed groups to feel nurtured in their school environment day by day. Another philosophy that I have is, I believe a teacher should make learning fun for his/her students. When children are having fun at school, It makes them want to come back and keep coming back. Regular curriculum can get pretty boring. Making the curriculum fun engages the students into learning, and helps them understand it better. Also, I believe in staying involved with professional development so we can continuously learn new things. It is important to me to keep using updated technology in classrooms. â€Å"Matthew Arnold warned that faith in machinery was humankind’s greatest menace†(Postman, p. 36). I do not believe in what Arnold stated. I think that new technology in the classrooms is constantly helping teachers and the whole education process. Next, I believe in striving to have positive relationships with students and parents. It is very important to have somewhat of a personal relationship with your students and their parents. It really shows that you care as a teacher. Developing positive relationships with your students allows you to understand them more. This allows you to figure out the best way to teach each and everyone of your students. There are times when we encounter students that require a little more effort than others. When we are faced with this type of situation teacher must reflect on the true meaning of teaching. This will enable the teacher to embrace the difference in the learning styles of students and allow the teacher to develop innovative strategies for reaching such a diverse population. Teachers should give all students the chance to let their creative juices flow. With a little nudge and some encouragement there is no end to what a student can do. Teachers must realize that the impact that we have on our students last a lifetime. I can always remember being told knowledge is power. This statement has been true for decades and surely will be true in the future.
Thursday, January 2, 2020
More Than, As Often As...These Are Comparative Adverbs
Comparative adverbs express relative superiority or inferiority. Superiority, the idea that something is more or (greater) than something else, is expressed with plus in French. Inferiority, meaning that something is less than something else, is stated with moins. You can also express equality with comparatives, to state that something is as (great) as something else; in French, there are two possible equivalents to this: aussi and autant. French Comparatives 1. In French comparatives, you use stressed pronouns after que, rather than subject pronouns. For example, Il est plus grand que moi Hes taller than me.2. Comparative adverbs are most commonly used with adjectives, but you can also use them with adverbs, verbs, and nouns. These comparisons have slightly different constructions for each part of speech. Click in the summary table below for detailed lessons. Construction of French Comparative Adverbs Comparisons with... Required word order Adjectives plus/moins/aussi + adjective + que + noun/pronoun plus/moins/aussi + adjective + que + adjective plus/moins/aussi + adjective + que + temporal adverb Adverbs plus/moins/aussi + adverb + que + noun/pronoun plus/moins/aussi + adverb + que + adverb plus/moins/aussi + adverb + que + temporal adverb Nouns plus/moins/autant de + noun + que + noun/pronoun plus/moins/autant de + noun + que + de + noun plus/moins/autant de + noun + que + temporal adverb Verbs verb + plus/moins/autant que + noun/pronoun verb + plus/moins/autant que + pronoun (+ ne) + verb verb + plus/moins/autant que + temporal adverb  When comparing with adjectives, use plus (adjective) que for superiority, moins (adjective) que for inferiority, and aussi (adjective) que for equality.Adjective: vert (green)   plus vert (greener)   moins vert (less green)   aussi vert (as green)Like all adjectives, the adjectives used in comparatives have to agree with the nouns that they modify, and therefore have different forms for masculine, feminine, singular, and plural. The comparative itself, however, is invariable:Masculine singular   plus vert (greener)   moins vert (less green)   aussi vert (as green)Feminine singular   plus verte (greener)   moins verte (less green)   aussi verte (as green)Masculine plural   plus verts (greener)   moins verts (less green)   aussi verts (as green)Feminine plural   plus vertes (greener)   moins vertes (less green)   aussi vertes (as green)Note: The above i s true for all adjectives except bon and mauvais, which have special comparative forms for superiority. Types of Comparisons with Adjectives 1. Compare two nouns with one adjective.   David est plus fier que Jeanne.   David is prouder than Jeanne.   Jeanne est moins fià ¨re que David.   Jeanne is less proud than David.2. Compare one noun with two adjectives.   Jean est aussi riche que travailleur.   Jean is as rich as (he is) hard-working.   Jeanne est plus sympa quintelligente.   Jeanne is nicer than (she is) smart.3. Compare an adjective over time.   Jean est moins stricte quavant.   Jean is less strict than before.   Jeanne est aussi belle que toujours.   Jeanne is as beautiful as ever. Note: You can also make an implied comparison to any of the above by leaving out que.  Jean est plus grand.   Jean is taller.   Jeanne est moins fià ¨re.   Jeanne is less proud. When comparing with adverbs, use plus (adverb) que for superiority, moins (adverb) que for inferiority, and aussi (adverb) que for equality.Adverb: prudemment (carefully)   plus prudemment (more carefully)   moins prudemment (less carefully)   aussi prudemment (as carefully)Note: The adverb bien has a special comparative form when expressing superiority. Types of Comparisons with Adverbs 1. Compare two nouns with one adverb.   Jean lit plus lentement que Luc.  Jean reads more slowly than Luc.    Jeanne à ©crit moins souvent que Luc.   Jeanne writes less often than Luc.2. Compare one noun with two adverbs.   Jean travaille aussi vite que gentiment.   Jean works as quickly as (he does) helpfully.   Jeanne à ©crit plus soigneusement quefficacement.   Jeanne writes more carefully than (she does) efficiently.3. Compare an adverb over time.   Jean mange plus poliment quavant.   Jean eats more politely than before.   Jeanne parle aussi fort que toujours.   Jeanne speaks as loudly as ever.Note: You can also make an implied comparison to any of the above by leaving out que.   Jean lit plus lentement.   Jean reads more slowly.   Jeanne à ©crit moins souvent.   Jeanne writes less often. When comparing with nouns, use plus de (noun) que for superiority, moins de (noun) que for inferiority, and autant de (noun) que for equality.Noun: livre (book)   plus de livres (more books)   moins de livres (fewer books)   autant de livres (as many books) Types of Comparisons with Nouns 1. Compare the amount of a noun between two subjects.   Jean veut autant damis que Luc.   Jean wants as many friends as Luc (has).   La France a plus de vin que lAllemagne.   France has more wine than Germany.2. Compare two nouns (note that the second noun must also be preceded by de).   Jean a plus dintelligence que de bon sens.   Jean has more brains than sense.   Jeanne a autant damis que dennemis.   Jeanne has as many friends as enemies.3. Compare a noun over time.   Jean connaà ®t moins de gens quavant.   Jean knows fewer people than (he did) before.   Jeanne a autant didà ©es que toujours.   Jeanne has as many ideas as ever.Note: You can also make an implied comparison to any of the above by leaving out que.   Jean veut autant damis.   Jean wants as many friends.   La France a plus de vin.   France has more wine. When comparing verbs, use (verb) plus que for superiority, (verb) moins que for inferiority, and (verb) autant que for equality.Verb: voyager (to travel)   voyager plus (to travel more)   voyager moins (to travel less)   voyager autant (to travel as much) Types of Comparisons with Verbs 1. Compare a verb between two subjects.   Jean travaille plus que Luc.   Jean works more than Luc (does).   Jeanne a à ©tudià © autant que Luc.   Jeanne studied as much as Luc (did).2. Compare two verbs.*   Jean rit autant quil pleure.   Jean laughs as much as he cries.   Jeanne travaille plus quelle ne joue.   Jeanne works more than she plays.*When comparing two verbs, you need:  a) a pronoun referring back to the subject in front of the second verb  b) after plus and moins, the ne explà ©tif before the second verb3. Compare a verb over time.   Jean lit moins quavant.   Jean reads less than (he did) before.   Jeanne à ©tudie autant que toujours.   Jeanne studies as much as always.Note: You can also make an implied comparison to any of the above by leaving out que.   Jean travaille plus.   Jean works more.   Jeanne a à ©tudià © autan t.   Jeanne a à ©tudià © autant. Additional Resources French comparatives and superlativesIntroduction to comparativesComparatives with adjectivesComparatives with adverbsComparatives with nounsComparatives with verb
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