Category: Literature

Instructions
After presenting on your chosen author or text (this can be any author or text in Unit 3 “Revolutionary Period” in the textbook). Then choose a theme that the author or text presents.
For instance a good thesis would be: Benjamin Franklin presented the theme of _____ in his text ________ through his use of ____, and ___.
Various themes we discussed in class and I presented on in the lecture are great themes to focus on but you should not be limited by these as well.
Then explore and support the thesis using outside sources and the primary sources.
Conclude explaining the influence this author/text has upon American culture.
700-1000 word count (not including the MLA works cited page.
This text/author can be the same as the one you presented on and you may use the research you also used in the presentation.
You will be graded on the following:
MLA format
use of at least 3 outside sources
thesis
support (examples/key quotes) you use
ways in which you EXPLAIN your examples
how you address the connections and influence this author/text continues to have within American culture.
*****I provided the sources again that were used in the annotated bibliography

The purpose of close reading is to suspend personal judgment and examine a text in order to uncover and discover as much information as we can from it. The task is to analyze this passage by looking at the specifics of its structure, diction, tone, and other literary devices and how those choices from the passage connect to or support the theme of the entire work. The key point here is to do this patiently and rigorously—to demonstrate that you can think critically and articulately about the text and extract as much as you can from a small amount of evidence. Avoid broad, unsubstantiated, or speculative readings; back up your interpretation with meticulous textual evidence, and unpack each citation with thoroughness.
In close reading we ask not just “What does this passage say?” but also “How does it say it?” and even “What does it not say?” Close reading takes us further into the passage, below its surface to the deeper structures of its language, syntax, and imagery, then out again to its connections with the whole text as well as other texts, events, and ideas.

The purpose of close reading is to suspend personal judgment and examine a text in order to uncover and discover as much information as we can from it. The task is to analyze this passage by looking at the specifics of its structure, diction, tone, and other literary devices and how those choices from the passage connect to or support the theme of the entire work. The key point here is to do this patiently and rigorously—to demonstrate that you can think critically and articulately about the text and extract as much as you can from a small amount of evidence. Avoid broad, unsubstantiated, or speculative readings; back up your interpretation with meticulous textual evidence, and unpack each citation with thoroughness.
In close reading we ask not just “What does this passage say?” but also “How does it say it?” and even “What does it not say?” Close reading takes us further into the passage, below its surface to the deeper structures of its language, syntax, and imagery, then out again to its connections with the whole text as well as other texts, events, and ideas.

The paper should have a clear and concise thesis statement that a reasonable person could argue against. Something with tension in your idea, some room for counterargument. MLA style format, with a work cited page, Times New Roman 12pt font with a title, use textual evidence to support claims, and not use more than two offset/block quotes in paper.

Purpose: Choose an author or text and learn/research more about them/it. Go beyond the textbook online. Wikipedia is a good place to start but use the links below to learn more and take your research further, so you site this source not wikipedia as wikipedia can change and have information written in by the public that could be wrong. Present it to the class via slides and audio. This assignment will build your research, technological, and both visual and oral presentation skills.
Power Point: All students have access to power point via Microsoft Office (this is in your MYABAC portal).
Task: Choose one of the authors or texts we have explored in Unit 3.
Research the author/text using GALILEO and librarians (they are available online) and build a 5-7 slide presentation on the author (again this can be a person/author or a text (short story, novel, etc…). Use bullet points in your presentation as talking points, don’t just read your entire presentation. If you need to create audio notes you can. Excellent presentations distinguish what should be put on the slides vs. what you should reference in your oral presentation.
Anytime you use other’s ideas you must cite this information correctly. Use quotations on you presentation or give parenthetical documentation (MLA format) any time you use outside materials.
Include the following information, as well as relevant images, if available:
Introduction: Time/decade and place of author/ text. What are the things that set this apart and make it fascinating to study? (1 slide) Provide background information.
What makes the work/text or person so significant ? (2-3 slides)
What did this work/person influence later? How did it influence this? (1 -2 slides)
Use your last slide as your Works Cited page in MLA format see link for help (1 slide)
Practice presenting this information, then record yourself through the discussion post and upload the recording along with your slides. IMPORTANT: to record your audio directly within the post, first click “add attachment,” then “record audio” to record directly from your computer audio. This is on a power point file, which is available to you through your student microsoft office. I can only grade and access .ppt files. Note you will need to make sure your browser allows GAView access to record audio. You can also record using your phone and upload the recording as an attachment.
*****Annotated bibliography attached with the sources used***

Instructions:
The existential ideas that you’ve been reading provide frameworks for thinking about life and ourselves. It’s time for you to delve deeper into some of these concepts. Your task is to write an argumentative essay that addresses the questions below:
Sartre’s existentialism was labeled by one critic “the philosophy of the graveyard,” and existentialism strikes many as dominated by depressing ideas and outlooks. Why would someone think this? And why might others disagree? In the ideas of some of the thinkers we’re reading, which tendencies might be considered depressing and which uplifting or inspiring? Is there hope for a meaningful life? And what do people have to do to get there?
You must use two course texts (excluding The Stranger and The Metamorphosis) as support for your answers.
Extra credit:
You can receive extra credit points if you strategically use a third secondary text or concept explored as support for your analysis, and bold the key term when you incorporate it.
Requirements:
Your essay should be a minimum of 1200 words.
Try to address the questions in a cohesive manner so that your ideas are logically organized and integrated through each page.
Your essay should be formatted as such:
Begin with an introduction paragraph that includes an engaging hook, several sentences of key information about the text/topic, and a clear thesis statement that demonstrates your position (and is a claim with no mention of “this essay will”).
Your body paragraphs should include support from your chosen texts, well-integrated and properly cited.
End with a conclusion paragraph that drives your argument home (and does not begin with “In conclusion”).
MLA format, typed, doubled-spaced, 1” margins, 12-point type, Times New Roman.
Creative title (not “Essay 2”).
Your name, course number, and due date should be in the top left corner, double-spaced. Your surname and page number should in the top right header. No big spaces between any of it. All the same size/font/spacing as the body. (This is relatively standard MLA formatting for first pages; OWL has an example if you need to see it.)
Your entire essay should be written entirely in the third person POV. This means that you will not include “I believe” or “when I was reading” or anything that looks like that, nor should you address the reader or include them in your writing with “you”, “we”, “our”, “us”, etc.
A Works Cited List is not required, however you should have parenthetical in-text citations in MLA format for every quotation and paraphrase that make it clear which text and author you’re citing. You should use these strategically for your analysis. Remember that MLA formatted in-text citations will look like this: (Sartre, “Being & Nothingness” 27).

I need a lesson plan for infants and Toddlers , pre k 2 & prek 4
I revived and email from our Memphis schools So please help with making lesson plans for the month of October
Providers,
Please make sure that your lesson plan of activities for all ages groups/classes support your curriculum.
Directors and Primary Educators, make sure you document that you have observed the use of the applicable developmental learning standards within the classroom. Please make sure that the following content is evident in the planning:
TN-ELDS
Educators demonstrate knowledge of the following in their daily educational activities to enhance the learning environment.
Health and Safety
TN-ELDS
Literacy
Developmental Milestones
Developmentally Appropriate Practices
Parent Involvement
Inclusive Practices

I need a lesson plan for infants and Toddlers , pre k 2 & prek 4
I revived and email from our Memphis schools So please help with making lesson plans for the month of October
Providers,
Please make sure that your lesson plan of activities for all ages groups/classes support your curriculum.
Directors and Primary Educators, make sure you document that you have observed the use of the applicable developmental learning standards within the classroom. Please make sure that the following content is evident in the planning:
TN-ELDS
Educators demonstrate knowledge of the following in their daily educational activities to enhance the learning environment.
Health and Safety
TN-ELDS
Literacy
Developmental Milestones
Developmentally Appropriate Practices
Parent Involvement
Inclusive Practices

The Navajo make up the second most populous nation of Native American people in the United States. Approximately 300,000 Navajo individuals were living in the early 21st century across New Mexico, Arizona, and Utah.
The Navajo speak an Apachean language from the Athabaskan language family. At some point in history, the Navajo and Apache migrated to the Southwest from Canada, where most other Athabaskan-speaking people still live. Scholars believe they left the North between 1100 and 1500 AD. The Navajo were originally mobile hunters and gatherers but after moving to the Southwest, they adopted many of the practices of the Pueblo people who relied on farming and ranching. During the 18th century, some Hopi tribal members left their mesas because of drought and famine and joined the Navajo, particularly in Canyon de Chelly in northeast Arizona.
Influenced by other nations, Navajo people adopted both Pueblo and Hopi artistic styles such as painted pottery and weaving, and became famous for weaving Navajo rugs. Navajo ceremonialist also adopted art forms such as dry-sand painting which originated with Pueblos. Navajo people became known for their silver jewelry, probably taught to them by Mexican smiths, and turquiose gems.
Navajo religious traditions include stories about the first people on earth, the various worlds beneath the surface of the earth, and other stories about the origins and purposes or religious rites and ceremonies. Some of these practices are simple traditions performed by individuals or families seeking luck in travel and trade or protection of crops and herds. More-complex rites involve specialists who are paid according to the complexity and length of the ceremony. Traditionally, most rites primarily cured physical and mental illnesses. In some ceremonies the Navajo prayed or sang songs, and in others they created paintings. They held public dances and exhibitions where thousands of Navajo gathered. Much of these traditions still remain strong in Navajo culture.
Although the Navajo never raided white settlers as extensively as the Apache, their raiding was serious enough to cause the US government in 1863 to order Col. Kit Carson to subdue them. The ensuing campaign resulted in the destruction of large amounts of crops and herds and the incarceration of about 8,000 Navajo, along with 400 Mescalero Apache, at Bosque Redondo, 180 miles south of Santa Fe, New Mexico. This four-year (1864–68) captivity left a legacy of bitterness and distrust that has still not entirely disappeared.
Socially and politically, the Navajo now resemble other Apachean people in their general preference for limiting centralized tribal and political organizations, although they have adopted pan-tribal governmental and legal systems in order to maintain tribal sovereignty. Traditional Navajo society is still organized through matrilineal kinship: small, independent bands of related kin generally made decisions on a consensus basis. These groups tend to be based on locality of residence as well as kinship, and many of these local groups have elected leaders. A local group is not a village or town but rather a collection of dwellings from a wide area.Some things we talked about in this class: https://dallascollege.brightspace.com/content/enfo…
The Iroquois tribe officially emerged in the early 18th century as the Cayuga, Mohawk, Oneida, Onondaga, and Seneca Nations joined with remnants of the Tuscarora Confederacy. Five original nations became six nations settling near areas northeast of Lake Ontario, along the St. Lawrence River, and land encompassing today’s New York State. As these communities combined to form a new nation and lifestyle, their stories likewise merged to form an extensive oral history. Perhaps reflecting the political forces of the time, the people of the longhouse, as they were often called, enjoyed myths centered on the creation of earth which contributed to the rich literary canon of American literature.
Many neighboring tribes knew the Iroquois as the people of the longhouse or Haudenosaunee because their homes consisted of two rows of poles driven into the ground in zigzag lines ten or twelve feet apart thus forming a long dome shaped establishment. On opposite sides of a center path, each family occupied a six by nine foot personal area. Janine Carpenter, an expert on the history of the Iroquois civilization, described the dwellings saying, “Leather curtains separated family spaces from the rest on the longhouse in order to provide privacy; however, the sense of community was not escapable; they could not help but intermingle” (35). Carpenter suggests that despite the fact that families were divided in the longhouse, the dwelling itself facilitated a sense of community and offered many opportunities to share stories.
Click the following link to view a video of the Iroquois legend:
Iroquois Beginnings
Despite the fact that families were assigned individual spaces, the sense of community flourished among the people of the longhouse. The introduction to The Iroquois Creation Story found in the Norton Anthology of American Literature suggests that Iroquois creation myths existed in twenty five versions (17). Although scholars debate over the origins of each of these tales, the confederacy of the six nations obviously contributed to the vastness of these stories, each tribe telling their own version (Iroquois 1295).
Many political implications may have also embellished the content of the stories. David Cusick, a Christian yet native born Oneida and 18th century Native American language scholar, argued that the Iroquois creation story “cannot help but strike us as a Myth.” He claims that Native American stories containing supernatural events and beaten monsters may have inspired the nation battered by British settlers. The British expelled the Tuscarora from North Carolina and used the Six Nations as a buffer against the advance of the French from Canada in the French and Indian Wars (www.Iroquois.net). Cusick argues that stories helped solidify the confederacy as a path to strengthen the individual nations and ensure survival during European colonization. Without a confederacy, the individual tribes may have been too weak to protect themselves.
In a time of losing hope and immanent usurpation vis-à-vis the European colonization, the Iroquois possibly found comfort in their creation stories. These tales represent not only a fantastical literary tradition, but perhaps inspiration that helped bind the nations as one. This is just some things we learned, not everything.

What are the differences between qualitative and quantitative sampling and sample size? How can bias influence the outcomes of a study? Describe two potential challenges one may face when collecting qualitative data, and how these challenges can be prevented or dealt with?
PLEASE answer and describe the question, make sure you compare line to line while answering to the question and in text cite , more resources and citing is better.I t should be from litaruture reviewe and not random websites
APA format