Comparative Studies
To Kill a MockingbirdTo Kill a Mockingbird is a novel by Harper Lee published in 1960. It was immediately successful, winning the Pulitzer Prize, and has become a classic of modern American literature. The plot and characters are loosely based on the author's observations of her family and neighbors, as well as on an event that occurred near her hometown in 1936, when she was 10 years old.
The novel is renowned for its warmth and humor, despite dealing with the serious issues of rape and racial inequality. The narrator's father, Atticus Finch, has served as a moral hero for many readers and as a model of integrity for lawyers. One critic explains the novel's impact by writing, "In the twentieth century, To Kill a Mockingbird is probably the most widely read book dealing with race in America, and its protagonist, Atticus Finch, the most enduring fictional image of racial heroism." In the book To Kill a Mockingbird by Harper Lee we are looking through the eyes of the young Scout Finch. We are taught many things about certain themes such as racism, or seeing things from other peoples point of view. In this website you will go through seven different genres of work that will help you to understand more about the book. We see things from other peoples point of view that we were limited to because we only knew what was happening through Scout’s eyes. In the first tab you will find an interview that shows us a few small events that happened and what Boo Radley saw. In the second tab you will see an alternate ending that adds more intense drama to the very end. The third tab shows us two newspaper articles written before and after the Tom Robinson trial that shows us a public view of the events that happened based on the limited knowledge of what actually happened on November 21. The next tab shows you how Jem developed throughout the story by evaluating a few key things that aided in his growing up. Then you have the touching obituary for Atticus finch that highlights why he was such an important character. The sixth tab is a short acrostic poem written about Jem to help characterize him in a different way. The final tab is a small collage with a few key terms that center around racism which shows us that it was a major theme throughout the book. In writing the pieces for these pages I was able to deeply evaluate some of the important events that happened in the story. As I was writing I thought more about what the events would have been like if I would have been there, that was I was able to write things from other peoples point of view. In each of the pages I hope that you too will be able to see and evaluate what effect these events had on the characters and yourself in the story. ResourcesCan books change the world?
Scottsboro: An American Tragedy Have you noticed there are many types of birds laced throughout TK? Could the mannerisms of the real life birds be reflected in the characters? Finches Mockingbirds Robin(sons) Jim Crow Laws - see the pictures, hear the song and listen to radio interviews of people impacted by this harsh period of history. It took courage to speak out against the injustice of Jim Crow laws. Violence often was a result clashing ideals. On these pages, there are interviews, radio conversations and pictures to view Jim Crow Laws - see the pictures, hear the song and listen to radio interviews of people impacted by this harsh period of history. It took courage to speak out against the injustice of Jim Crow laws. Violence often was a result clashing ideals. On these pages, there are interviews, radio conversations and pictures to view. Timeline: The World via the 1930'sThese are just a few random, significant, and interesting facts activities that were happening in the World in 1929 through 1939. Those were the years the book To Kill A Mockingbird approximately took place in. 1929 ~ A total of over 200,000 people died from the Influenza Epidemic. ~ The Dow reached a peak of 381.17 on September 3rd, prior to the Wall Street crash in October. ~The United States and Canada signed an agreement to protect Niagara Falls. ~The US Population reached 120 million. ~Vatican City gained independence from Italy and is created it's own state. ~Charles Lindberg left on a 3,500-mile flight from Detroit, Michigan to Cape Horn, South America. 1930 ~The "planet" Pluto was discovered. 1931 ~"Christ the Redeemer" monument completed in Rio de Janiero, Brazil. ~Construction of the Empire State Building was completed. ~The Scottsboro trial began after 8 African-American boys in Alabama were accused of raping 2 young, Caucasian women. ~The United States gained full rights to the National Anthem. 1932 ~ Amelia Earhart first woman to fly solo across the Atlantic ~Charles A. Lindbergh Jr. kidnapping ~Scientists split the atom 1933 ~Adolf Hitler becomes Chancellor of Germany ~First Nazi Concentration Camp, Buchenwald, was established. ~First sighting of the Loch Ness Monster (Nessy) ~End of prohibition in the United States. 1934 ~Cheeseburger created ~Major Kansas drought, "The Dust Bowl", caused major hits to Kansas production and agriculture. ~Parker Brothers sell the game "Monopoly" 1935 ~Germany issues the Anti-Jewish Nuremberg Laws ~John Maynard Keynes suggested New Economic Theory ~Social Security system is established in the U.S. 1936 ~Hoover Dam Completed ~"Nazi Olympics" in Berlin 1937 ~Amelia Earhart vanishes ~Golden Gate Bridge opened ~The Hindenburg Disaster 1938 ~Broadcast of "The War of the Worlds" causes mass panic. ~Hitler annexes Austria ~The Night of Broken Glass (Kristallnacht) 1939 ~First Commercial flight over the Atlantic ~German-Soviet Non-Aggression Pact signed ~Helicopter invented ~World War II begins |
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PersepolisPersepolis is an autobiography of a girl named Satrapi during her childhood. She talks about her life under the Shah of Iran and the Islamic fundamentalist regime. Life under the Shah was more bearable while life under the Islamic regime was a day to day challenge to get by. Even though the Shah was a bitter ruler, the Islamic regime seemed to impose harsher laws in order to create a pure Islamic state.
At the beginning of the book, Marjane Satrapi, talks about her life under the Shah's rule. An energetic time filled with laughs while being able to do what she wants. She went to school freely in what ever clothes she wanted to wear, she could talk to anyone she wanted, and the cities and styles were westernizing. The Shah wanted Iran to be Westernized in everything they had from clothes, industries and buildings, and movies and music. He even tried democracy since the people wanted it, but he failed to achieve that goal. People began to riot and tear down statues of the Shah. "The more he tried democracy, the more his statues were torn down..... Then his effigy was burned. The people wanted only one thing: His departure! so finally...(He left)" (P.41) His departure was widely celebrated as a time to enjoy life and welcome a greater future for the country of Iran. The Islamic fundamentalist regime took over and started imposing harsh laws. They took away rights that they previously had with the Shah in rule. These laws were put in place to make Iran an Islamic state by making women cover in a veil, pray several times a day, no alcohol for anyone, perform some religious ceremonial rituals at school, and many more. Under this rule, people began secret operations to get around some of the laws such as making fake passports or make alcohol at home. Under the Shah, many political figures were put in prison or even killed. He wouldn't let anyone take him over, but he was willing to make some compromise in order to keep some peace without letting his power slip. Whereas with the Islamic regime, they did not care about you or the happiness of the people. They were willing to kill anyone who went against their laws or if they just wanted to kill you. Power was everything to them and in order to maintain such power, lying and fear were used. The Iranian people enjoyed more luxuries with the Shah in power. Even though he was not what the people wanted, he was more willing to let the people live a decent life. The Islamic regime was less willing to compromise due to their ideals of wanting a pure Islamic state. They crafted the laws and you followed by them without falling out of line. The Islamic regime was the worst out of the two governing powers since the power they wielded was by far more dominant than that of the Shah's. It is said that both regimes are one side of the same coin. The Islamic regime's use of force and fear lead my people to become unhappy in their lives or even caused large groups to flee from Iran to escape this new power. Because of the large want of a new government away from the Shah, the Iranian people allowed the Islamic regime to take control not knowing their ideals. Neither regime was beneficial for the country, but the Islamic regime did less to help the problems facing the country. (P.41) Satrapi, Marjane. Persepolis. New York, NY: Pantheon, 2003. Print. ResourcesIslamic Revolution of 1979
Pictures: Iran Revolution of 1979: Iran Revolution Explanations with Pictures #1 Iran Revolution Explanations with Pictures #2: You Say You Want the Revolution" picture: Info on Graphic Novels Persepolis Movie Site Ted Talk: Shirin Neshat: "Art in exile" 'Persepolis' paints Iran from a kid's perspective Shah of Iran Group
Islam Group Society in Iran (pre-Islamic Revolution) Group Society in Iran (post-Islamic Revolution) Group Culture in Iran (pre-Islamic Revolution) Group Culture in Iran (post-Islamic Revolution) Group Standards:
Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. History of Modern Iran
Iran: A Brief History A concise, illustrated history of modern Iran from the Qajar Dynasty to Iran's modern nuclear initiatives. Islam Article on Islam from the Encyclopedia Britannica online. Culture of Iran An extensive list of links to websites providing detailed information on Iranian culture. Culture of Iran Website with numerous detailed links, extensive information on the culture of Iran. Includes history, art, religion, codes of behavior, celebrations. World Factbook - Iran Overview of Iran, produced by the Central Intelligence Agency. Economy of iran Overview of the economy of Iran. From the CIA World Factbook. The People of Iran Overview of the people of Iran, from the CIA World Fact Book Marji's World Prezi Marjane Satrapi's Wikipedia Page CNN Article- 9/20/13: "Iran's President Hassan Calls for Constructive Dialogue with US" Malala Yousufzai BBC Interview- 10/7/13 |
Videos
To Kill a Mockingbird
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Persepolis
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