Thoreau, Franklin, and Byrd †Differences in skin color English Literature Essay

Thoreau, Franklin, and Byrd – Differences in skin color English Literature Essay Free Online Research Papers Thoreau, Franklin, and Byrd Differences in skin color English Literature Essay From the strong words of Thoreau in â€Å"Resistance to Civil Government† in which he claims he is unable to recognize a government that allows slavery, to the understanding words of Franklin concerning Native Americans. It is clear that many transcendentalist and early American authors called for the abolishment of slavery and the end of unfair treatment of Native Americans. However, the reading does give examples of those who have not progressed enough to view those with different color skin as being anymore then a farm hand or a savage. Benjamin Franklin’s statements in â€Å"Remarks Concerning the Savages of North America† leave no room for interpretation or negative judgment when looking at the lives or social structure of Native Americans. Even his opening line calls into question the prejudgments that correspond with most any reader who would find this work for the first time. His precise statement does not give room for someone to question the manners of Native Americans as he himself does not want to be questioned. This strong sense of understanding was probably cultured during Franklin’s many years over seas where he was the one looked down on for having a different idea of civility. William Apess, whom wrote â€Å"An Indian’s Looking-Glass for the White Man† pleads to Americans to look past skin color and look at principles. At the same time Apess tells the reader of those cruelties done to Native Americans and not to trust the judgment of others. He calls into question those who have claimed them to be unholy, or merely savages. Apess urges he readers not to hold a double standard for cruel behavior and for them wander out into these lands to decide for themselves who is causing problems. Apess also makes claim that it is the same God who created the white man and the Indian. He sees their abilities to be the same and should only be judged by God. This calls to a higher sense of morality in those people who are torturing and killing in the name of God. It calls to question their real motivation. For if they were attempting to show them the way of God they would not spread disease, famine, and death but rather they would teach those in need of help. Apess shows the reader that earthly wants and desire is the only real motivator for the destruction that white men have caused. In contrast to this strong sense of right there is William Byrd. From reading â€Å"The Secret Diary of William Byrd of Westover† you see that he is not a man seeking to uncover justice for his slaves. He is aware of their presence and shows concern if they are sick or unable to work. But not from the perspective of someone who has empathy but rather as a manager must keep his employees working in order to have production at its highest point. He does show the reader empathy for his wife and a solid understanding of her desires. So without a doubt his heart feels, but only through the strong filters that racism has created. The reading has shown many progressive thinkers who are not afraid to risk putting their name to works that threaten the very fabric of westward expansion and southern economy. Their strong convictions about right and wrong are still worth reading today. How great a place this country would truly be if America was able to see its people for their accomplishments and not their manners, skin color, origin, or sex. Research Papers on Thoreau, Franklin, and Byrd - Differences in skin color English Literature EssayMind TravelBook Review on The Autobiography of Malcolm X19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionComparison: Letter from Birmingham and CritoThe Masque of the Red Death Room meaningsWhere Wild and West MeetCapital PunishmentTrailblazing by Eric AndersonResearch Process Part One

How to Teach the Present Perfect Continuous

How to Teach the Present Perfect Continuous The present perfect continuous form is often confused with the present perfect. Indeed, there are many instances in which the present perfect continuous can be used as well as the present perfect. For example: Ive worked here for twenty years. OR Ive been working here for twenty years.Ive played tennis for twelve years. OR Ive been playing tennis for twelve years. The main emphasis in the present perfect continuous is on expressing how long the current activity has been happening. Its best to stress that the present perfect continuous form is used for shorter periods of time to express how long that particular action has been taking place. Ive been writing for thirty minutes.Shes been studying since two oclock. In this manner, youll help students understand that the present perfect continuous is used to express the length of a current action. Compare this to cumulative length for which we tend to use the present perfect, although the present perfect continuous can be used. Introducing the Present Perfect Continuous Start by Speaking about the Length of Current Actions Introduce the present perfect continuous by asking students how long theyve been studying in the current class on that day. Extend this to other activities. Its a good idea to use a magazine with photos and ask questions about how long the person in the photo has been doing a particular activity. Length of Current Activity Heres an interesting photo. Whats the person doing? How long has the person been doing XYZ?What about this one? He looks like hes getting ready for a party. I wonder if you can tell me how long hes been getting ready for the party. Result of Activity Another important use of the present perfect continuous is to explain what has been happening that has caused a present result. Stating results and asking questions are effective in teaching this use of the form. His hands are dirty! What has he been doing?Youre all wet! What have you been doing?Hes tired. Has he been studying for a long time? Practicing the Present Perfect Continuous Explaining the Present Perfect Continuous on the Board Use a timeline to illustrate the two principal uses of the present perfect continuous. With such a long string of helping verbs, the present perfect continuous can be a bit confusing. Make sure that students understand the construction by providing a structural chart like the one below: Subject have been verb(ing) objectsHe has been working for three hours.We havent been studying for long. Repeat for the negative and interrogative forms as well. Make sure students understand that the verb have is conjugated. Point out that questions are formed with How long ... for the length of an activity, and What have you ... for explanations of current results. How long have you been sitting there?.What have you been eating? Comprehension Activities Its a good idea to compare and contrast both the present perfect and present perfect continuous when first teaching this tense. At this point in their studies, students should be able to handle working with two related tenses. Use lessons that focus on the differences to help them distinguish usage. Quizzes testing present perfect or perfect continuous use also help students become familiar with the two tenses. Present perfect and continuous dialogues can also help with practicing the differences. Also, make sure to review non-continuous or stative verbs with students. Challenges With the Present Perfect Continuous The main challenge students will face with the present perfect continuous is understanding that this form is used to focus on shorter lengths of time. I find its a good idea to use a common verb such as teach to illustrate the difference. For example: Ive taught English for many years. Today, Ive been teaching for two hours. Finally, students may still have difficulties with the use of for and since as time expressions with this tense.