Captured journal task
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The document provides prompts for writing a fictional journal as a person who is captured and sold into slavery. It instructs the reader to write multiple journal entries describing their journey from childhood to adulthood in their village, their capture by slave traders, the experience of being transported over sea to a new country, and optionally an entry about reaching land as a slave.
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![4654550-193040You have watched the first section of Roots, a part of Kunta Kinte’s journey from being a boy, to a man, to a slave. The journey is dramatic.<br />Now it’s your turn!<br />You are going to write a journal. <br />Here’s what to do:<br />,[object Object]](https://image.slidesharecdn.com/capturedjournaltask-110126055826-phpapp01/85/Captured-journal-task-1-320.jpg)
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The document provides instructions for completing 12 emotional intelligence journal assignments corresponding to chapters in an emotional intelligence textbook. For each chapter, the student responds to journal prompts by reflecting on their feelings, interactions with others, challenges, experiences, and personal growth in areas like time management, decision making, and understanding their needs and goals. They discuss both positive experiences like feeling confident in their skills as well as challenges around subjects like math and adapting to changes.
Slavery
The document summarizes the history of slavery, including the Atlantic slave trade between Africa and the Americas from 1600-1850 which saw at least 20 million people taken from Africa. It describes the roles and treatment of slaves on plantations, including separation of families and harsh punishments. It also discusses the American Civil War, abolition of slavery, and the ongoing issue of modern human trafficking.
Journal entries
This document contains 5 journal entries written from the perspective of Mary Evans about various topics related to the Industrial Revolution in England. The first entry discusses James Watt and the invention of the steam engine. The second entry describes the Blanaevon Iron Works and production of iron goods. The third entry covers the Mines Act that prohibited women and children from working in mines. The fourth entry provides details about life in the town of Tylor and the opening of the Pendyrus Mine. The fifth and final entry discusses an explosion at the Pendyrus Mine that killed many workers.
How To Write A Journal
The document provides 6 tips for writing a journal:
1. Make a commitment to write regularly by setting up a schedule and not skipping writing sessions.
2. Choose convenient and inspiring tools to write your journal, such as computer software that keeps the focus on content.
3. Write with any tool that is convenient, such as a computer for its searchability, security, and easy editing, or a small notebook when away from computer.
4. Just start writing to get in the flow, even if it's just a few words, as writing becomes easier with practice.
Roots
Roots have several primary functions including anchoring the plant, absorbing water and minerals, transporting nutrients, storing food, and reproducing. Most dicots have a taproot system with one main root and smaller branch roots, optimized for support and storage. Monocots have a fibrous root system of many similarly sized roots that maximizes absorption. Adventitious roots develop in unusual locations to aid reproduction or support. Specialized roots include storage, gas exchange, photosynthesis, and parasitic roots. Mycorrhizal and nodular roots form mutualistic relationships with fungi and bacteria respectively.
Slavery in the united states
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
Samples Of Diary Entry
Here are some samples of student work. Writing a Slave Diary on the Trans-Atlantic Slave Trade. Katikati College, New Zealand
Slavery in America
Slavery has existed throughout much of recorded human history. The transatlantic slave trade began in the 16th century, bringing millions of Africans to the Americas to work on plantations. While conditions were brutal and inhumane, enslaved people maintained strong family and community bonds, cultural traditions, and religion. The abolition movement and Civil War ultimately led to the end of slavery in the United States in 1865 with the 13th amendment, though discrimination continued.
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The document provides instructions for completing 12 emotional intelligence journal assignments corresponding to chapters in an emotional intelligence textbook. For each chapter, the student responds to journal prompts by reflecting on their feelings, interactions with others, challenges, experiences, and personal growth in areas like time management, decision making, and understanding their needs and goals. They discuss both positive experiences like feeling confident in their skills as well as challenges around subjects like math and adapting to changes.
Slavery
The document summarizes the history of slavery, including the Atlantic slave trade between Africa and the Americas from 1600-1850 which saw at least 20 million people taken from Africa. It describes the roles and treatment of slaves on plantations, including separation of families and harsh punishments. It also discusses the American Civil War, abolition of slavery, and the ongoing issue of modern human trafficking.
Journal entries
This document contains 5 journal entries written from the perspective of Mary Evans about various topics related to the Industrial Revolution in England. The first entry discusses James Watt and the invention of the steam engine. The second entry describes the Blanaevon Iron Works and production of iron goods. The third entry covers the Mines Act that prohibited women and children from working in mines. The fourth entry provides details about life in the town of Tylor and the opening of the Pendyrus Mine. The fifth and final entry discusses an explosion at the Pendyrus Mine that killed many workers.
How To Write A Journal
The document provides 6 tips for writing a journal:
1. Make a commitment to write regularly by setting up a schedule and not skipping writing sessions.
2. Choose convenient and inspiring tools to write your journal, such as computer software that keeps the focus on content.
3. Write with any tool that is convenient, such as a computer for its searchability, security, and easy editing, or a small notebook when away from computer.
4. Just start writing to get in the flow, even if it's just a few words, as writing becomes easier with practice.
Roots
Roots have several primary functions including anchoring the plant, absorbing water and minerals, transporting nutrients, storing food, and reproducing. Most dicots have a taproot system with one main root and smaller branch roots, optimized for support and storage. Monocots have a fibrous root system of many similarly sized roots that maximizes absorption. Adventitious roots develop in unusual locations to aid reproduction or support. Specialized roots include storage, gas exchange, photosynthesis, and parasitic roots. Mycorrhizal and nodular roots form mutualistic relationships with fungi and bacteria respectively.
Slavery in the united states
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
Samples Of Diary Entry
Here are some samples of student work. Writing a Slave Diary on the Trans-Atlantic Slave Trade. Katikati College, New Zealand
Slavery in America
Slavery has existed throughout much of recorded human history. The transatlantic slave trade began in the 16th century, bringing millions of Africans to the Americas to work on plantations. While conditions were brutal and inhumane, enslaved people maintained strong family and community bonds, cultural traditions, and religion. The abolition movement and Civil War ultimately led to the end of slavery in the United States in 1865 with the 13th amendment, though discrimination continued.
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Me and my learning: What have you enjoyed learning? Has anything ‘clicked’ or become clear to you that you have struggled with in the past? Why do you think this has happened?
Taking responsibility for my learning: How do you learn best? How good are you at studying outside school? What challenging new ideas or topics would you give yourself praise for learning recently? What responsibility do you take to improve or overcome difficulties you might have with your work?
My values: Dingwall Academy’s school values are Respect, Responsibility, Honesty and Determination. How do you think you show these values either inside or outside of school time?
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The candidate analyzes how the film Braveheart constructs representations of the English and Scottish through its use of mise en scene, soundtrack, and plot devices. Specifically, the Scots are portrayed as natural, emotional, and victims, while the English are shown as artificial, stiff, and villains through their costumes, settings, and roles in major events like Murron's death. These techniques successfully shaped the candidate's views to dislike the English and sympathize with the Scots during viewing.
Braveheart history
Alexander III ruled Scotland from 1214 to 1249. After his death and the death of his granddaughter Margaret in 1290, Edward I of England intervened in the Scottish succession and chose John Balliol as king, hoping to have a puppet ruler. When Balliol refused to support Edward's invasion of France, Edward invaded and deposed Balliol in 1296. William Wallace then led a guerrilla army against Edward's forces, defeating them at Stirling Bridge in 1297. However, at the Battle of Falkirk in 1298, Wallace was deserted by the Scottish lords. He continued to fight against English rule but was eventually betrayed and executed in 1305.
Braveheart notes in relation to higher paper.
This document provides a detailed analysis and summary of the representations in the film Braveheart, including representations of Scotland, heroes and villains, and women. Regarding Scotland, the film depicts rural Scotland as the true Scotland, divided along class lines between Wallace's common people and the nobles who were more similar to the English. The heroes like Wallace are shown as brave, loyal and protecting family, while the villains like Edward I are cruel, violent and lack loyalty. Women are initially depicted as victims but also show strength, with Murrin and the Princess merging to provide a love interest for Wallace and help him achieve victory against the English.
Braveheart
Based on the information provided:
- The still frame shows William Wallace wielding a sword while surrounded by other soldiers. Their positioning and facial expressions convey a sense of unity and solidarity against a common enemy.
- Left-wing politics supports social equality and opposes unjustified social hierarchies and inequalities. In the film, Wallace and the Scottish people are portrayed as fighting for independence and freedom from English rule.
- The composition of the still frame, with Wallace at the center wielding a sword and the other soldiers gathered around him, could symbolize the left-wing idea of the people uniting together against a socially dominant force (England) to reduce inequality and establish self-governance.
- Elements like the
Braveheart
The document discusses the dangers of using Hollywood films like Braveheart to study history. While films can spark interest in a historical topic, they often distort facts and simplify narratives to appeal to broad audiences. Braveheart in particular commits many factual errors in its portrayal of William Wallace and 13th century Scotland. Historians warn that movies should not replace rigorous study of history through academic books and documents, but can at most introduce viewers to topics to pursue further research on.
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Themes romeo and juliet
Romeo and Juliet compares their love to light throughout the play. When Romeo first sees Juliet, he says she teaches the torches to burn bright. In the balcony scene, Romeo calls Juliet the sun and associates her with daylight and angels. Juliet also equates their love and Romeo with radiant light. However, as the tragedy unfolds, references to darkness increase. Romeo exclaims their woes are more dark. The prince ultimately says the sun will not show for their sorrow. While the play uses light and dark motifs beautifully, some critics argue Shakespeare overuses these comparisons.
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Romeo and juliet act 5, scene 3 textual analysis
Romeo has brought himself to the point of death because of his love for Juliet. He finds her still beautiful in death, with color in her lips and cheeks, though death has not yet taken her beauty. Romeo blames the stars for the ill fate of his love for Juliet. He kisses her, drinks poison, and dies by her side.
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Two feuding families in Verona, the Montagues and Capulets, have had an ongoing grudge that has led to increased conflict. A pair of young star-crossed lovers, one from each feuding household, fall in love but can never be together due to their families' feud. Their deaths ultimately bring an end to the conflict between their families by burying the generations-long strife once and for all.
Powerpoint of activities
Here are the key details Benvolio provides about Romeo that give an impression of his character:
- He is lovesick and silent, having recently been rejected by a girl he was pursuing
- He is depressed and refuses to talk about what's troubling him
- He spends his time alone, sighing and grieving rather than joining in social activities with his friends
This paints Romeo as melancholy, moody, and privately pining after a lost love rather than engaging with others. He seems deeply affected by rejection and heartbroken.
2. How does Romeo's character develop over the course of the play? What do we learn about him through his interactions with other characters like Juliet?
Figurative language identification and analysis
This document analyzes several quotations from Shakespeare's Romeo and Juliet that utilize figurative language. It examines Romeo's comparisons of Juliet to the sun and moon that portray her beauty through metaphors. It also discusses Romeo's feelings of exile and death without Juliet expressed through metaphors. Finally, it looks at Capulet's use of a metaphor comparing Juliet's tears to the sea and Romeo's reference to the tomb as the "womb of death" through a metaphor.
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Me and my learning: What have you enjoyed learning? Has anything ‘clicked’ or become clear to you that you have struggled with in the past? Why do you think this has happened?
Taking responsibility for my learning: How do you learn best? How good are you at studying outside school? What challenging new ideas or topics would you give yourself praise for learning recently? What responsibility do you take to improve or overcome difficulties you might have with your work?
My values: Dingwall Academy’s school values are Respect, Responsibility, Honesty and Determination. How do you think you show these values either inside or outside of school time?
Candidate example essay with comments
The candidate analyzes how the film Braveheart constructs representations of the English and Scottish through its use of mise en scene, soundtrack, and plot devices. Specifically, the Scots are portrayed as natural, emotional, and victims, while the English are shown as artificial, stiff, and villains through their costumes, settings, and roles in major events like Murron's death. These techniques successfully shaped the candidate's views to dislike the English and sympathize with the Scots during viewing.
Braveheart history
Alexander III ruled Scotland from 1214 to 1249. After his death and the death of his granddaughter Margaret in 1290, Edward I of England intervened in the Scottish succession and chose John Balliol as king, hoping to have a puppet ruler. When Balliol refused to support Edward's invasion of France, Edward invaded and deposed Balliol in 1296. William Wallace then led a guerrilla army against Edward's forces, defeating them at Stirling Bridge in 1297. However, at the Battle of Falkirk in 1298, Wallace was deserted by the Scottish lords. He continued to fight against English rule but was eventually betrayed and executed in 1305.
Braveheart notes in relation to higher paper.
This document provides a detailed analysis and summary of the representations in the film Braveheart, including representations of Scotland, heroes and villains, and women. Regarding Scotland, the film depicts rural Scotland as the true Scotland, divided along class lines between Wallace's common people and the nobles who were more similar to the English. The heroes like Wallace are shown as brave, loyal and protecting family, while the villains like Edward I are cruel, violent and lack loyalty. Women are initially depicted as victims but also show strength, with Murrin and the Princess merging to provide a love interest for Wallace and help him achieve victory against the English.
Braveheart
Based on the information provided:
- The still frame shows William Wallace wielding a sword while surrounded by other soldiers. Their positioning and facial expressions convey a sense of unity and solidarity against a common enemy.
- Left-wing politics supports social equality and opposes unjustified social hierarchies and inequalities. In the film, Wallace and the Scottish people are portrayed as fighting for independence and freedom from English rule.
- The composition of the still frame, with Wallace at the center wielding a sword and the other soldiers gathered around him, could symbolize the left-wing idea of the people uniting together against a socially dominant force (England) to reduce inequality and establish self-governance.
- Elements like the
Braveheart
The document discusses the dangers of using Hollywood films like Braveheart to study history. While films can spark interest in a historical topic, they often distort facts and simplify narratives to appeal to broad audiences. Braveheart in particular commits many factual errors in its portrayal of William Wallace and 13th century Scotland. Historians warn that movies should not replace rigorous study of history through academic books and documents, but can at most introduce viewers to topics to pursue further research on.
Battle+scenes+plan
This document provides an outline for writing an essay analyzing the cinematic techniques used in the battle scenes of the film "Braveheart". It instructs the writer to discuss the techniques of representation, camera angles and shots, sound, and montage/editing with respect to different battle scenes. The outline then provides paragraphs explaining how to analyze the use of these techniques in setting the mood before the battle, Wallace's arrival, the first battle charge, the full battle, and Wallace's victory scene. It emphasizes referring back to the essay question, providing analysis, using quotes, and concluding by summarizing the discussed techniques.
Critical essay question
This document provides guidance for answering exam questions about film and TV drama. It instructs students to address the central themes of the text, supported by references to techniques like characterisation, plot, dialogue, editing, sound, and aspects of mise-en-scene. As an example, it provides a sample question asking students to choose a film or TV drama with a strong hero, analyze how the director constructed that character, and discuss the audience's connection to the hero.
Romeo & juliet fate powerpoint
The document is a summary of key events and premonitions from William Shakespeare's play Romeo and Juliet. It discusses the prologue which introduces the two feuding families and star-crossed lovers. It then summarizes several scenes where Romeo and Juliet experience premonitions of doom and fate, including Romeo's fears in Act 1 and their reactions to deaths in Acts 3 and 5, culminating in the lovers' tragic deaths.
Themes romeo and juliet
Romeo and Juliet compares their love to light throughout the play. When Romeo first sees Juliet, he says she teaches the torches to burn bright. In the balcony scene, Romeo calls Juliet the sun and associates her with daylight and angels. Juliet also equates their love and Romeo with radiant light. However, as the tragedy unfolds, references to darkness increase. Romeo exclaims their woes are more dark. The prince ultimately says the sun will not show for their sorrow. While the play uses light and dark motifs beautifully, some critics argue Shakespeare overuses these comparisons.
Romeo and-juliet-study-questions
Paris visits Friar Lawrence to arrange his marriage to Juliet. Juliet tells the Friar she will kill herself rather than marry Paris. The Friar devises a plan where Juliet will take a potion making her appear dead for 42 hours, after which Romeo can rescue her. However, messages informing Romeo of the plan do not reach him and, believing Juliet is truly dead, he commits suicide next to her body in the Capulet tomb. When Juliet awakens to find Romeo dead, she kills herself with his dagger in despair, ending the feud between the families.
Romeo and juliet notes from royal shakespeare company
This document provides context and summaries of key themes, scenes, motifs, and quotations from Shakespeare's Romeo and Juliet. The main themes explored are love versus hate, young love and impetuosity, the power of fate, and the struggle between parents and children. Important scenes summarized include the lovers' first meeting, secret wedding, Romeo killing Juliet's cousin Tybalt, and their tragic deaths. Recurring motifs like light/dark, celestial imagery, and nature are also outlined.
Romeo and juliet act 5, scene 3 textual analysis
Romeo has brought himself to the point of death because of his love for Juliet. He finds her still beautiful in death, with color in her lips and cheeks, though death has not yet taken her beauty. Romeo blames the stars for the ill fate of his love for Juliet. He kisses her, drinks poison, and dies by her side.
Prologue
Two feuding families in Verona, the Montagues and Capulets, have had an ongoing grudge that has led to increased conflict. A pair of young star-crossed lovers, one from each feuding household, fall in love but can never be together due to their families' feud. Their deaths ultimately bring an end to the conflict between their families by burying the generations-long strife once and for all.
Powerpoint of activities
Here are the key details Benvolio provides about Romeo that give an impression of his character:
- He is lovesick and silent, having recently been rejected by a girl he was pursuing
- He is depressed and refuses to talk about what's troubling him
- He spends his time alone, sighing and grieving rather than joining in social activities with his friends
This paints Romeo as melancholy, moody, and privately pining after a lost love rather than engaging with others. He seems deeply affected by rejection and heartbroken.
2. How does Romeo's character develop over the course of the play? What do we learn about him through his interactions with other characters like Juliet?
Figurative language identification and analysis
This document analyzes several quotations from Shakespeare's Romeo and Juliet that utilize figurative language. It examines Romeo's comparisons of Juliet to the sun and moon that portray her beauty through metaphors. It also discusses Romeo's feelings of exile and death without Juliet expressed through metaphors. Finally, it looks at Capulet's use of a metaphor comparing Juliet's tears to the sea and Romeo's reference to the tomb as the "womb of death" through a metaphor.
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