Thursday, January 30, 2020
Lies My Teacher Told Me Essay Example for Free
Lies My Teacher Told Me Essay My teacher Told Me is a book that should be read by everyone at some point in their lives. According to James W. Loewen, students hate history classes and when they have to take history, the students think its boring. They repress everythingthey were taught. James W. Loewen spent a lot of time studying 12 history textbooks; he observed high school history classes and interveiwed high school history teachers. Ths is how he knows that the textbook leave out conflict or real suspense (pg 13). In his book he tells us what the textbooks lleft out or distorted about events that took place in history. He asks the question Why are history textbooks so bad? (pg14). Nationaism is one reason; they want us to be proud of America and proud to be an American. The textbooks do not include controversy; if they did then students may think the subject was interesting. Students are not taght the details of our heros unacceptabele side. Our history textbooks do not teach us about that Helen Keller was a radical socialist and admired the communist party in Tussia. How did she come to be so radical? Our students are taught that Helen Keller was deaf and bling, that is all most people remember her for. She came rrom an affluent family and she was shocked to find out how really poor pwople lived, how they had poor health care, miserable livinge conditions, poor nutrition and that people worked in sweatshops. She fought for the righs of women to vote. We are taught that Woodrow Wilson was a great statesman. After he led America into World War I he led the struggle to esablish the League of Nations. Loewen states that we were never tayght that Wilson was a leader of segregation in the federal government. He led some outrageois militant interventions in foreign countries: the consequences of those are still causing gavoc today. He sent money to the white side of the Russian Civil War and authorized a naval blockade of the Soviet Union. He sent forces to help overthrow the Russian Revolution. That caused aggression that motivated Russia in the Cold War. Wilson was openly hostile to black people. He barred blacks from any federal hobs. When he ran for office he prmised he would press for civel righes, when he got into office he did not do that. Christopher Columbus is portrayed as Americas first hero. today Christopher Columbus is one of two people to have their name marked on a national holiday. If we knew the true facts of Christopher Columbus would we be less likely to celebrate and honor him on that day? Christopher Columbus was ooking for a new route to the east to get spices because the Turks closed the land route. After two months at sea he landed in the West Indies. He found a new contient, so we were taught. For centuries fishermen and seamen had known the earth was roung. The Turks made money from the land routes being open so they had not reason to close the land routes. Europeans had been fishing off of Newfoundland in 1480s. For thousand of years the Irish an dPhoenicians had visited Canada and New England, Columbus purpose fro the beginning was not exploration or trade, but conquest and exploitation. the fact that sailors carried small pox, bubonic plague adn influenza killed a very large percentage of the natives everywhere they went. Taking of land , wealth and labor from the natives which caused their near extermination and the transatlanti slave trade which created racial underclass were introduces by Columbus that revolutionized race relations and transformed the modern world. When Christopher Columbus could not find gold to take, he took slaves and shipped them to Europe. He mistreatedthe natives he came upon, taking their land and raping their women. The truth about the Thanksging tradition is that George Washington set aside days for national thanksgiving. During the civil war the union needed all the patriotism it coud come up with, Abraham Lincoln proclaimed thanksgiving a notional hiliday. The pilgrims had nothing to do with it. No one used the term pilgrims until the 1870s the term, Pilgrims did not get introduces in the tradion until the 1890s. The Pilgrims did show courage in making the trip and they suffered from diseases such as scurvy and pneumonia and half of them died. When the Pilgrims landed, they fornd land already cleared; they found corn, squash and beans. they had the place to themselves and helped themselves to the crops. hey thought that God had brought the plague to the Indians so they could have their land. The pilgrims did not cause the plague but the British anFrench fishermen had brought it. Within three tears the plague killed between 90 and 96 percent of the natives of coastal New England. That left the land for the Pilgrims. Students, especially of the niddle class, know little about how the American class structure works and nothing about how it has changed over time. textbooks touch on the certain points of labor history but do not cover anything that has to do with social class. Four of the twil textboos Loewen reviewed, suppled fragmentary analyses of social stratification that were more in the colonial America. Teh textbooks takl about Social Mobility however ther s not anything said about the differences in social classes. Social class is an imprtant part of our society. It starts from conception. Affluent mothers are more likely to get prenatal care than a poor or working lass mother to be. Low income kids often times have negaive attitudes. To teach about social class in our history and in our present would invite students to let go and look past their own social class to be able to learn and grow beyond the begative thoughts that hold them i the same social class. Recent history is the history that has the most impact on our lives today. Loewen compares the War of 1812 and Vietnam War, which high school students know very little about. The war of 1812 killed 2,000 Americans an dlasted half as long as the Vietnam War. It lasted 10 years and 50,000 Americans died. textbooks give the two the same amount of space. teh textbooks do not show the degree of destruction done in Vietnam and to the Vietnamese population. the textbooks do not coner My Lai where American troops had personally raped, cut off ears, cut off heads, taped wires from portable telephones to human genitals and turned up the power, cut off limbs, blown up bodies, randomly shot at civilians, razed villages in reminiscent of Genghis Khan, shot cattle3 and dogs for fun, poisoned food stocks, and generslly ravaged the countryside of South Vietnam. as john Kerry tokd the Senate Foreign Relations committee in April of 1971. (pg 245) Most teachers do not want to cover the Vietnam War in detail, they are agraid it might give students the wrong impression of American institutions. Along with the Vietnam War not being covered in schools is the womenss movement. Techers are afraid of offending the parents of the students. Most yount addults that have had history classes in high school cannot say when the civil War was fought or who was in the Vietnam War. Our History in the textbooks is portrayed as dead facts about our history would be remembered by the students. History is taught in a positive way of the white mand, the students ofother bakgrounds and nationalities often get offended and resist learning American History. If the teachers strayed away from the traditional way history is taught and brought in other sources and addd emotion to it, it would be a more interesting subject to study. This book is intriguing and thought provoking. I had no idea that history was taught like this. I fully agree that history at the same time should focus on patriotism, it should also be taught with facts, true facts. Our hisory is our history, it is what it is and we connot change it. The only thing we can do now is change the way it is taught in the present and the future. If we teach the wrong doings of the past, we may not make the same mistakes again. Loewen, James W. Lies My Teacher Told Me
Wednesday, January 22, 2020
The Devils Backbone Essay -- essays research papers
During the Spanish Civil War, an orphaned 10-year-old boy, Carlos (Fernando Tielve), arrives at the Santa Lucia School, where he's taken in by the headmistress (Marisa Paredes). Over time, Carlos comes to realize that the school has some creepy secrets, including a sighing ghost. Starring Eduardo Noriega, Marisa Paredes, Federico Luppi, Inigo Garces, Fernando Tielve, Irene Visedo Directed by Guillermo del Toro Written by Guillermo del Toro, Antonio Trashorras, David Muà ±oz Studio Sony Pictures Classics During the Spanish Civil War, an orphaned 10-year-old boy, Carlos (Fernando Tielve), arrives at the Santa Lucia School, where he's taken in by the headmistress (Marisa Paredes). Over time, Carlos comes to realize that the school has some creepy secrets, including a sighing ghost. Starring Eduardo Noriega, Marisa Paredes, Federico Luppi, Inigo Garces, Fernando Tielve, Irene Visedo Directed by Guillermo del Toro Written by Guillermo del Toro, Antonio Trashorras, David Muà ±oz Studio Sony Pictures Classics Genre Horror, Drama Release Date November 21, 2001 (NY); expands nationwide at a later date MPAA Rating R - for violence and some sexuality Running Time 106 minutes Filming Location(s) Madrid Web Sites Official Site Official Spanish Site 10/08/01 Director del Toro is also attached to Blade 2: Bloodhunt and the comic book adaptation Hellboy. (Upcoming Movies) POSITIVE SOURCE RATING THE GIST Cranky Critic $5 †¦ a very cool ghost story, with a couple o...
Tuesday, January 14, 2020
A Sad Love Story
A sad Love Story.. A boy proposed his girlfriend for marriage, Girl: Tell me.. Who do you love most in this world? Boy: You, of course ! Girl: What am I to you? Boy: The boy thought for a moment and looked intently in her eyes and said â€Å"u r missing part of my heart †She smiled, and she accepted his proposal. ::  ¦ ::  ¦ : :  ¦ ::  ¦ ::  ¦ ::  ¦ After their wedding , the couple had a sweet and happy life for a while . However ,the youthful couple began to drift apart due to the busy schedule of life and the never-ending worries of aily problems and soon after their life became difficult . ::  ¦ ::  ¦ : :  ¦ ::  ¦ ::  ¦ ::  ¦ ::  ¦::  ¦ : : All the challenges posed by the harsh realities of life began to drift away their dreams and love for each other . .. The couple began to have more quarrels and each quarrel became make their relation more worst. One day , after the quarrel , the girl ran out of the house.. ..At the opposite side of the road , she shouted,†You don' t love me †¦ !†The boy hated her childishness and out of impulse, said ,†May be, it was a mistake for us to e together ..! You were never da missing part of my  ¦ †¦ !†Suddenly, she turned quiet and stood there for a long while .. .. He regretted what he said but wordsspoken cant be taken back. With tears in her eyes, she went home to pack her things and Before leaving the house,she left a note for him: â€Å"If I ‘m really not da missing part of ur  ¦, let me go.. n search for sum 1 whu is. .. It is less painful thisway†¦ let us go on our separate ways and search for our own partners .. .†::  ¦ ::  ¦ : :  ¦ ::  ¦ ::  ¦ ::  ¦ ::  ¦::  ¦ : : Five years went by. .. He never remarried but he had tried to find out about her life indirectly .. †¦ . She had left the country and was living her dreams. He use to regret on what he did but never tried to bring her back. . In the dark and l onely night , he lit his cigarette and felt the lingering ache in his heart. He couldn' t bring himself to admit that he was missing her . †¦. One day , they finally met†¦ . At the airport , He was going away on a business trip . He saw her, She was standing there alone, with just the security door separating them.She smiled at him gently . Boy: How are you ? Girl: I' m fine. How about you.. . Have you found your heart ‘ s missing part.. .? Boy: No . Girl: I' ll be flying to New York in the next flight . Boy: I ‘ll be back in 2 weeks time . Give me a call when you are back †¦ You know my number †¦ . Nothing has changed . With a smile , she turned around and waved good- bye .. â€Å"Good-bye . . . †Same evening he heard of a plane crash which was headed to New York . He tried to know about her and found that,She died . Midnight. †¦ Once again , he lit his cigarette. †¦ . And like before, he felt the lingering ache in his heart. †¦ He finally knew , she was that missing part that he had carelessly broken . . . Sometimes, people say things out of moments of fury†¦ .. We take outour 99% frustrations at our loved ones. †¦ And even though we knowthat we ought to†think twice and act wisely†, we actually dont do it. Things happen each day , many of which are beyond our control . Try not to hurt ur loved once, bcz amoment of anger cud b a lifetym punishment †¦ u
Monday, January 6, 2020
Faux Amis - French English False Cognates Letter E
One of the great things about learning French or English is that many words have the same roots in the Romance languages and English. However, there are also a great many faux amis, or false cognates, which look similar but have different meanings. This is one of the biggest pitfalls for students of French. There are also semi-false cognates: words that can only sometimes be translated by the similar word in the other language.This alphabetical list (newest additions) includes hundreds of French-English false cognates, with explanations of what each word means and how it can be correctly translated into the other language. To avoid confusion due to the fact that some of the words are identical in the two languages, the French word is followed by (F) and the English word is followed by (E).à ©ducation (F) vs education (E)     à ©ducation (F) usually refers to education at home: upbringing, manners.     education (E) is a general term for formal learning instruction, enseignement.à ©ligible (F) vs eligible (E)     à ©ligible (F) means eligible only for membership or an elected office.br/>     eligible (E) is a much more general term: à ©ligible or admissible. To be eligible avoir droit à , remplir/satisfaire les conditions requises pour.à ©mail (F) vs email (E)     à ©mail (F) refers to enamel.     email (E) is often translated as un email, but the accepted French term is un courriel (learn more).embarras (F) vs embarrass (E)     embarras (F) indicates trouble or confusion as well as embarrassment.     embarrass (E) is a verb: embarrasser, gà ªner.embrasser (F) vs embrace (E)     embrasser (F) means to kiss, or can be used formally to mean to espouse.     embrace (E) means à ©treindre or enlacer.à ©mergence (F) vs emergency (E)     à ©mergence (F) is the equivalent of the English words emergence or source.     emergency (E) is un cas urgent or un imprà ©vu.employer (F) vs employer (E)     employer (F) is a verb - to use, employ.     employer (E) is a noun - un patron, un employeur.enchantà © (F) vs enchanted (E)     enchantà © (F) means enchanted or delighted, and is most commonly used upon meeting someone, the way Its nice to meet you is used in English.br/>     enchanted (E) enchantà ©, but the English word is much less common than the French.enfant (F) vs Infant (E)     enfant (F) means child.     Infant (E) refers to un nouveau-nà © or un bà ©bà ©.engagement (F) vs Engagement (E)     engagement (F) has many meanings: commitment, promise, agreement; (finance) investing, liabilities; (negotiations) opening, start; (sports) kick-off; (contest) entry. It never means a marital engagement.     engagement (E) usually indicate s ones engagement to be married: les fianà §ailles. It can also refer to un rendez-vous or une obligation.engrosser (F) vs engross (E)     engrosser (F) is a familiar verb meaning to knock up, get someone pregnant.     engross (E) means absorber, captiver.enthousiaste (F) vs enthusiast (E)     enthousiaste (F) can be a noun - enthusiast, or an adjective - enthusiastic.     enthusiast (E) is only a noun - enthousiaste.entrà ©e (F) vs entrà ©e (E)     entrà ©e (F) is another word for hors-doeuvre; an appetizer.     entrà ©e (E) refers to the main course of a meal: le plat principal.br/>envie (F) vs envy (E)     envie (F) Avoir envie de means to want or to feel like something: Je nai pas envie de travailler - I dont want to work (feel like working). The verb envier, however, does mean to envy.     envy (E) means to be jealous or desirous of something belonging to another. The French verb is envier: I envy Johns courage - Jenvie le courage à Jean. escroc (F) vs escrow (E)     escroc (F) refers to a crook or swindler.     escrow (E) means un dà ©pà ´t fiduciaire or conditionnel.à ©tiquette (F) vs etiquette (E)     à ©tiquette (F) is a semi-false cognate. In addition to etiquette or protocole, it can be a sticker or label.     etiquette (E) can mean à ©tiquette, convenances, or protocole.à ©ventuel (F) vs eventual (E)     à ©ventuel (F) means possible: le rà ©sultat à ©ventuel - the possible outcome.     eventual (E) describes something that will happen at some unspecified point in the future; it can be translated by a relative clause like qui sensuit or qui a rà ©sultà © or by an adverb like finalement.à ©ventuellement (F) vs eventually (E)     à ©ventuellement (F) means possibly, if need be, or even: Vous pouvez à ©ventuellement prendre ma voiture - You can even take my car / You can take my car if need be.     eventually (E) indicates that an action will occur at a later time; it can be translated by finalement, à la longue, or tà ´t ou tard : I will eventually do it - Je le ferai finalement / tà ´t ou tard.br/>à ©vidence (F) vs evidence (E)     à ©vidence (F) refers to obviousness, an obvious fact, or prominence.     evidence (E) means le tà ©moignage or la preuve.à ©vident (F) vs evident (E)     à ©vident (F) usually means evident or obvious, and there is a familiar expression that always catches me: ce nest pas à ©vident - its not that simple.     evident (E) means à ©vident or manifeste.à ©vincer (F) vs evince (E)     à ©vincer (F) means to oust, supplant, or evict.     evince (E) manifester or faire preuve de.exceptionnel (F) vs exceptional (E)     exceptionnel (F) can mean either exceptional or special in the sense of out-of-the-ordinary, unexpect ed.     exceptional (E) means exceptionnel.expà ©rience (F) vs experience (E)     expà ©rience (F) is a semi-false cognate, because it means both experience and experiment: Jai fait une expà ©rience - I did an experiment. Jai eu une expà ©rience intà ©ressante - I had an interesting experience.     experience (E) can be a noun or verb refering to something that happened. Only the noun translates into expà ©rience : Experience shows that ... - Lexpà ©rience dà ©montre que... He experienced some difficulties - Il a rencontrà © des difficultà ©s.expà ©rimenter (F) vs experiment (E)     expà ©rimenter (F) is a semi-false cognate. It is equivalent to the English verb, but also has the added sense of to test an apparatus.     experiment (E) as a verb means to test hypotheses or ways of doing things. As a noun, it is equivalent to the French word expà ©rience (see above).exploitation (F) vs exploitation (E)     exploitation (F) can mean either usage or exploitation.     exploitation (E) is translated by exploitation, but it always has a negative connotation in English, unlike the French which can simply refer to usage.exposition (F) vs exposition (E)     Une exposition (F) can refer to an exposition of facts, as well as to an exhibition or show, the aspect of a building, or exposure to heat or radiation.     Exposition (E) un commentaire, un exposà ©, or une interprà ©tation.br/>extra (F) vs extra (E)     extra (F) is an adjective that means first-rate or terrific. Un extra is a catering assistant or a treat.     extra (E) the adjective means supplà ©mentaire. As an adverb, it might be translated by plus, trà ¨s, or even un supplà ©ment (e.g., to pay extra - payer un supplà ©ment). As a noun meaning perk, its equivalent to un à -cà ´tà ©. extras as in extra options are en option or gà ¢teries, extra fees are frais supplà ©mentaires. An acting extra is un figurant and extra time in sports is prolongation(s).
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