Essay about Coming Of Age In Mississippi - 1377 Words

Coming of Age in Mississippi is an eye-opening testimony to the racism that exemplified what it was like to be an African American living in the south before and after the civil rights movements in the 50s and 60s. African Americans had been given voting and citizen rights, but did not and to a certain degree, still can not enjoy these rights. The southern economy that Anne Moody was born into in the 40s was one that was governed and ruled by a bunch of whites, many of which who very prejudice. This caused for a very hard up bringing for a young African American girl. Coming of Age in Mississippi broadened horizon of what it was like for African Americans to live during the 40s, 50, and 60s. There are many traces of†¦show more content†¦Also, I think that since she was busy with everything else in her life that she could not really hang out with friends, church was a place for her to make some friends. Religion was not just a factor for Anne, but for many of the slaves during the Civil War. The slaves would use religion as a way to get away from the harsh realities of their lives. Also they viewed Jesus and Moses as heroes who lead their people to freedom. Their religion was aimed toward the real world rather than being in heaven when they died. Basically, their singing or praying was about being delivered from slavery. They also used hymns as special codes for meeting points while trying to escape. To me the song Swanee River has a different meaning to the song on page 129. To me Swanne River was talking about being at home and a child, being around the familiar faces; your family and friends. Also, I think that home refers to being back on the plantation where they know they have security. Not in the sense of being safe, but being where they know and somewhat have fun. The song on page 129 about gods hebben means to me that black and white people are the same, minus the color of their skin. It is saying that every one is the same in God s eyes, and when we get to heaven we are all going to look the same. To me the Swanee River song tells me that the black people miss being at home and as much as they hated being owned by whites they miss being on theShow MoreRelatedComing of Age in Mississippi2022 Words   |  9 PagesComing of Age in Mississippi Anne Moody Questions: 1. What did the murder of Samuel O’Quinn do to Anne Moody? 2. What were the causes of Anne Moody’s relationship with her mother changing when she went to college at Tougaloo? 3. During the movement, why was organizing in Canton, Mississippi so much more difficult than in Jackson, Mississippi? Introduction Coming of Age in Mississippi is an autobiographical book written by Anne Moody. The book entails the struggles throughout an AfricanRead MoreThe Monograph Coming of age in Mississippi1286 Words   |  6 Pagesï » ¿ MONOGRAPH PAPER COMING OF AGE IN MISSISSIPPI Coming of Age in Mississippi by Anne Moody was published on 1968. This autobiography is memoires of Anne Moody about growing up poor and black in the rural Mississippi. The book was divided into four parts from childhood until her late 20s that described the experiences of Anne Moody in the Civil Rights Movement and her struggles against  racism. Anne Moody was born in the 1940s which was the time after World War IIRead MoreComing of Age in Mississippi Essay806 Words   |  4 Pages As if growing up wasnt turbulent enough, Anne Moody grew up during a crucial time in American History. It was during this time that race and civil rights took center stage in her home state of Mississippi. Young women face many physical and emotional changes during their teenage years, regardless of when and where they grew up. However, for Anne Moody, and other young black women, there was the instability in race relations to deal with as well. During her younger childhood years, Anne wasRead MoreComing Of Age Throughout Mississippi1342 Words   |  6 PagesDeandra Green Professor Joshua Jeffers United States History II 3 November 2015 Coming of Age in Mississippi The book Coming of Age in Mississippi goes into detail about a very prominent time in United States history. The book takes us back to a time where the issue of civil rights began to rise eventually reaching its peak marking this an unforgettable time in history for that generation and for generations to come. During this time the south in general was already a tough place to be in, butRead MoreComing of Age in Mississippi and Segregation Essay1304 Words   |  6 PagesComing of Age in Mississippi is an autobiography of the famous Anne Moody. Moody grew up in mist of a Civil Rights Movement as a poor African American woman in rural Mississippi. Her story comprises of her trials and tribulations from life in the South during the rise of the Civil Rights movement. Life during this time embraced segregation, which made life for African Americans rough. As an African American woman growing up during the Civil Rights movement, Moody has a unique story on themes likeRead MoreAnne Moody Coming Of Age In Mississippi1626 Words   |  7 PagesAnne Moody’s autobiography, Coming of Age in Mississippi, depicts the various stages of her life from childhood, to high school, then to college, and ends with her involvement in the Civil Rights Movement. In the novel, Anne tells the reader her story through events, conversations, and emotional struggles. The reader can interpret various elements of cultural knowledge that Anne Moody learned from her family and community as a child. Her understanding of the culture and race relations of the timeRead More Coming of Age in Mississippi Essay example639 Words   |  3 Pagesactivist and NAACP member tried to organize a meeting, the Principle Willis, who is an Uncle Tom, tattled on him. Samuel was shot by a mob of white men. The first experience of a civil rights movement was when she was attending Natchez College in Mississippi. The lunch lady served food with maggots in it. The cook, Miss Harris, knew that the food was s poiled but didn’t care. Anne organized a protest and it was successful. This was a hint of what was yet to come from Anne. nbsp;nbsp;nbsp;nbsp;nbsp;BlacksRead MoreAnne Moodys Coming of Age in the Mississippi1268 Words   |  6 Pageswas with her white skinned â€Å"black† relatives. â€Å"If it wasn’t the straight hair and the white skin that made you white, then what was it?†3 The racial hierarchy was not only comprised of blacks and whites, which Essie-Mae Moody discovered at a young age. In between white and black were all shades of people, some almost flaunted their white qualities and lighter skin, and even acted superior to those of darker shades even among relatives. However, Essie didn’t understand why â€Å"†¦ they hated Mama andRead MoreComing of Age in Mississippi- Anne Moody797 Words   |  4 Pagesbegins with Anne as a four-year-old child watching her parents work everyday for Mr. Carter, a white plantation owner. She witnessed several black farmers living in rotten, two-room wooden shacks. It was most likely evident to her, even at that early age, that Whites were the affluent, upper-class. She elucidates her recognition of the difference in living conditions in the following statements: It seemed as though we were always moving. Every time it was a house on some white man s place andRead MoreComing of Age in Mississippi vs. The Jungle Paper1039 Words   |  5 PagesComing of Age in Mississippi vs. The Jungle Paper There is an argument that states that Anne Moodys tale in Coming of Age in Mississippi is a more optimistic tale then that of Jurgis Rutkis in The Jungle and vice versa. This is not the case. When you take the time to analyze both story, you come to find that both have the same pessimistic core. The only difference is the character Jurgis was optimist throughout most of the beginning despite his circumstances yet in the end he loses all hope

An exploration into play, provision and pedagogy Free Essays

Greek children enjoyed making balls for pigs’ bladders showing heir creativity side and Roman children liked to play with toy soldiers. They also took part In running and Jumping games and piggybacked flights. Hoops were made out of the iron frames of wheels. We will write a custom essay sample on An exploration into play, provision and pedagogy or any similar topic only for you Order Now Depending on the society in which children live, children’s play would be reflected. In the case of Greek and Roman children, physical activities took place alongside adults. During this period, play was never documented as it was not considered worthy of doing so. By the 18th Century play was valued. Rousseau believed that children should be able to roam freely and explore the outdoors ready to learn and read through play. He believed that children looked at play and work as a whole and that children should play as a right for it showed their potential. In 1998, Scratch and Spoke (2007, pap) describe two approaches to play in the 19th and 20th centuries; classical and modern dynamic. The classical theories were to explain the reason that play existed. The reasons being: – The relaxation theory in which individuals recharge energy that they exhaust in work. Therefore play is relaxation and a source of energy before beginning work again. – The surplus energy theory, in contrast to the relaxation theory, viewed play as a means of eliminating excess energy. Play therefore was regarded as an instinctive behavior with no immediate goal. Herbert Spence’s theory was heavily influenced by the work of Schaller. – Play as pre-exercise. According to this perspective play is an instinctive way of preparing children for adult life. Play experiences are similar to those they will experience as adults, and therefore children are rehearsing adult skills In their play. Gross adopted this view in the late nineteenth century, he believed play was functional and characterized by undefined activity, pleasure and dominated by process rather than reduce. He believed that experimental play developed mental skills and self-control, and Imitative play developed Inter-personal skills. In contrast to the classical theories. The modern perspectives have a different view on the context of play. The theorists 1 OFF that Piglet believed children’s knowledge was increased through engaging with the environment. He studied play primarily from a cognitive viewpoint. From Piglet’s perspective, learning takes place through two processes, these being ‘assimilation’ and ‘accommodation’. Assimilation is when new knowledge is accepted from the oral and accommodation is adapting this new information to make links with previously developed understanding or schemas. Piglet believed that learning is a continuing process of adaptation to the environment. Piglet viewed the child’s development as leading learning, with play having a strong influence on development. Therefore play has an important educational purpose however Piglet paid less attention to the role of language in learning. McLeod (2007) states that Weights believed all children’s learning happened within a social context. He was a social constructivist and in his theory he placed the support of others such as adults which is well known as scaffolding. These adults are as central to developing children’s understanding. Therefore, language makes a critical contribution to the development of the child’s learning. The adult has a distinct role in moving children on from their present, to their potential development. In contrast to Piglet, Weights understood learning to lead development. He believed children create play that has purpose which in turn determines their affective states. Weights stated that the child’s greatest achievements were possible in play because: ‘In play a child behaves ended his average age, above his daily behavior; in play it is as though he were a head taller than himself (Augusto 1978: 102). Essentially then, the child moves forward through play activity. One approach to play in which the setting have shown some links to is Regis Emilie. This approach believes that collaboration and documentation is vital to a child’s development. Regis also sees the environment as the third teacher. The settings behavior policy (2013 p. L) states that We place great emphasis on our values of mutual trust and respect for all and for the community ND environment in which we live’ This can therefore link into the fact of the environment acting as a third teacher as the children are able to use the outdoors area for a number of different occasions such as learning days and playtime’s. The settings play provision supports this evidence as the main form of play which is offered is free play. Free play is when a child is able to choose what activity they would like to do, how they want to do it, when to stop and start something else. Free play does not have any external goals that are set by the adults and there isn’t a curriculum in which to follow. Although practitioners usually provide the space and resources for free play and might be involved, the children take the lean and the adult responds to cues from the children. The setting provide a set period of time when the children are able to access whatever resources they wish, including the outdoors, and they are able to develop their play and learning in this time, in their own way. Developing different hypothesis about life and make their own conclusions. The setting has a number of children that acquire challenging behavior and therefore, supports the theory of Surplus energy. Today it is evident that children have fewer opportunities for outdoor play. The environment for outdoor play is generally understudied and the role of the adult in this is frequently involved. In play children tend to seek out risks, because through these they develop their self-esteem these skills. Adults in the setting are now overly cautious and their fear reduce children’s opportunities to set themselves challenges and take risks. Early Education (2012) states that ‘Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong readership between practitioners and parents and careers. ‘ It has become evident that the behavior in the children has seen to be more challenging when the weather is bad and the outdoors area is shut. Perhaps down to the fact that the children are then not able to access all areas of play in which they feel benefits them. The setting should therefore have an undercover area, or an area in which children who feel they need to work off any additional energy that they may have, can do so. This should be accessible for these children in all weather situations. If this is not available for the children to access, then it will slow down part of their development in which play helps to aid. Children are highly motivated to play, although adults’ find defining and understanding children’s play a challenge. All aspects of development and learning are related in play, especially their cognitive development. When children have time to play, their play grows in complexity and becomes more cognitively and socially demanding. Through free play children are able to explore different materials and discover their properties which will help them then to use heir knowledge of materials to imaginative play such as role play. During role play, children are able to express their emotions and reveal their inner feelings which is a key time for the adults to be observing the children and ways in which they handle different situations. It helps to give an insight into each child’s interests. If a child is experiencing any traumatic experiences, play can help that child to deal with these in their own way which is helping them to maintain emotional balance, physical and mental health, and well-being. Free play not only lets a child to explore different activities but it also enables them to develop a sense of who they are, their value of themselves and others. Play also helps a child’s language and social development as they are learning the skills to communicate and share. Play England (2007, p. 6) state that Early pioneers in early childhood studies such as Forbore, Interiors and Steiner, who were influenced by the work of Rousseau, influenced the early year’s curriculum. They all believed that childhood is a distinctly different state from adulthood and that adults therefore should not seek to prepare children for adulthood. This is therefore in contrast with the play as pre-exercise theory. Forbore, Interiors and Steiner all believed children are self-motivating that adults have a tendency to be too dominant and cut across this motivation. Interiors, however, did not believe in play or toys. Children in her kindergartens experienced real household tasks. Forbore believed that children were strong and confident and that through play they saw things through to completion. The setting supports Steiner’s theory as he believed that children need free, creative play to develop their spirit, their bodies and heir minds and in the setting there are many different creative resources available for the children to access such as a craft area, outdoors area and role play. Steiner also believed it was important to provide real life tasks for children which will then give them a sense of belonging and connectedness to the environment and again this is achieved through the outdoor area. The setting offers the opportunity for allows children to cook different recipes based on ingredients found in the outdoors. Steiner also believed that educators needed to provide rhythm and structure in the hillside’s day. The setting has a visual timetable in order for the children to understand the structure of the day ahead. There is also circle time in which the children are able to communicate with both their peers and their adults and can talk about their own individual interests. These are then taken into account for future planned activities. However, if for whatever reason the setting is unable to stick to this plan this can confuse the children’s understanding of the day and put them on edge. It also makes it harder for practitioners to be able to take the time to observe ND document the interests of children and therefore resulting in activity plans that aren’t quite suitable to the needs of the children. In conclusion, I feel that the play provision in the setting could use a lot more structure in the sense of planned activities which are more vital to the children’s development. These activities should be based upon their interests and although it is hard to find the time in the day to document these interests, I believe it should be made a priority as the children will not gain all that they could from their play time. I also believe that the outdoors area deeds more accessible and more appropriate resources to help aid their development; not Just in there cognitive aspects but also their social and language development. How to cite An exploration into play, provision and pedagogy, Papers

No Day But Today free essay sample

How do you measure, measure a year? If one were to reflect on this idea, many different, personal thoughts might come to mind. Mostly though, I think of Scene One, Act Two, of Jonathan Larsons rock opera, Rent. Suddenly, Im back at The Wang Center on June 13, 2006, staring at a simple set of tables, chairs, and a mock fire escape, with a cast of 20 people, singing those words to me. There I am, twelve year old me, tears streaming down my cheeks. I start to realize just how much this one play has impacted my life, teaching me how to live it. From that moment on, I sold my life to Rent. For as long as I can remember, Rent has played a major role in my life; whether it be as a little five year old singing â€Å"Light My Candle† for her family as loud as she can, or using a scene as an example on a power point about AIDS. We will write a custom essay sample on No Day But Today or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Before I even knew what a â€Å"Rent Head† was, I was one. I sang the songs every second, performed the show for friends and family, watched the movie every night until it was committed to memory, saw the show every time it came to town, and even read every book on Rent I could get my hands on. But, my devotion and fanaticism for Rent, could never add up to what it has done for me, teaching me how to embark on my own journey, still to come. On that night, June 13th, 2006, I remember leaving the theatre, still trying to grasp on to everything I had just been taught. These revelations unraveled about in my mind. I left inspired, wiser than before, and even insightful. I don’t remember ever having that feeling. I had adults in my life teaching me something all the time, but in that very moment, I learned things that no one had ever tried to teach me before. In this case, I learned a lifetime of lessons in one night. I had unlocked something in my life that will always guarantee to help me if I just tap into it, if I just remember. And I am the only person who can make these things come to life, if I really strive to. The reoccurring theme of Rent, â€Å"No Day But Today†, speaks volumes on what I discover ed about how to live. To truly live everyday as it were to be your last or find a moment of joy each day and live in it, is something I will cherish forever. We cannot rely on yesterday or tomorrow; all we really have is this moment. I have learned through personal experiences that, inevitably, bad days and hardships do come, but the trick is to let those struggles make you stronger and overcome them. To â€Å"forget regret† will take the weight from your shoulders and erase clutter from your life. And if you give your best in everything you do, no one can ever say you failed. The only person, who can judge what you do and how you do it, is you; but do not be so harsh. Loving others without limits shows the size of your heart, but learning to love yourself shows your self respect. Ultimately, in these ever changing days, treasure your memories, loved ones, and lessons learned; ità ¢â‚¬â„¢s all you need to genuinely know â€Å"what you own†. â€Å"There is no future, there is no past, I live this moment as my last.† Even though I have more to learn on my life journey, the essential, unwritten rules, I learned from Mark, Roger, Mimi, Angel, Collins, Maureen, Joanne, and, Benny. Not only did I learn how to live my life from them, but also how to appreciate life and myself. As I wander down the road of my future, I will take every day I am given and devote everything I have, even though the outcome is obscured by time. It just takes that courage to go into the abyss of the unknown and give your very best and be courageous. And it all starts with a leap of faith†¦so here I am.