Day 12
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The document summarizes parts of Acts III and IV of The Crucible, including discussion questions about characters defending their wives being accused of overthrowing the court. It also analyzes why the Salem witch trials may have occurred, with historians arguing that accusations stemmed from anxieties among families falling behind economically, and that most accusations targeted women who stood to inherit property, reflecting misogyny in Puritan culture.
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Day 13
This document contains discussion questions and writing prompts about Act IV of The Crucible by Arthur Miller, which is set during the Salem Witch Trials of 1692. It asks students to consider Danforth's refusal to pardon prisoners, what Proctor's confession might achieve, and Elizabeth's comment about Proctor's goodness. It also provides suggested topics for writing responses, such as considering how Proctor's life may have gone if he had confessed, and how the trials may have differed under a modern legal system. Finally, it outlines an assignment where students will research different cases of mass hysteria to create a newspaper page comparing their causes and effects.
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This document contains discussion questions and writing prompts about Act IV of The Crucible by Arthur Miller, which is set during the Salem Witch Trials of 1692. It asks students to consider Danforth's refusal to pardon prisoners, what Proctor's confession might achieve, and Elizabeth's comment about Proctor's goodness. It also provides suggested topics for writing responses, such as considering how Proctor's life may have gone if he had confessed, and how the trials may have differed under a modern legal system. Finally, it outlines an assignment where students will research different cases of mass hysteria to create a newspaper page comparing their causes and effects.
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Day 6
This document summarizes a class discussion about the sermon "Sinners in the Hands of an Angry God" by Jonathan Edwards. The class discussed key techniques Edwards used to persuade his congregation such as loaded language and repetition. They also analyzed Edwards' portrayal of God and human beings. The class then had a shared reading of Act II from another text and worked in groups on writing projects, making sure to outline ideas and use MLA format.
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- Author and You questions involve using information from the passage plus one's own ideas or opinions.
- On My Own questions can be answered without referring to the passage, using one's own background knowledge on a topic.
The document also discusses three levels of questions - level one questions having explicit answers in the text, level two requiring analysis and interpretation, and level three being more open-ended issues beyond the text.
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2. Key discussion questions are posed about characters' motivations and relationships in Act 1 of the play. Conflicts between Reverend Parris and his niece Abigail, and land disputes involving the Putnam family, are highlighted.
3. The class is assigned reading from the play and given a character chart project to complete using three selected texts on the Salem Witch Trials.
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The document is a study guide for Arthur Miller's play The Crucible, containing 27 questions about the plot and characters across the four acts. It asks the reader to define the play's title, analyze characters' motives, summarize key events and debates, and evaluate the moral decisions different characters make as the Salem witch trials escalate.
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The document contains questions from students about themes and characters in the chapter "Shaman" from The Woman Warrior such as Brave Orchid's facial expressions and independence, her ability to face ghosts, the role of women, and influences of the Communist Revolution. It also includes questions from "Ms. Hogshead" analyzing descriptions of Kingston's mother's life in China and use of food imagery. Students are prompted to write independently about why Kingston wrote in a postmodern style and her purpose.
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This document summarizes a class discussion about the sermon "Sinners in the Hands of an Angry God" by Jonathan Edwards. The class discussed key techniques Edwards used to persuade his congregation such as loaded language and repetition. They also analyzed Edwards' portrayal of God and human beings. The class then had a shared reading of Act II from another text and worked in groups on writing projects, making sure to outline ideas and use MLA format.
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The document provides writing tips and guidelines for developing multi-paragraph essays and responses. It discusses taking an objective stance, avoiding contractions and first-person pronouns, using an active voice, and writing for a specific audience. The document outlines strategies for prewriting like talking through ideas and making outlines. It then describes the typical components of a five-paragraph essay including an introductory paragraph with a thesis statement, three body paragraphs with main ideas and specific details to support the thesis, and a concluding paragraph. It also provides examples of variations on this structure and guidelines for shorter written responses in limited time frames.
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The document provides guidance on different types of reading comprehension questions:
- Right There questions can be answered directly from information stated in the passage.
- Think and Search questions require analyzing how ideas or details in the passage relate to each other and drawing inferences.
- Author and You questions involve using information from the passage plus one's own ideas or opinions.
- On My Own questions can be answered without referring to the passage, using one's own background knowledge on a topic.
The document also discusses three levels of questions - level one questions having explicit answers in the text, level two requiring analysis and interpretation, and level three being more open-ended issues beyond the text.
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This document discusses key aspects of postmodernism. It rejects modernism's focus on rationality and emphasizes experimental and ironic writing that questions concepts like language and knowledge. Postmodernism emerged after World War 2 and gained popularity in the 1960s during social and political unrest. It focuses on chaos and uncertainty rather than seeking universal truths, and employs techniques like fragmentation, paradox, and intertextuality.
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The document provides writing tips and guidelines for developing multi-paragraph essays and responses to writing prompts. It discusses taking an objective stance, active voice, prewriting techniques like outlining, and essay structure. Specific tips are offered for introductions, body paragraphs, conclusions, and time-limited writing exercises. Body paragraphs should each contain a main idea supporting the thesis, specific details like quotes, development explaining how details fit the thesis, and a closing sentence tying the idea to the thesis. The document models showing specific details rather than telling, and provides a sample writing prompt asking for a one paragraph response taking a position on whether Homer condemns or celebrates warfare in his poems, supported by examples.
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Greek drama was created to worship Dionysus, the god of wine. Tragedies featured noble protagonists who made a fatal error or hamartia that led to their downfall, arousing pity and fear in audiences. Comedies used satire to comment on life in Athens. Aristotle established rules for tragedies including that the protagonist must fall from high status due to a tragic flaw and face conflicts with fate alone, resulting in a catharsis for audiences. Oedipus from Oedipus the King is an example of a tragic hero who discovers his own tragic fate through his actions.
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1. The document provides an overview of a literature class discussion on Arthur Miller's play The Crucible, which examines the Salem Witch Trials of 1692.
2. Key discussion questions are posed about characters' motivations and relationships in Act 1 of the play. Conflicts between Reverend Parris and his niece Abigail, and land disputes involving the Putnam family, are highlighted.
3. The class is assigned reading from the play and given a character chart project to complete using three selected texts on the Salem Witch Trials.
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Day 7 of the writer's journal discusses accusations of witchcraft, noting there are usually multiple motivations for such accusations including jealousy, revenge, or desire for property or status. Students are tasked with addressing at least three motivations in their daily writing and providing textual evidence from the play. The day also covered vocabulary words, watching a video on witches titled "Sarcasm: Witches", and starting a shared reading of Act II of The Crucible, focusing on character development and word choice. Students are also asked to continue working on and planning their timeline for completing a project.
Introduction to annotation
The document provides guidance on how to effectively annotate texts for analytical reading. It recommends setting a purpose for reading, asking questions, making connections, inferring deeper meanings, and having a discussion with the text. It also outlines moving from understanding the plot to analyzing figurative language and themes. The last section defines annotation as writing down ideas to develop understanding of a text and literary analysis. It advises annotations balance personal thoughts with understanding the author's intentions.
Carousel
The document provides instructions for students to participate in a carousel activity. It outlines 3 steps: 1) Students are divided into expert groups to research and discuss topics, then receive new labels to teach other groups. 2) Students teach their new groups about their topic and discussion. 3) The class reconvenes to share insights gained from rotating groups and discussing how it applies to their analysis of Woman Warrior as a postmodern novel.
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The layout design of a yearbook is important to create a good first impression. Without careful design, the yearbook will look incomplete. Color coordination, quality photographs, overlapping photos, graphic design, movement, fonts, and examples from magazines and online resources can all be used to create an aesthetically pleasing layout that effectively communicates information to readers.
Critical analysis
The purpose of a critical analysis is to evaluate a work through the writer's opinion and breakdown of its parts. The document outlines an 8-step process for writing a critical analysis, which includes: thoroughly reading the material; selecting an idea to investigate; forming a preliminary thesis; finding supporting details; writing an introduction and conclusion with the thesis; editing drafts; and reading the final draft out loud. The critical analysis uses quotes and references to support the writer's viewpoint and thesis.
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Greek drama was created to worship Dionysus, the god of wine. Tragedies featured noble protagonists who fell from grace due to a tragic flaw, like pride or hubris, and explored the human condition. Comedies used satire and subtle humor to comment on life in Athens. Aristotle established rules for tragedies including that the protagonist must arouse pity and fear in audiences and undergo catharsis, or purging of emotions, by the end. A tragic hero, like Oedipus, possesses a tragic flaw that leads to their downfall despite their noble birth in order to teach audiences about fate and humanity's powerlessness against the gods.
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Spoken word poetry is performed poetry that uses elements like rhythm, improvisation, rhyme, and vivid imagery to engage audiences. It is more confrontational than traditional poetry. Effective spoken word utilizes repetition, concrete language, and a distinctive persona or attitude. Poets must also hone their performance skills like posture, eye contact, voice projection, and facial expressions to fully engage listeners.
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3. Make your thesis statement as specific as possible. Replace vague words like "good" or "successful" with more precise language. For example, instead of saying a work
Introduction to m e lit
The document summarizes the history and influence of Arabic and Persian literature from pre-Islamic times through the Islamic Golden Age. It discusses how Persia and Arabia developed culturally and politically prior to the rise of Islam in the 7th century AD, including the influence of Zoroastrianism in Persia. It then covers how Islam spread from the Arabian Peninsula and Persia, establishing major centers of learning and spurring literary and scientific advances. During this Islamic Golden Age, celebrated poets emerged in both Persia and Arabia, contributing greatly to Arabic and Persian literature.
Introduction to m e lit
This document provides an overview of Arabic and Persian literature and its historical and cultural context. It summarizes that (1) Islam expanded from Persia and Arabia in the 6th century and brought advances in many fields including literature, (2) Pre-Islamic Persia was influenced by Zoroastrianism and had a series of powerful rulers and empires, and (3) The spread of Islam integrated Persian and Arab cultures and led to a golden age of literature, learning, and the arts in the Islamic empire, particularly in Baghdad under the Abbasid dynasty.
Huck finn 25-35
In chapters 25-36:
1) Peter Wilks leaves money to his brothers, but the king and duke steal some and blame Huck. Huck tries to help make it right.
2) The king and duke sell slaves, upsetting Huck. Their schemes are eventually revealed.
3) Jim disappears and Huck debates warning his owner, ultimately deciding not to out of friendship for Jim. Tom's elaborate plan to "rescue" Jim draws mixed reactions from Huck and the reader.
Satirical techniques definitions
Hyperbole is defined as exaggeration that represents something as beyond normal bounds to expose its faults or flaws. There are several parts of exaggeration including caricature, which exaggerates a physical feature; incongruity, which presents things that are absurdly out of place; and parody, which imitates a style or person to ridicule the original. Reversal is also discussed as presenting the opposite of normal order through reversing events or hierarchical roles.
Korean literature
Korean literature developed under the influence of traditional folk beliefs as well as Taoism, Confucianism, and Buddhism. It is often divided into classical and modern periods, though this is questioned due to reforms in the 19th century and Western influence. Key genres include Hyangga poetry from the classical period as well as sijo poetry and Joseon period poetry from the later period when Hangul was promoted. Translations of Korean literature to other languages have increased its global visibility since the 1980s.
Style mistakes1
The document provides tips for writing captions for photos in publications. It recommends that captions be consistent in style, usually 8pt font size, and tell something not evident from looking at the photo. Captions should follow any rules and tips shared, and be interesting enough for readers. Boring or irrelevant captions are discouraged. The document also includes reminders about proofreading body text for spelling and grammar errors, and writing engaging stories that readers will want to finish.
Huckfinn1
The document discusses Mark Twain's decision to use Huck Finn as the narrator of his novel. It asks whether Huck Finn is a reliable narrator by telling the story in the first person. Using a first-person narrator has benefits like showing a personal perspective, but also drawbacks if the narrator is unreliable in their recounting of events. Students will discuss this in small groups and consider whether Huck Finn provides a believable narrative.
Millionaire
The document describes the gameplay of a contestant on the game show "Who Wants to Be a Millionaire". It shows the contestant answering a series of multiple choice questions correctly and climbing up the cash ladder from $100 to the grand prize of $1 million. Along the way, it shows celebrations for reaching certain monetary milestones like $1,000, $32,000, and congratulations upon winning $1 million in the end.
Carousel
This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
Carousel
This document provides instructions for an activity called a carousel. It outlines a 3 step process where students are initially split into expert groups to research a topic, then regrouped to share their findings, and finally come back together as a class to discuss insights and questions. Students become experts in their initial groups before reforming as teachers to their new groups to explain what they learned.
Mark twain & the adventures of huckleberry finn
Mark Twain was born in 1835 in Missouri and grew up along the Mississippi River. He worked as a steamboat pilot in his 20s but the Civil War halted river traffic. Using the pen name "Mark Twain", he began publishing in the 1860s and wrote several famous works, including The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. Huckleberry Finn, published in 1885, has been controversial due to its use of racial slurs and portrayal of African American character Jim, but is also considered one of the greatest American novels and a seminal work of satire against racism.
Roundrobin
This document discusses five literary works - "Self Reliance," "On Walden Pond," "Civil Disobedience," "Masque of Red Death," and "Young Goodman Brown" - and instructs students to do a round robin exercise where they take turns reading and discussing underlined passages from the texts without interrupting each other.
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Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Unleash your spiritual growth journey as a truth-seeker!
Learn More:
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Tracking "The Blessing" - Christianity · Spiritual Growth · Success
Do you ever feel like your Bible highlighting isn't quite enough to ignite lasting spiritual growth? Have you struggled to retain key takeaways from your Bible study sessions?
Discover how living in 4D can transform your highlighting into a strategic tool for spiritual development.
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In this video, you'll gain insights on:
How highlighting key verses and themes can enhance memory and retention of Scripture (we see a few key ones, here!)
Studies have shown that highlighting can significantly improve information recall. Highlighting key points visually reinforces them in your mind, leading to better long-term memory.
How to personalize your Bible study through strategic highlighting. Don't just highlight everything!
This video will teach you how to strategically highlight based on what resonates with you, focusing on central themes, recurring ideas, or connections between different passages.
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How connecting highlighted passages can reveal deeper biblical truths. By highlighting these connections, you can see the bigger picture and uncover the underlying messages within Scripture.
By the end of this video, you'll be equipped to unlock the hidden potential within your highlighted Bible and embark on a transformative spiritual growth journey! Don't forget to like and subscribe for more inspiring content on deepening your faith.
Note: For Christians seeking to enrich their Bible study and deepen their faith, as well as any other spiritual seeker of truth and growth.
Learn More:
👉https://tkg.tf/4D
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Heartfulness Magazine - June 2024 (Volume 9, Issue 6)
Dear readers,
This month we continue with more inspiring talks from the Global Spirituality Mahotsav that was held from March 14 to 17, 2024, at Kanha Shanti Vanam.
We hear from Daaji on lifestyle and yoga in honor of International Day of Yoga, June 21, 2024. We also hear from Professor Bhavani Rao, Dean at Amrita Vishwa Vidyapeetham University, on spirituality in action, the Venerable BhikkuSanghasena on how to be an ambassador for compassion, Dr. Tony Nader on the Maharishi Effect, Swami Mukundananda on the crossroads of modernization, Tejinder Kaur Basra on the purpose of work, the Venerable GesheDorjiDamdul on the psychology of peace, the Rt. Hon. Patricia Scotland, KC, Secretary-General of the Commonwealth, on how we are all related, and world-renowned violinist KumareshRajagopalan on the uplifting mysteries of music.
Dr. Prasad Veluthanar shares an Ayurvedic perspective on treating autism, Dr. IchakAdizes helps us navigate disagreements at work, Sravan Banda celebrates World Environment Day by sharing some tips on land restoration, and Sara Bubber tells our children another inspiring story and challenges them with some fun facts and riddles.
Happy reading,
The editors
Trusting God's Providence | Verse: Romans 8: 28-31
Trusting God's Providence.
Providence - God’s active preservation and care over His creation. God is both the Creator and the Sustainer of all things Heb. 1:2-3; Col. 1:17
-God keep His promises.
-God’s general providence is toward all creation
- All things were made through Him
God’s special providence is toward His children.
We may suffer now, but joy can and will come
God can see what we cannot see
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English - The Book of 1st Samuel the Prophet.pdf
The Book of Samuel is a book in the Hebrew Bible, found as two books in the Old Testament. The book is part of the Deuteronomistic history, a series of books that constitute a theological history of the Israelites and that aim to explain God's law for Israel under the guidance of the prophets.
Tales of This and Another Life - Chapters.pdf
This book is one of the best of the translated ones, for it has a warning character for all those who find themselves in the experience of material life. Irmão X provides a shrewd way of describing the subtleties and weaknesses that can jeopardize our intentions, making us more attentive and vigilant by providing us with his wise pages, reminding us between the lines of the Master's words: "Pray and watch."
Lição 12: João 15 a 17 – O Espírito Santo e a Oração Sacerdotal | 2° Trimestr...
Esta lição é uma oportunidade para discutirmos um assunto multo mal interpretado no contexto cristão, que é o fato de algumas pessoas pensarem que o conhecer Jesus é ter a nossa vida mudada em todas as áreas, como se Deus tivesse o dever de transportar-nos deste mundo para um outro mundo onde muitas coisas maravilhosas que desejamos seriam reais. No entanto, a nossa fé não nos tira do mundo após nos convertermos; ao invés disso, permanecemos vivendo sob as mesmas circunstâncias. O propósito de Deus não é nos tirar do mundo, mas nos livrar das ações do maligno (Jo 17.15), Sendo assim, a vida eterna não significa estar fora da realidade deste mundo, mas conhecer o único Deus verdadeiro (Jo 17.3).
Is Lucid Dreaming Dangerous? Risks and Benefits!
Lucid Dreaming: Understanding the Risks and Benefits
The ability to control one's dreams or for the dreamer to be aware that he or she is dreaming. This process, called lucid dreaming, has some potential risks as well as many fascinating benefits. However, many people are hesitant to try it initially for fear of the potential dangers. This article aims to clarify these concerns by exploring both the risks and benefits of lucid dreaming.
The Benefits of Lucid Dreaming
Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
Lucid dreaming is safe and beneficial if done with caution. It has many benefits, such as overcoming fear and improving mental health, and minimal risks. There are many resources and tutorials available for those interested in trying it.
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian
SBS – Sunday Bible School
Adult Bible Lessons 2nd quarter 2024 CPAD
MAGAZINE: THE CAREER THAT IS PROPOSED TO US: The Path of Salvation, Holiness and Perseverance to Reach Heaven
Commentator: Pastor Osiel Gomes
Presentation: Missionary Celso Napoleon
Renewed in Grace
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
2nd issue of Volume 15. A magazine in urdu language mainly based on spiritual treatment and learning. Many topics on ISLAM, SUFISM, SOCIAL PROBLEMS, SELF HELP, PSYCHOLOGY, HEALTH, SPIRITUAL TREATMENT, Ruqya etc.A very useful magazine for everyone.
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
This lecture created by Brandon Taylorian (aka Cometan) specially for the CESNUR Conference held Bordeaux in June 2024 provides a brief introduction to the legacy of religious and philosophical thought that Astronism emerges from, namely the discourse on transcension started assuredly by the Cosmists in Russia in the mid-to-late nineteenth century and then carried on and developed by Mordecai Nessyahu in Cosmodeism in the twentieth century. Cometan also then provides some detail on his story in founding Astronism in the early twenty-first century from 2013 along with details on the central Astronist doctrine of transcension. Finally, the lecture concludes with some contributions made by space religions and space philosophy and their influences on various cultural facets in art, literature and film.
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Tracking "The Blessing" - Christianity · Spiritual Growth · Success
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Trusting God's Providence | Verse: Romans 8: 28-31
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Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Lesson 12 - The Blessed Hope: The Mark of the Christian.pptx
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
Monthly Khazina-e-Ruhaniyaat Jun’2024 (Vol.15, Issue 2)
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
Astronism, Cosmism and Cosmodeism: the space religions espousing the doctrine...
Day 12
- 1. Day 12, September Act III and Act IV
- 2. Independent Writing Somebody once said that the best defense is a good offence. Do you think that John Proctor may be hinting at this when he asks why the accusers are always innocent now? Explain your answer.
- 3. Discussion Questions 1. It seems that every time John Proctor, Giles Corey, and Francis Nurse try to defend their wives, they are accused of trying to overthrow the court. What would Rev. Parris have to lose if the defense's case was seriously considered? 2. What would Danforth and the judges have to lose 3. What does Abigail's refusal to answer Danforth's questions show about the status the trials have given her? 4. We noted before that public reputation can make or break one in Salem. How is this importance of reputation reflected in Act III?
- 4. Historical Analysis: Why did this happen? Paul Boyer and Stephen Nissenbaum say that prompted accusations of witchcraft were the anxieties and resentments festering among some Salem Village families who were faltering and falling behind in a society being rapidly transformed by the quest for profit and material comforts.
- 5. More Analysis Carol Karlsenagrues that accusations of witchcraft both in Salem Village and elsewhere in New England, which targeted in disproportionate numbers those women who stood to inherit property, reflected the depth of misogyny within this Puritan culture.
- 6. Continued Jon Butler says that the Puritan Society inhabited a complex supernatural universe, one in which Christian doctrines and practices were mingled with varied beliefs in “a world of wonders.”