Future Librarians Pro-Literacy Everything in Between

Future Librarians Pro-Literacy Everything in Between (0) Chancellor:     “You are obsolete, Mr.Wordsworth!” Mr. Wordsworth:    â€œA lie.  No man is obsolete!” Chancellor:    â€œYou have no function, Mr.Wordsworth. Youre an anachronism, like a ghost from another time.” â€"From “The Obsolete Man” episode of the Twilight Zone, written by Rod Serling The above dialogue excerpt is from an episode of the Twilight Zone (TZ) that aired on June 21, 1961 called The Obsolete Man. It is a conversation between Mr. Romney Wordsworth and the Chancellor discussing the reasons for his “liquidation”â€"Mr. Wordsworth is a librarian, and therefore obsolete. This episode of TZ interested me well before I even had the foggiest notion that Library Science existed. I have been watching TZ for as long as I can remember and even as a kid I could not understand what a librarian could possibly do that might even be considered obsolete. Fast forward to the recent past and and our present, rife with library closures, alternative facts, funding cuts and the MakerSpace craze, and people (including librarians) are left wondering what happens next. Where do we go from here?  What is the future of libraries? Reading is the foundation of libraries.  Without reading, there is no need for them to exist. Once upon a time In my mind, I can still follow the exact path I took in my elementary school library to find my favorite book. Through the door, a right after the first set of tables, through the alcove, bottom shelf on the left. There were the Dare Wright Lonely Doll books. My favorite was Edith Big Bad Bill, a story about Edith and Little Bear encountering a rather violent, bad guy, Bill. I chose this same book time after time.       Although it is out of print, I picked up a copy of Edith and Big Bad Bill on eBay and looking at it as an adult, I can see exactly why this was the book I sought out. I was a ‘lonely doll,’ of sorts, and I had a ‘bad guy’ in my life as well. Only he was my father. At the end of this book, everything is sorted out for Edith and things go back to normal. I did not know this at the time, but things would not go back to normal for me for many years. This book gave me hope that they could. Sitting on the floor of the library at P.S. 30, a reader was born. When children are given the chance to freely come to books of their own volition, amazing things will happen. Mrs. LiBassi introduced me to E.B White in 2nd grade by reading aloud Charlotte’s Web. My mother bought me my own copy so I could follow along with her and when we finished as a class, I reread it independently. Then I read and reread Trumpet of the Swan. Stuart Little was next.  Then books about mice, and pigs, and spiders and goslings and anything else I connected with the characters and themes in his books. By third grade I was hooked on words.  I read every single Roald Dahl book available to me at the library and then read them again.  Having three older sisters, I read all of Carolyn Haywood and Laura Ingalls Wilder’s books. I then read my mother’s books; The Life and Times of Heidi Abramowitz by Joan Rivers being my favorite; and my father’s magazines and newspapers. I relished reading for the sake of reading.   The library, for many, is the first exposure to this magic. It was magic yesterday. It is today and it will be tomorrow as well. In that, I am securely sure. For kids, this magic can serve as the jumping off point to boundless learning. The Pleasure Hypothesis FVR No conversation about reading for pleasure would be complete without discussing the seminal work of Dr. Stephen Krashen in Free Voluntary Reading (FVR).  According to Krashen, “There is massive evidence that self-selected reading, or reading what you want to read, is responsible for most of our literacy developmentIn fact, it is impossible to develop high levels of literacy without being a dedicated reader, and dedicated readers rarely have serious problems in reading and writing.”   The research on literacy and language development in Krashen’s eyes, points in the direction of the Pleasure Hypothesis: What is good for language and literacy development is perceived to be pleasant.  Several studies and case histories have been done and the results of these studies are consistent with the view that reading results in language and literacy development.   There is a fantastic TED Ed lesson created by Gordon Powell that features a video of Dr. Krashen speaking on the Power of Reading.  Krashen is a wonderful speaker and in the video he discusses the one word that will bring lower level readers to higher level readers. The one word that could develop academic literacy. The one word that could bring people to the highest levels of literacy.  And that one word is reading.   Krashen argues that FVR is the foundation for developing passion for reading, for making connections for deeper engagement with curriculum and for developing vocabulary and the knowledge of the disciplinary/technical language of each subject’s curriculum. FVR involves reading for reading’s sake without book reports, quizzes or responses. Practical Response on the Future of Libraries While the rate of people that read for pleasure has been increasing, demands to be literate are swelling at a faster rate. Up until recent times, we have been living with overwhelming information scarcity. I read a quote by Google’s Eric Schmidt on TechCrunch that said every two days the human race creates as much information as we did from the dawn of civilization to the year 2003. Think about that for a second! Relatively 2,000 years worth of data compiled every TWO days. It is no wonder why there is such a 21st century misunderstanding about the the purpose of libraries!   Because we are living in a period of such staggering information glut cluttered with fake news, alternative facts, and active measures campaigns, perhaps the answer to combat this sad reality is going back to basics and acquiring critical thinking rather than just learning about it. I believe the central way to accomplish this is through reading fiction. Because of the future, words are more important than ever and our familiarity with those words and ability to comprehend and use them is critical.   Reading fiction improves brain connectivity and function, as well as increases Theory of Mind (ToM). ToM is the ability to attribute mental states (like beliefs or intentions) to oneself and others, as well as understanding that others have beliefs and intentions that are different from one’s own. In this way, fiction allows the reader to flex their imagination in a way that is similar to the visualization of a muscle memory in sports. Cognitive Psychologist Keith Oatley likens the brain to a supercomputer running a simulation game when we read fiction. We are allowed to enter the mind of the protagonist and see the world through his eyes and think his thoughts. We are him. The details we know about him, learned through his words and the words of other characters and the narrator, we readers analyze and piece together another world through words that changes us mentally after the simulation is over. The brain, it seems, does not make much of a distinction between reading about an e xperience and encountering it in real life; in each case, the same neurological regions are stimulated. Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered from observation, experience, reflection, reasoning or communication. In this way, critical thinking is synonymous with fiction reading. Reading fiction widely can build ‘algorithms’ through critical thinking better than Facebook ever could write, and can allay the efforts of nefarious campaigns or clickbait come-ons. If we have learned nothing from the 2016 Elections, we are now all too aware of how fake-news is made to mislead us in order to gain financially or politically, often with sensationalist, exaggerated, or patently false headlines that grab attention.   The real educational challenge for school librarians in the future is teaching students the skills that make them careful and thorough researchers. For clarification, ‘research’ is not only done in schools and universities by students and researchers. Google defines research as “the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.” Research is a human skill. I could very easily change out the terms “fiction reading” and “critical thinking” for the term “research,” and the definition would still ring true. So why are we attempting to reinvent the wheel of our future role here, people?       The Magic of Books I’d like to shift focus onto Neil Gaiman and his view that our future depends on libraries, reading and daydreaming. I feel that his knowledge and belief system as an author perfectly dovetails with Krashen’s research findings. I was forever changed when I read an article in the Guardian that featured a lecture Gaiman gave in 2013 to The Reading Agency, a London Based charity whose mission is to inspire people to read more, encourage them to share their enjoyment of reading and celebrate the difference that reading makes to all our lives. I have not been so affected by someone’s words as they pertain to my profession as I was having read Gaiman’s lecture.   I like that this piece deals specifically with the future. Fiction, according to Gaiman has two uses. First, fiction is a “gateway drug to reading.” What a wonderfully enlightening analogy, and so very true. The drive and motivation to know what happens next, to visualize, to question, to infer themes and motivations are all very real. These are the skills necessary in critical thinking.  Says Gaiman, the simplest way to make sure that we raise literate children is to teach them to read, and to show them that reading is a pleasurable activity. That means, at its simplest, finding books they enjoy, giving them access to those books, and letting them read them.     Second, reading for pleasure builds empathy and social skills. I love how Gaiman describes the difference between seeing a movie vs. reading a book. With prose fiction, the reader uses 26 letters and a few punctuation marks, and using one’s own imagination, a new world is created filled with people, places and things. Reading fiction helps the reader to see the world through others’ eyes and allows us to be someone else, if only for a moment, and when it is all over, we readers are changed. Gaiman describes empathy as a tool for building people into groups, for allowing us to function as more than self-obsessed individuals. It lets people know that the world does not have to be like this. Things can be different.   Libraries, and school libraries in particular are about freedom and equity. Libraries level the playing field between the haves and the have-nots. It is widely known that there is a correlation between children from poverty and reading scores. In a study of factors that best predicted reading scores from The Progress in International Reading Literacy Study (PIRLS), the factors of poverty, a Free Voluntary Reading (FVR) program, and the presence of a school librarian were isolated. Poverty has a strong factor with a negative effect. The presence of a school librarian was a very strong, positive factor in predicting reading scores and its effect was nearly as strong as the effect of poverty.   According to Krashen this suggests that supplying books in a school library can mitigate the effects of poverty on reading comprehension scores. The majority of public school students in the United States are in poverty. I work in a school whose population is 100% free and reduced lunch. My students are ‘my kids’ and their reading life is very important to me. But for the school library, my kids’ access to books would be zero. In my school of 570, I circulated 15,000 books this year.  No Accelerated Reader, either. That is an average of 26 books per child. Allow me to mention that reading scores in my school have been rising steadily over these past few years. I am not taking full credit for these gains but I know that what the library offers accounts for a solid part of them.   The “Future-Readyifying” of Libraries Reading has become buried under Makerspaces, 3D printers, gadgets, and people’s visions of the ‘future of libraries’ so much so that I believe we have lost sight of our purpose as librarians and the field of school librarianship as a whole. I say that the best way to become more digitally literate is by becoming more literate. The Future Ready Initiative was launched in November 2014 by the White House Office of Educational Technology. “Future Ready” is a ubiquitous term these days it seems. I think it is important to think about the future but also to examine those who are defining the future for educational purposes. Enter nonprofit Alliance for Excellent Education (AEE). The mission of AEE is “to promote high school transformation to make it possible for every child to graduate prepared for postsecondary learning and success in life.” AEE is funded through grants from The Bill and Melinda Gates and Macarthur Foundations as well as other corporate and private donations. Future Ready Schools is a registered trademark of the Alliance for Excellent Education. In 2015, the Alliance created a separate project under its umbrella called Future Ready Schools (FRS) to help school districts develop comprehensive plans to achieve successful student learning outcomes. Also in 2015, the American Association of School Librarians announced their decision to join the coalition for Future Ready Schools. Future Ready Librarians is an expansion of the Future Ready initiative aimed at raising awareness among district and school leaders about the valuable role librarians can play in supporting the Future Ready goals of their school and district.   Although outside the scope of this article, I think this story from the L.A. Times about the failure of philanthropists in setting the public school agenda is timely and worth a read. Some of my knowledge of Future Ready Libraries has come from their Facebook group, Future Ready Librarians (FRL). I will not speak to the content on this page since posts are third-party and may not necessarily reflect the views and mission of Future Ready Schools. I will however speak to the public group photo that is used for this page. Being owner and admin of many groups on Facebook, I understand the importance of those 801 x 250 pixels. This image must convey your group’s intention, purpose, validity, and value in one glance. The FRL picture depicts a group of 8 children and, perhaps their teacher. They are lounging on the floor and each is totally engrossed in a device, not interacting with one another at all. Directly behind them are bookcases packed with books shelved museum-neat. Behind them. Backs to the books. A picture is worth 1,000 words.         I feel strongly that some fundamental research about reading was ignored in a rush to conform to the Future Ready agenda. The FRL framework is lacking a major component. If we assume that the libraries of the future actively value reading and literacy development and their continuous improvement over time, we school librarians have to actively engage with the body of research and scholarship around reading and literacy development. I also feel strongly in the professionalism and ability to discern and adjust to current trends in education and librarianship that I and my school librarian colleagues posses. We are a very swift bunch and we take to change rather well. I can speak for myself and many colleagues nationwide that are Future Ready Librarians today in 2017.     The FRL framework on its own is admirable. I do appreciate the developers’ interpretation of the future and I do see value in forecasting the future. But the future is tomorrow. Not some nebulous point down the track. We librarians should be on the frontlines of the digital transformation of learning but no matter what transformation happens, reading will be as important 100 years from now as it is today. There will be no “future ready librarians” of any kind if we continue to ignore the foundational assumption about libraries in favor of the newest gimmick and fad. If READING is not part of the Future Ready equation, there is no “future” in “Future Ready Libraries,”  that is the bottom line. I am NOT anti-MakerSpace. I am NOT anti-technology. I am pro-literacy. I do not feel that we cannot have all three. Quite the opposite. I know we can be all-inclusive because I have a MakerSpace and use technology on a daily basis to facilitate understanding. I am a proponent of gaming in the library and have regular Roblox tournaments and Minecraft building sessions.  But everything I do has its roots in the pure definition of the library: to provide access to books (whatever their format) and advocate for free voluntary reading. Everything is secondary to that.   As formats change in the future so will my job description but my convictions and what is in my professional psyche will not. I do not foresee ever being obsolete because I am confident in myself and the collective body of school librarians and library scholars to ensure that the school library of the future is one based on solid research in reading. Let us move forward into the future, but not with our backs to the books. Let’s instead get back to books and we will reap the fruits of our labor in a very verdant future. Future Ready Librarians embrace change. For change to take place there has to be a beginning, and change does not necessarily minimize the beginning. For future ready librarians, that beginning is reading and literacy development. In maintaining that beginning, we are able to meaningfully respond to change and what the future brings.       A full list of all references can be found linked here. They were created using EasyBib citation tools, which are available in MLA format, APA format, and many other citation styles.

Provincial Bird Emblems of Canada

Each of the provinces and territories of Canada has an official bird emblem. There is no national bird of Canada. The Official Bird Emblems of Canada Alberta Provincial Bird Great Horned Owl BC Provincial Bird Steller's Jay Manitoba Provincial Bird Great Gray Owl New Brunswick Provincial Bird Black-Capped Chickadee Newfoundland Provincial Bird Atlantic Puffin NWT Official Bird Gyrfalcon Nova Scotia Provincial Bird Osprey Nunavut Official Bird Rock Ptarmigan Ontario Provincial Bird Common Loon PEI Provincial Bird Blue Jay Quebec Provincial Bird Snowy Owl Saskatchewan Provincial Bird Sharp-tailed Grouse Yukon Official Bird Raven Great Horned Owl On May 3, 1977 Alberta adopted the Great Horned owl as its Bird Emblem.  It was the popular winner in a vote amongst Albertas school children. This species of owl is native to North America and live in Alberta year round. It was meant to symbolize a growing concern for threatened wildlife.   Stellers Jay The lively Stellers Jay was once voted most popular bird by the people of British Columbia. The locals like the bird so much that on December 17, 1987, it was made the provincial bird. While these birds are considered pretty to look at their bird call has been described  as harsh.   Great Gray Owl Manitoba is one of three provinces to choose an owl for its provincial bird. The great gray owl is a native of Canada but is often seen in the Manitoba region. Its known for its large head and fluffy feathers. The wing span of this bird can reach an impressive four feet.   Black-Capped Chickadee Following a contest by the Federation of Naturalists in 1983, the black-capped chickadee was chosen as New Brunswicks provincial bird. Its one of the smallest provincial  birds and, compared to others like the Gyrfalcon, is rather tame.  Ã‚   Atlantic Puffin Newfoundlands adorable provincial bird is the Atlantic Puffin. It was a good choice seeing as almost 95% of North American Puffins breed along the Newfoundland coast. This is the only breed of puffin native to the Atlantic Ocean.   Gyrfalcon In 1990 the Northwest Territories chose a bird as rugged as their terrain  to represent them. The Gyrfalcon is the largest falcon breed on earth. These fast birds come in a variety of colors including white,  gray, brown and black.   Osprey Nova Scotia also chose a raptor for its provincial bird. After the peregrine  falcon, the Osprey is one of the most  widely found raptor  species. This bird of prey has powerful reversible outer toes, that it uses to catch fish and small animals with.   Rock Ptarmigan For its provincial bird, Nunavut picked a common game bird known as the Rock Ptarmigan. This quail-like bird is sometimes referred to as a snow chicken. These birds are popular in Canada and Japan.   Common Loon Despite its somewhat silly name, the Common Loon is the largest in the loon family. The provincial bird of Ontario belongs to a breed of bird known as divers. This is because they can be seen diving into the water attempting to catch fish.   Blue Jay The popular North American bird known as the Blue Jay is the provincial bird of Prince Edward Islands. It was chosen by popular vote in 1977. The bird is probably most widely known for its stunning blue color.   Snowy Owl Surviving on a steady diet of lemmings the Snowy Owl is the provincial bird of Quebec. This beautiful white owl can be seen hunting during the night and day. It was chosen as the provincial bird in 1987. Sharp-Tailed Grouse In 1945 the people of Saskatchewan chose the sharp-tailed grouse as its provincial bird. This popular game bird is also called the Prarie Chicken.   Raven In 1985 the Yukon choose the Common Raven as its provincial bird. These highly intelligent birds can be found all over the Yukon territory. The Common Raven is the largest member of the Crow family. This bird is important to the First Nation People of the Yukon and many stories are told about them.

The Life Of Catherine Malabou And Levi Bryant - 1631 Words

Catherine Malabou and Levi Bryant: A critical comparison of materialisms Speculative materialism arose in response to the post-Kantian philosophy of correlationism. Scholars have since debated the relationship of the perceived (object) and the perceiver (subject). Kant’s transcendental materialist philosophy supports what Quentin Meillassoux terms weak correlationism in that it allows for the thinking of the unknowable. However, strong correlationist (i.e. Heidegger and Hegel) refute that humans can escape their own thoughts, therefore making it impossible to know or even imagine that anything outside of the correlationist circle (objects in and of themselves) exists. Both Catherine Malabou and Levi Bryant can be seen as emphasizing speculative materialism in that they attempt to move beyond this subject-object correlate. While Malabou describes neuronal plasticity in What Should We Do With Our Brain, Bryant focuses on â€Å"machines† and their ontology in Onto-Cartography: An Ontology of Machines and Media. Malabou’s ultimate descr iption of the resistance and contradiction between the brain and mind fails to be accounted for by Bryant’s ontology and conception of â€Å"machines†. Bryant’s object oriented ontology does little to explain the origin of freedom in his â€Å"machines† (whereby we can begin to take charge of society); however, Bryant does suggest the use of thermopolitics to attack institutions. Together, Malabou and Bryant’s philosophies provide new ways of thinking about

Case Study for Coca-Cola vs Pepsico for 2009 Free Essays

LP 6. 2 Comparative Analysis Case, The Coca-Cola Company and PepsiCo, Inc. Instructions: Go to the book’s companion website and use the information found there to answer the following questions related to The Coca-Cola Company and PepsiCo, Inc. We will write a custom essay sample on Case Study for Coca-Cola vs Pepsico for 2009 or any similar topic only for you Order Now (a) What were the cash and cash equivalents reported by Coca-Cola and PepsiCo at the end of 2009? What does each company classify as cash equivalents? Answer: On April 9, 2009, Coca-Cola Company reported cash and cash equivalent to be $6,816,000,000 and on December 26, 2009, PepsiCo reported cash and cash equivalent to be $3,943,000,000. Coca-Cola has made almost double the cash and cash equivalent than PepsiCo. Cash equivalent from both companies generally including their time deposits and other investments that are highly liquidated and have maturities of three months or less at the date of as cash equivalents from both companies. Coca-Cola Company typically fund a significant portion of their dividends, capital expenditures, contractual obligations, and share repurchases and acquisitions with cash generated from operating activities. They rely on external funding for additional cash requirements. The Company does not typically raise capital through the issuance of stock. Instead, the company use debt financing to lower overall cost of capital and increase their return on shareowners’ equity. Refer to the heading ‘‘Cash Flows from Financing Activities†. PepsiCo believed that their cash generating capability and financial condition, together with their revolving credit facilities and other available methods of debt financing, would be adequate to meet their operating, investing and financing needs. As of December 26, 2009, their operations in Venezuela comprised 7% of their cash and cash equivalents balance. b) What were the accounts receivable (net) for Coca-Cola and PepsiCo at the end of 2009? Which company reports the greater allowance for doubtful accounts receivable (amount and percentage of gross receivable) at the end of 2009? (c) Assuming that allâ€Å"net operating revenues†(Coca-Cola) and allâ€Å"net sales†(Pepsi Co)were net cre dit sales,compute the accounts receivable turnover ratio for 2009 for Coca-Cola and PepsiCo; also compute the days outstanding for receivables. What is your evaluation of the difference? How to cite Case Study for Coca-Cola vs Pepsico for 2009, Free Case study samples

Suffering In Crime And Punishment Essays - Literature, Fiction

Suffering in Crime and Punishment Suffering in Crime and Punishment In the novel Crime and Punishment, by Fyodor Dostoevsky, suffering is an integral part of every character's role. However, the message that Dostoevsky wants to present with the main character, Raskolnikov, is not one of the Christian idea of salvation through suffering. Rather, it appears to me, as if the author never lets his main character suffer mentally throughout the novel, in relation to the crime, that is. His only pain seems to be physical sicknes. Raskolnikov commits a premeditated murder in a state of delirium. He ends up committing a second murder, which he never ever wanted to be responsible for. He kills Lizaveta, an exceedingly innocent person. But does the author ever remind us of the murder at any time in the novel again? Not in the physical sense of the crime itself. The reader doesn't hear about how heavily the murders are weighing on his heart, or how he is tormented by visions of the crime. He doesn't feel the least bit g uilty about having committed the crime, only his pride's hurt. He doesn't mention the idea of the pain that might arise from recurrent visions of the crime. Raskolnikov never again recalls the massive amounts of blood everywhere, the look on Lizaveta's face when he brings down the axe on her head. These things clearly show that the crime isn't what might cause him suffering, or pain, it is something else. After Raskolnikov is sent off to Siberia, he doesn't feel remorseful. His feelings haven't changed about his crime, he feels bad at not being able to living up to his own ideas of greatness. He grows depressed only when he learns of his mother's death. Raskolnikov still hasn't found any reason to feel remorse for his crimes. He takes Siberia as his punishment, because of how annoying it is to go through all these formalities, and ridicularities that it entails. Yet, he actually feels more comfortable in Siberia than in his home in St. Petersburg. It's more comfortable, and has better living conditions than his own home. But he isn't free to do whatever he likes. But this does not contradict what I've said before. He doesn't view Siberia as suffering, but he does view it as punishment, because he would rather not have to go through seven years in his prison cell. His theory of the extraordinary, and the ordinary is something he has to follow and adhere to . His necessity to suffer is a part of his necessity to fulfill his unknown criteria to be extraordinary. His suffering, if any, is purely superficial. The idea of suffering has to be heartfelt and well-specified. Raskolnikov's suffering is never spoken about, mainly because there is none. Even Raskolnikov views his turning himself in as a blunder, because he couldn't take the heat. It is obvious that Raskolnikov never seems to be in a pit of despair from all the suffering he has to face from the effect of the murder. One might argue that Raskolnikov's illnesses arise from his guilt and remors e for the crimes, but that doesn't appear possible. Since the character never cites the murder for his sickness. In fact, Raskolnikov fell immediately sick after committing the murder. How could he struck by guilt five seconds after committing the murder when he hasn't even had a chance to see what events have just occurred? There is not a single instance when Raskolnikov, or the author for that matter, ever cite the dramatic effect of the murders on Raskolnikov's conscience for his terrible illness. NOTHING in the novel would even imply that he feels remorse about committing the murders, it is just a silly idea that has been implanted in people's minds and the seed has spread too rapidly, without analization.It is incredibly obvious that all the so-called pain and suffering that Raskolnikov feels is untrue, silly, and backed by no support. It would be incredulously moronic to attempt to view it from another point of understanding. People are entitled to their own opinions but t he beliefs of the at error majority should not overbear the beliefs of the correct minority. Acceptance of a

Othellos Sad Misreading essays

Othellos Sad Misreading essays There are many interpretations of William Shakespeares play Othello. Many see him as a victim and many see him as a jealous fool. Both of these assertions are true. However, when Othello speaks at the end of the play, we find it difficult to believe he loved well. Othello reads himself incorrectly here. Interestingly, the truth allows him to see something that does not exist. He did not love wisely or well because he acted like a fool throughout the entire play. The goodness of Othellos nature is only reflected upon by others early in the play, but unfortunately, we never get to see any of that goodness. Instead, we are confronted with a very jealous man that is not capable of seeing any good characteristics in his wife once a bad thought is planted in his mind. He was a fool for love in the absolute worst way. Othellos first mistake is choosing to believe Iago over his wife. We see the worst side of his character when he dismisses Desdemona at every turn. Othello is short on faith. Sadly, he never gives her an opportunity to defend herself. Instead of communicating with her, he decides to obsess about everything, which only compounds the situation. The obsession feeds the jealousy and vice versa. He cannot let go of the thought of a cheating wife and allows his mind to consider murder. We know that he is too far gone when he contemplates this act because he thinks it might actually be good for him to do so. For a man that claims to give his wife all the love in the world, Othello truly misses the mark with her. Had Othello moved toward his wife instead of away from her, we might have seen an example of one of Shakespeares strongest couples. While it pains us to admit that Iago is correct, we must agree with him in that Othello can be led by th nose/As asses are. (Shakespeare I.ii i.395-6). This characteristic makes Othello naive, not wise. Had Othello been wise, he would have be...

A List of Free Printable History Worksheets

A List of Free Printable History Worksheets Many different teaching approaches can bring history alive for your students. Add these printable history worksheets to your studies to reinforce your lessons and allow students to hone their knowledge of important historical events and people. President Abraham Lincoln Abraham Lincoln PrintablesUse word searches, vocabulary quizzes, crossword puzzles, and coloring pages to help students learn about Abraham Lincoln, the 16th president of the United States. Activities also teach about the Lincoln Boyhood National Memorial and the first lady from 1861 to 1865, Mary Todd Lincoln. Black History Month: Famous Firsts Black History Month PrintablesAt this link, teachers can find important background information about Black History Month in addition to worksheets and other activities focused on famous firsts among black Americans. The Famous Firsts Challenge, for example, has students match up a famous first for black Americans, such as the first African-American to go into space, with the correct name from a list of choices. Chinas Long and Ancient History Chinese History PrintablesWith a history spanning thousands of years, China is for many people the subject of a lifetime of study. While your students probably wont embark on such an endeavor, this link offers handouts to introduce your students to concepts related to Chinese culture and government. One handout also presents a number matching activity for students to learn how to count to 10 in Chinese. The American Civil War U.S. Civil War PrintablesAmericas Civil War might be the most studied and debated subject in U.S. history. Using the printables at this link, students can become more familiar with the names, places, and events that defined this crucial era for the American republic. Lewis and Clark and the American Frontier Lewis and Clark PrintablesExploration and expansion of the American frontier are essential elements to understanding the United States as a nation and a people. Meriwether Lewis and William Clark were hired to explore the Louisiana Territory that President Thomas Jefferson bought from the French. With the activities and worksheets at this link, students learn more about issues related to Lewis and Clark and their travels. Medieval Times Medieval Era PrintablesThe medieval era is a fascinating time for many students, with tales of knights and jousting as well as political and religious intrigue. Among the activities at this link is a detailed coloring sheet for learning all about a suit of armor. Also included is Medieval Times Theme Paper on which students can write a story, poem or essay about the period. New Seven Wonders of the World New 7 Wonders of the World PrintablesWith an announcement in July 2007, the world was introduced to the New Seven Wonders of the World. The Pyramids of Giza, the oldest and only Ancient Wonder still standing, is included as an honorary candidate. The printables here teach students about the Pyramids and the others: the Great Wall of China, the Taj Mahal, Machu Picchu, Chichen Itza, Christ the Redeemer, the Colosseum, and Petra. American Revolutionary War Revolutionary War PrintablesBy learning about the Revolutionary War students discover the actions and principles of the nations founders. With the activities at this link, students gain a good overview of vocabulary and names related to the Revolution, as well as particular events, such as the Surrender of Cornwallis and Paul Reveres Ride. Womens History Month (March) Womens History Month PrintablesMarch in the United States is National Womens History Month, which recognizes and celebrates womens contributions to Americas history, society, and culture. The printables at this link introduce many important women with significant historical legacies whose names students might not immediately know. These worksheets and activities will heighten students appreciation for the role of women in U.S. history. World War II Historical Timeline WWII History PrintablesStudents will use and expand their knowledge of World War II to complete the activities at this link, which include a crossword puzzle; spelling, alphabetizing and vocabulary sheets; and coloring pages.