(Gradwell, 2010; Hicks, Doolittle, & Lee, 2004; Malkmus, 2010, Milman & Bondie, 2012) In this review the focus will be on the use of primary sources in the social studies classroom. A primary source in these studies would be considered text, audio, video, or other documents or artifacts that come directly from a particular time period being studied. A social studies classroom can typically include a variety of social sciences, such as geography, political science, government, or economics, but in the majority of these studies the social studies classroom mainly means a history class. These studies also discuss various types of primary sources. They three most common types mentioned are web based sources, classroom based sources, and digital primary sources.
To begin with, the dual narratives of the text here present a unique mixture of chronology and perspective. Moreover, noteworthy is also McBride’s usage of the rhetorical strategy of alternate chapters and parallelism. This can be seen when McBride remarkably places related chapters together to juxtapose the life of his mother and that of himself. This allows one to observe the parallelism in the two lives and to understand the significance Rachel's life had on McBride. For example, McBride places the chapter titled “Shul” and “School” next to each other with each giving a view of the problems they faced in school.
In novels, Incidents in the Life of a Slave girl, by Harriet A. Jacobs and The Awakening by Kate Chopin motherhood is portrayed in many different ways. The two stories differ in my way but both encounter similarities of motherhood in various ways. In the novel, Incidents in the Life of a Slave girl, by Harriet A. Jacobs the protagonist Linda is a slave girl who has many family values even though at a young age she lost her mother and was left with her brother in her grandmothers care, but was sent to her mother’s mistress who treated her very well she even taught Linda how to read. Linda was unaware that she was a slave until she was six years old. After her mother’s mistress passes away, she is then sent to a relative whose name is Dr. Flint.
The novel's protagonist, Offred, uses two sets of images to document the history of these contrasting societies. She recounts to the reader with a startling poignancy and photographic clarity the images of her memories of her past life as an American woman, and those of her present life as a Handmaid, or uterine slave, to the Republic of Gilead. Ironically, the images of Offred's life in Gilead, which are much more fantastical than Offred's past as a middle class American, are recounted in the present tense, giving them a more solid tone and seeming reality than is used to describe her past life. The descriptive imagery used by Offred to describe her experi... ... middle of paper ... ...ture allows a freedom that simply taking a picture could not afford. Atwood has created a society employing not only visual images, but also images of societal ethics and forgotten traditions.
Symbolic objects, such as the box and cards, represented her mother's life events and the world she lived in. This shows that the narrator was dependent on her mother. The main focus of attention by the poet was mainly on the feelings the narrator had towards her mother after death, as this was the theme of the poem. The poem was also presented as a chronological progression, to show the order of her thoughts in order to express them effectively, as she moved from dependence to independence.
Also addressing the issue of gender throughout the book, expressing how women were portrayed during this time and how it affected Salome’s life. As stated above, there are two stories being told in this novel. The story of Salome’ is told from her childhood all the way to her death. While, her daughter Camila was told from the opposite end. Her story was told from adulthood to her childhood.
The characters from this type of novel recall, in detail, past relationships and experiences that impacted the characters growth, maturity, and exemplar for their relationships with other characters. An important component to Bildungsroman novels is the concentration on the characters childhood (Gottfried & Miles, 122). In Jane Eyre and David Copperfield, both characters childhoods were despondent. Both characters experience the loss of a parent: Jane is a literal orphan; David’s loss is metaphorical, then literal. When Jane Eyre begins, Jane has already lost both parents and is under the guardianship of her aunt, Sarah Reed.
In Persepolis, Mehri, the maid of the Satrapi's was separated from her family as well at the age of five and was raised along with Marji. Both characters, (Mehri and Marji) came to be like sisters, but social distinction was always in the minds of Marji's parents. In order to compare and contrast the two narratives of Linda and Marji, identification of the protagonist's intentions must first be recognized. Linda Brent re-tells her life narrative by playing on the reader's emotions and sensibilities. She affects the readers emotions by using the combination of her becoming a mother (motherhood), family loyalty (grandmother), Religion (Christianity), and feminine guile and wit (how she tricks Dr. Flint time and time again).
First of all, what are some of the similarities and differences between these works? Like Jing-mei Woo, Rebecca does not learn the full story of her mother's past until her mother has died. The past of both mothers involves children born before the daughter to whom the story is told; these earlier children were left behind because of the circumstances in which the mother found herself at that time. In both these instances, the stories are told by others who wish the daughter to understand the mother more fully; both stories seem to give the daughter a better understanding of herself as well as of her mother. Story-telling may be even more central in The Joy Luck Club, with the stories told as lessons throughout the daughters' young lives.
Fitting In In the biomythography, Zami, by Audre Lorde, Lorde uses specific scenes to highlight arguments running throughout the text. The epilogue is Lorde's reflection on her life and emphasizes many of her struggles and ideals about life. Lorde uses this final place in the book to show the reader how her journey throughout life gave her the ability to define a home. This passage emphasizes that Lorde faced many hardships, especially the challenges of self-integration. Lorde, was a minority in every group that she belonged to.