Francis Marion, The Swamp Fox

A prominent American officer during the American Revolution, Brigadier General Francis Marion played a key role in the wars southern campaigns and earned the moniker The Swamp Fox for his exploits as a guerilla leader. His military career began with the militia in the French and Indian War during which he fought the Cherokees on the frontier. When the war with Britain began, Marion received a commission in the Continental Army and helped defend Charleston, SC. With the citys loss in 1780, he commenced a career as a highly effective guerilla leader that saw him employ hit and run tactics to win numerous victories over the British. Early Life and Career Francis Marion was born around 1732 on his family plantation in Berkeley County, South Carolina. The youngest son of Gabriel and Esther Marion, he was a small and restless child. At age six, his family moved to a plantation in St. George so that the children could attend school in Georgetown, SC. At the age of fifteen, Marion embarked on a career as a sailor. Joining the crew of a schooner bound for the Caribbean, the voyage ended when the ship sank, reportedly due to being struck by a whale. Adrift in a small boat for a week, Marion and the other surviving crew finally reached the shore. French and Indian War Electing to remain on land, Marion began working on his familys plantations. With the French and Indian War raging, Marion joined a militia company in 1757 and marched to defend the frontier. Serving as a lieutenant under Captain William Moultrie, Marion took part in a brutal campaign against the Cherokees. In the course of the fighting, he took note of Cherokee tactics which emphasized concealment, ambush, and utilization of terrain to gain an advantage. Returning home in 1761, he began saving money to purchase his own plantation. American Revolution In 1773, Marion achieved his goal when he bought a plantation on the Santee River about four miles north of Eutaw Springs which he dubbed Pond Bluff. Two years later, he was elected to the South Carolina Provincial Congress which advocated for colonial self-determination. With the outbreak of the American Revolution, this body moved to create three regiments. As these formed, Marion received a commission as a captain in the 2nd South Carolina Regiment. Commanded by Moultrie, the regiment was assigned to the Charleston defenses and worked to build Fort Sullivan. With the completion of the fort, Marion and his men took part in the defense of the city during the Battle of Sullivans Island on June 28, 1776. In the fighting, a British invasion fleet led by Admiral Sir Peter Parker and Major General Henry Clinton attempted to enter the harbor and was repulsed by Fort Sullivans guns. For his part in the fighting, he was promoted to lieutenant colonel in the Continental Army. Remaining at the fort for the next three years, Marion worked to train his men before joining the failed Siege of Savannah in the fall of 1779. Going Guerilla Returning to Charleston, he fortuitously broke his ankle in March 1780 after jumping from a second-story window in an effort to escape a bad dinner party. Directed by his doctor to recuperate at his plantation, Marion was not in the city when it fell to the British in May. Following subsequent American defeats at Moncks Corner and Waxhaws, Marion formed a small unit of between 20-70 men to harass the British. Joining Major General Horatio Gates army, Marion and his men were effectively dismissed and ordered scout the Pee Dee area. As a result, he missed Gates stunning defeat at the Battle of Camden on August 16. Operating independently, Marions men scored their first major success shortly after Camden when they ambushed a British camp and liberated 150 American prisoners at Great Savannah. Striking elements of the 63rd Regiment of Foot at dawn, Marion routed the enemy on August 20. Employing hit-and-run tactics and ambushes, Marion quickly became a master of guerilla warfare using Snow Island as a base. As the British moved to occupy South Carolina, Marion relentlessly attacked their supply lines and isolated outposts before escaping back into the regions swamps. Responding to this new threat, the British commander, Lieutenant General Lord Charles Cornwallis, directed Loyalist militia to pursue Marion but to no avail. Routing the Enemy Additionally, Cornwallis ordered Major James Wemyss of the 63rd to pursue Marions band. This effort failed and the brutal nature of Wemyss campaign led many in the area to join the Marion. Moving sixty miles east to Ports Ferry on the Peedee River in early September, Marion soundly defeated a superior force of Loyalists at Blue Savannah on September 4. Later that month, he engaged Loyalists led by Colonel John Coming Ball at Black Mingo Creek. Though an attempt at a surprise attack failed, Marion pressed his men forward and in the resulting battle were able to force the Loyalists from the field. In the course of the fighting, he captured Balls horse which he would ride for the rest of the war. Continuing his guerilla operations in October, Marion rode from Ports Ferry with the goal of defeating a body of Loyalist militia led by Lieutenant Colonel Samuel Tynes. Finding the enemy at Tearcoat Swamp, he advanced at midnight on October 25/26 after learning that the enemy defenses were lax.  Using similar tactics to Black Mingo Creek, Marion split his command into three forces with one each attacking from the left and right while he led a detachment in the center. Signaling the advance with his pistol, Marion led his men forward and swept the Loyalists from the field. The battle saw the Loyalists suffer six killed, fourteen wounded, and 23 captured. The Swamp Fox With the defeat of Major Patrick Fergusons force at the Battle of Kings Mountain on October 7, Cornwallis became increasingly concerned about Marion. As a result, he dispatched the feared Lieutenant Colonel Banastre Tarleton to destroy Marions command. Known for laying waste to the landscape, Tarleton received intelligence regarding Marions location. Closing on Marions camp, Tarleton pursued the American leader for seven hours and across 26 miles before breaking off the pursuit in the swampy territory and stating, As for this damned old fox, the Devil himself could not catch him. Final Campaigns Tarletons moniker quickly stuck and soon Marion was known widely as the Swamp Fox. Promoted to brigadier general in the South Carolina militia, he began working with the new Continental commander in the region, Major General Nathanael Greene. Building a mixed brigade of cavalry and infantry he conducted a failed attack on Georgetown, SC in conjunction with Lieutenant Colonel Henry Light Horse Harry Lee in January 1781. Continuing to defeat the Loyalist and British forces sent after him, Marion won victories at Forts Watson and Motte that spring. The latter was captured in conjunction with Lee after a four-day siege. As 1781 progressed, Marions brigade fell under the command of Brigadier General Thomas Sumter. Working with Sumter, Marion took part in a fight against the British at Quinbys Bridge in July. Forced to withdraw, Marion split from Sumter and won a skirmish at Parkers Ferry the following month. Moving to unite with Greene, Marion commanded the combined North and South Carolina militia at the Battle of Eutaw Springs on September 8. Elected to the state senate, Marion left his brigade later that year to take his seat at Jacksonboro. Poor performance from his subordinates required him to return to command in January 1782. Later Life Marion was re-elected to the state senate in 1782 and 1784. In the years after the war, he generally supported a lenient policy toward the remaining Loyalists and opposed laws intended to strip them of their property. As a gesture of recognition for his services during the conflict, the state of South Carolina appointed him to command Fort Johnson. Largely a ceremonial post, it brought with it an annual stipend of $500 which aided Marion in rebuilding his plantation. Retiring to Pond Bluff, Marion married his cousin, Mary Esther Videau, and later served at the 1790 South Carolina constitutional convention. A supporter of the federal union, he died at Pond Bluff on February 27, 1795.

Graphic Organizers in Special Ed Classrooms

Special education students often need support in organizing their thoughts and completing multi-stage tasks. Children with sensory processing issues, autism or dyslexia can easily become overwhelmed by the prospect of writing a short essay or even answering questions about material they have read. Graphic organizers  can be effective ways to  help typical and atypical learners alike. The visual presentation is a unique way to show students the material they are learning, and can appeal to those who are not auditory learners. They also make it easy for you as a teacher to assess and understand their thinking skills. How to Choose a Graphic Organizer Find a graphic organizer thats best suited to the lesson youll teach. Below are typical examples of graphic organizers, along with with links to PDFs that you can print out. KWL Chart   KWL stands for know, want to know and learn. Its an easy-to-use chart that helps students brainstorm information for essay questions or reports. Use it before, during and after the lesson to allow students to measure their success. Theyll be amazed by how much theyve learned. Venn Diagram Adapt this mathematical diagram to highlight similarities between two things. For back to school, use it to talk about how two students spent their summer vacations. Or, turn it upside down and use the kinds of vacations—camping, visiting grandparents, going to the beach—to identify students who have things in common. Double Cell Venn Also known as a double bubble chart, this Venn diagram is adapted to describe the similarities and differences in characters in a story. Its designed to help students compare and contrast. Concept Web You may have hear concept webs called story maps. Use them to help students break down the components of a story they have read. Use an organizer to track elements such as the characters, setting, problems or solutions. This is a particularly adaptable organizer.   For example, put a character in the center and use it to map the attributes of the character. A problem in the plot can be in the center, with the different ways characters try to solve the problem. Or simply label the center beginning and have the students list the premise of the story: where it takes place, who are the characters, when is the action of the story set.   Sample Agenda Type List For children for whom remaining at task is an ongoing problem, dont underestimate the simple effectiveness of an agenda. Laminate a copy and have her affix it to her desk. For an extra boost to visual learners, use images to augment the words on the planner. (This one can help teachers, too!)

What Is The Controversy Behind Involvement - 824 Words

The Controversy Behind Involvement Franklin Delano Roosevelt once said that America ‘must be the great Arsenal of Democracy. For us, this is an emergency as serious as war itself. We must apply ourselves to our task with the same resolution, the same sense of urgency, the same spirit of patriotism and sacrifice as we would show were we at war.’ Meaning that America should use their workforce to have an impact on a war that supports the protection of the ideals of democracy. That we must come together to protect what we believe is morally correct and to protect those who are vulnerable to oppression.This hasnt been the only time that we’ve seen America at ‘war’ for a more noble cause. Years ago, Woodrow Wilson claimed that ‘The†¦show more content†¦Most people think.â€Å"Oh, it’s 2017 slavery’s been abolished† but unfortunately there are more than enough countries fighting for rights that we see as basic. I believe that America’s ro le should be interfering with these impoverished areas. These are the types of emergencies that hurt countries, communities, and people and they should be confronted with the United States developing a plan to battle the abuse without the expense of others. Beforehand, Americans have to be educated on these matters and understand how serious the cause is. Then to actually come up and execute a plan without violence. I recently saw a video from Jimmy Kimmel entitled â€Å"How many Americans Know Where North Korea Is?† and I was startled to know how little Americans knew about the nuclear issue let alone the location between the U.S. and North Korea. But mainly all these contestants had something in common: most wanted war. America’s role shouldn’t be resolving issues with war, but our goal should be reaching out to others. Lending a hand to these countries who are encountering several obstacles that our ancestors faced. To be â€Å"the arsenal of democracy† means to be the example when serious issues arise. At home, I view civil rights as a very important issue in America. serious issues that need our attention are racism and discrimination. For me, racism and discrimination have taken it to a whole new level up due to the enormous Trump supporters coming out toShow MoreRelatedMedia and The Agenda Setting Theory1337 Words   |  5 Pagessusceptible to the opinion’s of the public. This is especially true in the case of a renowned individual, such as a celebrity or politician. The media’s coverage of the news, prior to a fair hearing, results in public scrutiny of subjects. Media involvement generates public uproar, frequently resulting in the condemning of the accused preceding their right to a fair trial as stated in the Canadian Charter of Rights and Freedoms. 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This domino effect means exactly like it reads if one country goes the rest will just continue to fall towards communism. Near the beginning the U.S. had very limited involvement and was mainly aiding the French in their efforts to fightRead MoreThe Importance Of Video Games1106 Words   |  5 Pagesfor violence, particularly to the younger generation. Young minds exposed to violence through hours of soaking it in by playing graphic and beyond their age video games can possibly be the explanation of the rising number of crimes, with juvenile involvement. Whether video games are a link to the violence in kids or not is a rising debate between many. Some argue the point that video games are unrelated to the rising amount of violence in the juvenile world. That video games are a much-needed escapeRead MoreThe Problem Of Criminal Behavior876 Words   |  4 Pageshas always focused on criminal behavior due to the age old and debate between nature and nurture. Research has been conducted regarding this debate resulting in that both genes and environment do play a role in the criminality if an individual. Controversy continues to spawn in many scientific disciplines on the topic of heredity and the influence genetics have an overall character of a human being. There are several factors that impact an individual’s destiny it becomes a very apparent that one

Narration, Metaphors, Images and Symbols in One Flew Over...

Narration, Metaphors, Images and Symbols in One Flew Over the Cuckoos Nest In 1962, when One Flew Over the Cuckoos Nest (the Nest), was published, America was at the start of decade that would be characterized by turmoil. Involvement in Vietnam was increasing, civil rights marches were taking place in the south and a new era of sexual promiscuity and drug use was about to come into full swing. Young Americans formed a subgroup in American society that historians termed the â€Å"counterculture†. The Nest is a product of time when it was written. It is anti-authoritarian and tells the tale of a mans rebelling against the establishment. Kesey used metaphor to make a social commentary on the America of the sixties. In this paper I will†¦show more content†¦It is with this paranoid rambling that the reader meets Bromden. As the first chapter progresses we witness more instances of his troubled mind and his way of describing people as part machine, part human. Nurse Ratched is the called the Big Nurse, by Bromden. His description of her is an exa mple of his ability to link people with machines. She slides through the door with a gust of cold...(the) tip of each finger the same color as her lips. Funny orange. Like the tip of a soldering iron. Color so hot or so cold if she touches you with it you cant tell which. (Pg. 4 Kesey). She has the ability, in Bromdens mind, to increase her size. She, blows up bigger and bigger, big as a tractor, so big you can smell the machinery inside the way you smell a motor pulling too big a load. (Pg 5 Kesey). These descriptions of humans who are made part machine, part human allow the reader to get a clearer understanding of Bromdens illness. This, I believe, is a positive aspect of the novel, however there would seem to be, at least one, negative aspect to Keseys choice of narrators. This choice of narrators for Kesey, in my opinion, may be considered troublesome. He seems to ask the reader to trust the voice of a madman. This seems to do anything but create a narrator who is trustworthy. Upon rereading the Nest, I found myself doubting the narrator because he seems to be inconsistent. In the first section of the

“The Adoption Papers” by Jackie Kay Essay Example For Students

â€Å"The Adoption Papers† by Jackie Kay Essay The narrative of Jackie Kay’s life is as intriguing and complex as her literary plant. The comparing is important because several of Kay’s pieces spring from her life and they are all concerned with the intricate nature of individuality. Kay’s male parent was a black Nigerian sing Edinburgh when he met Kay’s white Scottish female parent. After he returned to Nigeria. the female parent discovered she was pregnant and decided to give up the kid. Kay was so adopted by a white Glaswegian twosome with a strong committedness to extremist political relations. As Kay grew up she besides began to place herself as tribade. Kay’s Hagiographas reject easy cliches and challenge readers to reject normative thoughts of racial. sexual. and national individuality. Although a verse form like â€Å"The Adoption Papers† clearly stems from her autobiography. Kay uses life as a get downing land from which to research the broader conditions of multicultural Britain and individuality in general. Rather than a narrow geographic expedition of one alone life. Kay’s work has the power to dispute her readers’ outlooks about the relation of ego to other. Yet even as Kay’s work uncomfortablenesss. it allows many voices to talk in a manner that builds empathy and understanding for characters nevertheless different they may look. By utilizing three voices. the verse form foregrounds the importance of position. so that the reader sees how acceptance affects the three figures in significantly different ways. Kay expresses the birth mother’s hurting of giving up a kid through the contained quatrains. which make the birth female parent seem indifferent but the paranoia of ; â€Å"Maybe the words lie across my brow headline in thin ink MOTHER GIVES BABY AWAY† Shows that she is concealing her hurting. Her sorrow is expressed through the manner she can non drive the idea of her babe out of her head: despite seeking to distance herself from or disinherit her babe the idea evidently still lies at the dorsum of her head. brought across in the manner she relates the ordinary feeling of â€Å"the changeless chug† of the train to â€Å"a swaying cradle† . The birth female parent attempts to maintain these ideas out of her head by believing about other things and the drilling. uninteresting. fiddling things she thinks of like â€Å"I forgot to set sugar in the flask† and the repeat of â€Å"Land moves like goaded cattle† shows that they are merely come uping ideas and that deep down she is believing about her babe. The birth mother’s need to bury about her babe is shown through the image of the birth female parent burying the apparels she bought her babe because it is like she is burying the memory the memory of her kid. The spiritual component of the babe â€Å"Lazarus† and the reading from the â€Å"book of Job† make it more realistic of a existent burial ceremonial. underscoring her demand to bury wholly. The naming of the kid â€Å"Lazarus† . the name of the adult male Jesus raised from the dead. despite the kid being a miss may stand for the birth mother’s deep desire that the inhumed memory of the kid may besides be raised from the dead and the kid will one twenty-four hours come back to her. The adoptive female parent articulates her torment of non being able to give birth and states her defeat with the racism she meets from raising a Black kid in predominately white Glasgow. However. she does non hold to cover with racism in the manner her girl does. The adoptive female parent thinks that racism is â€Å"daft† and refuses to cover with it head on and dismisses it. The difference between the adoptive female parent and the girl is shown through the manner the adoptive mother’s voice seems calmer. written in a looser stanza and in long sentences. The unagitated sentences of the adoptive female parent contrasts with the angry. rushed sentences from the girl Stressing the difference between the two and the discreteness. .ufe8065384727bcc81ddf869496bb6096 , .ufe8065384727bcc81ddf869496bb6096 .postImageUrl , .ufe8065384727bcc81ddf869496bb6096 .centered-text-area { min-height: 80px; position: relative; } .ufe8065384727bcc81ddf869496bb6096 , .ufe8065384727bcc81ddf869496bb6096:hover , .ufe8065384727bcc81ddf869496bb6096:visited , .ufe8065384727bcc81ddf869496bb6096:active { border:0!important; } .ufe8065384727bcc81ddf869496bb6096 .clearfix:after { content: ""; display: table; clear: both; } .ufe8065384727bcc81ddf869496bb6096 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufe8065384727bcc81ddf869496bb6096:active , .ufe8065384727bcc81ddf869496bb6096:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufe8065384727bcc81ddf869496bb6096 .centered-text-area { width: 100%; position: relative ; } .ufe8065384727bcc81ddf869496bb6096 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufe8065384727bcc81ddf869496bb6096 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufe8065384727bcc81ddf869496bb6096 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufe8065384727bcc81ddf869496bb6096:hover .ctaButton { background-color: #34495E!important; } .ufe8065384727bcc81ddf869496bb6096 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufe8065384727bcc81ddf869496bb6096 .ufe8065384727bcc81ddf869496bb6096-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufe8065384727bcc81ddf869496bb6096:after { content: ""; display: block; clear: both; } READ: Salinity Experiment EssayThe girl is angry at being judged while the adoptive female parent is non. The short sentences. which the girl speaks in. could be to stand for Her age and her choler at being judged or thought of as different. The girl has experienced racism first manus and her short. angry sentences with the boy’s teasing words non in address Markss shows how closely she is effected by the words. The birth female parent has besides experienced racism and negotiations of it with experience and easiness shown through the streamlined poetic imagination used to depict it. At the same clip. the girl conveys the inquiring of ego undergone by the adopted. The verse form emphasizes the thought that the birth tie is non a status of genuineness and that â€Å"all this umbilical knot concern is nonsense† . The usage of multiple voices in â€Å"The Adoption Papers† produces a powerful consequence. bring forthing empathy for all the characters even as. or because their individualities are shown to be unsure. invariably altering. and frequently dependent upon the positions of others. For illustration. the adoptive female parent is dying to conceal marks of her radicalism. her Marxism. and work for the Campaign for Nuclear Disarmament. lest the following bureau see them as the Markss of unfit parents. Meanwhile the birth female parent wrestlings with her ideas about giving off the kid. Most outstanding are the contemplations of the girl and adoptive female parent as they ponder what counts as a â€Å"real mammy† . As the girl experiences uncertainties about who she is. the female parent must inquire if the procedure of acceptance can place her as a true female parent. As the rubric of the verse form. â€Å"The Adoption Papers† indicates. individuality can mostly be a affair of paperwork. of what is found on paper non in the flesh. The birth female parent marks away her function as female parent – â€Å"my name signed on a flecked line† – and the girl merely gets to cognize her through a trail of paperwork. The adoptive female parent besides realizes† I’m non a mother/ until I’ve signed that piece of paper† . The voices of the societal worker. stating the adoptive female parent that she is non a female parent until she has â€Å"signed that piece of paper† and the boy’s teasing words of â€Å"Sambo sambo† non separated from the daughter’s words by address Markss shows how closely she is effected by the words emphasize that individuality is non what we are born with but what we decide to do it – a manifestation of our desires. Through â€Å"The Adoption Papers† Kay establishes acceptance non merely as an open subject – the particular topic of the adoptive – but besides as a metaphor for individuality in general. In Kay’s work individuality is neer a given ; acceptance opens up the thought that individuality is unsure and in flux. but besides something that does non hold to stay the manner it may of course look. Identity is regarded as a procedure of picks characters make about themselves. normally in reaction to the thoughts and perceptual experiences of others. The treatment of race is of peculiar involvement here. Even as race and racism are shown to hold existent effects. the verse form shows race to be a affair of societal perceptual experience non skin and biological science. Because of the differences in race. the adoptive parents experience there is no ground to conceal the truth of the daughter’s origins. thereby doing household a pick and cultivated creative activity. instead than a given. In one of the more absorbing minutes of the verse form. the girl discusses a posting on her sleeping room wall of Afro-american militant Angela Davis. given to her by her parents. While they are go throughing on their passion for extremist political relations. she is confronted with her first mirror of .uc52e6ab8900c76c590c781c4a37f3910 , .uc52e6ab8900c76c590c781c4a37f3910 .postImageUrl , .uc52e6ab8900c76c590c781c4a37f3910 .centered-text-area { min-height: 80px; position: relative; } .uc52e6ab8900c76c590c781c4a37f3910 , .uc52e6ab8900c76c590c781c4a37f3910:hover , .uc52e6ab8900c76c590c781c4a37f3910:visited , .uc52e6ab8900c76c590c781c4a37f3910:active { border:0!important; } .uc52e6ab8900c76c590c781c4a37f3910 .clearfix:after { content: ""; display: table; clear: both; } .uc52e6ab8900c76c590c781c4a37f3910 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc52e6ab8900c76c590c781c4a37f3910:active , .uc52e6ab8900c76c590c781c4a37f3910:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc52e6ab8900c76c590c781c4a37f3910 .centered-text-area { width: 100%; position: relative ; } .uc52e6ab8900c76c590c781c4a37f3910 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc52e6ab8900c76c590c781c4a37f3910 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc52e6ab8900c76c590c781c4a37f3910 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc52e6ab8900c76c590c781c4a37f3910:hover .ctaButton { background-color: #34495E!important; } .uc52e6ab8900c76c590c781c4a37f3910 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc52e6ab8900c76c590c781c4a37f3910 .uc52e6ab8900c76c590c781c4a37f3910-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc52e6ab8900c76c590c781c4a37f3910:after { content: ""; display: block; clear: both; } READ: Scope of Strategic Marketing Essayâ€Å"the merely female individual I’ve seen ( except for a nurse on Television ) who looks like me â€Å" â€Å"The Adoption Papers† defends the thought that individuality is constructed. but it besides presents the daughter’s strong desire â€Å"to cognize my blood† . The multiple voices of â€Å"The Adoption Papers† shows how much a character’s sense of individuality is shaped by the lenses of how others see him or her and how characters may be forged by the positions and thoughts of other people. but in the terminal other people can neer truly acquire to cognize them. She attempts to demo repeatedly in her work that individuality is ever at a hamlets of state. race and gender and that no individual bears the privilege of being more pure than another is. Furthermore. Kay’s characters do non endure from individuality crises for being Black and Scottish or adopted. instead it is the characters troubled by the individualities of others they do non understand that suffer the individuality crises. The instructor has problem understanding that the girl is Scots and when the girl has problem making the Charleston. she says â€Å"I idea you people had it in your blood† . In this sense. Kay normalizes the different while oppugning the sureties of the norm. Jackie Kay’s work offers a singular set of literary tools for contemplating the complexness of individuality. Race. gender. and nationality are markers that help people situate us. but they largely block our ability to pass on and acquire to cognize each other. particularly because of the reductive and simple impressions people have of these markers. Equally much as we may defy. we are still made in the eyes of others. Kay’s work expresses a deep desire to let for more complex images of individuality and a hope that such an apprehension may take to greater credence of difference and to greater Acts of the Apostless of communicating and connexion.

Algebra Tile Lesson Reflection free essay sample

Using concrete and realistic situations, the students were able to understand the concept and were now ready to learn about adding and subtracting integers using algebra tiles. This would eventually allow the students to be able to solve simple equations, with and without the algebra tiles. However, the students were able to learn how to add integers conceptually while using the tiles first. This becomes even more important when the students will be learning more complicated and multiple step equations, as their basic understanding of integers will be built upon with using manipulatives. The concept of adding and subtracting integers can be very difficult to grasp. The use of integer tiles provide a way for students to manipulate and utilize tangible objects that help them understand the potentially confusing procedure of adding and subtracting integers. Before using the tiles however, the students had to understand that the white tiles represented positive numbers, and the red tiles represented negative numbers. Then they were taught how to make pairs using one white and one red tile, which was accomplished during warm-up. Once the students were comfortable making pairs, problems were introduced. The students paired up the tiles and were able to distinguish between the matched up pairs and the remaining ones, therefore determining positive and negative answers. However, with the goals of teaching the addition of negative numbers, it was noticed that the students were not understanding the concept of having all the red tiles to determine a negative answer. The students would need additional practice with the usage of all red tiles while working with negative integers. When they have a full understanding of adding integers, the students would then learn about subtracting integers using tiles as well. However, before they would need to learn the two-stroke method where they must change the subtraction sign into an addition sign and change the sign of the second integer. Then they would proceed to adding the integers using the tiles. Everybody was participating in the lesson and seemed engaged. They were able to follow directions and be rewarded with student store money as the lesson proceeded. There were only a few students that were either off-task by playing with the tiles instead of participating. These students were probably bored due to their prior knowledge of this concept already. There was only one student who did not understanding the concept. He worked one-on-one with me, while the rest of the students created their own problems on the white boards. Other than that, there was an absence of any behavioral issues, which made the lesson go very smoothly. While the students were being assessed with problems on the board, there was not enough time to correct those problems. In the future, the timing of each component of the lesson would be more planned out. Self-Evaluation Working with RSP students for the first time, there were many challenges. The number of students on my caseload did not seem too overwhelming at first, but I found myself being spread out too thin. Between teaching two classes, an Advisory class, providing academic services to my RSP students and writing IEPs, it became an exhausting feat, where I am still trying to find balance. At times, there was a sense of doubt and defeat, and I believed that the needs of my students were not being fully met. Another challenge that I am facing is the fact that a lot of my students are not grouped together in one class. With only half of the students grouped by grade level, the other half is spread out between various teachers. Had the students been more closely grouped, I would be able to service them a lot easier. With the students being spread out across the school matrix, it is also difficult to keep track of their assignments, homework, tests, and quizzes. With many of the students receiving low grades, I am also up against different teachers with different grading styles as well. Although reminding the students about being more responsible with their assignments, I believe that they should not catered to, but instead taught to be self-advocates and fully responsible for their own work. In addition to performing well academically, some of the stronger competencies are evident in presenting effective directed lessons for the students. A powerful lesson is that of which accesses prior knowledge so that the students may make personal connections or become completely engaged from the beginning. When the students are engaged, there is more learning taking place with less behavioral issues as well. The concepts are also presented in a way that is memorable for the students, so that the information is retained. Furthermore, the lesson is then implemented with sufficient independent practice to reinforce the lessons. One area of professional growth would be in the area of enforcing the class rules, procedures, and consequences more clearly throughout the year. Even though I am a traveling teacher, my personal expectations of the students can be defined in any classroom. This can be accomplished with rules and procedures posted on a traveling poster that is carried with me at all times, or if there is a space available somewhere in the borrowed classroom, the rules can be posted. These rules and procedures should then be visited and revisited whenever needed. When this is accomplished, directed lessons should go more smoothly without time being wasted on managing behavior. When behavior management skills are more finely tuned and directed lessons are more creative, I foresee another five years of successful and rewarding teaching experiences in the field of Special Education. Whether I remain as a RSP teacher or go back to being a SDC teacher, my heart is definitely with those students with special needs. I believe that I am in the right career path and can see myself working with the middle school-aged students for a long time. Eventually, with a doctorate degree, I would like to pass on my wealth of knowledge to those beginning teachers at the university level. After all, teachers do best at what they do: teach!