Anna Sewell wrote Black Beauty as her only novel. Set in Victorian England, it tells the story of a black stallion named Beauty and his experiences with different owners who sometimes mistreat him. Through Beauty's eyes, the novel highlights the issue of animal cruelty and advocates for the humane treatment of horses.
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Help teach 3rd grade, 4th grade, or 5th grade students to practice determining the theme of a story and figure out the difference between main idea and theme. Examples to do together as a class, in small groups, or independently.
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Help teach 3rd grade, 4th grade, or 5th grade students to practice determining the theme of a story and figure out the difference between main idea and theme. Examples to do together as a class, in small groups, or independently.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. WRITER’S BIOGRAPHY
Born into a religious Quaker family.
Mostly educated at home.
First attended school only at 12.
Slipped and severely injured both her ankles.
Sadly, never truly recovered and became lame.
Moved around in crutches and horse-drawn carriages.
Contributed to her love for horses and the humane
treatment of horses.
3. Black Beauty was Anna Sewell’s only novel.
Written mostly when she was sick.
Sold to the publishers for only 40 pounds.
Broke publishing records and became the 6th
bestseller of that time.
Unfortunately, Anna died 5 months after that
of hepatitis.
Black Beauty is now a children’s classic
though it was originally written for those who
worked with horses.
4. Chapter 13 of Black Beauty sums up Anna’s
hopes beautifully:
"There is no religion without
love, and people may talk as
much as they like about their
religion, but if it does not teach
them to be good and kind to
other animals as well as humans,
it is all a sham."
5. BACKGROUND
Set during the Victorian era (1837-1901).
The reformation of the social classes in
England.
The different social classes are portrayed in
the novel.
The improved economic status of the middle
class enabled them to afford horses.
However, some do not learn how to take care
of horses, thereby leading to the abuse of
horses.
6. Not only did horses provide a means
of transportation but very often they
were used as labour for a variety of
purposes.
As brute labour, they were taken for
granted, beaten and abused.
Anna Sewell attacked all these
abusive practises in Black Beauty.
7. SYNOPSIS
Black Beauty is a beautiful recount of the
story of a handsome stallion living in Victorian
England.
Had a happy childhood in the countryside
before being sold to various owners and goes
through various hardship and mistreatment.
Survived a horrible stable fire and also a
serious illness.
8. Became a horse for rent and a taxi puller in
working class London.
Finally sold to a kind farmer.
Retires in peace in the countryside.
The novel highlights the issue of cruelty to
animals in Victorian England and remains a
relevant issue till today.
The story is told poignantly and remains a
heartwarming story till today.
9. SETTING
Basically, only two kinds of
setting:
*Town
*Countryside
One which holds good memories
One which holds bad memories
12. THEMES
Mistreatment of animals
The horses in the story represent different
forms of mistreatment; deliberate cruelty,
cruelty in the name of fashion, and
cruelty committed in ignorance. Evidence
of abuse that causes pain and suffering
for horses is found in the novel.
13. Sewell shows us that mean-tempered horses are
not born but are caused by cruel treatment.
Example: Ginger is bad-tempered largely
because of the mistreatment she suffers when
young, while Black Beauty is good-tempered
largely because he enjoys good treatment when
young. And even Ginger. with all her problems,
eventually quiets down during her time at
Birtwick Hall, because of the calming effect of
the humane treatment that she receives.
14. Upright Behaviour
Black Beauty is not only about the
proper treatment of horse, but also about
the proper behaviour of humans in
general. The lessons given by Duchess to
Beauty, by the coachman John and the
cab driver Jerry among others, are
purposely placed in the novel for the
edification of the reader.
15. These lessons include:
(i)Duchess teaching that one should always do
one’s best and work hard;
(ii)John explaining the value of following an
example of kindness by doing the same for
others.
(iii) Jerry demonstrating integrity, helping
others in need, and establishing the family as a
priority. Others, such as Squire Gordon, lecture
on Sewell’s main theme: the need for kindness
to animals.
16. VALUES
Love animals and treat them well –
Animals are God’s creatures as well, therefore,
humans need to love and treat them humanely.
Always give your best – Black Beauty
always does her best to serve her masters,
regardless of whether they are good or bad
masters.
Be hardworking and go the extra mile
– When Mrs. Gordon falls sick and requires a
doctor, Black Beauty rides in the rain despite
her tiredness in order to bring the doctor to
Mrs. Gordon.
17. Be gentle and good – Duchess advises Black
Beauty to be gentle and good always.
Be a good friend to others – Black Beauty is a
good friend to Ginger.
Speak up when we see cruelty towards
animals – The kind gentleman reprimands the cab
driver who beat his horse.
Do not abuse animals in the name of fashion
and beauty – The lady of Earlshall Park insists on
checkreins for Black Beauty though he is in pain so
that he can hold up his head high and look good.
18. ACTIVITY 1 – FIND & IDENTIFY ME
AIMS
Students are able to identify the different characters in the novel.
MATERIALS
Paper, Blu tack
STEPS
1. Write down clues about a particular character on strips of paper and
number them.
Eg: (a) She was proud of her son’s breeding and advised him to behave well
at all times.
(Refer to appendix for a list of clues)
2. Stick the clues at various places in the classroom.
3. Divide students into small groups and instruct them to move about freely
in the classroom to look for clues which are hidden.
4. The first group to locate all hidden clues and write down the correct
answers is the winner.
19. LET’S DISCUSS/EXPLORE
1. Ask students if they have read other stories where
the main character is a horse. Compare and contrast the
character of Black Beauty to the other horse character.
2. Ask students about their top five favourite characters
in the story? Mention the accomplishment of each
character.
3. Write a journal entry from Beauty’s point of view
that reflects his feelings about himself. Include ways in
which he changes over the course of time.
20. APPENDIX
1. She was proud of her son’s breeding and advised him to behave well at all times.
2. Black Beauty’s first owner.
3. He bought Beauty from Farmer Grey.
4. She likes to bite and she snaps.
5. The coachman of Birtwick Park.
6. She gave Black Beauty his name.
7. She threw Mr. Blomefield’s boys off her back when they rode her roughly.
8. He saved Beauty’s life in a fire.
9. He took over James’ place as a stable boy at Birtwick Park.
10. He provided treatment which saved Mrs. Gordon’s life.
11. Merrylegs was finally given to him.
12. The coachman at Earshall Park.
13. She insisted that Beauty and Ginger wore checkreins.
14. Beauty’s new carriage partner at Earshall Park after Ginger left.
15. He died when he fell off from Beauty when he rode her.
16. The cab driver who was Beauty’s master.
17. His master was killed in battle.
18. He scolded a cab driver for treating his horse cruelly.
19. He bought Beauty from Jerry.
20. He tried to persuade Farmer Thoroughgood to buy Beauty.
Answers:
1. Duchess 2.Farmer Grey 3.Squire Gordon 4.Ginger 5.John 6.Mrs. Gordon 7.Merrylegs 8. James
9. Joe Green 10.Dr. White 11.Mr. Blomefield 12.Mr. York 13.The lady of Earshall Park 14.Max
15. Reuben Smith 16.Jerry 17.Captain 18.A kind gentleman 19.Farmer Thoroughgood 20.Willie
21. ACTIVITY 2- GUESS WHERE AM I?
Aims
Students are able to guess correctly the various settings in the novel.
Materials
An empty tissue box, phrase strips
Steps
1. Teacher folds the phrase strips and puts them into the empty tissue box.
2. Divide the class into groups of 5 – 6 students.
3. Ask a representative from each group to pick a phrase strip from the tissue box.
4. The representative reads out the phrase and whichever group shouts out the
correct answer gets two points.
5. Every group takes turn to send its representative to pick and read out the phrase.
6. The group with the most points wins the game.
22. LET’S DISCUSS/EXPLORE
Ask students to think about a place
that brings that good memories. Share
with the class about their favourite
places and why these places bring
good memories.
23. MORE ACTIVITIES
SKELETON PLOT
AIMS:
Students are able to sequence key events in a story
plot.
Stick the sentence strips at various places in the
classroom without following the sequence
(Handout 1)
Divide the class into groups of 4 – 6 students.
24. Each group will have two writers and several
runners.
Runners will try to locate the sentence strips at
various places in the class room. They are not
allowed to bring any paper or pen when reading
from the strip.
Runners run back and forth between the
location of the sentence strips and the writers.
Writers write down whatever the runners
dictate to them.
Students arrange the events according to
sequence.