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Graphic Novel: "Persepolis" by Marjane Satrapi

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Graphic Novel: "Persepolis" by Marjane Satrapi

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This autobiographical graphic novel depicts the author's childhood in Iran during and after the Islamic Revolution. Students gain insight into the cultural and political changes that took place. (Read it during High School, Blow my mind with its story background and the way of it narrative as a graphic novel)

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 Music Video: "This Is America" by Childish Gambino

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 Music Video: "This Is America" by Childish Gambino

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This is a music video that addresses complex social issues through powerful visuals and lyrics. I believe it will be suitable for student discussions on media literacy and societal critique (I spent one mouth on this music video during 10 grade. I don't like it but I really learned A LOT).

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Childish Gambino - This Is America (Official Video)

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Graphic Novel: American born Chinese gene luen yang

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Graphic Novel: American born Chinese gene luen yang

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It's always important to know about belonging and cultural identity. As a Chinese who lives in an immigrant country, I feel it. Therefore I believe it becomes more significant for students from different backgrounds to learn about identity, cultural assimilation, stereotypes, and self-acceptance in general. All students can discuss how the book reflects on their own experiences. Identity or stereotypes and how they challenge societal norms can fit students from all culture backgrounds.

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TikTok Producer: "oodhamboiii" Wagon Burner

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TikTok Producer: "oodhamboiii" Wagon Burner

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Wagon Burne posts a collection of TikTok videos where he has a Native American perspective. He discusses their traditions and opinions. This can offer students authentic voices and perspectives. For example, he posted about Moana 2 on the indigenous culture part lately. (haven't seen Moana2 yet will do soon but anyway it's a good example)

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Wagon Burner 🪶 (@oodhamboiii) on TikTok | 35.4M Likes. 366.6K Followers. 🌵only account🌵 🏜️tohono/hia c’ed o’odham🏜️ for business inquiries:Watch the latest video from Wagon Burner 🪶 (@oodhamboiii).

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This is a great book that talks about racism, police brutality, and activism. It's a book that high school students can relate to with relatable characters and contemporary themes.

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Book of Poetry: The Witch Doesn't Burn in This One by Amanda Lovelace

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Book of Poetry: The Witch Doesn't Burn in This One by Amanda Lovelace

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This poetry collection uses the metaphor of witches to explore themes of gender equality and female empowerment. I think this could be a tool for discussing feminism and identity with students. This book celebrates the process of regaining strength after experiencing trauma. This could inspire students to face challenges in their own lives head-on. This poetry collection is written in free verse. The style is direct and emotional. I think it would be a great read and comprehension for students who are intimidated by more traditional or abstract poetry.

(My favorite quote: I am the daughter of the witches that you never get to burn.)

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The Witch Doesn't Burn in This One (Women Are Some Kind of Magic, #2)

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The Witch Doesn't Burn in This One book. Read 2,373 reviews from the world's largest community for readers. The witch: supernaturally powerful, inscrutab...

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I think this book can be a great resource for discussions about governments and organizations. The concept of "newspeak" and manipulation of truth in 1984 can spark important discussions about propaganda, fake news in the digital age. The novel can also prompt students to reflect on their own lives and society. The use of language, symbolism, and narrative structure provides an excellent opportunity to teach literary analysis of dystopian novels.

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Hamilton blends historical content with contemporary music. This presentation can capture students' attention and make historical learning meaningful. Students can learn the story of Alexander Hamilton and the founding of the United States through this musical. The musical shows the complexity of creating a country. The conflicting ideologies, compromises, and personal dynamics involved. Students can connect these lessons to modern political systems and debates. The musical's selective storytelling allows students to think critically about how history is written, remembered, and interpreted. Students can also examine the use of language, rhyme, and rhythm in this musical.

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Hamilton is the story of the unlikely Founding Father determined to make his mark on the new nation as hungry and ambitious as he is. From bastard orphan to Washington's right-hand man, rebel to war hero, a loving husband caught in the country's first sex scandal, to the Treasury head who made an untrusting world believe in the American economy. George Washington, Eliza Hamilton, Thomas Jefferson and Hamilton's lifelong friend/foil Aaron Burr all make their mark in this astonishing new musical exploration of a political mastermind.

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Hamilton is the story of the unlikely Founding Father determined to make his mark on the new nation as hungry and ambitious as he is. From bastard orphan to Washington's right-hand man, rebel to war hero, a loving husband caught in the country's first sex scandal, to the Treasury head who made an untrusting world believe in the American economy.

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The film tells the story of how Auggie, a boy born with facial deformities, adjusts to school life. By experiencing the different perspectives of the film, students can experience the inner world of each character. This can teach students to understand problems from the perspective of others. The film shows the harm caused by bullying and how inclusion can help individuals overcome difficulties. For students, it is an opportunity to reflect on school culture and behavior. This film is a good example of anti-bullying. It is conducive to teaching students to create a more friendly environment in school.

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It shows the daily life of the residents of the fictional American town of Grover's Corners. It explores universal themes such as life, love, and death. Through this play, I believe that students will reflect critically on the human condition.

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Book: The Autobiography of Malcolm X by Malcolm X

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Book: The Autobiography of Malcolm X by Malcolm X

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This autobiography tells the story of Malcolm X’s struggle with systemic racism and his role as a leader in the civil rights movement. I think this can provide students with a first-person perspective on the struggle for racial justice and equality. Through the first-person perspective of identity transformation, students can understand the importance of self-education and resilience. By detailing the experience of activism, I think this autobiography can encourage students to critically examine systemic inequality and its history.

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Read 8,414 reviews from the world’s largest community for readers. Alternate cover for ISBN 9780345350688 Through a life of passion and struggle, Malcolm …

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Graphic Novel: Hey, Kiddo by Jarrett J. Krosoczka

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Graphic Novel: Hey, Kiddo by Jarrett J. Krosoczka

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Through his experiences, students can gain insight into the challenges faced by children and families affected by substance abuse. This can encourage students to develop empathy and understanding for their peers facing similar situations. In the book, Krosoczka uses art to cope and make sense of his life. I hope to encourage my students to explore creative outlets for emotions and struggles.

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Hey, Kiddo: A Graphic Novel [Krosoczka, Jarrett J.] on Amazon.com. *FREE* shipping on qualifying offers. Hey, Kiddo: A Graphic Novel

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Book: The Little Prince by Antoine de Saint-Exupéry

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Book: The Little Prince by Antoine de Saint-Exupéry

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I think this book is a profound exploration of life, love, and humanity. This book encourages students to reflect on important questions. Like what is really important in life and how to cultivate meaningful relationships. The encounters between the little prince and various characters can teach students to understand others and value relationships. This book is full of praise for imagination. I think this is a skill that is often underutilized during adolescence. So through this book, I hope that as a teacher I can remind students to value their creativity. I hope to encourage my students to look at the world with eyes of wonder.

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Book: The Little Prince by Antoine de Saint-Exupéry

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Film: Dead Poets Society directed by Peter Weir 

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Film: Dead Poets Society directed by Peter Weir 

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The film challenges the rigid model of traditional education through teachers encouraging students to "Carpe Diem". I think this can guide students to think about the true meaning of education. In addition, the poems and literary works involved in the film are also very classic. Students can learn a lot of knowledge about language and art. The students in the film face the contradiction between traditional authority and personal freedom. This can trigger my students to think about the relationship between social expectations and self-expression.

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Book: If Cats Disappeared from the World by Genki Kawamura

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Book: If Cats Disappeared from the World by Genki Kawamura

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The premise of this book is that a dying man negotiates with the devil: to erase elements from the world in exchange for more time. This book can be a great introduction to death education for students. The disappearance of each item prompts students to reflect on how seemingly mundane things affect people. This encourages students to consider the wider impact of their decisions. And to value what they have.

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This beautiful tale is translated from the Japanese by Eric Selland, who also translated The Guest Cat by Takashi Hiraide. Fans of The Guest Cat and The Travelling Cat Chronicles will also surely love If Cats Disappeared from the World.

This book has low ratings and one of the reasons was "clunky translation". A shame, I didn't have such problem while reading The Guest Cat - I had other problems, actually. In that sense, I shouldn't even consider reading this. But again, that book cover...

Aug 30,...more

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This beautiful tale is translated from the Japanese by Eric Selland, who also translated The Guest Cat by Takashi Hiraide. Fans of The Guest Cat and The Travelling Cat Chronicles will also surely love If Cats Disappeared from the World. This book has low ratings and one of the reasons was "clunky translation".

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Book: To Kill a Mockingbird by Harper Lee

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Book: To Kill a Mockingbird by Harper Lee

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This book is an excellent example of a story that leads students to explore the symbolism of metaphors, irony, and other themes in a story. TKAMBia is also perfect for hosting a classroom debate on the morality of Atticus Finch’s defense of Tom Robinson and the societal pressures he faces. This book can also assign students to write from the perspective of a character. For example, Boo Radley or Tom Robinson, to deepen their understanding of their experiences.

(BTW I hate this book for turning my 9grade into a total nightmare, but did learn a lot about the literary techniques)

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Book: To Kill a Mockingbird by Harper Lee

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The film talks about the relationship between purpose and career achievement and passion. I think this aspect can resonate with high school students as they begin to make important decisions about their future path. This film can encourage students to be bold in exploring their life goals. It emphasizes the importance of finding beauty in the imperfections in life.

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What is it that makes you...YOU? Pixar Animation Studios' all-new feature film SOUL introduces Joe Gardner (voice of Jamie Foxx) - a middle-school band teacher who gets the chance of a lifetime to play at the best jazz club in town. But one small misstep takes him from the streets of New York City to The Great Before - a fantastical place where new souls get their personalities, quirks and interests before they go to Earth. Determined to return to his life, Joe teams up with a precocious soul, 22 (voice of Tina Fey), who has never understood the appeal of the human experience. As Joe desperately tries to show 22 what's great about living, he may just discover the answers to some of life's most important questions. Directed by Academy Award® winner Pete Docter ("Inside Out," "Up"), co-directed by Kemp Powers ("One Night in Miami"), written by Kemp Powers & Mike Jones, and produced by Academy Award nominee Dana Murray (Pixar short "Lou"), SOUL also stars the voice talents of Phylicia Rashad, Questlove and Daveed Diggs. It features original jazz music by globally renowned musician Jon Batiste, and Oscar® winners Trent Reznor and Atticus Ross ("The Social Network"), from Nine Inch Nails, composed an original score that drifts between the real and soul worlds.

Directed By

Written By

Pete Docter, Mike Jones, Kemp Powers

Produced By

Cast

Jamie Foxx, Tina Fey, Graham Norton, Rachel House, Alice Braga, Richard Ayoade, Phylicia Rashad, Donnell Rawlings, Ahmir "Questlove" Thompson, Angela Bassett, Cora Champommier, Margo Hall, Daveed Diggs, Rhodessa Jones, Wes Studi, Sakina Jaffrey, Fortune Feimster, Calum Grant, Laura Mooney, Peggy Flood, Zenobia Shroff, June Squibb, Ochuwa Oghie, Jeannie Tirado, Catherine Cavadini, Dorian Lockett, Doris Burke, Ronnie Del Carmen, Esther Chae, Elisapie Isaac

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What is it that makes you...YOU? This November, Pixar Animation Studios' all-new feature film "Soul" introduces Joe Gardner...

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The protagonist uses the OASIS to escape a harsh reality. This can resonate with students in their own online lives. By reading this book, students can be encouraged to think about how to balance virtual and real-world experiences. Students can learn how to critically explore how technology shapes identity, relationships, and social structures.

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#1 NEW YORK TIMES BESTSELLER * Now a major motion picture directed by Steven Spielberg. "Enchanting . . . Willy Wonka meets The Matrix ."- USA Today * "As one adventure leads expertly to the next, time simply evaporates."- Entertainment Weekly A world at stake. A quest for the ultimate prize. Are you ready? NAMED ONE OF THE BEST BOOKS OF THE YEAR BY Entertainment Weekly * San Francisco Chronicle * Village Voice * Chicago Sun-Times * iO9 * The AV Club

In the year 2045, reality is an ugly place. The only time Wade Watts really feels alive is when he's jacked into the OASIS, a vast virtual world where most of humanity spends their days.

When the eccentric creator of the OASIS dies, he leaves behind a series of fiendish puzzles, based on his obsession with the pop culture of decades past. Whoever is first to solve them will inherit his vast fortune-and control of the OASIS itself.

Then Wade cracks the first clue. Suddenly he's beset by rivals who'll kill to take this prize. The race is on-and the only way to survive is to win.

- HuffPost -CNN - Boston Globe -NPR - iO9

"Delightful . . . the grown-up's Harry Potter."

"An addictive read . . . part intergalactic scavenger hunt, part romance, and all heart."

"A most excellent ride . . . Cline stuffs his novel with a cornucopia of pop culture, as if to wink to the reader."

"Ridiculously fun and large-hearted . . . Cline is that rare writer who can translate his own dorky enthusiasms into prose that's both hilarious and compassionate."

"[A] fantastic page-turner . . . starts out like a simple bit of fun and winds up feeling like a rich and plausible picture of future friendships in a world not too distant from our own."

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Ready Player One: A Novel [Cline, Ernest] on Amazon.com. *FREE* shipping on qualifying offers. Ready Player One: A Novel

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Ted Talk: "Grit: The Power of Passion and Perseverance" by Angela Lee Duckworth

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Ted Talk: "Grit: The Power of Passion and Perseverance" by Angela Lee Duckworth

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This TED Talk challenges the idea that talent determines success. It emphasizes that sustained effort or “grit” can be a more reliable predictor of achievement. This can empower students to believe in themselves and that they can grow through hard work. This TED Talk provides practical approaches for students by emphasizing passion and grit. I think the examples in the TED Talk can help students set long-term goals and overcome obstacles in their personal and academic journeys.

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Grit: The Power of Passion and Perseverance | Angela Lee Duckworth | TED

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Book: Disgust Against Women by Chizuko Ueno

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Book: Disgust Against Women by Chizuko Ueno

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The author analyzes misogyny in social culture, family relationships, and language. This can help students understand the deep roots of sexism and its impact on society. The book presents ideas that challenge traditional gender roles and prejudices. This can encourage students to reflect on gender norms and personal prejudices. I think this book can cultivate students' ability to analyze complex social phenomena. The discussion in the book can be a good topic for classroom debate.

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Mrs. Dalloway is a rich exploration of individual, personal consciousness through a stream-of-consciousness style. This not only introduces students to a new approach to writing but also encourages students to think deeply about human experience and emotions. The plot of the book can also lead to discussions about the way society shapes identity. The novel provides a critical perspective on gender expectations in early 20th-century society. This can inspire students to discuss feminism and the history of equality, etc. （Most importantly this is my favorite book.）

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Book: Kim Ji-young, Born 1982 by Cho Nam-Joo

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Book: Kim Ji-young, Born 1982 by Cho Nam-Joo

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The novel reflects the gender discrimination and pressure faced by women in society. Students can learn from it the widespread and hidden nature of gender inequality. The contradiction between traditional gender expectations and modern women's pursuit of self-worth described in this book is very detailed. I think this can well guide students to reflect on the restrictions on personal freedom imposed by gender roles expected by society. By reading this story, students can better understand the situation of women. This can well cultivate students' empathy and analyze the social roots behind these phenomena. I think these discussions can enhance students' critical thinking ability.

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Book: The Handmaid's Tale by Margaret Atwood

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Book: The Handmaid's Tale by Margaret Atwood

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The Handmaid's Tale describes a totalitarian society. The book reveals how power controls individuals through laws, religion, and social norms. Especially in controlling women's bodies and freedom. The novel shows the consequences of gender oppression and loss of autonomy from a female perspective, providing students with material for discussing women's rights, gender equality, and social structure. Although the novel is dystopian literature, many plots reflect the problems existing in modern society. This can arouse students' attention to social issues and inspire students to think critically about the current social situation. The symbolism and narrative structure in the novel are very clever. This also provides students with an opportunity to analyze literary techniques.

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First of all I think it is an engaging and accessible form of learning. Mozart, L'Opéra Rock combines history, music, and drama. It is a new way for students to explore 18th century European culture. This musical humanizes a historical figure who is often seen as a "genius". I think students can learn that even the smartest people still face challenges, just like us. Through this musical, students can learn to navigate and challenge established norms in their own lives. Mozart's struggle for recognition can also resonate with students who are struggling with their own ambitions and relationships.

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Contributors to French Musical Theatre Wiki

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Mozart, l’Opéra Rock is a French musical written by people including: Dove Attia, Jean-Pierre Pilot, William Rousseau, François Chouquet, and many others. It portrays the life of Wolfgang Amadeus Mozart. Wolfgang Amadeus Mozart: The character this musical is centered around. An Austrian composer during the classical period. Antonio Salieri: An Italian composer, conductor, and teacher. Mozart’s colleague and his career rival. Maria Anna “Nannerl” Mozart: Wolfgang Amadeus Mozart’s sister. Leopold

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Zoo is a collection of eleven short stories. Otsuichi's narratives provide perspective on the complex psychological state of people. I think reading these books can help students better understand different lives. The stories explore deep themes such as death, guilt, and human psychology. These stories can encourage students to engage in deep reflection and discussion.

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Read 350 reviews from the world’s largest community for readers. A man receives a photo of his girlfriend every day in the mail...so that he can keep track…

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Film: 12 Years a Slave director by Steve McQueen

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Film: 12 Years a Slave director by Steve McQueen

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This film is based on Solomon Northup’s 1853 memoir. The film vividly depicts the horrors of slavery. This can give students a deeper understanding of the history they need to learn. These histories can encourage students to think about how these institutions are maintained and their lasting effects. The determination to regain freedom in the story shows the strength of human beings. Humans are strong even in the face of unimaginable adversity.

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Top Rated Movies #202 | Won 3 Oscars. Another 238 wins & 335 nominations. See more awards "

Cast

Cast overview, first billed only:

Storyline

Based on an incredible true story of one man's fight for survival and freedom. In the pre-Civil War United States, Solomon Northup, a free black man from upstate New York, is abducted and sold into slavery. Facing cruelty personified by a malevolent slave owner, as well as unexpected kindnesses, Solomon struggles not only to stay alive, but to retain his dignity. In the twelfth year of his unforgettable odyssey, Solomon's chance meeting with a Canadian abolitionist will forever alter his life. Written by Fox Searchlight

Taglines:

The extraordinary true story of Solomon Northup

Did You Know?

Goofs

There are water hyacinth (Eichhornia crassipes), an invasive aquatic plant native to South America, floating in the swamp. Water hyacinth were not introduced to North America until 1884, when they were exhibited (and subsequently released) during the World's Fair in New Orleans' Audubon Park. See more "

Quotes

[first lines]
: Alright now, y'all fresh niggers. Y'all gonna be in the cuttin' gang.
See more "

User Reviews

Details

Release Date:

8 November 2013 (USA)

Also Known As:

Twelve Years a Slave

Box Office

Budget:

$20,000,000 (estimated)

Opening Weekend USA:

$923,715, 20 October 2013

Cumulative Worldwide Gross:

$187,733,202

Company Credits

Technical Specs

See full technical specs "

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Top Rated Movies #202 | Won 3 Oscars. Another 238 wins & 335 nominations. See more awards " Cast overview, first billed only: Based on an incredible true story of one man's fight for survival and freedom. In the pre-Civil War United States, Solomon Northup, a free black man from upstate New York, is abducted and sold into slavery.

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Graphic Novel: When Stars Are Scattered by Victoria Jamieson and Omar Mohamed

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Graphic Novel: When Stars Are Scattered by Victoria Jamieson and Omar Mohamed

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The memoir highlights the challenges Omar faces in his life as a refugee. He remains determined to pursue an education and a better future. Empathy and Community: This story shows the importance of empathy and support in the refugee community. Students learn how individuals come together during difficult times. Personal Perspectives on Global Issues: The memoir provides students with a personal perspective on the refugee experience. By learning about Omar's story, students can develop greater empathy for people around the world who face similar situations.

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Graphic Novel: When Stars Are Scattered by Victoria Jamieson and Omar Mohamed

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Life of Pi delves into the exploration of multiple religions and raises deep questions about the nature of reality. This can encourage students to think critically about religion and reality. The relationship between Pi and the tiger highlights the balance of power, respect, and survival in nature. This can also be a great argument for students.

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I personally found the multiple religions that Pi chooses to embrace quite interesting. Unlike most religious books where the author chooses to develoI personally found the multiple religions that Pi chooses to embrace quite interesting. Unlike most religious books where the author chooses to develop a character's faith in one religion, Life of Pi is a universal novel that questions the meaning of religion itself. Pi decides for himself, much to the dismay of his parents and teachers, that "all he wants is to love God". With Pi's youthful view on religion, Yann Martel forces the reader to for once look outside their own religion and into what religion really is. I understand this may be offensive to some, but it is a philosophical piece, like the rest of the novel. ...more (less)

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I personally found the multiple religions that Pi chooses to embrace quite interesting. Unlike most religious books where the author chooses to develoI personally found the multiple religions that Pi chooses to embrace quite interesting. Unlike most religious books where the author chooses to develop a character's faith in one religion, Life of Pi is a universal novel that questions the meaning of religion itself.

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The story emphasizes how words can inspire, oppress, and heal. By reading this book, I think it allows students to understand the huge impact of language and storytelling. The narrative perspective of this book examines the Holocaust and its impact on ordinary people. Students can experience the emotional trauma caused by war. This provides a great perspective for cultivating students' empathy and a deeper understanding of historical tragedies.

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Librarian’s note: An alternate cover edition can be fou…

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Novel: Kristin Lavransdatter by Sigrid Undset. 

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Novel: Kristin Lavransdatter by Sigrid Undset. 

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The story is based on a specific religious or cultural environment. Through reading, students can better understand the meaning of religion, marriage, and social responsibility in different cultures. The characters in the novel experience very tangled choices when facing conflicts between faith and emotion. This provides students with a way to think about the struggles of human beings in moral and emotional dilemmas. Through the emotional experiences and choices of the characters, the work explores whether love is worth sacrificing. This is a good topic for classroom debate. Students can explore and how to realize personal values ​​in a complex environment.

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Kristin Lavransdatter | The Trinity Forum

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Sigrid Undset’s extraordinary trilogy Kristin Lavransdatter illustrates the power of story to both illuminate and transform. Over the course of the novels, composed a century ago and set 600 years earlier, the reader follows the life of the titular character as she grows from an ardent youngster to defiant young woman to determined mother and estate manager to her eventual death from the black plague. The novel’s power comes not from hairpin plot twists, but instead, in the words of introduction author, scholar, and Trinity Forum Senior Fellow Jessica Hooten Wilson, from “the honesty, beauty, and haunting depiction of a soul in pursuit of sanctification.”

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Immersive theater: Sleep No More Created by: Punchdrunk

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Immersive theater: Sleep No More Created by: Punchdrunk

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This is a theater inspired by William Shakespeare’s Macbeth. It's a new way of theater where the audience can explore the senses. Sleep no more presents Macbeth in a unique and atmospheric way. This performance format breaks with traditional theatre norms. It makes Shakespeare's themes and characters more accessible and engaging. The story of this play deepens the understanding of themes such as ambition, guilt, and fate. Reimagining Macbeth in a modern context will allow students to re-envision Shakespeare's play from a new perspective. This non-linear format requires students to actively piece together the narrative. This can develop students' analytical and interpretive skills. This production format can also inspire students to think about how to adapt traditional texts in new and unconventional ways.

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Sleep No More by Punchdrunk | Immersive Live Shows Experience

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Unlock the enchanting world of Sleep No More by Punchdrunk. Immerse yourself in a groundbreaking Live Shows experience, where storytelling meets innovation.

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Book: The Great Gatsby by F. Scott Fitzgerald

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Book: The Great Gatsby by F. Scott Fitzgerald

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Reading this book helps students improve their literary appreciation. The characters in the novel live in a society full of wealth and luxury but lacking morality. Students can think about the relationship between love, desire, and life goals. The emotional entanglements of various characters show the social class contradictions in the United States in the 20th century. This provides students with a perspective to understand the different eras of history and society. The discussion of ideals, classes, and human nature still has profound practical significance in contemporary times. This book provides students with a perspective to connect with modern social issues.

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Book: The Great Gatsby by F. Scott Fitzgerald

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Fahrenheit 451 explores societies that suppress books and free speech. I think that through this book, students can be encouraged to reflect on the importance of freedom of thought. These are still relevant in today's world. The writing style of this book also provides students with the opportunity to analyze literary devices such as symbolism, imagery, and irony.

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Film: Secret Superstar by Advait Chandan, produced by Aamir Khan and Kiran Rao 

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Film: Secret Superstar by Advait Chandan, produced by Aamir Khan and Kiran Rao 

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The film reflects the oppression faced by women in Indian society. Insia and her mother's resistance symbolize the courage of women to pursue independence and freedom. I think students can think about gender equality and social justice through this film. And bravely resist when facing domestic violence.

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Secret Superstar - Movies on Google Play

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Secret Superstar is a 2017 Indian Hindi-language musical drama film written and directed by Advait Chandan, and produced by Aamir Khan and Kiran Rao under the studio Aamir Khan Productions. The film stars Zaira Wasim, Aamir Khan, Meher Vij and Raj Arjun. The film tells the coming-of-age story of a teenage girl who aspires to be a singer, uploading videos on YouTube while disguising her identity with a niqab, and her relationships with her mother, father and mentor. The film deals with social issues including feminism, gender equality and domestic violence.
The film received overall positive reviews from critics. Wasim won the National Child Award for Exceptional Achievement. Secret Superstar received ten nominations at the 63rd Filmfare Awards, including Best Film, Best Director for Chandan, Best Actress for Wasim, and Best Supporting Actor for Khan. It won three Filmfare Awards, including Best Actress for Wasim, Best Supporting Actress for Vij, and Best Playback Singer for Meghna Mishra. The film serves as the second collaboration between Wasim and Khan following Dangal.

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Book: Oranges Are Not the Only Fruit by Jeanette Winterson

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Book: Oranges Are Not the Only Fruit by Jeanette Winterson

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In the novel, the protagonist's family and religion have a profound impact on her growth. But at the same time, they also restrict her self-expression. In the novel, Jeanette's rebellion and persistence show the pursuit of independence and self-expression. This can inspire students to think about how to maintain their uniqueness in social norms. The novel also explores issues of sexual orientation, gender equality and social diversity. This can be a good perspective for students to think about and discuss contemporary social issues.

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modern & contemporary fiction (post c 1945)

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modern & contemporary fiction (post c 1945)

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Amazon.com: Oranges Are Not the Only Fruit (9780802135162): Winterson, Jeanette: Books

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Book: A Very Easy Death by Simone de Beauvoir

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Book: A Very Easy Death by Simone de Beauvoir

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This book explores the reality and meaning of how people should face death by describing the struggle of people at the end of life. I think this kind of thinking has a profound impact on the formation of high school students' values. The novel also describes in detail the complex emotions between mother and daughter. This can remind students to cherish the emotions between family members and reflect on the deeper meaning of intimate relationships. By recording the mother's dying experience, the book raises questions about hospice care and personal dignity. This is a very suitable contemporary issue for students to explore.

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In A Very Easy Death, Simone De Beauvoir said, "She (her mother) had a very easy death; an upper class death." But it wasn't an easy death. In this frank account of her mother's struggle with intestinal cancer, Beauvoir not only reveals the struggle to release our loved ones but also the lies that we sometime perpetrate to spare them of suffering. The process of dying was gruesome, even for her mother, who wanted to keep a stiff upper lip. Worse were the doctors whose only goal was to keep the p...more

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In A Very Easy Death, Simone De Beauvoir said, "She (her mother) had a very easy death; an upper class death." But it wasn't an easy death. In this frank account of her mother's struggle with intestinal cancer, Beauvoir not only reveals the struggle to release our loved ones but also the lies that we sometime perpetrate to spare them of suffering.

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Jane grows from an orphan to a self-respecting, independent woman. She challenges 19th-century gender norms. It encourages students to critically examine traditional gender roles and feminism. The relationship between Jane and Mr. Rochester encompasses themes such as love, morality, and equality. I think this experience can teach students the importance of being true to themselves.

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Book: Letter from Birmingham Jail by Martin Luther King Jr.

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Book: Letter from Birmingham Jail by Martin Luther King Jr.

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Dr. King pointed out that "unjust laws are no laws." These can lead students to think about the relationship between morality, law and justice. These ideas are particularly important for cultivating critical thinking. This book emphasizes the importance and influence of non-violent protests. I think it can inspire students to think about the role of peaceful means in striving for social change. Dr. King encourages everyone to take action when faced with social injustice. I think this sense of responsibility and courage is inspiring for students' roles in contemporary society.

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A beautiful commemorative edition of Dr. Martin Luther King’s essay “Letter from Birmingham Jail,” part of Dr. King’s archives published exclusively by HarperCollins. With an afterword by Reginald Dwayne Betts On April 16, 1923, Dr. Martin Luther King Jr., responded to an open letter writt

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The book tells a story about death from a child's perspective. Death education is essential for every student. This book explains death and farewell to students warmly and touchingly. The language is simple and easy to understand, but it explores profound philosophical issues. I think this can guide students to face the inevitable separation and regret in life. This book allows students to think about the meaning of life in a relaxed way.

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Read 67 reviews from the world's largest community for readers. People seem to think it's an easy life when you're dead. But you can take it from Harry, it...

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Book: The Catcher in the Rye by J.D. Salinger

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Book: The Catcher in the Rye by J.D. Salinger

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The main character struggles with identity and growing up. I think these are emotions that many high school students can relate to. The book's disdain for society's "hypocrisy" can trigger students to think critically about authenticity, conformity, and social expectations. Therefore, this book is a powerful exploration of adolescence. The novel explores mental health challenges such as depression, sadness, and anxiety. Based on these, I can encourage students to discuss the importance of emotional health and seeking support.

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Read 81.2k reviews from the world's largest community for readers. It's Christmas time and Holden Caulfield has just been expelled from yet another school....

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The blurred line between good and evil is explored in depth. This can encourage students to think about the complexity of human nature and morality. Milton reveals the power and consequences of free will through his description of Satan and human choices, providing students with questions to reflect on personal choices and responsibilities.

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OF Mans First Disobedience, and the Fruit

Of that Forbidden Tree, whose mortal tast

Brought Death into the World, and all our woe,

With loss of Eden, till one greater Man

Restore us, and regain the blissful Seat,

Sing Heav'nly Muse, that on the secret top

That Shepherd, who first taught the chosen Seed,

In the Beginning how the Heav'ns and Earth

Delight thee more, and Siloa' s brook that flow'd

Fast by the Oracle of God; I thence

Invoke thy aid to my adventrous Song,

That with no middle flight intends to soar

Above th' Aonian Mount, while it pursues

Things unattempted yet in Prose or Rhime.

And chiefly Thou, O Spirit, that dost prefer

Before all Temples th' upright heart and pure,

Instruct me, for Thou know'st; Thou from the first

Wast present, and with mighty wings outspread

Dove-like satst brooding on the vast Abyss

And mad'st it pregnant: What in me is dark

Illumin, what is low raise and support;

That to the highth of this great Argument

I may assert Eternal Providence,

And justifie the wayes of God to men.

Say first, for Heav'n hides nothing from thy view

Nor the deep Tract of Hell, say first what cause

Mov'd our Grand Parents in that happy State,

Favour'd of Heav'n so highly, to fall off

From thir Creator, and transgress his Will

For one restraint, Lords of the World besides?

Who first seduc'd them to that foul revolt?

Th' infernal Serpent; he it was, whose guile

Stird up with Envy and Revenge, deceiv'd

The Mother of Mankind, what time his Pride

Had cast him out from Heav'n, with all his Host

Of Rebel Angels, by whose aid aspiring

To set himself in Glory above his Peers,

He trusted to have equal'd the most High,

If he oppos'd; and with ambitious aim

Against the Throne and Monarchy of God

Rais'd impious War in Heav'n and Battel proud

With vain attempt. Him the Almighty Power

Hurld headlong flaming from th' Ethereal Skie

With hideous ruine and combustion down

To bottomless perdition, there to dwell

In Adamantine Chains and penal Fire,

Who durst defie th' Omnipotent to Arms.

Nine times the Space that measures Day and Night

To mortal men, he with his horrid crew

Lay vanquisht, rowling in the fiery Gulfe

Confounded though immortal: But his doom

Reserv'd him to more wrath; for now the thought

Both of lost happiness and lasting pain

Torments him; round he throws his baleful eyes

That witness'd huge affliction and dismay

Mixt with obdurate pride and stedfast hate:

At once as far as Angels kenn he views

The dismal Situation waste and wilde,

A Dungeon horrible, on all sides round

As one great Furnace flam'd, yet from those flames

No light, but rather darkness visible

Serv'd onely to discover sights of woe,

Regions of sorrow, doleful shades, where peace

And rest can never dwell, hope never comes

That comes to all; but torture without end

Still urges, and a fiery Deluge, fed

With ever-burning Sulphur unconsum'd:

Such place Eternal Justice had prepar'd

For those rebellious, here thir prison ordained

In utter darkness, and thir portion set

As far remov'd from God and light of Heav'n

As from the Center thrice to th' utmost Pole.

O how unlike the place from whence they fell!

There the companions of his fall, o'rewhelm'd

With Floods and Whirlwinds of tempestuous fire,

He soon discerns, and weltring by his side

One next himself in power, and next in crime,

Long after known in Palestine, and nam'd

Beelzebub. To whom th' Arch-Enemy,

And thence in Heav'n call'd Satan, with bold words

Breaking the horrid silence thus began.

If thou beest he; But O how fall'n! how chang'd

From him, who in the happy Realms of Light

Cloth'd with transcendent brightness didst out-shine

Myriads though bright: If he whom mutual league,

United thoughts and counsels, equal hope

And hazard in the Glorious Enterprize,

Joynd with me once, now misery hath joynd

In equal ruin: into what Pit thou seest

From what highth fall'n, so much the stronger prov'd

He with his Thunder: and till then who knew

The force of those dire Arms? yet not for those,

Nor what the Potent Victor in his rage

Can else inflict, do I repent or change,

Though chang'd in outward lustre; that fixt mind

And high disdain, from sence of injur'd merit,

That with the mightiest rais'd me to contend,

And to the fierce contention brought along

Innumerable force of Spirits arm'd

That durst dislike his reign, and me preferring,

His utmost power with adverse power oppos'd

In dubious Battel on the Plains of Heav'n,

And shook his throne. What though the field be lost?

All is not lost; the unconquerable Will,

And study of revenge, immortal hate,

And courage never to submit or yield:

And what is else not to be overcome?

That Glory never shall his wrath or might

Extort from me. To bow and sue for grace

With suppliant knee, and deifie his power,

Who from the terrour of this Arm so late

Doubted his Empire, that were low indeed,

That were an ignominy and shame beneath

This downfall; since by Fate the strength of Gods

And this Empyreal substance cannot fail,

Since through experience of this great event

In Arms not worse, in foresight much advanc't,

We may with more successful hope resolve

To wage by force or guile eternal Warr

Irreconcileable, to our grand Foe,

Who now triumphs, and in th' excess of joy

Sole reigning holds the Tyranny of Heav'n.

So spake th' Apostate Angel, though in pain,

Vaunting aloud, but rackt with deep despare:

And him thus answer'd soon his bold Compeer.

O Prince, O Chief of many Throned Powers,

That led th' imbattelld Seraphim to Warr

Under thy conduct, and in dreadful deeds

Fearless, endanger'd Heav'ns perpetual King;

And put to proof his high Supremacy,

Whether upheld by strength, or Chance, or Fate,

Too well I see and rue the dire event,

That with sad overthrow and foul defeat

Hath lost us Heav'n, and all this mighty Host

In horrible destruction laid thus low,

As far as Gods and Heav'nly Essences

Can perish: for the mind and spirit remains

Invincible, and vigour soon returns,

Though all our Glory extinct and happy state

Here swallow'd up in endless misery.

But what if he our Conquerour, (whom I now

Of force believe Almighty, since no less

Then such could hav orepow'rd such force as ours)

Have left us this our spirit and strength intire

Strongly to suffer and support our pains,

That we may so suffice his vengeful ire,

Or do him mightier service as his thralls

By right of Warr, what e're his business be

Here in the heart of Hell to work in Fire,

Or do his Errands in the gloomy Deep;

What can it then avail though yet we feel

Strength undiminisht, or eternal being

To undergo eternal punishment?

Whereto with speedy words th' Arch-fiend reply'd.

Fall'n Cherube, to be weak is miserable

Doing or Suffering: but of this be sure,

To do ought good never will be our task,

But ever to do ill our sole delight,

As being the contrary to his high will

Whom we resist. If then his Providence

Out of our evil seek to bring forth good,

Our labour must be to pervert that end,

And out of good still to find means of evil;

Which oft times may succeed, so as perhaps

Shall grieve him, if I fail not, and disturb

His inmost counsels from thir destind aim.

But see the angry Victor hath recall'd

His Ministers of vengeance and pursuit

Back to the Gates of Heav'n: the Sulphurous Hail

Shot after us in storm, oreblown hath laid

The fiery Surge, that from the Precipice

Of Heav'n receiv'd us falling, and the Thunder,

Wing'd with red Lightning and impetuous rage,

Perhaps hath spent his shafts, and ceases now

To bellow through the vast and boundless Deep.

Let us not slip th' occasion, whether scorn,

Or satiate fury yield it from our Foe.

Seest thou yon dreary Plain, forlorn and wilde,

The seat of desolation, voyd of light,

Save what the glimmering of these livid flames

Casts pale and dreadful? Thither let us tend

From off the tossing of these fiery waves,

There rest, if any rest can harbour there,

And reassembling our afflicted Powers,

Consult how we may henceforth most offend

Our Enemy, our own loss how repair,

How overcome this dire Calamity,

What reinforcement we may gain from Hope,

If not what resolution from despare.

Thus Satan to his neerest Mate

With Head up-lift above the wave, and Eyes

That sparkling blaz'd, his other Parts besides

Prone on the Flood, extended long and large

Lay floating many a rood, in bulk as huge

As whom the Fables name of monstrous size,

Titanian, or Earth-born, that warr'd on Jove,

By ancient Tarsus held, or that Sea-beast

Leviathan, which God of all his works

Created hugest that swim th' Ocean stream:

Him haply slumbring on the Norway foam

The Pilot of some small night-founder'd Skiff,

Deeming some Island, oft, as Sea-men tell,

With fixed Anchor in his skaly rind

Moors by his side under the Lee, while Night

Invests the Sea, and wished Morn delayes:

So stretcht out huge in length the Arch-fiend lay

Chain'd on the burning Lake, nor ever thence

Had ris'n or heav'd his head, but that the will

And high permission of all-ruling Heaven

Left him at large to his own dark designs,

That with reiterated crimes he might

Heap on himself damnation, while he sought

Evil to others, and enrag'd might see

How all his malice serv'd but to bring forth

Infinite goodness, grace and mercy shewn

On Man by him seduc't, but on himself

Treble confusion, wrath and vengeance pour'd.

Forthwith upright he rears from off the Pool

His mighty Stature; on each hand the flames

Drivn backward slope thir pointing spires, and rowld

In billows, leave i'th'midst a horrid Vale.

Then with expanded wings he stears his flight

Aloft, incumbent on the dusky Air

That felt unusual weight, till on dry Land

He lights, as if it were Land that ever burn'd

With solid, as the Lake with liquid fire;

And such appear'd in hue, as when the force

Of subterranean wind transports a Hill

Torn from Pelorus, or the shatter'd side

Of thundring Aetna, whose combustible

And fewel'd entrals thence conceiving Fire,

Sublim'd with Mineral fury, aid the Winds,

And leave a singed bottom all involv'd

With stench and smoak: Such resting found the sole

Of unblest feet. Him followed his next Mate,

Both glorying to have scap't the Stygian flood

As Gods, and by thir own recover'd strength,

Not by the sufferance of supernal Power.

Is this the Region, this the Soil, the Clime,

Said then the lost Arch-Angel, this the seat

That we must change for Heav'n, this mournful gloom

For that celestial light? Be it so, since he

Who now is Sovran can dispose and bid

What shall be right: fardest from him his best

Whom reason hath equald, force hath made supream

Above his equals. Farewel happy Fields

Where Joy for ever dwells: Hail horrours, hail

Infernal world, and thou profoundest Hell

Receive thy new Possessor: One who brings

A mind not to be chang'd by Place or Time.

The mind is its own place, and in it self

Can make a Heav'n of Hell, a Hell of Heav'n.

What matter where, if I be still the same,

And what I should be, all but less then he

Whom Thunder hath made greater? Here at least

We shall be free; th' Almighty hath not built

Here for his envy, will not drive us hence:

Here we may reign secure, and in my choyce

To reign is worth ambition though in Hell:

Better to reign in Hell, then serve in Heav'n.

But wherefore let we then our faithful friends,

Th' associates and copartners of our loss

Lye thus astonisht on th' oblivious Pool,

And call them not to share with us their part

In this unhappy Mansion, or once more

With rallied Arms to try what may be yet

Regaind in Heav'n, or what more lost in Hell?

Thus answer'd. Leader of those Armies bright,

Which but th' Omnipotent none could have foyld,

If once they hear that voyce, thir liveliest pledge

Of hope in fears and dangers, heard so oft

In worst extreams, and on the perilous edge

Of battel when it rag'd, in all assaults

Thir surest signal, they will soon resume

New courage and revive, though now they lye

Groveling and prostrate on yon Lake of Fire,

As we erewhile, astounded and amaz'd,

No wonder, fall'n such a pernicious highth.

He scarce had ceas't when the superiour Fiend

Was moving toward the shoar; his ponderous shield

Ethereal temper, massy, large and round,

Behind him cast; the broad circumference

Hung on his shoulders like the Moon, whose Orb

Through Optic Glass the Tuscan Artist views

At Ev'ning from the top of Fesole,

Or in Valdarno, to descry new Lands,

Rivers or Mountains in her spotty Globe.

His Spear, to equal which the tallest Pine

Hewn on Norwegian hills, to be the Mast

Of some great Ammiral, were but a wand,

He walkt with to support uneasie steps

Over the burning Marle, not like those steps

On Heavens Azure, and the torrid Clime

Smote on him sore besides, vaulted with Fire;

Nathless he so endur'd, till on the Beach

Of that inflamed Sea, he stood and call'd

His Legions, Angel Forms, who lay intrans't

Thick as Autumnal Leaves that strow the Brooks

High overarch't imbowr; or scatterd sedge

Afloat, when with fierce Winds Orion arm'd

Hath vext the Red-Sea Coast, whose waves orethrew

While with perfidious hatred they pursu'd

The Sojourners of Goshen, who beheld

From the safe shore thir floating Carkases

And broken Chariot Wheels, so thick bestrown

Abject and lost lay these, covering the Flood,

Under amazement of thir hideous change.

He call'd so loud, that all the hollow Deep

Of Hell resounded. Princes, Potentates

Warriers, the Flowr of Heav'n, once yours, now lost,

If such astonishment as this can sieze

Eternal spirits; or have ye chos'n this place

After the toyl of Battel to repose

Your wearied vertue, for the ease you find

To slumber here, as in the Vales of Heav'n?

Or in this abject posture have ye sworn

To adore the Conquerour? who now beholds

Cherube and Seraph rowling in the Flood

With scatter'd Arms and Ensigns, till anon

His swift pursuers from Heav'n Gates discern

Th' advantage, and descending tread us down

Thus drooping, or with linked Thunderbolts

Transfix us to the bottom of this Gulfe.

Awake, arise, or be for ever fall'n.

They heard, and were abasht, and up they sprung

Upon the wing, as when men wont to watch

On duty, sleeping found by whom they dread,

Rouse and bestir themselves ere well awake.

Nor did they not perceave the evil plight

In which they were, or the fierce pains not feel;

Yet to thir Generals Voyce they soon obeyd

Innumerable. As when the potent Rod

Wav'd round the Coast, up call'd a pitchy cloud

Of Locusts, warping on the Eastern Wind,

That ore the Realm of impious Pharaoh hung

Like Night, and darken'd all the Land of Nile:

So numberless were those bad Angels seen

Hovering on wind under the Cope of Hell

'Twixt upper, nether, and surrounding Fires;

Till, as a signal giv'n, th' uplifted Spear

Of thir great Sultan waving to direct

Thir course, in even ballance down they light

On the firm brimstone, and fill all the Plain;

A multitude, like which the populous North

Pour'd never from her frozen loyns, to pass

Came like a Deluge on the South, and spread

Forthwith from every Squadron and each Band

The Heads and Leaders thither hast where stood

Thir great Commander; Godlike shapes and forms

Excelling human, Princely Dignities,

And Powers that earst in Heaven sat on Thrones;

Though of thir Names in heav'nly Records now

Be no memorial blotted out and ras'd

By thir Rebellion, from the Books of Life.

Nor had they yet among the Sons of Eve

Got them new Names, till wandring ore the Earth,

Through Gods high sufferance for the tryal of man,

By falsities and lyes the greatest part

Of Mankind they corrupted to forsake

God thir Creator, and th' invisible

Glory of him that made them, to transform

Oft to the Image of a Brute, adorn'd

With gay Religions full of Pomp and Gold,

And Devils to adore for Deities:

Then were they known to men by various Names,

And various Idols through the Heathen World.

Say, Muse, the Names then known, who first, who last,

Rous'd from the slumber, on that fiery Couch,

At thir great Emperors call, as next in worth

Came singly where he stood on the bare strand,

While the promiscuous croud stood yet aloof?

The chief were those who from the Pit of Hell

Roaming to seek thir prey on earth, durst fix

Thir Seats long after next the Seat of God,

Thir Altars by his Altar, Gods ador'd

Among the Nations round, and durst abide

Between the Cherubim; yea, often plac'd

Within his Sanctuary it self thir Shrines,

Abominations; and with cursed things

His holy Rites, and solemn Feasts profan'd,

And with thir darkness durst affront his light.

First Moloch, horrid King besmear'd with blood

Of human sacrifice, and parents tears,

Though for the noyse of Drums and Timbrels loud

Thir childrens cries unheard, that past through fire

To his grim Idol. Him the Ammonite

Worshipt in Rabba and her watry Plain,

Of utmost Arnon. Not content with such

Audacious neighbourhood, the wisest heart

Of Solomon he led by fraud to build

His Temple right against the Temple of God

On that opprobrious Hill, and made his Grove

And black Gehenna call'd, the Type of Hell.

The flowry Dale of Sibma clad with Vines,

Peor his other Name, when he entic'd

Israel in Sittim on thir march from Nile

To do him wanton rites, which cost them woe.

Yet thence his lustful Orgies he enlarg'd

Even to that Hill of scandal, but the Grove

Of Moloch homicide, lust hard by hate;

Till good Josiah drove them hence to Hell.

With these cam they, who from the bordring flood

Of old Euphrates to the Brook that parts

These Feminine. For Spirits when they please

Can either Sex assume, or both; so soft

And uncompounded is thir Essence pure,

Nor ti'd or manacl'd with joynt or limb,

Nor founded on the brittle strength of bones,

Like cumbrous flesh; but in what shape they choose

Dilated or condens't, bright or obscure,

Can execute thir aerie purposes,

And works of love or enmity fulfill.

For those the Race of Israel oft forsook

Thir living strength, and unfrequented left

His righteous Altar, bowing lowly down

To bestial Gods; for which thir heads as low

Bow'd down in Battel, sunk before the Spear

Of despicable foes. With these in troop

Astarte, Queen of Heav'n, with crescent Horns;

To whose bright Image nightly by the Moon

Sidonian Virgins paid thir Vows and Songs,

In Sion also not unsung, where stood

Her Temple on th' offensive Mountain, built

By that uxorious King, whose heart though large,

Beguil'd by fair Idolatresses, fell

To idols foul. Thammuz came next behind,

Whose annual wound in Lebanon allur'd

The Syrian Damsels to lament his fate

In amorous dittyes all a Summers day,

While smooth Adonis from his native Rock

Ran purple to the Sea, suppos'd with blood

Of Thammuz yearly wounded; the Love-tale

Infected Sions daughters with like heat,

Whose wanton passions in the sacred Porch

Ezekial saw, when by the Vision led

His eye survay'd the dark Idolatries

Of alienated Judah. Next came one

Who mourn'd in earnest, when the Captive Ark

Maim'd his brute Image, head and hands lopt off

In his own Temple, on the grunsel edge,

Where he fell flat, and sham'd his Worshipers:

Dagon his Name, Sea Monster, upward Man

And downward Fish: yet had his Temple high

Rear'd in Azotus, dreaded through the Coast

Him follow'd Rimmon, whose delightful Seat

Was fair Damascus, on the fertil Banks

He also against the house of God was bold:

A Leper once he lost and gain'd a King,

Ahaz his sottish Conquerour, whom he drew

Gods Altar to disparage and displace

For one of Syrian mode, whereon to burn

His odious offrings, and adore the Gods

Whom he had vanquisht. After these appear'd

A crew who under Names of old Renown,

With monstrous shapes and sorceries abus'd

Fanatic Egypt and her Priests, to seek

Thir wandring Gods Disguis'd in brutish forms

Rather then human. Nor did Israel scape

Th' infection when thir borrow'd Gold compos'd

The Calf in Oreb: and the Rebel King

Lik'ning his Maker to the Grazed Ox,

Jehovah, who in one Night when he pass'd

From Egypt marching, equal'd with one stroke

Both her first born and all her bleating Gods

Belial came last, then whom a Spirit more lewd

Fell not from Heaven, or more gross to love

Vice for it self: To him no Temple stood

Or Altar smoak'd; yet who more oft then hee

In Temples and at Altars, when the Priest

Turns Atheist, as did Ely's Sons, who fill'd

With lust and violence the house of God.

In Courts and Palaces he also Reigns

And in luxurious Cities, where the noyse

Of riot ascends above thir loftiest Towrs,

And injury and outrage: And when Night

Darkens the Streets, then wander forth the Sons

Of Belial, flown with insolence and wine.

Witness the Streets of Sodom, and that night

In Gibeah, when the hospitable door

Expos'd a Matron to avoid worse rape.

These were the prime in order and in might;

The rest were long to tell, though far renown'd,

Gods, yet confest later then Heav'n and Earth

Thir boasted Parents; Titan Heav'ns first born

With his enormous brood, and birthright seis'd

His own and Rhea's Son like measure found;

And Ida known, thence on the Snowy top

Of cold Olympus rul'd the middle Air

Thir highest Heav'n; or on the Delphian Cliff,

Or in Dodona, and through all the bounds

And ore the Celtic roam'd the utmost Isles.

All these and more came flocking; but with looks

Down cast and damp, yet such wherein appear'd

Obscure some glimps of joy, to have found thir chief

Not in despair, to have found themselves not lost

In loss itself; which on his count'nance cast

Like doubtful hue: but he his wonted pride

Soon recollecting, with high words, that bore

Semblance of worth, not substance, gently rais'd

Thir fanting courage, and dispel'd thir fears.

Then strait commands that at the warlike sound

Of Trumpets loud and Clarions be upreard

His mighty Standard; that proud honour claim'd

Azazel as his right, a Cherube tall:

Who forthwith from the glittering Staff unfurld

Th' Imperial Ensign, which full high advanc't

Shon like a Meteor streaming to the Wind

With Gemms and Golden lustre rich imblaz'd,

Seraphic arms and Trophies: all the while

Sonorous mettal blowing Martial sounds:

At which the universal Host upsent

A shout that tore Hells Concave, and beyond

Frighted the Reign of Chaos and old Night.

All in a moment through the gloom were seen

Ten thousand Banners rise into the Air

With Orient Colours waving: with them rose

A Forrest huge of Spears: and thronging Helms

Appear'd, and serried Shields in thick array

Of depth immeasurable: Anon they move

Of Flutes and soft Recorders; such as rais'd

To hight of noblest temper Hero's old

Arming to Battel, and in stead of rage

Deliberate valour breath'd, firm and unmov'd

With dread of death to flight or foul retreat,

Nor wanting power to mitigate and swage

With solemn touches, troubl'd thoughts, and chase

Anguish and doubt and fear and sorrow and pain

From mortal or immortal minds. Thus they

Breathing united force with fixed thought

Mov'd on in silence to soft Pipes that charm'd

Thir painful steps o're the burnt soyle; and now

Advanc't in view, they stand, a horrid Front

Of dreadful length and dazling Arms, in guise

Of Warriers old with order'd Spear and Shield,

Awaiting what command thir mighty Chief

Had to impose: He through the armed Files

Darts his experienc't eye, and soon traverse

The whole Battalion views, thir order due,

Thir visages and stature as of Gods,

Thir number last he summs. And now his heart

Distends with pride, and hardning in his strength

Glories: For never since created man,

Met such imbodied force, as nam'd with these

Could merit more then that small infantry

Warr'd on by Cranes: though all the Giant brood

Of Phlegra with th' Heroic Race were joyn'd

Mixt with auxiliar Gods; and what resounds

And all who since Baptiz'd or Infidel

When Charlemain with all his Peerage fell

By Fontarabbia. Thus far these beyond

Compare of mortal prowess, yet observ'd

Thir dread commander: he above the rest

In shape and gesture proudly eminent

Stood like a Towr; his form had yet not lost

All her Original brightness, nor appear'd

Less then Arch Angel ruind, and th' excess

Of Glory obscur'd; As when the Sun new ris'n

Looks through the Horizontal misty Air

Shorn of his Beams, or from behind the Moon

In dim Eclips disastrous twilight sheds

On half the Nations, and with fear of change

Perplexes Monarch. Dark'n'd so, yet shon

Above them all th' Arch Angel; but his face

Deep scars of Thunder had intrencht, and care

Sat on his faded cheek, but under Browes

Of dauntless courage, and considerate Pride

Waiting revenge: cruel his eye, but cast

Signs of remorse and passion to behold

The fellows of his crime, the followers rather

(Far other once beheld in bliss) condemn'd

For ever now to have thir lot in pain,

Millions of Spirits for his fault amerc't

Of Heav'n, and from Eternal Splendors flung

For his revolt, yet faithfull how they stood,

Thir Glory witherd. As when Heavens Fire

Hath scath'd the Forrest Oaks, or Mountain Pines,

With singed top thir stately growth though bare

Stands on the blasted Heath. He now prepar'd

To speak; whereat thir doubl'd Ranks they bend

From wing to wing, and half enclose him round

With all his Peers: attention held them mute.

Thrice he assayd, and thrice in spight of scorn,

Tears such as Angels weep, burst forth: at last

Words interwove with sighs found out thir way.

O Myriads of immortal Spirits, O Powers

Matchless, but with th' Almighty, and that strife

Was not inglorious, though th' event was dire,

As this place testifies, and this dire change

Hateful to utter: but what power of mind

Foreseeing or presaging, from the Depth

Of knowledge past or present, could have fear'd,

How such united force of Gods, how such

As stood like these, could ever know repulse?

For who can yet beleeve, though after loss,

That all these puissant Legions, whose exile

Hath emptied Heav'n, shall fail to re-ascend

Self-rais'd, and repossess thir native seat?

For mee be witness all the Host of Heav'n,

If counsels different, or danger shun'd

By mee, have lost our hopes. But he who reigns

Monarch in Heav'n, till then as one secure

Sat on his Throne, upheld by old repute,

Consent or custome, and his Regal State

Put forth at full, but still his strength conceal'd,

Which tempted our attempt, and wrought our fall.

Henceforth his might we know, and know our own

So as not either to provoke, or dread

New warr, provok't; our better part remains

To work in close design, by fraud or guile

What force effected not: that he no less

At length from us may find, who overcomes

By force, hath overcome but half his foe.

Space may produce new Worlds; whereof so rife

There went a fame in Heav'n that he ere long

Intended to create, and therein plant

A generation, whom his choice regard

Should favour equal to the Sons of Heaven:

Thither, if but to pry, shall be perhaps

Our first eruption, thither or elsewhere:

For this Infernal Pit shall never hold

Caelestial Spirits in Bondage, nor th' Abyss

Long under darkness cover. But these thoughts

Full Counsel must mature: Peace is despaird,

For who can think Submission? Warr then, Warr

Open or understood must be resolv'd.

He spake: and to confirm his words, out-flew

Millions of flaming swords, drawn from the thighs

Of mighty Cherubim; the sudden blaze

Far round illumin'd hell: highly they rag'd

Against the Highest, and fierce with grasped Arms

Clash'd on thir sounding Shields the din of war,

Hurling defiance toward the Vault of Heav'n.

There stood a hill not far whose griesly top

Belch'd fire and rowling smoak; the rest entire

Shon with a glossie scurff, undoubted sign

That in his womb was hid metallic Ore,

The work of Sulphur. Thither wing'd with speed

A numerous Brigad hasten'd. As when Bands

Of Pioners with Spade and Pickax arm'd

Forerun the Royal Camp, to trench a Field,

Or cast a Rampart. Mammon led them on,

Mammon, the least erected Spirit that fell

From heav'n, for ev'n in heav'n his looks and thoughts

Were always downward bent, admiring more

The riches of Heav'ns pavement, trod'n Gold,

Then aught divine or holy else enjoy'd

In vision beatific: by him first

Men also, and by his suggestion taught

Ransack'd the Center, and with impious hands

Rifl'd the bowels of thir mother Earth

For Treasures better hid. Soon had his crew

Op'nd into the Hill a spacious wound

And dig'd out ribs of Gold. Let none admire

That riches grow in Hell; that soyle may best

Deserve the precious bane. And here let those

Who boast in mortal things, and wond'ring tell

Learn how thir greatest Monuments of Fame,

And Strength and Art are easily out-done

By Spirits reprobate, and in an hour

What in an age they with incessant toyle

And hands innumerable scarce perform.

Nigh on the Plain in many cells prepar'd

That underneath had veins of liquid fire

Sluc'd from the Lake, a second multitude

With wond'rous Art found out the massie Ore,

Severing each kind, and scum'd the Bullion dross:

A third as soon had form'd within the ground

A various mould, and from the boyling cells

By strange conveyance fill'd each hollow nook,

As in an Organ from one blast of wind

To many a row of Pipes the sound-board breaths.

Anon out of the earth a Fabrick huge

Rose like an Exhalation, with the sound

Of Dulcet Symphonies and voices sweet,

Built like a Temple, where Pilasters round

Were set, and Doric pillars overlaid

With Golden Architrave; nor did there want

Cornice or Freeze, with bossy Sculptures grav'n,

The Roof was fretted Gold. Not Babilon,

Nor great Alcairo such magnificence

Equal'd in all thir glories, to inshrine

In wealth and luxurie. Th' ascending pile

Stood fixt her stately highth, and strait the dores

Op'ning thir brazen foulds discover wide

Within, her ample spaces, o're the smooth

And level pavement: from the arched roof

Pendant by suttle Magic many a row

Of Starry Lamps and blazing Cressets fed

As from a sky. The hasty multitude

Admiring enter'd, and the work some praise

And some the Architect: his hand was known

In Heav'n by many a Towred structure high,

Where Scepter'd Angels held thir residence,

And sat as Princes, whom the supreme King

Exalted to such power, and gave to rule,

Each in his Hierarchie, the Orders bright.

Nor was his name unheard or unador'd

Men call'd him Mulciber; and how he fell

From Heav'n, they fabl'd, thrown by angry Jove

Sheer o're the Chrystal Battlements; from Morn

To Noon he fell, from Noon to dewy Eve,

A Summers day; and with the setting Sun

Dropt from the Zenith like a falling Star,

Erring; for he with this rebellious rout

Fell long before; nor aught avail'd him now

To have built in Heav'n high Towrs; nor did he scape

By all his Engins, but was headlong sent

With his industrious crew to build in hell.

Mean while the winged Haralds by command

Of Sovran power, with awful Ceremony

And Trumpets sound throughout the Host proclaim

A solemn Councel forthwith to be held

At Pandaemonium, the high Capital

Of Satan and his Peers: thir summons call'd

From every Band and squared Regiment

By place or choice the worthiest; they anon

With hunderds and with thousands trooping came

Attended: all access was throng'd, the Gates

And Porches wide, but chief the spacious Hall

(Though like a cover'd field, where Champions bold

Wont ride in arm'd, and at the Soldans chair

Defi'd the best of Panim chivalry

To mortal combat or carreer with Lance)

Thick swarm'd, both on the ground and in the air,

Brusht with the hiss of russling wings. As Bees

In spring time, when the Sun with Taurus rides,

Pour forth thir populous youth about the Hive

In clusters; they among fresh dews and flowers

Flie to and fro, or on the smoothed Plank,

The suburb of thir Straw-built Cittadel,

New rub'd with Baum, expatiate and confer

Thir State affairs. So thick the aerie crowd

Swarm'd and were straitn'd; till the Signal giv'n

Behold a wonder! they but now who seemd

In bigness to surpass Earths Giant Sons

Now less then smallest Dwarfs, in narrow room

Throng numberless, like that Pigmean Race

Beyond the Indian Mount, or Faerie Elves,

Whose midnight Revels, by a Forrest side

Or Fountain some belated Peasant sees,

Or dreams he sees, while over-head the Moon

Sits Arbitress, and neerer to the Earth

Wheels her pale course, they on thir mirth and dance

Intent, with jocond Music charm his ear;

At once with joy and fear his heart rebounds.

Thus incorporeal Spirits to smallest forms

Reduc'd thir shapes immense, and were at large,

Though without number still amidst the Hall

Of that infernal Court. But far within

And in thir own dimensions like themselves

The great Seraphic Lords and Cherubim

In close recess and secret conclave sat

A thousand Demy-Gods on golden seat's,

Frequent and full. After short silence then

And summons read, the great consult began.

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Paradise Lost: Book 1 (1674 version) by John... | Poetry Foundation

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OF Mans First Disobedience, and the Fruit Of that Forbidden Tree, whose mortal tast Brought Death into the World, and all our woe, With loss of Eden, till one greater Man Restore us, and regain the blissful Seat, Sing Heav'nly Muse, that on the secret top That Shepherd, who first

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Book: Tuesdays with Morrie by Mitch Albom

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Book: Tuesdays with Morrie by Mitch Albom

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This book’s exploration of grief, acceptance, and love fosters empathy, and I think through this book students can learn to express and manage their emotions constructively. The book also discusses fundamental life topics such as happiness, love, family, and death. This can help students think about what is really important in life.

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A special 20th anniversary edition of the beloved international bestseller that changed millions of lives
Maybe it was a grandparent, or a teacher, or a colleague. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it.

For Mitch Albom, that person was Morrie Schwartz, his college professor from nearly twenty years ago.

Maybe, like Mitch, you lost track of this mentor as you made your way, and the insights faded, and the world seemed colder. Wouldn't you like to see that person again, ask the bigger questions that still haunt you, receive wisdom for your busy life today the way you once did when you were younger?

Mitch Albom had that second chance. He rediscovered Morrie in the last months of the older man's life. Knowing he was dying, Morrie visited with Mitch in his study every Tuesday, just as they used to back in college. Their rekindled relationship turned into one final "class": lessons in how to live.

Tuesdays with Morrie is a magical chronicle of their time together, through which Mitch shares Morrie's lasting gift with the world.

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amyotrophic lateral sclerosis - patients - united states

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self-esteem and positive mental attitude

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biography & autobiography / personal memoirs

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self-help / motivational & inspirational

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teacher-student relationships - united states

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aging; america; autobiography; biography; education; love; literature; sociology; life; self help books; self help; motivational books; memoirs; memoir; autobiographies; inspirational books; spiritual books; grief; spirituality; faith; death; focus; memory; positive thinking; gratitude; empathy; relationship books; relationships; retirement; retirement books; mitch albom books; self help books for women; new york times best sellers; best sellers; best books for book clubs; grief books; grief gifts; self help book; mitch albom

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biography & autobiography / personal memoirs

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self-help / motivational & inspirational

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self-esteem and positive mental attitude

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Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest Lesson, 20th Anniversary Edition

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Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest Lesson, 20th Anniversary Edition [Albom, Mitch] on Amazon.com. *FREE* shipping on qualifying offers. Tuesdays with Morrie: An Old Man, a Young Man, and Life's Greatest Lesson, 20th Anniversary Edition

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Through the stories of four groups of mothers and daughters, The Joy Luck Club shows the struggles of immigrant families between tradition and modernity, between the culture of their home country and that of foreign countries. This provides students with a perspective to understand multicultural identity. I think it can resonate strongly with students from multicultural backgrounds. Mothers hope that their daughters will inherit Chinese traditions, while daughters are eager to integrate into American culture. The conflicts and reconciliations between the two generations reveal the problems of universal family relationships. Students can reflect on their own family relationships from this.

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Discover and share books you love on Goodreads.

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Hamlet's inner struggle shows the complexity of various virtues in human nature. I think it can help students deeply understand moral dilemmas and emotional conflicts. The play also contains many classic monologues. Such as "To be or not to be, that is the question". Through these, students can not only learn Shakespeare's language art, metaphors, and drama structure, but also inspire students to think about the meaning of life. I think students can conduct literary analysis through this play. For example, explore the symbolic meaning of ghosts in the play and their influence on Hamlet.

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Events before the start of Hamlet set the stage for tragedy. When the king of Denmark, Prince Hamlet's father, suddenly dies, Hamlet's mother, Gertrude, marries his uncle Claudius, who becomes the new king.

A spirit who claims to be the ghost of Hamlet's father describes his murder at the hands of Claudius and demands that Hamlet avenge the killing. When the councilor Polonius learns from his daughter, Ophelia, that Hamlet has visited her in an apparently distracted state, Polonius attributes the prince's condition to lovesickness, and he sets a trap for Hamlet using Ophelia as bait.

To confirm Claudius's guilt, Hamlet arranges for a play that mimics the murder; Claudius's reaction is that of a guilty man. Hamlet, now free to act, mistakenly kills Polonius, thinking he is Claudius. Claudius sends Hamlet away as part of a deadly plot.

After Polonius's death, Ophelia goes mad and later drowns. Hamlet, who has returned safely to confront the king, agrees to a fencing match with Ophelia's brother, Laertes, who secretly poisons his own rapier. At the match, Claudius prepares poisoned wine for Hamlet, which Gertrude unknowingly drinks; as she dies, she accuses Claudius, whom Hamlet kills. Then first Laertes and then Hamlet die, both victims of Laertes' rapier.

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Hamlet - Entire Play | Folger Shakespeare Library

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Hamlet is Shakespeare's most popular, and most puzzling, play. It follows the form of a "revenge tragedy," in which the hero, Hamlet, seeks vengeance against his father's murderer, his uncle Claudius, now the king of Denmark. Much of its fascination, however,...

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Film: Marie Antoinette directed by Sofia Coppola

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Film: Marie Antoinette directed by Sofia Coppola

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Why is it suitable for students to watch?

Interesting presentation of historical background:

The film presents the social outlook and court life before the French Revolution from a unique perspective. It provides students with a relaxed way to learn history. Mary's experience shows the status of women in the power system. She struggles between marriage, social expectations, and self-identity. I think this is particularly suitable as an entry point for gender studies. At the same time, the film is beautifully shot, which is very suitable for students to improve their aesthetics.

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The retelling of France's iconic but ill-fated queen, Marie Antoinette. From her betrothal and marriage to Louis XVI at 15 to her reign as queen at 19 and to the end of her reign as queen, and ultimately the fall of Versailles.

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Directed by Sofia Coppola. With Kirsten Dunst, Jason Schwartzman, Rip Torn, Judy Davis. The retelling of France's iconic but ill-fated queen, Marie Antoinette. From her betrothal and marriage to Louis XVI at 15 to her reign as queen at 19 and to the end of her reign as queen, and ultimately the fall of Versailles.

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This book introduces students to epic stories. The themes of perseverance, loyalty, and identity contained in the text resonate across cultures and time periods. I think these can provide students with opportunities to reflect on their own values.

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The Internet Classics Archive | The Odyssey by Homer

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The Odyssey by Homer, part of the Internet Classics Archive

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TikToker: Lena’s Little Ones @lenaslittle_ones

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TikToker: Lena’s Little Ones @lenaslittle_ones

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Lena shares interactive songs for preschoolers and more. These songs are perfect for young children. They can promote brain development and learn some concepts such as antonyms and prepositions.

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Youtube Channel: Oh Gosh Kids @ohgoshkids

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Youtube Channel: Oh Gosh Kids @ohgoshkids

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It provides play-based learning game or songs for children aged 0-4

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Oh Gosh Kids provides play based learning opportunities for children ages 0-4. We foster opportunities for your children to enhance social awareness, fine motor development, foster language development, and provide sensory stimulation.

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Immersive theatre: Bridget Case at Salem Witch Trials

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Immersive theatre: Bridget Case at Salem Witch Trials

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This will be an Immersive theatre experience. The witch-hunting court was recreated. As jurors, the audience can ask questions freely and participate in solving the case. Will a fair verdict be made today after countless years?

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Bridget Playfer, born sometime in the mid-to-late 1630s in Norwich, England, married her first husband there in 1660. His name was Samuel Wasselbe (alternate spellings Wasselbee and Wasselby). It is unclear whether Wasselbe died before or after Bridget's immigration to New England, but it is known that the child she was carrying from that union died in infancy in Massachusetts, and the father was already deceased. A previous child of the Wasselbes had died in England. Bridget married for the second time in 1666, this time to a widower named Thomas Oliver, who was also from Norwich, England. The Olivers made their home in Salem Town. The property fronted Washington Street, on the southeast corner of Washington and present-day Church Street (there was no street there in 1692) and included orchards that extended to the east past the location of the Salem Lyceum building, which today is Turner's Seafood. The couple had one daughter, named Christian. Oliver had three grown children from his previous marriage. Oliver died in 1679 and, around 1685, Bridget married Bishop as husband number three. The Bishops continued to live on the Washington Street property. Bridget Bishop had lifetime rights to the property she inherited from Thomas Oliver, but it was officially "held for Bridget Bishop" by her new husband, Edward Bishop.

Bridget Bishop was a target of witchcraft accusations for a variety of reasons. There was gossip that she was responsible for the deaths of her first two husbands. She had been previously accused of witchcraft in 1680, when John Ingersoll's slave Juan claimed her specter had pinched him, that she had stolen eggs, and that she had frightened horses. Ten neighbors now testified against her. Among the accusations were stories of her pressuring the afflicted girls to "sign the Devil's book." Men who had worked on her house in 1685 told of discovering poppets stuck with pins in her cellar wall, an example of "counter-magic." Her specter was said to have visited several men at night. Samuel Shattuck, a dyer in Salem Town, thought she was making poppets because of the small pieces of lace she'd brought to him to dye. Shattuck and his wife also accused Bishop of bewitching their son and causing his declining health. Others claimed that small items went missing when Bishop was around - a spoon, money, a mill brass. After arguments with Bishop, trouble and disaster always seemed to follow. John Louder, who worked at the Ship Tavern, told of an argument after Bishop's chickens got into the tavern's gardens. He claimed to have seen a black pig and black imps in her yard, and even Bishop flying over her orchards afterward. When intimately examined on her trial date of June 2, a witch's mark was reportedly found on her body. Cotton Mather reported that, on her way to trial, Bishop simply glanced at the Salem Meetinghouse, causing a board to tear from the wall inside and land some distance away.

Perhaps what made her neighbors most uncomfortable about Bishop had been her relationship with her second husband. While married to Thomas Oliver, Bridget gave every sign of being an abused wife. She would appear on the streets with bruises and scratches. However, it was believed that she was equally an abusive wife. The Olivers were known to verbally fight, and in public. Even on the Sabbath! The couple was once charged for that offense, and told to pay a fine or stand in the public square as punishment. Oliver's daughter Mary paid the fine for her father, but declined payment for her stepmother. And so, Bridget was made to stand in the public square in penance for such behavior. Bridget Bishop was clearly a person who made others uncomfortable.

Bishop was convicted of witchcraft in short order. On June 10, Sheriff George Corwin escorted her from Salem jail, along Prison Lane to Main Street, and finally to "a spot of common pasture at the edge of town." A crowd gathered. Bridget Bishop was "hanged by the neck until she was dead," on Proctor's Ledge at Gallows Hill, the first of 19 people to be so executed. Instead of this first execution bringing people to their senses, it was not the end, but the beginning.

Bridget Bishop was among the last of the innocent victims to be exonerated, by legislation passed in 2001 in Massachusetts.

Additional note: Bridget's daughter Christian married a man named Thomas Mason. According to historian Marilynne Roach, Christian had died by late 1693, because her husband was remarried to the widow of Thomas Greenslett, who was one of the executed Ann Pudeator's sons.

Image of Bridget Bishop's death warrant found at the University of Virginia Salem Witch Trials documents at http://salem.lib.virginia.edu/texts/tei/BoySalCombined?term=&div_id=BoySal1-n13.23&chapter_id=n13&name=stough

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Bridget Bishop Home and Orchards, Site of - Salem Witch Museum

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Bridget Playfer, born sometime in the mid-to-late 1630s in Norwich, England, married her first husband there in 1660. His name was Samuel Wasselbe (alternate spellings Wasselbee and Wasselby). It is unclear whether Wasselbe died before or after Bridget's immigration to New England, but it is known that the child she was carrying from that union died in infancy in Massachusetts, and the father was already deceased.

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Documentary: 13th directed by Ava DuVernay	

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Documentary: 13th directed by Ava DuVernay	

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This provides historical and contemporary connections to systemic oppression and its consequences. Exploring how systemic racism impacts society.