1.How do characters in this book transcend or move beyond established social roles? There are numerous
ways to answer this question, but make sure you focus on more than one individual and explain the
expectations of the society each was born into and the ways in which they subverted or challenged those
2.How are the histories and societies ofDeerfield and Kahnawake related?Feel free to compare and/or contrast
the two places and societies in your answer, but think critically about the histories, peoples, and cultures of
each placewhencomparing themto one another.
3.How does religion function for the groups presented in this book? Be sure to choose more than one group of
people/religionto analyze and consider the impact of faithson societies, cultures, politics, and daily lives.
4.Though taken at the same time, by the same group, Eunice’s and John’s stories diverge. Whywere their
decisions and experiences so different?Consider specific points in thebook where their decisions set them on
5.What impact did wars and warfare have on the people and societies that are the subjects of this story? This
question is asking you to take note of where Demos mentions wars and then assess how those conflicts
influenced the lives of individuals or groups at the center of the story.
The Progession of Poems Adrienne Rich and Paulo Freire share a common theme in transition and society. Both are talking about the transformation of society and the relationship people have in writing. Freire talked about the way teachers teach the students, and there is no contradiction as they are sitting there waiting for information. Rich uses a similar theory in her essay "When we die" where she talks about society and how it is suppressed. Both have similar theories, but they have different ways to express their arguments. "When doing mechanical language training in a mechanical way, students can train like well-trained parrots.When stimulating, students can repeat the whole thoroughly. :: ^ In addition to the received teaching materials, students must take the first lesson to apply what they remember or what they are doing to the communication context designed by the classroom group. In the mid-seventies This approach was proposed due to dissatisfaction with structural and behavioral language teaching methods, which is currently widely used in textbooks not only in the west but also in our Libya school training centers. In addition to secondary school textbooks, most petroleum departments and bank training centers apply this method to English classes. Talk about playing that language! This is a wonderful poem that teaches students the flexibility of language. The interesting thing about this poem is that students can understand what is going on, even if there are meaningless words like "vorpal" or "uffish". A monster named "bandersnatch" captures the imagination of the student. Lewis Carroll uses portmanteaus to create new words - this is an interesting challenge to have your own students try. This is a poem that I like to make my students bit me. I handed it to them and waited. My student sat for a while, and I will assign a burn about it. A few minutes later, the students showed a reaction "Oh". Candlelight is a rather annoying symbol in literature, but I always like Edna St. Vincent Mirei to overturn our expectations for this poem. The students said they were proud of themselves, sadness, full of hope, and a little lost. I like 4 rows of packaging very much! One poem per day: National Poetry Poems by 30 junior high school students at month (or other time)>GET ANSWER