Robinson Crusoe Essays (2024 words) - English-language Films

Robinson Crusoe Essays (2024 words) - English-language Films Robinson Crusoe Daniel Defoe is credited with writing the first long fiction novel in literary history. Drawing from established literary genres such as the guide and providence traditions and the spiritual biography, Defoe endeavored to illustrate the life of a man who tempted Providence to his ruine (Defoe 13) and the consequences of such actions. While stranded alone on an island the character of Robinson Crusoe seems to have a religious epiphany about the role of Providence in his life and resolves to live in accordance with God's will. However, Crusoe's internal reflections throughout his narrative and his actions do not correlate, causing the reader to question the validity of this conversion. By examining the plot and the process of psychological change Crusoe undergoes, it becomes apparent that he experiences and accepts divine control but that control can only be realized in the free context he has himself created (359). When push comes to shove, Crusoe reverts to human instinct and his own impulses rather than what he perceives to be the will of Providence. Crusoe uses his newfound religion only when convenient and as a means to justify his actions and an acceptable reason for everything unfortunate that happens. When he finally does leave the island and returns to society, Crusoe's faith is tested and fails miserably, with practically no mention of Providence towards the end of the story. At the beginning of the novel, Crusoe introduces himself and establishes that his narrative is a memoir of sorts, and is told while looking through more experienced, wise eyes than when he originally experienced his story. This is important to note, because his discourse is shaded with hindsight and interpreted through a mind that has come to accept Providence's hand in his life. For example, when the Turks capture Crusoe and he is enslaved, he reflects by saying, now the Hand of Heaven had overtaken me, and I was undone without Redemption. But alas! This was but a Taste of the Misery I was to go thro' (15). Because Crusoe is recalling the events from memory, as well as the lack of input from any other characters, his reliability can be questioned as a narrator. An unreliable narrator is one who may be in error in his or her understanding or report of things and who thus leaves readers without the guides needed for making judgements. For this reason, the reality of Crusoe's religious conversion later in the novel can be questioned as well as his interpretation of events. Crusoe begins by telling about his defiance of his father's wishes and advice. Crusoe's father advises him not to go to sea and suffer the same fate as his brother, now dead, and pursue a life in the Middle of two Extremes, between the Mean and the Greatto have neither poverty or riches (5). This ideal is reminiscent of Puritanism and its doctrine that discouraged the pursuit of wealth and power. Crusoe was sincerely affected with this Discourse, which was truly Prophetick (6), but its effects wore all off of him and he goes to sea anyway, seeking fortune and adventure. This action proves later to be very consistent with Crusoe's character, as he repeatedly is affected by the great, life-changing events in a spiritual sense, but with time these effects seem to wear off. This event is also colored as Crusoe's original sin, as none of the terrible events that happen later would have occurred if he had followed his father's advice. After an interesting chain of events, Crusoe finds himself shipwrecked upon an island while making a voyage to buy slaves. While trying to make sense of his condition, he falls very ill and cries out to God, Lord look upon me, Lord pity on me, Lord have Mercy upon me (64). Crusoe makes this first attempt at a relationship with God while in a very dire situation, not during his everyday life, making his religion that of convenience. Crusoe has a dream while ill and after experiencing an earthquake, seeing a terrible man descend from the heavens, declaring, Seeing all these Things have not brought thee to Repentance, now thou shalt die (65). This passage sounds quite like a Puritan sermon, with its

How to Construct a Blooms Taxonomy Assessment

How to Construct a Bloom's Taxonomy Assessment Blooms Taxonomy is a method created by Benjamin Bloom to categorize the levels of reasoning skills that students use for active learning. There are six levels of Blooms Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. Many teachers write their assessments in the lowest two levels of the taxonomy. However, this will often not show whether the students have truly integrated the new knowledge. One interesting method that can be used to make sure that all six levels are used is to create an assessment based entirely on the levels of Blooms Taxonomy. However, before doing this, it is essential that students are given background information and knowledge about the levels of the taxonomy. Introducing Students to Blooms Taxonomy The first step in preparing students is to introduce them to Blooms Taxonomy. After presenting the levels with examples of each to the students, teachers should have them practice the information. A fun way to do this is to have students create questions on an interesting topic in each level of the taxonomy. For example, they could write six questions based on a popular television show like The Simpsons. Have the students do this as part of whole group discussions. Then have them provide sample answers as a way to help guide them to the types of answers you are seeking. After presenting the information and practicing it, the teacher should then provide them with an opportunity to practice using the material being taught in class. For example, after teaching about magnetism, the teacher could go through six questions, one for each level, with the students. Together, the class can construct appropriate answers as a way to help students see what will be expected of them when they complete a Blooms Taxonomy assessment on their own. Creating the Blooms Taxonomy Assessment The first step in creating the assessment is to be clear on what the students should have learned from the lesson being taught. Then pick a singular topic and ask questions based on each of the levels. Here is an example using the prohibition era as the topic for an American History class. Knowledge Question: Define prohibition.Comprehension Question: Explain the relationship of each of the following to prohibition:18th Amendment21st AmendmentHerbert HooverAl CaponeWomans Christian Temperance UnionApplication Question: Could the methods that proponents of the temperance movement be used in a bid to create a Smoking Prohibition Amendment? Explain your answer.Analysis Question: Compare and contrast the motives of temperance leaders with those of doctors in the fight over prohibition.Synthesis Question: Create a poem or song that could have been used by temperance leaders to argue for the passage of the 18th Amendment.Evaluation Question: Evaluate prohibition in terms of its effects on the American economy. Students have to answer six different questions, one from each level of Blooms Taxonomy. This spiraling of knowledge shows a greater depth of understanding on the students part. Grading the Assessment When giving students an assessment like this, the more abstract questions should be awarded additional points. To fairly grade these questions, it is important that you create an effective rubric. Your rubric should allow students to earn partial points depending on how complete and accurate their questions are. One great way to make it more interesting for students is to give them some choice, especially in the upper-level questions. Give them two or three choices for each level so that they can choose the question that they feel most confident in answering correctly.