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قديم 01-06-2014, 08:16 PM   #43
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افتراضي رد: فيحاء العسل


اوووووف شكرا كتتتتتتتتتتتتتتير والله يجزاك الخير

فيحاء الله يفرحك ع طووووووووووول

هلا بارت ون Roll of thunder and the other side
اما عن العنصريه او تعليم او الواقعيه او القانون. هذا بارت ون. بس كيف جوابه .انت مشالله عنك يا فيحاء والله بدونك بنضيع وغير هيك انا عندي 3 تختبارات طووول وقتي ع النت بترجم وبدرس المواد التانيه
وانت طبعا الله يعينك بس انت مشالله عنك اعلم منا بالماده

بارت 3 نيجيرا كيف الحل؟؟؟؟
بدنا نتخرج ع خييييير
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قديم 01-06-2014, 08:37 PM   #44
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افتراضي رد: فيحاء العسل


هذه فقرة الواقعيه بي اذر سايد


Realism

How and why is read ad realistic? What makes novel is realistic novel?


• It’s kind of documentation (based on experiences, the author tries to document\report the experiences
• It portrays real, historical events that took place in Nigeria (for example, Ken-Saro-Wiwa’s story)
• De******ion of places\names
• English language , dialogues
• Role of Media played in the novel is as reporting something to the people.
• Letters (realistic device\evidence) :
o Documentation of some thing
o Give children the feel of what going on,
o Give children to feel of their home and culture.
o connect the idea and ****phor of home.
o Provide lessons to children.
o Add the reality to the novel.


وهنا الواقعيه برول اف ثوندر



Roll of Thunder, Hear My Cry

Mildred Taylor's Roll of Thunder, Hear My Cry (1976) was one of the first children's novels to contain detailed and candid discussions about the controversial issues of slavery, racism and segregation. Taylor's focaliser is the naïve, but strong willed, nine-year old Cassie Logan, and through her interactions with the white world, we get a sense of the intense persecution that comes from being black in nineteen thirties Mississippi. Taylor uses various incidents to demonstrate how racism and segregation affect daily life: the school bus driver's repeated attempts to humiliate the Logan children on their walk to school, the store owner who tells Cassie to get her ‘little black self ‘ back to waiting, her forced apology to ‘Miz Lillian Jean', and the near lynching of young T.J. Avery. Taylor's characters are shown to stand up to the more powerful white community and challenge this oppression. The Logan children for example, use their wits and cunning to sabotage the Jefferson Davis bus by digging a trench in the road. Cassie also plots a well planned revenge on Lillian Jean Simms: after allowing Lillian Jean to think she has accepted that she is inferior, Cassie offers to carry her books saying: ‘The way I see it … we all gotta do what we gotta do. And that's what I'm gonna do from now on. Just what I gotta' (Taylor, p. 190). Lillian Jean interprets Cassie's words (and behavior) as being sincere and submissive. But they convey a double meaning as Cassie also communicates her intent to obtain revenge, which she does in a very physical way. Integral to the development of Cassie is showing her reacting to historical events, being challenged and changed by them. Cassie's actions, and those of her siblings, allow them to gain some control of their lives and not be totally dominated by the white kids. Taking matters into their own hands demonstrates what Kelly McDowell calls ‘child agency', in that they become agents of resistance within their oppressed culture. Another way in which child agency is enabled in the novel is through the parents actions show not being cautious can lead to disastrous consequences, as represented through T.J. Avery Cassie is depicted as a vital figure whose rebellion can be seen a positive means to provoke change and validate her need for self respect.






التوقيع

الحمدلله
فيحاء العسل غير متصل   رد مع اقتباس
قديم 01-06-2014, 08:40 PM   #45
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الصورة الرمزية فيحاء العسل
افتراضي رد: فيحاء العسل


التعليم برول اف ثوندر

The Role of Education in Mildred D.Taylor’s Roll of Thunder
by Cicely Denean Cobb
• Taylor’s fiction was the first to address the role of education in Black families
• In the early twentieth century it was difficult for African Americans to get an education. They had to sharecrop and pick cotton.
• Options for Black women were marriage and domestic work and teaching.
• Philanthropists became interested in educating blacks. An education would help them to challenge racism
• The Logans were modeled after Taylor’s paternal relatives who though they were not formally educated had a wealth of common sense and attempted to survive racism.
• Papa Logan teaches his family that they should be watchful of both present conditions and past episodes. Big Ma is modeled after Taylor’s maternal grandmother.
• Black mothers wished to see their daughters educated to emancipate them from Black female drudgery. Cassie’s education will allow her to pass on a legacy to her successors. Cassie becomes the mouthpiece for Taylor and her grandmothers.
• Formal lessons children learnt in school and would be compared to informal ones learned from elders and neighbors
Early lessons in racism:
• As a young child Taylor had seen restaurants with signs as saying “White only Colored not allowed.”In her novel, Cassie notices Mr. Barnett wrapping pork chops for a white girl though Cassie had been waiting. When she informs the storeowner he reminds her that she is nothing but someone’s little nigger.The whites ruled the place and nothing could be done about it she concluded.
• In the book, She models Cassie after herself and shows her as rebellious against her white teacher “Miz” Crocker.
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قديم 01-06-2014, 08:41 PM   #46
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افتراضي رد: فيحاء العسل


القانون برول اف ثوندر



“A ****** for Law and Justice in a Racist Society”
by Hamida Bosmajian
• The story is narrated by the child protagonist Cassie Logan
• The theme is about the injustices that a white, racist, and lawless society inflicts on the Logans and their neighbours.
• In Taylor’s story African Americans like Cassie’s parents and their friends are conscious of the value of American law as a heritage of an Age of Reason.
• Though they are citizens of a nation that has one of the most important legal constitutions in the world. But find themselves victims of unjust local laws and ******s.

• Cassie spends her childhood In the Mississippi of the 1930s and adolescence. This also covers one year during the Depression. Here unjust statutes of segregation have institutionalized racism: those in power can vent their anger whenever they feel that the “colored folk are forgetting their place”. But Cassie realizes that to protect herself and her family she must not react with anger.
• The novel is a bildungsroman of Cassie’s growing education and consciousness of the liberating power of just laws.
• This theme is unusual in CL. In traditional fairy tales it was expressed through irrational and tyrannical rules imposed upon the hero by persons in authority. For example, the child hero of “Alice in Wonderland “finds herself in an absurd world.
• Mildred Taylor shows Cassie’s development in a warm nurturing family with middle class values, pursuing the happiness of owning property. The Logans farm their own land.
• Cassie realizes and learns from Martin Luther King that all segregation laws are unjust and that “any law that uplifts the human personality is just……segregation distorts the soul and damages the personality”.
• Cassie’s growth and awareness of justice and law begins with a harmless revenge against persistent abuse. The Logan children dig a ditch to trap a school bus with white children which used to throw up red dust on their faces and send them slipping down. Thus revenge is seen as an irresistible impulse to avenge wrong doings. However they must be cautious as the threat of white retaliation is always there when night riders terrorize blacks.
• Taylor keeps within the conventions of CL by not exposing the child protagonist to extreme acts of violence though the threat looms around the house.
• The education of the children is carried out through stories of the days of slavery. When Mrs. Logan tries to stop Mr. Morrison, the family helper from narrating unpleasant scenes of death from the days of slavery, the father admonishes her, “These are things they need to hear baby. It’s their history”.
Compare with:
“Baby, we have no choice of what color we’re born or who our parents are or whether we’re rich or poor. What we do have is some choice over what can make of our lives once we’re here.”
• The novel shows the fate of boundary crossers and scapegoats. Jamison, a white, is a friend of the Logan family and tries to stop a lynching mob.
• TJ and the white boy Jeremy are boundary crossers. When Mr. Barnett is killed by Jeremy, it is TJ who is black is tried for his murder.
• The Logan children see and learn how the fragility of the law can only be prevented by lawlessness. When David Logan hears about the lynching of TJ, he diffuses the situation by setting fire to his crop claiming it was because of lightning.
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قديم 01-06-2014, 08:42 PM   #47
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افتراضي رد: فيحاء العسل


العنصرية باذر سايد


• Bullies in the school , they have the power and control, they were pushing Sade to steal, lie and betray. She became shame of herself.
((she starts getting bullied by Marcia, and her gang. She is forced to steal a lighter for them, for example, in Mariam’s uncle’s store, something that she feels very guilty about. She starts dreading ’fearing’ going to school, as she doesn’t know how to deal with bullies))

• So, the feeling of shame comes, she betrayed her dignity, while she knows that she was manipulated. It’s the pain, she learns many lessons.
• It’s hard to fix what you have broken
• She learnt that sometimes you pushed to act against your own desire
• She did something different of what she thinks of the right
• This alienated her from society: Maryam family and herself.
• There is huge gap between what she thinks and how she was forced to behave.
• She was been controlled, forced.
• She realizes\knows how ugly to be manipulated. She hates this.
• It’s act of racism and discrimination.
• By stealing and lying, she isolated herself from the community.
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قديم 01-06-2014, 08:46 PM   #48
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الصورة الرمزية فيحاء العسل
افتراضي رد: فيحاء العسل


اما القانون والتعليم باذر سايد ماعندي اجوبتهم وازا جابو عن اذر سايد ممكن يجيبو فقرة الهوم والسلحفاه عالاغلب وهذه هي




 What is the significance of stories? (very important)

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• To be remembered, to pass among generations
• Involve values
• To survive, to pass among generations
• To create experiences through the memories (memories are important in which they create a home)
• To teach
• It’s way of communication and connecting.
• They establish a community after being lost, after exile, after missing home.
• New kind of confirming your existence.
• Reminder of home land, and the roots, origins and what is belonging to.
• “It’s story about stories” father said,p:191
• Sade delivered her story in BBC channel ((Sade braves the freezing night to speak to "Mr. Seven O'clock", the newscaster she has seen on television, to bring her father's story to the attention of the British public))


 Home (very important) : love, care, security, hope, family, shelter, identity, safe, value, honesty and location.

[/color]


• Home means location: wherever we go, we create a home, we might not be in the same place all the time.
• Tortoises are the best describes\illustrated\shown part of the human being. Why? They carry their homes on their backs wherever they go, they reflect Sade and her family. They are moving from place to another with their homes on their backs.
• Home is internal, inside their selves.
• Read the second paragraph in the novel, p:222 “It was as if Papa…………………would not have to meet any more leopards”:
o Home means location: wherever we go, we create a home” England might become their new home for a while, if they were allowed to stay. If Papa was to lecture in America, they might make a new home there”
o They should adopt the new home thy live in. they have no choices “If..if..”.
o How much awareness Sade learnt and gained. She can recreate another home “inner strength”
o She has a desire to go back their home
o The home which is with the family. Sade claims that her home is with her family wherever they go.
• Read the third paragraph in the novel, p:222+223: “ Sade gazed at Oko …… carefully upstairs to her disk”:



رح تلاقيلي موضوع مثبت فيه شرح مقالات رول اف ثوندر *_^

التعديل الأخير تم بواسطة فيحاء العسل ; 01-06-2014 الساعة 08:47 PM
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قديم 01-06-2014, 08:57 PM   #49
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افتراضي رد: فيحاء العسل


اذا قصدك نيجرا الي هي نيجرو الي يكتبونها على كتب اطفال لوغان ومعناها (زنجي) فهنا اكيد قصدها الكلام عن العنصرية وكيف تصرف الاطفال حيال ذلك

؟؟!!
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قديم 01-06-2014, 09:02 PM   #50
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افتراضي رد: فيحاء العسل


طبعا شكرا قبل شي
نيجيرا الي حكت عنها اووف مافهمت شو قصدها
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قديم 01-06-2014, 09:03 PM   #51
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الصورة الرمزية فيحاء العسل
افتراضي رد: فيحاء العسل




بالنسبه للعنصرية برول اف ثوندر فهذا بسج كلوز ريدنغ من دكتور عبد القادر مع السؤال وحله


1- Do a close reading of this passage from Taylor’s Roll of Thunder, Hear my Cry and try to answer the followingquestions:


1- What does Mama tell Cassie about Christianity and slavery and how does this fit with Taylor’s pedagogic purposes?
2- What is the main theme(s)of this passage?


------------------------------------------------------------------------------------------------------------------------------------------
'You see, Cassie, many years ago when our people were first brought from Africa in chains to work as slaves in this country -'Like Big Ma's papa and mama!'
Mama nodded. 'Yes, baby, like Papa Luke and Mama Rachel, except they were born right here in Mississippi. But their grandparents were born in Africa, and when they came there were some white people who thought that it was wrong for any people to be slaves; so the people who needed slaves to work in their fields and the people who were making money bringing slaves from Africa preached that black people weren't really people like white people were, so slavery was all right.
'They also said that slavery was good for us because it taught us to be good Christians - like the white people.' She sighed deeply, her voice fading into a distant whisper. 'But they didn't teach us Christianity to save our souls, but to teach us obedience. They were afraid of slave revolts and they wanted us to learn the Bible's teaching about slaves being loyal to their masters. But even teaching us Christianity didn't make us stop wanting to be free and many slaves ran away -
'Papa Luke ran away, I reminded her, thinking of the story of how Great-Grandpa had run away three times. He had beencaught and punished for his disobedience, but his owners had not tried to break him, for he had had knowledge of herbs and cures. He had tended both the slaves and the animals of the plantation, and it was from him that Big Ma had learnedmedicines.
….‘Well, after a while. slavery became so profitable to people who had slaves and even to those whodidn't that most folks decided to believe that black people really weren't people like everybody else. And when the Civil Warwas fought and Mama Rachel and Papa Luke and all the other slaves were freed, people continued to think that way. Even the Northerners who fought the war didn't really see us equal to white people. So now, even though seventy years have passed since slavery, most white people still think of us as they did then - that we're not as good as they are - and people like Mr. Simms hold on to that belief harder than some other folks because they have little else to hold on to. For him to believe that he is better than we are makes him think that he's important, simply because he's white.' (….)


‘White people may demand our respect, but what we give them is not respect but fear.





Students should begin by introducing the passage

This extract is from Mildred Taylor's Roll of Thunder, Hear My Cry (1976) chapter six. The passage, in particular and the novel in general, contain detailed and candid discussion about the controversial issues of slavery and racism. Taylor's focaliser is the naïve, but strong willed, nine-year old Cassie Logan, and through her interactions with the white world, we get a sense of the intense persecution that comes from being black in nineteen thirties Mississippi.


In this extract:


Mama talks about slavery, explaining to Cassie that slavery was justified by people who claimed that people from Africa weren’t really people. Consequently, even though seventy years have passed since slavery, most white people still think of blacks as slightly sub-human. The fact doesn’t make it right, but Cassie, as with all people, has a choice of what she will do with her life and how she will live it even though she didn’t have a choice about the color of her skin.



1. Cassie is learning about slavery/racism. Cassie does not fully understand the situation in Spokane, Mississippi--she does not understand why Blacks have to back down.
2. Mama is launching into a history lesson on slavery. She concludes that blacks give whites not respect but fear.
3. Mama told Cassie that white people make blacks show respect to them, but what they really show is fear.
4. Respect is best when it is given to someone who earns it and it is given of your own free will.
5. Mama explains why the white people think they're better than the black people: to make themselves feel big.
6. Mama tells Cassie about how slaves were regarded as less than human, and how some Christian beliefs even supported this view.
7. Even though the Civil War ended slavery, some people still believe that black people are lesser than white people.
8. And people like Mr. Simms hold even more strongly onto these beliefs because they don't really have anything else to hold onto.
9. This whole situation—the Logans' lot in life—has been created just because some white people think they're better than black people, all because of their skin color. Mama tells Cassie that the respect she was forced to give Lillian Jean really wasn't respect at all. True respect is freely given.




10. Taylor was explicit about her pedagogic purposes in the book, arguing that if young readers can identify with the Logans, who are representative not only of her own family but of many black families who faced adversity and survived, and understand the principles by which they lived, and then they can better understand and respect themselves and others. Her book is autobiographical. Taylor`s pedagogic intention has appeared on school syllabi in both north American and British. It has proved acceptable to educationists because:
First, the autobiographical stance and historical setting allow both empathy and distance, so the racism and other issues of social justice can be safely aired within an educational setting.


The Student should refer to these themes:

Themes: Slavery /Racism / Discrimination


This passage is a lesson on the history of slavery: Students should delve directly into the close reading, using textual details to reveal and discuss/analyze the types of issues mentioned above.


It is not Mildred Taylor’s goal to simply present a book about the horrors of racism or to “blame” her white characters for their feelings. Mama explains the pre-Civil War history to bother her students and to Cassie when the opportunity arises. It is not racism itself, but rather Cassie’s realization of it that is important. An understanding of the history of slavery and the justification by considering blacks as subhuman will enable Cassie to follow her father’s advice in choosing when to stand up for what is right versus when to be patient and wait for a better opportunity.



At any rate, the important concept is that Cassie learns that lighter skinned people are not “better” than she is; they just think they are. She can learn to endure the slights and insults because she has respect for herself regardless of what “a lot of useless people” think about her. She also has a history of courageous and persevering ancestors and family members who have established themselves through their education and their own efforts. Her family has established themselves as “equal” whether the whites want to grant that quality or not.
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قديم 01-06-2014, 09:03 PM   #52
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افتراضي رد: فيحاء العسل


اللي ب بارت 3
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قديم 01-06-2014, 09:05 PM   #53
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افتراضي رد: فيحاء العسل


يارييييييييييييييت والله كل المواد اللي بدرسها انت المشرفة عليها
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قديم 01-06-2014, 09:06 PM   #54
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الصورة الرمزية فيحاء العسل
افتراضي رد: فيحاء العسل


هو عالعموم اذا جت نيجرو اذ جات عنصرية اذا جات عبوديه الاجابه بتكون وحده وانا نزلتها من ملخص دكتور عبد القادر مع بسج كلوز ريدنغ
فيحاء العسل غير متصل   رد مع اقتباس
قديم 01-06-2014, 09:07 PM   #55
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الصورة الرمزية فيحاء العسل
افتراضي رد: فيحاء العسل


اقتباس:
المشاركة الأصلية كتبت بواسطة مروة ماجد مشاهدة المشاركة
يارييييييييييييييت والله كل المواد اللي بدرسها انت المشرفة عليها

يسلمو قلب
فيحاء العسل غير متصل   رد مع اقتباس
قديم 01-06-2014, 09:19 PM   #56
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افتراضي رد: فيحاء العسل


الله يوفقنا ع خييييييييييييييير ياااااااااااااااااااااارب
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