Recent orders
The following discussion will focus on the importance of such people in the society.
Introduction
Outlaws could be defined as the people go choose to go beyond the society’s accepted rules band regulations for the purpose of bringing a change. Some outlaws are out for the criminal activities while others are motivated to liberate the society from the oppressive rule by those in power. Outlaw heroes therefore can be said to be people who have accepted to go through all kinds of suffering for the sake of making a better society. The following discussion will focus on the importance of such people in the society.
Discussion
The culture of the ruling class in most cases dictate the policies that are going to be employed when in comes to the formulation of the rules to govern the people. Those who are in power will always want to maintain their social status and any kind of change that is seen to threaten that state is rejected. That is the reason there is always a conflict when it comes to the making of the constitution that will bring about equality. People who own the means of production would not want this as they prefer obtaining cheap labor from the less fortunate members thereby enriching themselves more The voice of the marginalized and the less fortunate members of the society on the other hand go unnoticed and so long as these dominant people remain in power, these poor people continue to suffer.
In such a society, there is a need to have someone who is visionary and want to transcend the society’s reasoning by bringing positive change and equality. Such people are just ordinary but who are courageous enough to point out the flaws and all the kinds of injustices that people go through with an aim of making the relevant authority realize that there is need for fair treatment.
The world has witnessed a number of such people who though dead, are still remembered for their courageous work. In this discussion, we rely on the works of Mahatma Gandhi and Dr. Mary Fair (founder of the Women Political Party). The two will assist us in getting to understand why we need people who see beyond the conventional status.
One of the most important things that the outlaw heroes are known for is helping the people to change their thinking. When people are so oppressed they may reach to a point of fatalism. This is when they believe that it is fate that determines their destiny and that there is nothing that can be done to change their status. This is what was happening in Montgomery where the blacks were urged to continue praying hoping that things will be better. However, racial discrimination and segregation intensified and prayers therefore did not seem to work and therefore something better needed to be done to change the situation.
Outlaw heroes therefore come with an aim if making people to change their held beliefs and attitudes. They challenge the societies who have been blinded by the current situation by awakening them from their comfort zones.
In India for instance, Mahatma saw the importance of making India produce their own goods instead of importing from abroad. Initially, people depended on the developed countries to provide them with clothing and other finished goods. Being a wise and visionary leader, he saw the danger in that and called for the introduction of the cottage industries which could produce local goods.
Most societies are not aware of the resources that they are endowed with unless someone points them. India was able to open cottage industries that began to produce cloths and brought an end to the importation which was both expensive and a threat to the infant industries.
Outlaw heroes enable the society to realize that they are the reason why things are not done the right way. The superior people in the society will continue manipulating the weak so long as they will remain silent and do nothing. This had been the case during the colonial period where most societies were oppressed and humiliated until when they spoke their minds out against such ruthless acts.
In India for instance, Mahatma decided to begin what he used to refer as passive resistance or non-violent resistance. This is where people take to the streets a peaceful demonstration but with a strong message to the ruling authority that the society has lost faith. Though the process may be slow and ignored, it is a courageous way that is meant to awaken the government to realize that the people are unsatisfied and they may begin to change some of their policies.
That method is different from what Karl Max called for in order to liberate the society (Bhana & Vahed 77). He said that the only way the minority’s voice can be heard is through a revolution which in most cases will involve shedding of innocent blood. However, Mahatma decided to use a peaceful demonstration which bore the fruits without any body getting harm.
The society’s voice can also be realized when they participate in voting which is their political right. It can be noted that the blacks in Montgomery had despised this kind of activity. This is owing to the fact that the Women Political Party which was founded in 1946 by Dr. Mary Fair sought to challenge the people to vote (Gibson 23). The Negroes had lost their hopes as nothing positive seemed to be coming. They were going through the same challenges and the government could not help them. However, this great woman together with other scholars helped them to change their perspective and encouraged them to participate in voting. Apart from that, the blacks were also encouraged to vie to posts and help themselves in solving the challenges that are known better to them.
The other importance thing that can be learnt from the outlaw heroes is that there is need for one to sacrifice for the sake of the society. Mahatma Gandhi, Nelson Mandela, and many other heroes will be remembered as the people who denied themselves pleasures of life for the sake of the society. They abandoned even their families so that they can make a better place for the future generation.
These heroes passed through hard moments that were enough to discourage them from continuing to fight. They were imprisoned and some even tortured not because of their personal lives but the whole society (Fischer 46). This is important as it passes the message to the society that there is need to go beyond the self and think what one can do for the society. It is a good demonstration of maturity when one is able to sacrifice the resources that they have for the sake of the less fortunate in the society.
The outlaw heroes may also be useful tools that bring about the transformation in the society in terms of their behavior. Majority of people who are oppressed in the society suffer from low self-esteem or inferiority complex. As a result, they may indulge in dangerous activities which pose threat to their lives. Such an incidence is what the Women Political Party in Montgomery sought to fight. The Negroes were segregated in that they could not travel in the same seats with the white people. They were not supposed to question the drivers who were white concerning the wrong change that they received. For instance, it is said that a lady by the name of Miss Kate was arrested for sitting in seats meant for the white people not forgetting another Negro by the name of Brooks who was shot by the police for allegedly arguing with a white driver.
As a result of those oppressions, many Negroes spoilt their lives in drugs, crimes and juvenile delinquency. Dr. Mary Fair knew that the only way that these people could deliberate themselves is by first accepting themselves, raise their self esteem and finally stop wasting their lives. By dong so, she succeeded in convincing many young black men and women change their attitudes and fight for their justice.
The outlaw heroes have also helped to end social evils and instill a sense of harmony in the society. Many people have died in many parts of the world due to the issue of race. In this, some races feel that they are by far better and intelligent than others. As a result, they have been found to mistreat the race considered inferior. There is always some disharmony when this is the case and conflict will always arise. This was the case in south Africa where the blacks were required to carry a pass when they traveled from one place to another. As a result, there was resistance and most of them were killed.
However, the voices of great people such as the Martin Luther King and Nelson Mandela enabled the society to have cultural relativity in that all races are equal. Nature is diverse and people have different ways of doing things. To understand a particular race, one is required to have empathy and this has been seen to contribute to the peace building process.
The work that was done by these great heroes can be felt today as most of the people shun racism which locked particular people out of opportunities. Black and white people can now work in the same office and hold many functions together. They have also gone to the point of taking the most top seats in the political arena because all the prejudice and discrimination was fought by some of these outlaw heroes.
Conclusion
The outlaws could be seen as people out to cause disharmony in the society but in the end, the fruit of their work is realized. Many outlaw heroes went through difficult moment in their attempt to liberate the society and this sends a message that freedom and justice does not come easily but has to be fought for. They assist the society to demand for their rights and the need to be involved in the national development issues and maintaining the equality for all.
Reference
Jo. Ann Gibson: The Montgomery Bus Boycott and the women who started it. The university of Tennessee Press. 8th Edition, p. 23 2005
Grace Mureno: Nine most Outrageous Outlaw Heroes HYPERLINK “http://www.oddee.com/item_96687.aspx. published 5/28/2009” http://www.oddee.com/item_96687.aspx. published 5/28/2009.
Prilleltensky, Isaac. Humanistic Psychology, Human Welfare and the Social Order The Journal of Mind And Behaviour 13 (4): 315–327. 1997
Bhana, Surendra and Goolam Vahed. The Making of a Political Reformer: Gandhi in South Africa, 1893–1914. New Delhi: Manohar, 2005.
Fischer, L. The Essential Gandhi: An Anthology of His Writings on His Life, Work, and Ideas. Vintage: New York, ISBN 1-4000-3050-1 2002
The following discussion will focus on the Greek mythology of Pandora a goddess created to bring punishment upon people for t
Title: Mythology
Student Name
Course
Institution
Date
Introduction
Myths are so dominant and prevalent in almost all the cultures of the world. Usually a myth seeks to explain the origin of certain social phenomena. It is a set of statements that are not substantiated by facts but which are strongly held by the group members and they influence how people think and act. The following discussion will focus on the Greek mythology of Pandora a goddess created to bring punishment upon people for their disobedient.
Discussion
Pandora is said to be the first woman in Greece in the ancient times. The myth is a kind of theodicy for the fact that it seeks to explain the origin of evil in the world. Pandora had a number of meanings with some meaning the ‘endowed one’ of the ‘giver of all.’ She was the most beautiful creature that existed endowed with all the features that define beauty.
The myth begins by explaining that Pandora was created to bring punishment to men for the evil that they had committed. Apparently, Prometheus a representative of the human-kind is said to have stolen the secret fire from Zeus and give it to the mortal men. Zeus according to the Greek mythology was the god of the sky who is also said to oversee the whole universe. He had power over the other gods and therefore assigned them different roles.
Prometheus therefore was the originator of the evil and the man behind the reason why Pandora was created. Out of anger and the need for vengeance Zeus commanded his son Hephaestus who is said to have been lame to mould Pandora out of the earth. He was a great blacksmith and an expert in technology of that time. The other gods also joined in offering her the most seductive gifts.
Pandora’s myth has had many versions and many explanations according to the conceptualization of the different scholars. It is alleged that she was the giver of life hence the name ‘all giving.’ She was the symbol of fertility and min this, she had the power over productivity both in the human race and in agriculture. People looked to her to release blessings on their farms so that they would have enough to eat and to store. On the other hand, those that did not have children, believed that she was in a position to bless them to procreate. This is the reason she got the name of ‘giver’ and also adored by the Greeks.
Pandora is also said to own a jar that contained all the kinds of evils that befall on man. It included all the plagues, diseases and all kinds of depressions that cause instability in the lives of people. This tends to contradict what other scholars have tried to explain that she was the representative of good. However, this is consistent with the initial objective of her creation by Zeus. As it was explained before, her main duty was to bring punishment upon men for their disobedient to the gods.
She therefore had power to control all the stress causing agents in the whole land of Greece. For instance, when people did wrong, she had the prerogative to withhold the rains and this exposed the people to drought and famine. She also brought sicknesses to the people that claimed the lives of the children, the young and the old people.
The myth therefore can be said to be an explanation of why different catastrophes attacked the people. Pandora was a representative of the god Zeus on earth and she was supposed to administer punishment to the society for the failure to obey the stipulated rules and secondly as a vengeance for the original sin committed by Prometheus.
The jar of evil that Pandora held is however said to have contained what has been referred to as elpis. This is a Greek meaning for hope. Though the jar meant wrath for the people, there was a sigh of relief due to the presence of hope that was present there. This was great to people as it offered a second chance to them even after they underwent difficult moments of punishments. They would remain optimistic that life would be better because of the hope that they were assured of in the jar as it is said, ‘Hope is the only good god remaining among mankind; the others have left and gone to Olympus.’ (Hesiod 96-99).
The myth continue to explain that people had lost the respect for the gods and in all their activities, they demonstrated denial for their power, ‘Men’s judicial oaths are no longer to be trusted, nor does anyone revere the immortal gods; the race of pious men has perished,’ (Hesiod 100). This sheds some light that the main reason for the creation of Pandora is to bring punishment to the people for their disobedient to the gods. The negative sanctions were meant to control the code of conduct of the people and cause them to honor the gods.
What ‘hope’ means for the people is not known according to Hesiod (103). It is thought that hope could represent either evil or good although many interpretations explain that it represented a relief for people. However, everything was predetermined and men had no control of the events that were to befall them, ‘Thus it is not possible to escape the mind of Zeus.’(Hesiod 105). No matter what people did, they could not escape the wrath of the gods and therefore they were obliged to follow all the rules governing their behavior.
The myth therefore can be said to offer an explanation as to why there are so much social problems. Many natural catastrophes such as the earthquakes and famine can be attributed to the explanation of Pandora’s myth. It can however be viewed as a way of letting people become conscious of their evil acts by making them believe that it is because of their sins that they faced the disasters. This would make them transform and behave well so that they would receive the blessings that were contained in the ‘hope’. The gods were out to maintain social harmony and to see to it that people led pure lives and therefore they had to device ways to consolidate the society and remind them of their obligations through punishments.
Conclusion
A myth is an explanation of the origin of particular beliefs strongly held by certain groups of people in the society. These values define that particular group, and set them apart from any other. It also serves the purpose of giving the community their identity and also regulates their behaviors due to the expected implications.
References
Jeffrey M. Hurwit, “Beautiful Evil: Pandora and the Athena Parthenos” American Journal of Archaeology. p. 177. 1999
Hesiod, Works and days http://www.perseus.tufts.edu/hopper/text?doc=Hes.+WD+1&redirect=true
Eric A. Kimmel, Pep Montserrat: The McElderry Book of Greek Myths M.K. McElderry Books, 2008
Pre-Planning The Daily Lesson
Pre-Planning The Daily Lesson
Name: Jane Canread Lesson Topic: The Brain Content Area Focus: Science
Step 1: Gather Facts about the Learners (Choose three areas from which to gather facts. Explain the reasoning for each choice.)
Observations- In observing my students; I will be able to know the areas they are good at and the areas they are not. This information enables me choose the learning strategies that aims at strengthening the areas they are good at and improving the areas they are weak in. Special attention is paid to how they interact with each other, their language and how persistent they are in their learning.
Learners’ intelligence- Knowing their intelligence facilitates choosing of a learning instruction that will promote easy understanding of the content.
Interest inventories- Knowing the scientific topics my students have interests in is important since I will engage in learning activities that meets their needs and are connected to their real life situations.
Step 2: Content
Alabama Course of Study Standard (s): 5th Grade Course of study
Instructional Objective (Daily Outcome): The students to identify all parts of the brain and the roles they play.
Step 3: Assessment: Groups make notes on the importance of the brain; individual students make a drawing of a well labeled diagram of the brain.
Step 4: Processes of Instruction (This in an abbreviated version of the implementation of the lesson.)
Resources Needed: (Textbooks, trade books, articles, hands-on supplies etc.) A model of the brain
Technology Utilized: (Internet sources, software, Smart Board, etc.) computer, projector, Power Point; Health.org (rotating picture of brain and facts)
Instructional Formats
Group work, lectures
Computer technology
Instructional Arrangements
Instructional Strategies
Social/Physical Environments
Scaffolding – Chunking of Text
I Do – Introduction
We Do – Cerebellum
Y’all Do – Limbic system
You Do – Brain stem Grouping
Partners –Listening partners
Small Groups – Reciprocal teaching
Whole Group – Interviews and Responses
Individual – Drawing Structure
Before: Interviewing group members
During: Reciprocal Teaching
After: Collector’s carousel
Extend: Drawing the brain Active Engagement
Read– The brain and its functions
Write – Tasks and notes in notebooks
Talk – Interviews in groups
Listen – To members in the group discussions, listening to the explanations from the computer
Investigate – The brain
View – The brain model
STEP 5: IMPLEMENTING THE DAILY LESSON PLAN
BEFORE ENGAGE
How will you open your lesson and quickly engage your students in the lesson? Include how you will make connections between past and present learning and focus students’ thinking on the learning outcomes of current activities.
Strategy (What) Group discussions and interviews
Purpose (Why)
Building already known information and summarizing the important details
Procedures (How) 1. Asking the students the importance of the brain
2. Students dividing themselves into groups and conducting interviews among themselves on the importance of the brain. Every answer they receive is recorded in their notebooks.
3. After the discussion in the small groups, the students go back to their respective sitting positions and summarize whatever they discussed at the back of their books.
4. Teacher goes through the notebooks to evaluate the summary skills of all the students.
5. Showing the students a model of the brain. Point and read to the students the Instructional Objective (Daily Outcome) laying emphasis on the content of the day’s lesson.
DURING EXPLAIN (I DO, WE DO)
Strategy (What) Reciprocal Teaching
Purpose (Why)
Identify the parts of the brain, create questions, make a summary of the key ideas
Procedures (How)
1. Put the class into small groups of six and give each group the reading material.
2. Divide the content to be studied into sections
3. Explain the role of each group and write down the responses they give after they have completed their tasks.
4. The teacher guides the class discussion giving additional information that the group discussions might have overlooked on the cerebellum.
EXPLORE(Y’all Do, You Do)
How will you provide scaffolded (explicit) instruction in moving students to independent activities? Include how you will incorporate practice in groups (y’all do) and independent practice (you do).
Strategy (What): Reciprocal Teaching
Purpose (Why) Identify the parts of the brain, create questions, make a summary of the key ideas
Procedures (How) 1. Students read the second section of the content, ‘The Limbic system’. They record important information that they consider important.
2. The students share the notes they have made and conduct discussion among their groups.
3. The teacher gives a brief lecture for about 4 minutes on the Limbic system and the students make necessary adjustments to their answers.
4. The students proceed to the next section, ‘The brain stem’. They read the notes given by the teacher and make record of important details and information regarding their tasks.
AFTER EVALUATE
How will students demonstrate their learning of this lesson? Evaluation will be based upon products designated in Step #3 of your lesson plan.How will you wrap up the lesson?
Strategy (What) Collector’s Carousel
Purpose (Why) Analyzing and evaluating vital information regarding the parts of the brain and the roles the play
Procedures (How) 1. Group one make a presentation of their task and write their findings on the board
2. Group two make a presentation of the various parts of the brain and write their responses on the board.
3. Group three make a presentation of the roles played by the brain and write their responses on the board.
4. Group four make a presentation of the summaries of the parts and roles of the brain and write their findings on the board.
5. The groups combine and have a joint discussion making any addition and revision of what they did.
6. The teacher makes a summary of the lesson by reviewing the notes generated from the discussions; making necessary corrections and giving additional information where necessary.
EXTEND
How you will connect this lesson to the next lesson?
The students are expected to make a drawing of the brain and label all the parts correctly.
PAUSE AND REFLECT
REFLECTION
Think about the lesson you have just written. Reflect on the following questions.
How is the lesson differentiated?
The lesson is differentiated in terms of the different types of groups formed for the discussion of the brain and its roles. There are also types of assessment to ascertain what the students have learnt (checking their notebooks and their drawn diagrams of the brain). Providing the learners with the additional reading material got from the internet also differentiated the lesson.
Is the instructional objective (daily outcome) observable and stated in student friendly terms?
Yes, the instructional objective (daily outcome) would be observable to all the students since it would be written on the board for everybody to see. “The students to identify all parts of the brain and the roles they play”.
What daily instructional processes are embedded in the lesson?
The content to be learnt is divided into sections and there is a lecture after every section to facilitate further understanding of the content. The group discussions and the interviews played an integral part in the lesson. The reciprocal teaching and learners reading what others had written in the Collecting Carousal strategy also proved important.
How does the lesson structure include before, during, and after strategies that are connected to the outcome?
The instructional objective, “The students to identify all parts of the brain and the roles they play” written on the board at the beginning of the lesson aroused the learners interest to the lesson. The group discussions and interviews at the initial stage of the lesson gave students the background knowledge on the roles played by various parts of the brain. ‘During reading’ strategy gave learners the opportunity to access the relevant reading material to acquire knowledge regarding the parts of the brain and the roles they play. The after reading strategy which involved drawing a diagram of the brain enabled students make a summary of what they had learnt.
5. How will you know if you met the instructional objective (daily outcome)?
Informal evaluation will help me assess if I achieved the daily outcome. Looking into the summaries the students made in their notebooks, listening to how the conduct their discussions and the accuracy of their well labeled diagrams on the brain.
How is explicit instruction applied in the lesson?
The Teaching tasks were divided into sections and they built on what had been learnt on the previous section. For instance, the lesson began by the introduction then discussion on the cerebellum. Lastly, the students were expected to individually draw a well labeled diagram of the brain indicating all the parts and the roles played by them.
7. How did the strategies promote active engagement through reading, writing, talking, listening, investigating, and/or viewing?
The group discussions and interviews gave the students a chance to listen to each other while writing down the important details in their notebooks. The Collecting Carousel strategy presented the students with the chance to read what the other students had written and making revisions where they had gone wrong in their work and discussions on the brain and the roles it play.