The document contains questions about the novel "Somewhere in the Darkness" asking for details about characters, events, themes and plot points. Jimmy is the main character who goes on a trip with his uncle Crab, who has just been released from prison. Over the course of the trip, Crab reveals to Jimmy details about his past and the crime he was imprisoned for. Their relationship continues to develop until Crab suddenly passes away, leaving Jimmy to continue on alone.
The document discusses two poems by Langston Hughes that explore themes of racial inequality and dreams deferred. I, Too expresses the poet's pride in his identity and vision of a future without discrimination. "Harlem" uses imagery and questions to consider what might happen when dreams are postponed, offering possibilities like drying up or exploding. The document examines Hughes' use of symbols and wordplay to convey these ideas and questions what became of other people's dreams.
The Boston Massacre began as a minor altercation between British soldiers and local colonists that escalated into violence. A British soldier struck a boy with his musket, angering locals who began throwing objects at the soldiers. As tensions mounted, the soldiers fired into the crowd, killing five colonists including Crispus Attucks, believed to be the first person killed. The trial of the soldiers further inflamed tensions and helped spark the American Revolutionary War.
By the mid-19th century, native-born Americans began to view immigrants as threats who were taking jobs. This led to the formation of the anti-immigrant Know-Nothing party and the government began supporting nativists and clustering immigrants into slums. During the 1880s, increased immigration prompted the government to pass laws excluding certain immigrants from entering the country in response to public hostility towards immigrants.
The strange case of Dr Jekyll and Mr.HydeJoss_Galarza
The document provides character summaries and chapter summaries for Robert Louis Stevenson's novella "The Strange Case of Dr. Jekyll and Mr. Hyde". It introduces the main characters of Dr. Jekyll, Mr. Hyde, Mr. Utterson, and Dr. Lanyon. The chapter summaries outline the story, where Dr. Jekyll experiments with potions that separate his good and evil personalities, leading to murderous acts by his alter-ego Mr. Hyde. Mr. Utterson investigates the connection between Jekyll and Hyde and discovers Jekyll's tragic fate after transforming into Hyde one last time.
Benedict Arnold began as a hero of the Revolutionary War, but later became a traitor. He was born in 1741 to a wealthy family and showed early promise as a militia leader and colonel. Arnold led successful attacks on Fort Ticonderoga and Quebec, displaying courage and leadership. However, he grew disillusioned with the lack of recognition and support from the Continental Congress. After accusations of misconduct, Arnold switched sides and informed the British of plans to surrender West Point. He was later appointed a British general and spent his final years in poverty in London.
The document outlines the key elements of a short story, including setting, characters, plot, theme, literary techniques, mood, and tone. It then divides students into four groups, with each group responsible for one of the short story elements: Group 1 will focus on theme and rising action, Group 2 will examine climax and literary techniques, Group 3 will analyze mood and falling action, and Group 4 will explore tone and denouement. The document concludes by assigning students to write reflection papers on the short story "Fish Cheeks" by Amy Tan using their assigned element as a lens.
The document discusses two poems by Langston Hughes that explore themes of racial inequality and dreams deferred. I, Too expresses the poet's pride in his identity and vision of a future without discrimination. "Harlem" uses imagery and questions to consider what might happen when dreams are postponed, offering possibilities like drying up or exploding. The document examines Hughes' use of symbols and wordplay to convey these ideas and questions what became of other people's dreams.
The Boston Massacre began as a minor altercation between British soldiers and local colonists that escalated into violence. A British soldier struck a boy with his musket, angering locals who began throwing objects at the soldiers. As tensions mounted, the soldiers fired into the crowd, killing five colonists including Crispus Attucks, believed to be the first person killed. The trial of the soldiers further inflamed tensions and helped spark the American Revolutionary War.
By the mid-19th century, native-born Americans began to view immigrants as threats who were taking jobs. This led to the formation of the anti-immigrant Know-Nothing party and the government began supporting nativists and clustering immigrants into slums. During the 1880s, increased immigration prompted the government to pass laws excluding certain immigrants from entering the country in response to public hostility towards immigrants.
The strange case of Dr Jekyll and Mr.HydeJoss_Galarza
The document provides character summaries and chapter summaries for Robert Louis Stevenson's novella "The Strange Case of Dr. Jekyll and Mr. Hyde". It introduces the main characters of Dr. Jekyll, Mr. Hyde, Mr. Utterson, and Dr. Lanyon. The chapter summaries outline the story, where Dr. Jekyll experiments with potions that separate his good and evil personalities, leading to murderous acts by his alter-ego Mr. Hyde. Mr. Utterson investigates the connection between Jekyll and Hyde and discovers Jekyll's tragic fate after transforming into Hyde one last time.
Benedict Arnold began as a hero of the Revolutionary War, but later became a traitor. He was born in 1741 to a wealthy family and showed early promise as a militia leader and colonel. Arnold led successful attacks on Fort Ticonderoga and Quebec, displaying courage and leadership. However, he grew disillusioned with the lack of recognition and support from the Continental Congress. After accusations of misconduct, Arnold switched sides and informed the British of plans to surrender West Point. He was later appointed a British general and spent his final years in poverty in London.
The document outlines the key elements of a short story, including setting, characters, plot, theme, literary techniques, mood, and tone. It then divides students into four groups, with each group responsible for one of the short story elements: Group 1 will focus on theme and rising action, Group 2 will examine climax and literary techniques, Group 3 will analyze mood and falling action, and Group 4 will explore tone and denouement. The document concludes by assigning students to write reflection papers on the short story "Fish Cheeks" by Amy Tan using their assigned element as a lens.
Immigrants came to the United States in the late 19th and early 20th centuries due to push factors like poverty, hunger, and religious persecution in Europe, as well as pull factors promising opportunity and jobs. They faced difficult journeys and conditions upon arrival, with third class passengers facing disease and hunger on ships. At Ellis Island, immigrants underwent health inspections with some denied entry. While many settled in urban areas and relied on ethnic communities for support, nativism grew alongside new immigrant populations, leading to discriminatory laws and quotas reducing immigration. Asian immigrants especially faced racism and exclusion acts.
1. Claudette Colvin was an African American teenager who refused to give up her seat to a white woman on a segregated bus in Montgomery, Alabama in 1955, months before Rosa Parks' similar act of defiance.
2. She agreed to be a witness in the Browder v. Gayle trial that challenged bus segregation laws and helped lead to the Supreme Court ruling that deemed such laws unconstitutional.
3. Throughout her life, Claudette faced discrimination and difficulty finding work due to her role in challenging segregation as a teenager but continued advocating for civil rights.
The document discusses Tecumseh and The Prophet Joseph's efforts to form a confederacy of Indian tribes in the early 1800s in opposition to continued land cessions to white settlers. It describes The Prophet Tenskwatawa urging tribes to reject white customs and move to Prophetstown, Illinois, which grew in size and influence, worrying white leaders. When Governor William Harrison led US forces to attack Prophetstown in 1811 during the Battle of Tippecanoe while Tecumseh was away, The Prophet launched an attack that killed and wounded many Americans troops before the Indians were ultimately defeated.
This document describes slave life on a plantation in the Bahamas in the early 1800s. It details the layout of the plantation, including slave quarters located away from the main house. Slaves grew crops like cotton and corn and raised livestock. Their daily tasks involved agriculture, construction, fishing, and crafts. In their spare time, slaves entertained themselves through African traditions like storytelling, music, and dance. Punishment of slaves was harsh, but acts of resistance still occurred sporadically across the islands.
The document provides background information on Shakespeare's play Macbeth, including its historical context, themes, and references. It discusses that Shakespeare drew from real events in 11th century Scotland but took artistic liberties. It also suggests Macbeth may have been influenced by King James I's interest in witchcraft and the Gunpowder Plot assassination attempt. The document explores themes in the play like the corrupting influence of power, the supernatural, and gender. It provides context on beliefs about witches during Shakespeare's time.
Emmett Till was a 14-year-old African American boy from Chicago who was visiting family in Mississippi in 1955. While at a local store, he was accused of whistling at a white woman, and was later kidnapped, tortured, and lynched by the woman's husband and his brother-in-law. His body was found in a river with a cotton gin fan tied around his neck. His murderers were acquitted by an all-white jury, but later admitted to the crime, sparking national outrage and helping galvanize the emerging civil rights movement.
The Gilded Age (1870-1900) was a period of rapid economic growth and industrialization following the Civil War. New factories and businesses transformed the U.S. economy and society. Wealthy industrialists and financiers accumulated vast fortunes while many workers faced difficult conditions. Political machines dominated cities and corruption was rampant. The era saw both conspicuous wealth and growing social tensions that would lead to reforms in the Progressive Era.
The document is a student essay analyzing accounts of the Boston Massacre from 1770 by Captain Preston and Robert Goddard. While their accounts differ in some details, they describe the same overall events: angry colonists gathered and threw objects at British soldiers, shots were fired into the crowd, and the soldiers then opened fire, dispersing the crowd. The essay examines inconsistencies in the accounts but concludes the basic facts are agreed upon - rising tensions led to a clash that was inevitable given the political situation in the colonies.
This document provides background information on the murder of Emmett Till in 1955. It discusses how Till, a 14-year-old black boy from Chicago, was visiting family in Mississippi and was kidnapped and murdered after allegedly whistling at a white woman. His body was found mutilated and weighted down in the Tallahatchie River. The two white men accused of the crime, Roy Bryant and J.W. Milam, were acquitted by an all-white jury despite clear evidence of their guilt. The brutal murder and injustice of the trial galvanized the civil rights movement and drew national attention to the plight of African Americans in the Jim Crow South.
Colonial America experienced rapid growth through royal proprietorships and joint-stock companies seeking to establish settlements and turn a profit. America offered cheap land and greater social mobility compared to Europe. Colonial charters protected basic rights and mirrored those of the Magna Carta. Colonial governments developed representative assemblies and constitutions with separation of powers between governors, councils, and elected legislatures. This set the stage for tensions to emerge with Britain and the road to revolution in the 1760s-1770s over taxation without representation.
This document provides an overview of lessons about Charles Dickens' A Christmas Carol. It discusses Scrooge's characterization and contrasts him with other characters like Fred and Bob Cratchit. It also explores Dickens' background and the social context of Victorian-era London. Students analyze quotes and descriptions of Scrooge to understand his miserly and antisocial personality. The document teaches about the suffering of the poor in Victorian times to provide historical context for understanding Scrooge's attitudes. Overall, the document aims to analyze Scrooge's character and how Dickens uses language and social commentary in A Christmas Carol.
The Declaration of Independence was signed on July 4, 1776. It was written primarily by Thomas Jefferson to declare independence from British rule and establish the United States as a sovereign, self-governing nation. The document asserts that all people have certain natural rights, including life, liberty, and the pursuit of happiness. Governments are formed by the people to protect these rights, and the people have a right to alter or abolish any government that infringes upon them.
Early roots of civil war presentation north v southkvanko
The document summarizes some of the key differences between the North and South that contributed to the American Civil War. The North had a colder climate suited for industry and manufacturing, while the South had a warmer climate well-suited for agriculture. The Northern economy was based on industry and manufacturing in cities and factories, while the Southern economy depended on agriculture and slave labor on large plantations. These economic and cultural differences between the North and South ultimately led to tensions over slavery and states' rights that escalated into the Civil War.
The Civil War lasted from 1861 to 1865 and was fought between the Northern and Southern states over issues including states' rights and slavery. Some key battles included Fort Sumter in 1861, Antietam in 1862, Gettysburg in 1863, and Lee's surrender to Grant at Appomattox Court House in 1865, marking the end of the war. Over 600,000 soldiers died in the conflict between the Union and Confederate forces.
The document discusses allegory in the novel Lord of the Flies by William Golding. It provides three types of allegory used in the novel:
1. Moral allegory - Characters represent abstract ideas like Ralph representing common sense and Jack representing emotions.
2. Social allegory - Characters symbolize societal roles like Ralph representing government and Jack representing power.
3. Religious allegory - Characters depict religious concepts like Ralph representing everyman and Simon representing spiritual truth.
The document analyzes how characters fit into each type of allegory and what they symbolize to illustrate the author's themes and messages.
This document discusses lies and their consequences. It defines different types of lies like lies by omission and white lies. It also examines how to tell if someone is lying and lists some common lies people tell like "I'm fine" or "That was my last piece of gum." The document warns that lies may hurt for a little while but the truth always comes out, and advises that the truth is always true even if it isn't said. It uses examples from Bill Clinton to illustrate lies and their consequences.
The document summarizes slave resistance to the institution of slavery in the United States from 1800 to the Civil War. It describes various slave rebellions and uprisings led by Denmark Vessey, Gabriel Prosser, Nat Turner, and John Brown. It also discusses the Underground Railroad and the role of Harriet Tubman in helping slaves escape. The document also profiles prominent abolitionists and activists including David Walker, Maria Stewart, Frederick Douglass, and Sojourner Truth who resisted slavery through pamphlets, speeches, and moral persuasion.
Reconstruction unit lesson 4 - jim crow laws - power pointGAMagnolia
The document discusses the end of Reconstruction and the rise of Jim Crow laws in the Southern United States. After Reconstruction ended in 1877, the federal troops withdrew from the South and the Freedmen's Bureau was shut down. Without these protections, racist Southern states passed Jim Crow laws that segregated public spaces and denied African Americans their civil and political rights, such as requiring poll taxes to vote. Groups like the Ku Klux Klan used violence and intimidation to enforce racial segregation and prevent African Americans from exercising their rights.
Big businesses transformed the American economy in the late 1800s. Tycoons like Rockefeller and Carnegie created vast corporate empires through strategies like monopolies, cartels, and vertical integration that maximized profits but shut out competitors. This concentration of economic power led to public debate over whether these "robber barons" helped the nation through innovations and philanthropy or harmed society. In response to concerns over abuses, the federal government began regulating corporate power through agencies like the Interstate Commerce Commission and laws like the Sherman Antitrust Act.
The story is about a boy named Greg who meets an old man named Lemon Brown in an abandoned building. Some thugs try to steal Lemon Brown's famous treasure but he would rather die than give it up. Greg and Lemon Brown scare off the thugs with noise. Lemon Brown's treasure turns out to be a harmonica and newspaper clippings of his son who died in war, which was very important to him as his only memory of his son.
This unit plan summarizes a 12-lesson unit on the novel Animal Farm that teaches 8th grade language arts students about the Russian Revolution through vocabulary development and connecting events in the novel to actual historical events. Lessons include making predictions about the novel based on vocabulary, maintaining reading guides to outline connections to the Russian Revolution while reading, and writing a reaction paper after completing the reading. The unit aims to help students understand structural elements of novels, develop writing skills, and learn about the Russian Revolution through examining Animal Farm.
Immigrants came to the United States in the late 19th and early 20th centuries due to push factors like poverty, hunger, and religious persecution in Europe, as well as pull factors promising opportunity and jobs. They faced difficult journeys and conditions upon arrival, with third class passengers facing disease and hunger on ships. At Ellis Island, immigrants underwent health inspections with some denied entry. While many settled in urban areas and relied on ethnic communities for support, nativism grew alongside new immigrant populations, leading to discriminatory laws and quotas reducing immigration. Asian immigrants especially faced racism and exclusion acts.
1. Claudette Colvin was an African American teenager who refused to give up her seat to a white woman on a segregated bus in Montgomery, Alabama in 1955, months before Rosa Parks' similar act of defiance.
2. She agreed to be a witness in the Browder v. Gayle trial that challenged bus segregation laws and helped lead to the Supreme Court ruling that deemed such laws unconstitutional.
3. Throughout her life, Claudette faced discrimination and difficulty finding work due to her role in challenging segregation as a teenager but continued advocating for civil rights.
The document discusses Tecumseh and The Prophet Joseph's efforts to form a confederacy of Indian tribes in the early 1800s in opposition to continued land cessions to white settlers. It describes The Prophet Tenskwatawa urging tribes to reject white customs and move to Prophetstown, Illinois, which grew in size and influence, worrying white leaders. When Governor William Harrison led US forces to attack Prophetstown in 1811 during the Battle of Tippecanoe while Tecumseh was away, The Prophet launched an attack that killed and wounded many Americans troops before the Indians were ultimately defeated.
This document describes slave life on a plantation in the Bahamas in the early 1800s. It details the layout of the plantation, including slave quarters located away from the main house. Slaves grew crops like cotton and corn and raised livestock. Their daily tasks involved agriculture, construction, fishing, and crafts. In their spare time, slaves entertained themselves through African traditions like storytelling, music, and dance. Punishment of slaves was harsh, but acts of resistance still occurred sporadically across the islands.
The document provides background information on Shakespeare's play Macbeth, including its historical context, themes, and references. It discusses that Shakespeare drew from real events in 11th century Scotland but took artistic liberties. It also suggests Macbeth may have been influenced by King James I's interest in witchcraft and the Gunpowder Plot assassination attempt. The document explores themes in the play like the corrupting influence of power, the supernatural, and gender. It provides context on beliefs about witches during Shakespeare's time.
Emmett Till was a 14-year-old African American boy from Chicago who was visiting family in Mississippi in 1955. While at a local store, he was accused of whistling at a white woman, and was later kidnapped, tortured, and lynched by the woman's husband and his brother-in-law. His body was found in a river with a cotton gin fan tied around his neck. His murderers were acquitted by an all-white jury, but later admitted to the crime, sparking national outrage and helping galvanize the emerging civil rights movement.
The Gilded Age (1870-1900) was a period of rapid economic growth and industrialization following the Civil War. New factories and businesses transformed the U.S. economy and society. Wealthy industrialists and financiers accumulated vast fortunes while many workers faced difficult conditions. Political machines dominated cities and corruption was rampant. The era saw both conspicuous wealth and growing social tensions that would lead to reforms in the Progressive Era.
The document is a student essay analyzing accounts of the Boston Massacre from 1770 by Captain Preston and Robert Goddard. While their accounts differ in some details, they describe the same overall events: angry colonists gathered and threw objects at British soldiers, shots were fired into the crowd, and the soldiers then opened fire, dispersing the crowd. The essay examines inconsistencies in the accounts but concludes the basic facts are agreed upon - rising tensions led to a clash that was inevitable given the political situation in the colonies.
This document provides background information on the murder of Emmett Till in 1955. It discusses how Till, a 14-year-old black boy from Chicago, was visiting family in Mississippi and was kidnapped and murdered after allegedly whistling at a white woman. His body was found mutilated and weighted down in the Tallahatchie River. The two white men accused of the crime, Roy Bryant and J.W. Milam, were acquitted by an all-white jury despite clear evidence of their guilt. The brutal murder and injustice of the trial galvanized the civil rights movement and drew national attention to the plight of African Americans in the Jim Crow South.
Colonial America experienced rapid growth through royal proprietorships and joint-stock companies seeking to establish settlements and turn a profit. America offered cheap land and greater social mobility compared to Europe. Colonial charters protected basic rights and mirrored those of the Magna Carta. Colonial governments developed representative assemblies and constitutions with separation of powers between governors, councils, and elected legislatures. This set the stage for tensions to emerge with Britain and the road to revolution in the 1760s-1770s over taxation without representation.
This document provides an overview of lessons about Charles Dickens' A Christmas Carol. It discusses Scrooge's characterization and contrasts him with other characters like Fred and Bob Cratchit. It also explores Dickens' background and the social context of Victorian-era London. Students analyze quotes and descriptions of Scrooge to understand his miserly and antisocial personality. The document teaches about the suffering of the poor in Victorian times to provide historical context for understanding Scrooge's attitudes. Overall, the document aims to analyze Scrooge's character and how Dickens uses language and social commentary in A Christmas Carol.
The Declaration of Independence was signed on July 4, 1776. It was written primarily by Thomas Jefferson to declare independence from British rule and establish the United States as a sovereign, self-governing nation. The document asserts that all people have certain natural rights, including life, liberty, and the pursuit of happiness. Governments are formed by the people to protect these rights, and the people have a right to alter or abolish any government that infringes upon them.
Early roots of civil war presentation north v southkvanko
The document summarizes some of the key differences between the North and South that contributed to the American Civil War. The North had a colder climate suited for industry and manufacturing, while the South had a warmer climate well-suited for agriculture. The Northern economy was based on industry and manufacturing in cities and factories, while the Southern economy depended on agriculture and slave labor on large plantations. These economic and cultural differences between the North and South ultimately led to tensions over slavery and states' rights that escalated into the Civil War.
The Civil War lasted from 1861 to 1865 and was fought between the Northern and Southern states over issues including states' rights and slavery. Some key battles included Fort Sumter in 1861, Antietam in 1862, Gettysburg in 1863, and Lee's surrender to Grant at Appomattox Court House in 1865, marking the end of the war. Over 600,000 soldiers died in the conflict between the Union and Confederate forces.
The document discusses allegory in the novel Lord of the Flies by William Golding. It provides three types of allegory used in the novel:
1. Moral allegory - Characters represent abstract ideas like Ralph representing common sense and Jack representing emotions.
2. Social allegory - Characters symbolize societal roles like Ralph representing government and Jack representing power.
3. Religious allegory - Characters depict religious concepts like Ralph representing everyman and Simon representing spiritual truth.
The document analyzes how characters fit into each type of allegory and what they symbolize to illustrate the author's themes and messages.
This document discusses lies and their consequences. It defines different types of lies like lies by omission and white lies. It also examines how to tell if someone is lying and lists some common lies people tell like "I'm fine" or "That was my last piece of gum." The document warns that lies may hurt for a little while but the truth always comes out, and advises that the truth is always true even if it isn't said. It uses examples from Bill Clinton to illustrate lies and their consequences.
The document summarizes slave resistance to the institution of slavery in the United States from 1800 to the Civil War. It describes various slave rebellions and uprisings led by Denmark Vessey, Gabriel Prosser, Nat Turner, and John Brown. It also discusses the Underground Railroad and the role of Harriet Tubman in helping slaves escape. The document also profiles prominent abolitionists and activists including David Walker, Maria Stewart, Frederick Douglass, and Sojourner Truth who resisted slavery through pamphlets, speeches, and moral persuasion.
Reconstruction unit lesson 4 - jim crow laws - power pointGAMagnolia
The document discusses the end of Reconstruction and the rise of Jim Crow laws in the Southern United States. After Reconstruction ended in 1877, the federal troops withdrew from the South and the Freedmen's Bureau was shut down. Without these protections, racist Southern states passed Jim Crow laws that segregated public spaces and denied African Americans their civil and political rights, such as requiring poll taxes to vote. Groups like the Ku Klux Klan used violence and intimidation to enforce racial segregation and prevent African Americans from exercising their rights.
Big businesses transformed the American economy in the late 1800s. Tycoons like Rockefeller and Carnegie created vast corporate empires through strategies like monopolies, cartels, and vertical integration that maximized profits but shut out competitors. This concentration of economic power led to public debate over whether these "robber barons" helped the nation through innovations and philanthropy or harmed society. In response to concerns over abuses, the federal government began regulating corporate power through agencies like the Interstate Commerce Commission and laws like the Sherman Antitrust Act.
The story is about a boy named Greg who meets an old man named Lemon Brown in an abandoned building. Some thugs try to steal Lemon Brown's famous treasure but he would rather die than give it up. Greg and Lemon Brown scare off the thugs with noise. Lemon Brown's treasure turns out to be a harmonica and newspaper clippings of his son who died in war, which was very important to him as his only memory of his son.
This unit plan summarizes a 12-lesson unit on the novel Animal Farm that teaches 8th grade language arts students about the Russian Revolution through vocabulary development and connecting events in the novel to actual historical events. Lessons include making predictions about the novel based on vocabulary, maintaining reading guides to outline connections to the Russian Revolution while reading, and writing a reaction paper after completing the reading. The unit aims to help students understand structural elements of novels, develop writing skills, and learn about the Russian Revolution through examining Animal Farm.
The passage is about the short story "The Treasure of Lemon Brown" by Walter Dean Myers. It discusses the story's main characters, Greg and Lemon Brown. Greg seeks shelter from the rain in an abandoned building where he meets Lemon Brown. Lemon Brown frightens off intruders by throwing himself down the stairs. His treasured possessions of a harmonica and newspaper clippings remind him of his deceased son. Greg comes to understand Lemon Brown and gain new perspective on his own father through their interaction.
Walter Dean Myers was born in West Virginia and grew up in Harlem. He dreamed of being a professional writer but thought it was impossible due to his poverty and lack of education. However, in the late 1960s he won a writing contest with his first book, which was then published. Since then Myers has published dozens of books and won numerous awards. He currently lives in Jersey City.
Walter Dean Myers grew up in Harlem in the 1940s and often drew from his own background and experiences for his stories. The document discusses questions and answers about the short story "Lemon Brown" by Walter Dean Myers, which is set in Harlem and follows a boy named Greg who meets an elderly resident named Lemon Brown after seeking shelter from the rain in Brown's tenement building. The questions and answers analyze themes in the story like treasure, family, and overcoming challenges.
"The Treasure of Lemon Brown" and Elements of a Short Storymikecress
Greg Ridley meets a homeless man named Lemon Brown who claims to have a treasure. They must work together when thieves come looking for the treasure. The document then provides biographical information about Langston Hughes, who was born in West Virginia but spent most of his life in Harlem. It also defines the basic elements of a plot diagram.
This document provides an overview of key elements of a story, including setting, characters, plot, and conflict. It defines these terms and gives examples. Setting is described as the time and place the story occurs. Characters are the people, animals, or creatures in the story. Plot refers to the series of events that make up the narrative. Conflict is defined as the problem or struggle between two opposing forces in the story. The document uses examples and exercises to illustrate how authors employ these elements in crafting stories.
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
Here is the updated list of Top Best Ayurvedic medicine for Gas and Indigestion and those are Gas-O-Go Syp for Dyspepsia | Lavizyme Syrup for Acidity | Yumzyme Hepatoprotective Capsules etc
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
- Video recording of this lecture in English language: https://youtu.be/kqbnxVAZs-0
- Video recording of this lecture in Arabic language: https://youtu.be/SINlygW1Mpc
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Somewhere in the darkness guided reading questions
1. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 1 through 10
1. What is the main character’s full name?
2. What color is Jimmy?
3. Where does Mama Jean go on Wednesdays and why does she go there?
4. Read the following passage from Somewhere in the Darkness.
“The boy has got to realize how important education is,” his teacher
had said to Mama Jean. “Especially for our people.”
What does the teacher’s response to Mama Jean indicate?
5. What grade is Jimmy in? How do you know?
6. What disgusted Jimmy when he was fixing his breakfast?
7. When Jimmy walks down to McDonough, where did he end up?
8. Describe Jimmy’s daydreams.
9. What did Jimmy do when he walked down the stairs of the apartment building?
Why did he do this?
10. What floor did Jimmy live, in the apartment building?
2. Somewhere in the Darkness Guided Reading
11. Why did Jimmy take the stairs in the apartment building instead of riding in the
elevator?
12. How old is Jimmy? How do you know?
13. Who is Cookie? What are some of her characteristics?
14. What point of view is the novel written in? How do you know?
15. Who is the author of Somewhere in the Darkness?
16. Is Somewhere in the Darkness fiction or nonfiction? How do you know?
17. What characteristics are evident about Jimmy?
18. What characteristics are evident about Mama Jean?
19. What floor of the apartment complex did Cookie live on?
20. What happened to Jimmy’s real mother?
3. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 11 through 19
21. What was the weather like on the day Jimmy decided to go to school?
22. What month of the year was it?
23. What was Jimmy concerned about, when he was getting ready to go to school?
24. Jimmy heard a sharp cry from behind him. What did he do?
25. Where did Mr. Haynes tell Jimmy to go, when he got to school? Who else was
there?
26. Why were the police at the school?
27. According to Jimmy, what was the reason that he was sent to class and Rosalind
was sent down to the office?
28. Half way through the achievement test what did Jimmy realize?
29. When was the test over? What did Jimmy do after he was finished taking it?
30. How did watching television help Jimmy?
31. What did Cookie want to tell Jimmy, when he arrived back at the apartment?
4. Somewhere in the Darkness Guided Reading
32. How is Crab related to Jimmy? How do you know?
33. Specifically, what was in the mailbox?
34. Where had Crab been for the past several years?
35. Do you think Jimmy is suffering from depression? Why or why not?
5. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 20 through 29
36. What was Crab’s real name?
37. Describe Crab’s physical characteristics.
38. Who is Jimmy named after?
39. What was Jimmy looking through? What did he find?
40. According to Mama Jean, where had Jimmy’s father been?
41. What was Jimmy’s mother’s name? How do you know?
42. Why didn’t Crab let Mama Jean and Jimmy know he was coming?
43. What kind of sandwich did Jimmy fix for Crab, while they were waiting for Mama
Jean?
44. According to Crab, being in jail was worse than what?
45. At first was Mama Jean glad to see Crab? Why or why not?
6. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 30 through 39
46. How many years had Crab been in Jail?
47. Why did Crab want to go to Chicago?
48. When Crab peered in the cabinet under the sink to fix the drain, what did he see?
49. What did Jimmy pull out from the freezer? Why?
50. What did Crab find in the trap of the sink drain?
51. Jimmy’s stomach was hurting. What did he start remembering?
52. When things went wrong for Mama Jean and Jimmy, what did Mama Jean
always say?
53. What did Mama Jean fix for dinner? What type of conversation took place while
they were eating?
54. What did Mama Jean ask Jimmy if he wanted to take with him?
7. Somewhere in the Darkness Guided Reading
55. When Crab and Jimmy left, and were on the front steps, Mama Jean called from
the window. What did she say? What did Jimmy do? What did Mama Jean give
Jimmy?
56. What did Jimmy notice about the way Crab walked?
57. What did Jimmy always imagine his father to be like?
8. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 40 through 55
58. What city did Jimmy and Crab arrived in?
59. Where did Crab tell the service station attendant he and Jimmy were headed to?
60. According to Crab, what should they have brought on the trip?
61. Jimmy noticed a customer at the diner, describe him.
62. While he was at the diner with Crab, how did Jimmy picture Mama Jean?
63. At the diner, why did Crab jump and hold back the curtain?
64. Why did Crab push the cradle down on the phone, while Jimmy was trying to call
Mama Jean?
65. What did Crab want to tell Jimmy that was so important? Use detail in your
answer.
66. How many times was Crab at Green Haven?
67. What was the reason for Crab’s first stay at Green Haven?
68. How long was Crab suppose to stay at Green Haven, the second time?
9. Somewhere in the Darkness Guided Reading
69. What medical issue did Crab mention that he had?
70. Why didn’t Crab write Jimmy letters?
71. What did Crab want to say in the letters to Jimmy?
72. What information did Crab share with Jimmy that got Jimmy upset?
73. What two things did Crab say that the jury knew about him?
74. How did Crab escape from jail?
75. What story did Crab share with Jimmy, as to why he was incarcerated?
76. Where was Crab when the incident he was accused of happen?
77. Who was Crab wanting to have explain something to Jimmy and why?
10. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 56 through 73
78. What time of day did Crab and Jimmy arrive in Chicago?
79. Who did Crab want to help him get his “hands on some money”?
80. Who did Crab say Jimmy looked like?
81. What did Jimmy think about asking Crab?
82. What caused Crab’s brother to die? Where was he when he died?
83. How long did Crab pay for the rooming house and how much did it cost?
84. When was the first time Jimmy seen Crab smile?
85. What was Mavis’s last name?
86. How long had Crab and Jimmy been away from New York?
87. Did Mama Jean ever drink alcohol?
88. Where does Mavis work?
11. Somewhere in the Darkness Guided Reading
89. What did Mavis say the projects had?
90. What was Frank getting ready for, at the gym?
91. What are some characteristics of Frank? Provide details in your answer.
92. Describe the fight Frank had in the boxing ring.
93. What happened when Jimmy went back to the gym to ask Frank when Mavis got
off work?
94. Crab said he had a Job and sent Jimmy back to where they were staying. How
did Jimmy get there?
95. What kind of job did Crab supposedly land?
96. On the way back to Cahill Street, what did Jimmy do?
97. What did Sister Green from the church always say?
98. What did an old man try to sell Jimmy?
99. According to the old man, why did people wear gold?
100. Describe the setting of their room at the rooming house.
12. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 74 through 94
101. Jimmy had said that there were things to think about. What were they?
102. Who taught Jimmy about angels?
103. What was Jimmy’s vision of how his mother looked?
104. What did Jimmy purchase at the small grocery store?
105. Who did Jimmy make a telephone call to? What was he told?
106. Who is Doreen?
107. How much did it cost Jimmy to get to Vernon’s? Why did he go there?
108. When Billy Davis played the sax, how did Jimmy think it sounded?
109. What did Crab say was wrong with him?
110. What did Jimmy think was like “a shadow that fell over him in the
darkness?
13. Somewhere in the Darkness Guided Reading
111. Where did Crab say they were heading “tomorrow”?
112. Who taught Billy Davis to play the sax?
113. When did Jimmy think it was easier to be around Crab?
114. How did Mama Jean walk when she was tired?
115. How did Crab walk when he was feeling good?
116. How long did Crab say it would take them to get to Arkansas?
117. Is Frank a son of Crab? How do you know?
118. What did Crab say he would teach Jimmy to do?
119. At the car rental office, what name did Crab use? How did he pay
for the car?
14. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 95 through 103
120. What was the weather like when Crab and Jimmy headed out of Chicago?
121. What happened that caused Jimmy to have a hurt cheek?
122. What did Crab mean by, “…a lot of cats kick off in the slam.”?
123. What did Jimmy tell Crab about how he felt about him?
124. When Jimmy asked Crab what he needed, what was Crabs response?
125. What was Crab’s response to Jimmy, when Jimmy asked him why he used a
different name, when renting the car?
126. What was Crab’s father’s name?
127. What did Crab’s father do for a living?
128. What story did Crab tell Jimmy about? How old was he when the story took
place?
15. Somewhere in the Darkness Guided Reading
129. Where was Crab when his father died?
130. According to Jimmy, what was in front of him?
Somewhere in the Darkness
Questions for pages 104through 117
131. When Jimmy woke up after a long ride from Chicago, what time of day was it?
What was the setting like?
132. What time was it when Jimmy woke Crab?
133. What state were they in?
134. Why didn’t Jimmy get back in the car, once Crab was up and walking around?
135. Provide at least four details as to what the Blue Light was like.
136. When Crab was a boy, what did he think was the biggest thing to do in the
world?
137. Where did Crab tell the waitress he once lived?
16. Somewhere in the Darkness Guided Reading
138. Who did Crab ask the waitress if she seen much?
139. Who was the conjure man?
140. Why did Crab want to go see the conjure man?
141. While they were driving in the country, Jimmy noticed something about the men
that stood on the porches. What was it?
142. What ailment did Crab say he had?
143. What did Crab say he needed, to feel better?
144. What had Rydell been working on since he was a kid?
17. Somewhere in the Darkness Guided Reading
Somewhere in the Darkness
Questions for pages 118 through 129
145. What did Crab and Jimmy stop for, before going on to Marion? What was the
name of the place?
146. What did Jimmy do, besides buy groceries?
147. How was Jimmy beginning to feel about Crab? How do you know?
148. What does segregation mean, according to Crab?
149. Why did Crab tell the policeman that he and Jimmy were headed to Forrest
instead of Marion?
150. What is soil with dust, according to Crab?
151. What did the policeman do that made Crab ease the car backward around a
corner?
18. Somewhere in the Darkness Guided Reading
152. After 10 more minutes of driving, where did Crab and Jimmy end up?
153. Who was the woman who wore a wig that came down over one side of her
forehead?
154. Who was Jesse and what did she look like?
155. What did Crab tell Jimmy that the conjure man was like?
Somewhere in the Darkness
Questions for pages 130 through 158
156. Who is High John?
157. According to High John, where does a man find his peace?
158. What did High John have Crab do? Why?
159. What are some physical characteristics of High John?
160. What did Jimmy want to do for Crab, while they were at High John’s?
161. What grows wild near the railroad tracks?
162. What startled Jimmy awake?
163. Where did Crab use to go when he was younger? What did he find when he
went?
19. Somewhere in the Darkness Guided Reading
164. Who was invited to visit Miss Mackenzie’s home? Why?
165. What did Rydell Depuis look like?
166. What was the reason Crab gave for having Jimmy go with him to meet Rydell?
167. According to Crab, what do dreams start with, for people in prison?
168. Jimmy accused Crab of not knowing how to be something, what was it?
169. While at the creek, Miss Mackenzie’s girl arrived with some news. What was it?
Somewhere in the Darkness
Questions for pages 159 through 168
170. Who arrived after Miss Mackenzie’s girl? What did they want?
171. What name did Jimmy call Crab, at this point in the novel?
172. What did the policeman tell the orderly to do, when the orderly arrived with food
for Crab?
173. Where was Crab when he died? Who was with him? Was anything resolved?
174. Where was Jimmy headed, after the funeral?
175. Provide a position statement that indicates if you believe that Crab was innocent
or guilty of the crime he was put in prison for. Follow this statement with three
sentences that give support to your position statement.