Holocaust Survivor Stories web sites

Six stories of survivors

Wikipedia list of survivors

Behind Every Name a Story--US Holocaust museum

Holocaust Learning Survivor Stories

Holocaust Education Archive and Research Team

Telling Their Stories

Night Online quizzes

Night online quizzes   2015                                   

You must get 40 right; any more than that is extra credit. 

http://www.cliffsnotes.com/literature/n/night/study-help/quiz  (15 questions)

http://www.sparknotes.com/lit/night/quiz.html  (25 questions)

http://www.sporcle.com/games/RODY74CMC/character-names--night-by-elie-wiesel1
(18 questions)

http://www.gradesaver.com/night/study-guide/quiz1  (25 questions)

Red Sector A mini-research project

Literary Analysis example

First & Last Name
English 101/Section #
Date
Essay #6

Disappointment

      "The Story of an Hour" is a short story in which Kate Chopin, the author, presents an often unheard of view of marriage. Mrs. Louise Mallard, Chopin's main character, experiences the exhilaration of freedom rather than the desolation of loneliness after she learns of her husband's death. Later, when Mrs. Mallard learns that her husband, Brently, still lives, she know that all hope of freedom is gone. The crushing disappointment kills Mrs. Mallard. Published in the late eighteen hundreds, the oppressive nature of marriage in "The Story of an Hour" may well be a reflection of, though not exclusive to, that era.

      Though Chopin relates Mrs. Mallard's story, she does not do so in first person. Chopin reveals the story through a narrator's voice. The narrator is not simply an observer, however. The narrator knows, for example, that Mrs. Mallard, for the most part, did not love her husband (paragraph 15). It is obvious that the narrator knows more than can be physically observed. Chopin, however, never tells the reader what Mrs. Mallard is feeling. Instead, the reader must look into Mrs. Mallard's actions and words in order to understand what Mrs. Mallard feels.

      Mrs. Mallard is held back in her marriage. The lines of her face "bespoke repression" (paragraph 8). When Mrs. Mallard learns of her husband's death, she knows that there will "be no powerful will bending her" (paragraph 14). There will be no husband who believes he has the "right to impose a private will upon a fellow creature" (paragraph 14). Mrs. Mallard acknowledges that her husband loved her. Brently had only ever looked at Mrs. Mallard with love (paragraph 13). This information implies to the reader that Brently is not a bad man; he simply believes that it is his right, and perhaps his obligation as a husband, to direct Mrs. Mallard in everything she does. When Mrs. Mallard learns of her husband's death, she realizes that he will no longer be there to repress her; there will be no one, save her, to direct her will. Then, in a crushing blow, everything she has just realized and begun to look forward to is stolen from her grasp.

      Upon learning of her husband's death, Mrs. Mallard realizes that she is now free. She repeats the words "Free, free, free!" (paragraph 11) and feels her body come alive. Her pulse beats faster; her blood runs warmer; her eyes brighten (paragraph 11). Mrs. Mallard knows that from now on she can live for herself and no one else, that "all sort of days…would be her own" (paragraph 19). Mrs. Mallard sees the chance to live out the rest of her days for herself; she sees the opportunity to be her own person. Mrs. Mallard now looks forward to a long life. She had previously dreaded the years ahead spent under the thumb of her husband (paragraph 19). Now, though, Mrs. Mallard is someone who has much to look forward to and many joys to appreciate. This opportunity is taken from her just as her chance of freedom is taken from her when she learns that Brently still lives. When Mrs. Mallard sees Brently walk through the front door, the disappointment and the devastation of loss that she suffers cause her heart to fail.

      When Mrs. Mallard walks down the stairs with her sister, she has triumph in her eyes (paragraph 20). The front door opens, however, and Brently walks in. What effect does this have on Mrs. Mallard? It kills her. Mrs. Mallard has, in a very short time, realized the world is a wonderful place and that she can live in it anyway she chooses. She gains freedom, independence, individuality, and a whole host of things to look forward to in life. When Brently walks in the door, though, Mrs. Mallard knows that she will have to spend the rest of her life as no more than his wife does, just as she had been. She knows that she will never be free. This is too much for Mrs. Mallard to handle. Life had been grim before, with her looking forward to the years ahead "with a shudder" (paragraph 19). Now that Mrs. Mallard has tasted what life might have been like without her husband, the idea of resuming her former life is unbearably grim. When Mrs. Mallard sees that her husband still lives, she dies, killed by the disappointment of losing everything she so recently thought she had gained.

Mrs. Louise Mallard experiences the exhilaration of freedom after she learns of her husband's death in "The Story of an Hour". Later, when Mrs. Mallard learns that her husband still lives, she know that all hope of freedom is gone. The crushing disappointment kills her. The oppressive nature of marriage in "The Story of an Hour" may well be a reflection of, though not exclusive to the late eighteen hundreds.

Literary Analysis guidelines

Ron Cotton article

The Pigman chapter 5

The Pigman chapter 6

Character analysis graphic organizers

Macbeth Online quizzes 2

http://www.proprofs.com/quiz-school/story.php?title=macbeth-act-iv

http://www.proprofs.com/quiz-school/story.php?title=macbeth-act-v-quiz

http://www.sparknotes.com/shakespeare/macbeth/quiz.html

http://www.funtrivia.com/playquiz/quiz1960011671880.html (this one is extra credit)

Macbeth online quizzes

1.  ______ http://www.proprofs.com/quiz-school/story.php?title=macbeth-act-1-quiz

2.  ______http://www.proprofs.com/quiz-school/story.php?title=macbeth-act-ii-quiz

3.  _____http://www.proprofs.com/quiz-school/story.php?title=macbeth-act-iii

No Fear Shakespeare!  

Follow this link to Sparknotes' Macbeth text in both Shakespearean English and modern English; you can use this text if you're absent and need to read what you missed or if you're looking for appropriate text to cite for an assigned short essay.  

http://nfs.sparknotes.com/macbeth/

Sample Argument paper-

It’s the same old thing every single day:  seven bells, seven teachers, seven classes.  Homework, classwork, papers, projects; a never-ending cycle that’s enough to send even the A students over the edge.  Schools desperately need something to keep students and teachers interested and actively involved.  Allowing them to bring their dogs to school is the perfect solution to this problem. Dogs have proven benefits for attitude and health and it’s about time schools realized that the family pup shouldn’t be left at home all day.  That cute little pup could have major benefits for the learning environment.

It’s no secret that school is stressful for many students.  The pressure of getting good grades, along with class work and homework, can make students feel anxious and worried.  Dogs can help ease that stress.  Much like the “Read to a Dog” program in some elementary schools, allowing high school students to bring their dogs to school can provide them with a caring, non-judgmental canine friend.  Students can sometimes talk to a dog and say things they might never say to an adult or even to a friend.  If teachers had dogs in their classrooms, they could offer students the opportunity to review information with the dog, maybe even study for a test.  In many ways, a dog in the classroom is like a four-legged counselor—always willing to listen and always happy—and this connection to teenagers could significantly reduce their stress in school. 

In an informal opinion poll at New Richmond High School, almost 90 percent of the people surveyed agreed that dogs are a huge stress relief.  “My dog doesn’t judge me and is always happy to see me,” said sophomore Marcus Riley. 

“The first thing I do when I get home is pet my dog,” said sophomore Candice Kirtley.  “She makes me feel better even when I’ve had a horrible day.”

“My dog will listen to my problems and is always there for me.  We can go for a run or play in the back yard and I forget about everything that’s bothering me,” said English teacher Sue Griffin.

Obesity and lack of exercise is a huge problem for the American population.  Teenagers need to develop good exercise habits so that they can stay healthy and strong.  School is a lot of sitting down and while students work their brains, their bodies are often stagnant.  Having dogs in school would give students a chance to get outside and get moving.  Obviously, dogs need to go out a few times during the day.  While they’re taking their dogs outside for a potty break, students would also be walking, maybe throwing a ball or toy and maybe even running around with their dogs.  This exercise would not only make kids more healthy, it would, in many cases, wake them up a bit and make them more attentive in class.  Increased physical activity is no doubt good for students and dogs could definitely help them become

more active.    

         In an article titled Make Health a Pet Project, by Cherryh Butler and published in American Fitness, the author cites several examples of the health benefits of pets, including this comment by Robert Kushner, a professor at the Northwestern Feinberg School of Medicine.
         “A companion dog adds beneficial supportive factors that an exercise friend does not...parental pride, enjoyment, a consistent initiator. For some people, a pet may be just the right motivation they need to get engaged in physical activity.”  (2010 Mar/Apr:  60-61).

         Some people might argue that having dogs in school would create a health hazard because some dogs might not have all of their shots and some students might be allergic.  But there’s an easy way to make sure that any dogs inside a school are healthy and that students are safe.  Any student or teacher bringing a dog to school would be required to provide vet records of shots.  If those records aren’t provided, the dog wouldn’t be allowed in the school building.  The school has records of students with allergies, and dogs wouldn’t be allowed in classrooms with allergic students.  With the proper requirements and precautions in place, the argument that dogs are a health hazard would be meaningless.

         Keeping students interested in school is not an easy task.  For many kids, school is incredibly boring and with the same schedule, same teachers and same classes every single day, there doesn’t seem to be much, other than an assembly or two, to take away that boredom.  Making school a little more exciting would have multiple positive effects, the most important one being that it would improve student achievement.  Having dogs in the building would definitely make school more exciting.  Students would be able to break up the boring school day by playing with a dog or maybe even doing school work with the dog.  Students who are interested in school and who look forward to coming to school usually do better in class.  Having the dogs around not only adds to the excitement in the building, it also provides some students with a reason to come to school and to do better when they’re here.

Supreme Court Cases part 2

http://find.galegroup.com/gic/infomark.do?contentSet=IAC-Documents&docType=IAC&idigest=fb720fd31d9036c1ed2d1f3a0500fcc2&type=retrieve&tabID=T003&prodId=GIC&docId=A170413227&userGroupName=itsbtrial&version=1.0&searchType=BasicSearchForm&source=gale

Non-fiction articles

1.  Art teacher: http://www.enquirer.com/editions/2004/01/19/loc_loc1abe.html

2.  Death of English:  http://www.newsweek.com/id/150449

The Pigman chapter 11
https://docs.google.com/a/nrschools.org/document/d/1rHmX3wqVFMRvJofpOzwY98BOKt9J9f79QsFmjWIJ_4w/edit

How Well Do You Know Your Kid article
http://www.newsweek.com/how-well-do-you-know-your-kid-166656

The Pigman chapters 9 and 10
https://docs.google.com/a/nrschools.org/document/d/1_5cJoN5Icl3ICNlk8JL2jRzbk9YUa-0ZJYnfK0wZUWM/edit

Mrs. Griffin's web site link to chapters 9 and 10
https://sites.google.com/a/nrschools.org/mrs-griffin-s-web-place/assignments

The Pigman chapter 6
https://docs.google.com/a/nrschools.org/viewer?a=v&pid=sites&srcid=bnJzY2hvb2xzLm9yZ3xtcnMtZ3JpZmZpbi1zLXdlYi1wbGFjZXxneDo2NWYyYTdhODg5NmM5MTIy

The Pigman chapter 7
https://docs.google.com/a/nrschools.org/document/d/15lMFeMIfgnwXcZ0Y15u35mPUseZgfqTidQPohm9A8o4/edit

The Pigman chapter 8
https://docs.google.com/a/nrschools.org/document/d/1ydBWy49R0cPQ7XDJhb7ZDsEOC048uZtvPhPz5946Mh8/edit

Steve Lopez Column 11:  Mr. Ayers, recording artist

http://articles.latimes.com/2010/feb/02/local/la-me-lopez3-2010feb03


Steve Lopez Column 12:  Hello Nathaniel:  Obama welcomes Mr. Ayers to D.C.

http://articles.latimes.com/2010/jul/28/local/la-me-0728-lopez-column-20100728