The Novel 1984 By George Orwell Is An American Classic That Explores T

The novel 1984 by George Orwell is an American classic that explores the human mind when it comes to power, corruption, control, and the negative-utopian society. Imagine living in a "world of monstrous machines and terrifying weapons. Warriors fighting, triumphing, persecuting...three million people all with the same face,"(64) and there is the world of 1984, frightening, grotesque, and completely controlled by the ruling Party. Winston Smith is an insignificant member of the ruling Party, in the nation of Oceania. Everywhere Winston goes, even his own home, he is watched through telescreens, and everywhere he looks he sees the face of the Party's omniscient leader, the figure known only as Big Brother. The Party controls everything, even the people's history and language. The Party is currently forcing the implementation of an invented language called Newspeak, which prevents the possibility for political rebellion by eliminating all words related to it. Even thinking rebellious thoughts is illegal, and is known as thoughtcrime, which is the worst crime of all. Thoughtcrime is the work of the Thought Police, who "snoop in on conversations, always watching your every move, controlling the minds and thoughts of the people"(6). As the novel opens, Winston feels frustrated by the oppression and rigid control of the Party, which prohibits free thought, sex, and any expression of individuality. He has illegally purchased a diary in which to write his criminal thoughts, and has become fixated on a powerful Party member named O'Brien, whom Winston believes is a secret member of the Brotherhood, the legendary group headed by Emmanuel Goldstein that works to overthrow the Party. Winston works in the Ministry of Truth, where he alters historical records to fit the needs of the Party. He has noticed a co-worker, a beautiful dark-haired girl, staring at him; he worries that she is an informant who will turn him in for his thoughtcrime. He worries about the Party's control of history: it claims Oceania has always been allied with Eastasia in a war against Eurasia, but Winston seems to recall a time when this wasn't true. The Party also claims that Emmanuel Goldstein is the most dangerous man alive, but Winston doubts the claim. He spends his evenings wandering through the poorest neighborhoods in Oceania, where the proletarians, or proles, live relatively unimpeded by Party monitoring. One day, Winston receives a note from the dark-haired girl that reads, I love you. Her name is Julia, and they begin a covert affair, always on the lookout for signs of Party monitoring; they rent a room above the second-hand store in the prole district where Winston bought the di ary. Finally, he receives the message he seeks: O'Brien wants to see him. O'Brien indoctrinates Winston and Julia into the Brotherhood, and gives Winston a copy of Emmanuel Goldstein's book. Winston reads the book to Julia in the room they rent above a store, completely secure from the telescreens, or so they think. Suddenly soldiers crash in and seize them; the proprietor of the store has been a member of the Thought Police all along. Torn away from Julia and taken to a place called the Ministry of Love, Winston finds that O'Brien was a Party spy as well. O'Brien spends months torturing and brainwashing Winston, trying to get him to believe in the Party and all of its hypocrisy like everyone else in Oceania. Winston reaches the final step, and is sent to the dreaded room 101. Here, O'Brien straps a cage full of rats, which is what Winston fears most, onto Winston's head and prepares to allow the rats to eat his face. Winston snaps, pleading with O'Brien to do it to Julia, not to hi m. His spirit broken, and Winston has been fully brainwashed and is released to the outside world. On his way home one day he meets Julia in the streets, and both know that they have betrayed each other in the Ministry of Love. They depart each other with few words, and know that there can never be anything between them again. Winston, a man who once said "the only thing that can keep you human is to not allow the government to get inside you"(137), looks up at a poster of Big Brother,

Topographic Maps

Topographic Maps Topographic maps (often called topo maps for short) are large scale (often greater than 1:50,000) maps that show a wide range of human and physical features of the Earth. They are very detailed maps and are often produced on large sheets of paper. The First Topographic Map In the late 17th century, French finance minister Jean Baptiste Colbert hired surveyor, astronomer, and physician Jean Dominique Cassini for an ambitious project, the topographic mapping of France. He [Colbert] wanted the kind of maps that indicated man-made and natural features as determined by precise engineering surveys and measurements. They would portray the shapes and elevations of mountains, valleys, and plains; the network of streams and rivers; the location of cities, roads, political boundaries, and other works of man. (Wilford, 112) After a century of work by Cassini, his son, grandson, and great-grandson, France was the proud owner of a complete set of topographic maps the first country to have produced such a prize. Topographic Mapping of the United States Since the 1600s, topographic mapping has become an integral part of a countrys cartography. These maps remain among the most valuable maps for government and the public alike. In the United States, the U.S. Geological Survey (USGS) is responsible for topographic mapping. There are over 54,000 quadrangles (map sheets) that cover every inch of the United States. The USGS primary scale for mapping topographic maps is 1:24,000. This means that one inch on the map equals 24,000 inches on the ground, the equivalent of 2000 feet. These quadrangles are called 7.5 minute quadrangles because they show an area that is 7.5 minutes of longitude wide by 7.5 minutes of latitude high. These paper sheets are approximately 29 inches high and 22 inches wide. Isolines Topographic maps use a wide variety of symbols to represent human and physical features. Among the most striking are the topo maps display of the topography or terrain of the area. Contour lines are used to represent elevation by connecting points of equal elevation. These imaginary lines do a nice job of representing the terrain. As with all isolines, when contour lines lie close together, they represent a steep slope; lines far apart represent a gradual slope. Contour Intervals Each quadrangle uses a contour interval (the distance in elevation between contour lines) appropriate for that area. While flat areas may be mapped with a five-foot contour interval, rugged terrain may have a 25-foot or more contour interval. Through the use of contour lines, an experienced topographic map reader can easily visualize the direction of stream flow and the shape of the terrain. Colors Most topographic maps are produced at a large enough scale to show individual buildings and all streets in cities. In urbanized areas, larger and specific important buildings are represented in black though the urbanized area surrounding them is represented with a red shading. Some topographic maps also include features in purple. These quadrangles have been revised solely through aerial photographs and not by the typical field checking that is involved with the production of a topographic map. These revisions are shown in purple on the map and can represent newly urbanized areas, new roads, and even new lakes. Topographic maps also use standardized cartographic conventions to represent additional features such as the color blue for water and green for forests. Coordinates Several different coordinate systems are shown on topographic maps. In addition to latitude and longitude, the base coordinates for the map, these maps show UTM grids, township and range, and others. Source Campbell, John. Map Use and Analysis. 1991. Monmonier, Mark. How to Lie With Maps. Wilford, John Noble. Mapmakers.

Make Your Own Sugar Crystals for Rock Candy

Make Your Own Sugar Crystals for Rock Candy Its easy to grow your own sugar crystals, which are also known as rock candy because the crystallized sucrose, also known as table sugar, resembles rock crystals and you can eat your finished product. You can grow clear, beautiful sugar crystals with sugar and water or you can add food coloring to get colored crystals. Its simple, safe, and fun. Boiling water is required to dissolve the sugar, so adult supervision is recommended for this project. Difficulty: Easy Time Required: A few days to a week Rock Candy Ingredients 1 cup water3 cups table sugar (sucrose)clean glass jarpencil or butter knifestringpan or bowl for boiling water and  making the solutionspoon or stirring rod How to Grow Rock Candy Gather your materials.You might want to grow a seed crystal, a small crystal to weight your string and provide a surface for larger crystals to grow on. A seed crystal isnt necessary as long as youre using a rough string or yarn.Tie the string to a pencil or butter knife. If you have made a seed crystal, tie it to the bottom of the string. Set the pencil or knife across the top of the glass jar and make sure that the string will hang into the jar without touching its sides or bottom. However, you want the string to hang nearly to the bottom. Adjust the length of the string, if necessary.Boil the water. If you boil your water in the microwave, be very careful removing it to avoid getting splashed.Stir in the sugar, a teaspoonful at a time. Keep adding sugar until it starts to accumulate at the bottom of the container and wont dissolve even with more stirring. This means your sugar solution is saturated. If you dont use a saturated solution, then your crystals wont grow quickly. On the other hand, if you add too much sugar, new crystals will grow on the undissolved sugar and not on your string. If you want colored crystals, stir in a few drops of food coloring.Pour your solution into the clear glass jar. If you have undissolved sugar at the bottom of your container, avoid getting it in the jar.Place the pencil over the jar and allow the string to dangle into the liquid.Set the jar where it can remain undisturbed. If you like, you can set a coffee filter or paper towel over the jar to prevent dust from falling into the jar.Check on your crystals after a day. You should be able to see the beginnings of crystal growth on the string or seed crystal.Let the crystals grow until they have reached the desired size or have stopped growing. At this point, you can pull out the string and allow the crystals to dry. You can eat them or keep them.If youre having trouble growing sugar crystals, here are some special techniques and a video tutorial. Tips: Crystals will form on a cotton or wool string or yarn, but not on a nylon line. If you use a nylon line, tie a seed crystal to it to stimulate crystal growth.If youre making the crystals to eat, dont use a fishing weight to hold your string down. The toxic lead from the weight will end up in the water. Paper clips are a better choice, but still not great.

Modern slavery Research Paper Example | Topics and Well Written Essays - 500 words

Modern slavery - Research Paper Example Callahan displays the victims as resilient and willing to fight for their right, after being given another chance at life by their benefactors. The first stage in the trafficking process is the presence of some sort of vulnerability in the victim (Bales and Soodalter 141). From the video â€Å"Dreams Die Hard†, the first victim, Maria, was a young girl without a job, desperate and ready to trust an individual she had never met before. Miguel was vulnerable because he needed money to get medical help for his son and help his family. The last two victims, Rose and Christy, needed to get to the United States to get an education. These instances present the vulnerability factors of each victim. The second stage of human trafficking; recruitment, also varies with each individual victim (Bales and Soodalter 142). Maria was recruited through promises of a job in the neighborhood, Miguel was recruited through his own personal effort, and the last two victims were recruited through their families and the hope of a better life. Each victim was recruited into slavery and human trafficking through hope of a better future. The third step in the trafficking process, removal, is also depicted by all the victims. According to Bales and Soodalter (143), the victim has to place themselves into the hands of the trafficker, and in the video, it is evident that all the victims passed through this crucial step. Maria went to the perpetrator’s house voluntarily, Miguel also moved from his home into the trafficker’s hands, and the two girls were sent to the United States by their parents. The next two steps, transportation and establishment of control are often synonymous. In the video, Maria went to the residence of her oppressor willingly, and after some time, she was informed that she had been bought and that her family would be killed if she tried to run. Miguel was controlled by being informed that the money he had paid for transport was not

To what extent was the involvement of Winston Churchill during the Essay

To what extent was the involvement of Winston Churchill during the invasion of Gallipoli ultimately responsible for its failure - Essay Example obsolete and not much use for a battle against the High Seas Fleet, the operation would make no difference to the numerical superiority of the Royal Navy. The failure of its execution nearly destroyed his political career, and tarnished his reputation in the eyes of many contemporaries. For Great Britain, June 1940 was turning into one of the worst months of its modern history. After the swift fall of Belgium, Holland and France via the German Blitzkrieg, the British found themselves completely alone in confronting what seemed to be the invincible war machine of the Third Reich. Many asked themselves at this time whether Winston Churchill, who had only been Prime Minister for a few weeks, was the right person to lead the nation at such a difficult time. In his favour he had his unbreakable faith in victory and unmatched political experience. Nevertheless, there were those who remembered his stubbornness and adventurous character during the First World War, and were convinced that he had led the United Kingdom to spectacular failure at Gallipoli: but was Churchill truly to blame for that defeat? In the Autumn of 1914, barely three months after the beginning of the First World War, the land war had reached a stalemate on the Western Front.1 On the Eastern Front there were signs that the Germans would eventually defeat Russia, especially after Turkey blocked off supplies from Britain and France. After the First Battles of the Marne and Ypres, the Schlieffen Plan, which was supposed to open the route to Paris in the same way that it had been achieved in 1870, had failed.2 In its place there was the beginning of a war of attrition which promised to be long and difficult, and which used up all the resources of the combatants. Its symbol was to be trench warfare in which thousands of men would die for each disputed inch of ground. Bloody attrition in which the battles would end with hardly any change to the position of the Front. The various High Commands

Definition Of The Term Authentic Material

Definition Of The Term Authentic Material During the last decades, English language has been expanding considerably all over the world. In fact, people have started to talk about English language as the new global language. As a consequence of this impressive evolution, our nation has applied several educational measures to the general curriculum of education in order to teach correctly English as a second language in schools. The creation of the program Inglà ©s abre puertas and the changes made to the studying plans of MINEDUC are clear examples of this initiative. Notwithstanding, these attempts of improving the English level in our students did not work at all. Last year, a proficiency test called SIMCE was taken so as to evaluate the level of English language in students of third year of high school, and the results obtained by this assessment were really deficient. Indeed, 89% of all students evaluated were not able to certificate a basic level of English. In light of this pitiful scenario, this paper proposes the use of authentic materials as an interesting and useful ESL teaching technique which can contribute to ameliorate the low level of English in students. In the following paragraphs, it will be stated the definition of the concept authentic materials in the ESL field and the sources where teachers can get them. Furthermore, guidelines for the correct selection of these teaching materials will be provided, and the advantages of using them will be described in detail and supported firmly. As the title of this project says, the subject of study is the use of authentic materials in ESL lessons. Thereby, it is necessary to start by defining what authentic materials really are. Firstly, the conceptualization of teaching/learning materials has to be stated concisely and explicitly. In essence, the term material refers to resources in the classroom which students are able to use with the purpose of improving and complementing their learning process. For instance, a book, a photocopied handout, a poster, a flashcard, a whiteboard, or any technological equipment can be defined as material because they act in a complementary way in the teaching/learning process and include the characteristics mentioned before. As Tomlinson (1998) asserts, they are anything which is used to help to teach language learners.à ¢Ã¢â€š ¬Ã‚ ¦ anything which presents or informs about the language being learned.(p.11). Although it is easy to delineate the meaning of the term teaching/learning materials, the concept of authenticity is a bit more complex of classifying since there are several different authors who have attempted to define it in the field of second language teaching. For example, Heitler (2005) states that authentic materials are any texts written by native English speakers for native English speakers (p.5), while Tomlinson (1998) ascertains that an authentic text is a text not written or spoken for language teaching purposes. Likewise, Kramsh (1993) adds the term authentic has been used as a reaction against the prefabricated artificial language of textbooks and instructional dialogues, it refers to the way language is used in non-pedagogic, natural communication, and Little and Singleton (1988) declares that an authentic text is a text that was created to fulfill some social purpose in the language community in which it was produced. In the same line, Harmer (1991) defines authentic texts as materials which are designed for native speakers; they are real texts; designed not for language students, but for the speakers of the language, and Sanderson (1999) complements the description of authentic materials saying that they are materials that we can use with the students in the classroom and that have not been changed in any way for ESL students. A classic example would be a newspaper article thats written for a native-English-speaking audience (p.3). As it can be seen, there is a spectrum of distinct conceptualizations of authenticity. However, there is an agreement with some specific characteristics of genuine resources among the definitions established before. One of those shared features is the non-pedagogic purpose. Authentic materials are not produced nor adapted so as to be used for teaching or learning a second language; in fact, they are taken as genuine as possible from the reality. In this way, the artificiality of language is avoided completely. A pos itive consequence since the artificial nature of the language and structures used, make them very unlike anything that the learner will encounter in the real world and very often they do not reflect how the language is really used (Berardo, 2006, p.62). In order to complete this pursuit of genuineness, it is essential to obtain materials produced by native speakers. They interact with their peers inevitably in the target language because it is their innate language. Actually, there is not a better version of spoken or written English than the one made by the people who lives in English spoken cultures, so native production becomes another key aspect in the classification of authentic materials. Considering that any interaction between two native speakers can be used as an authentic material, it is unavoidable to look for common situations with the intention of getting real communication in English. Every person uses his own language to transmit a message to other person, and this pr ocess of normal communication among people has to be captured so as to have the authenticity desired in ESL teaching. Thus, real communication is a vital facet in the conceptualization authentic materials. In sum, the three basic characteristics of authentic materials are non-pedagogic purpose, native production, and real communication. For the purpose of this paper, authentic materials will be classified and identified in respect of those features. Nowadays, there is a huge variety of different sources where materials with the characteristics established before can be found, so the task of selection of adequate genuine resources has become a tough one. Even though, the globalized world offers multiple options to look for proper authentic materials for ESL lessons, there are three prime sources which are the most typical used: internet, literature, and mass media. The first one provides a limitless range of useful materials for ESL classroom. In internet, teachers can find podcast, videos, songs, websites, images, advertising, and plenty of other resources which can serve as authentic materials. All these resources possess the benefits of being constantly updated, and additionally most of them are interactive. Unquestionably, this source is the one which contains more available resources among the three named before, and the procedure of searching for specific information is easy to do as well. These advantages of abundance and easiness plus the others mentioned above make internet a valuable source for ESL teaching. Opposite to the advantages of internet, literature works with others aspects of language. It does not provide many resources to be used as authentic materials; indeed, it mainly provides books. Despite the fact that poems and fairy tales can also be utilized for ESL teaching, they are not applied in lessons in a frequent mode. In regard to books, they not only serve as genuine resources for English teaching/learning, but they also function as a reflection of the community in which was written. From literature, students can extract relevant information about cultures and know in depth their linguistic characteristics. As Sanderson (1999) states, language and cultures are intrexicably linked (p.2), so the cultural background is an important advantage of using literature as a source. In addition to this benefit, there is a special contribution to students made by literature. Most of the books are written with the purpose of transferring human experiences to readers, and these experiences have an intrinsic emotional significance. Hence, teachers can use literature to teach students human values so as to educate them integrally. In that way, they will be exploiting totally these authentic materials, and completing one of the major tasks for educators. By the same token, the other main source for finding genuine resources exhibits benefits akin to the previous ones. Mass media play an essential role in the communication of modern society, and their relevance can be demonstrated with the fact that today people are informed about all the important events which happen in the world due to their communicative labor. Mass media function as a way of global communication, and their product is abounding and immediate information. There are several resources from mass media which can be utilized for ESL teaching as magazines, TV programs, live radio and newspapers, but just the last men tioned provides numerous benefits as authentic material. According to Sanderson (1999), there are numerous reasons to use newspapers in classroom, and the stronger ones are general educational value, cultural background, reader interest, and varieties of English. The first one refers basically to the fact that newspapers inform people about what is happening in the world and elaborate on their general knowledge about their reality. The second one refers to the reflection of the culture where a newspaper is written in the language used within it. It is similar to the contribution of books in ESL lessons. The third reason is explained by the assortment of topics and sections which a newspaper contains. Due to that diversity of subjects, readers can be motivated and interested in working with them. The final argument points out the wide range of text types and language styles that newspapers offer to ESL teachers. It is not easy to find this multiplicity in others resources. In view of the advantages of using newspapers described before, they are definitely a beneficial and practical material for ESL teaching. Regardless the fact that plenty of texts can be taken from the three prime sources named in the previous paragraph, it does not mean that all the materials contained in them will be appropriate for ESL teaching. Actually, many examples of language use could be too complex, or too informal for L2 pedagogy. Thus, there are certain criteria which serve as filter for this profusion of resources. According to Berardo (2006), some specific traits have to be pondered in the selection of authentic materials. The most important one is the suitability of the text. The material has to be related to the needs of the students, and additionally it must be motivating for them. For instance, it will be absurd to use a conversation about the construction of a building between two engineers as a learning material if the learners are studying medicine or law because the resources utilized do not fit with the needs of the students. For this purpose, it is necessary to know as many aspects of the student s as possible, so teachers can look for attractive and relevant genuine resources. A useful way of collecting likes and dislikes of students is the use of surveys. By using that technique, teachers can accrue the necessary knowledge about the target group so as to find apt materials. Other factor to consider in selecting materials is exploitability. The text which will be used in class must have a teaching purpose. It should demand coherent and significant tasks from students in order to be helpful for the ESL lesson. Even though authentic material contains real English language, they could not have a use in the classroom if they do not require students to do fruitful exercises. Consequently, the fact of providing native English language is not enough to select a material for an ESL lesson. The texts extracted from the sources must be compatible with the objectives of the class. In addition to this, the complexity of a text should be also considered in the process of deciding if a m aterial is appropriate for ESL teaching. The language level of the genuine resource chosen must match with the language level of students. Linguistic features as structural and lexical ones can affect directly the understanding of students about the text, as well as the amount of new vocabulary and any new grammatical forms present in the material. A teacher cannot pretend to work with materials which their students are not even able to comprehend. The last element which needs consideration in the choice of proper teaching resources is presentation. The contextualization of the authentic material is a detail that cannot be sidestepped. Pictures, photographs, realia and concept maps can help students not only to grasp correctly the gist of the text, but also can aid to construct an imaginary image of the context in which the genuine resource was created. Besides, those elements add attractiveness to materials and stimulate students to learn the target language. The appearance of text s is the first aspect that students notice when materials a represented to them, so it is vital factor in the attempt of getting the attention of students. Considering the explanations and justifications of each criterion in the procedure of choosing materials, it would be beneficial for the teaching and learning of a second language to apply them. Therefore, teachers have to use the four criteria described thoroughly in the previous lines with the purpose of selecting practical and adequate materials for ESL lessons. As it has been already defined the term authentic materials and has been proposed guidelines to select appropriately them, it is the time to say explicitly why genuine resources should be used in ESL classes since that argument is the gist of this research paper. In concise words, the main reason for utilizing genuine resources in ESL lessons is they provide varied and exclusive advantages to the teaching/learning process of English language. Actually, numerous investigators of the field as Nuttal, Widdowson, Berardo, or Martinez have identified many benefits from the use of authentic materials, and in the following lines the most important ones will be presented to support the idea stated. The first and chief advantage of using authentic materials in ESL class is the exposure to real English. One of the central principles in the application of this kind of teaching resource is to immerse students to as much natural language as possible because learners are accustomed to receive an artificial version of the target language in their normal classes. Inevitably, the English language adapted to instructional purposes loses certain incidental features of genuine communication and reproduces the view of teaching designed by the people in charge, whereas using authentic materials provides readers with the chance to practice English with real models of language and to realize differences between communication of native speakers and non-native speakers. This last sentence offers a convenient bridge to explain the sense of achievement which will be the second advantage highlighted in this section. As students do not commonly work with authentic materials in English classes, they can feel afraid of misunderstanding the whole texts or committing mistakes when they will be working with them. The fear towards materials made in foreign countries affects directly the way in which students acquire the target dialect, and the sense of achievement can be explained with regard to that assumption. As it is believed that genuine resources are complex and hard to work with, students feel really happy and proud of themselves when they are able to grasp the main ideas of texts or to complete the tasks demanded for the material. Any improvement produced by learners pertaining to the comprehension and exploitation of authentic material will be significant for them. It is a unique and progressive procedure of delight in learners. Similar to the last benefit of using authentic materials, the next one is also concerned with the affective dimension of learners. Indeed, the third advantage which will be examined in depth is motivation. Generally, students react in a positive way upon the use of novel teaching/learning materials in everyday classes. These innovative pedagogic resources stimulate learners to practice language in an enthusiastic mode. Introducing authentic materials to an English lesson can attain the affective consequences named before since that kind of materials are unusual for students. Besides, genuine resources usually contain diverse visual stimuli which make them more appealing for learners. Videos, newspapers, brochures, and job advices are examples of that motivating characteristic. In light of the advantages about motivation and sense of achievement, it is important to mention that the affective factors of learning a second language have been investigated exhaustively during the last decades. As a matter of fact, Krashen (1977), who is considered one of the most important authors in the field of second language acquisition, states a hypothesis called affective filter which is about the relevance of feelings and attitudes in the L2 acquisition process. Returning to our focus, the fourth advantage of using authentic materials in ESL lessons is cultural background. By way of genuine resources are real communicative situations extracted from their natural context, there are traits of the context embed in them. Thus, cultural information about a country or a community can be obtained from the use of this type of teaching/learning material. Students not only learn a foreign language when using authentic materials, they also learn about cultures from different parts of the world. Thereby, learners can develop a global knowledge of the lifestyles outside of their country and be acquainted with what is going on in the world around them. In the section about sources of possible materials, there were described some resources which include this advantage as their primary characteristic. The final advantage which will be outlined against the use of common instructional materials is variety. This facet of the use of authen tic material possesses two connotations. The first one refers to the multiplicity of types of texts that teachers can utilize as genuine resources. In the part of the paper where it was discussed the diversity of sources, there were named around twenty distinct authentic resources which can be utilized in ESL class. In there, it was demonstrated that there is an abundance of kinds of genuine resources, and teachers only have to select one according to their teaching purposes. Besides, this wide range of texts includes a variety of language styles too. Students can benefit from them, and develop their basic skills of English language. For example, learners can ameliorate their listening skill by hearing different accents in conversations extracted from native speakers from distinct countries, or they can improve their reading skill by comparing diverse writing styles presented in books which were made in different cultures. The second connotation refers to the assortment of topics wh ich can be found in the sources of genuine resources. This mixture implicates teachers can choose materials considering likes and needs of their students and prepare a lesson which will be relevant and motivating for them. As it has been confirmed in previous paragraphs, the interest of students upon a learning resource can change radically the effectiveness of the class. With all these unique and practical features at their disposal, ESL teachers have to start questioning why they do not use authentic materials commonly in class because at the moment there is not a solid argument to stand out these advantages and benefits. It is compulsory for ESL educators to investigate about different ways to teach English so as to possess a spectrum of distinct methodologies or techniques. Thereby, they can choose an appropriate one pondering the characteristics and needs of their target group of learners. In this respect, authentic materials are teaching resources easy to find and select, and additionally they provide exposure to real English, sense of achievement, motivation, cultural background and variety to ESL classes. Therefore, they must be considered as a valuable and useful teaching/learning material for teachers in the ESL field, and undoubtedly they must be used in a more frequent way in their lessons.

Jefferson Era Study Questions

1. When Lewis and Clark were sent out to explore the new Louisiana Purchase what was the main objective of their trip. a) New Maps of the land b) To find a water way that connected the east to the west c) Make treaties with the Indians d) Find a good place to settle 2. How did outgoing President Adams ensure federalist control of the regional courts? a) Made Marshall chief justice of the Supreme Court b) Judiciary Act of 1801 c) Embargo Act d) Midnight judges 3. When the Embargo Act was put into place who did it affect more? a) America b) France c) Britain d) Spain 4. What did Macon’s Bill state? a) The End of the war of 1812 ) The supreme court alone had the last word on the question of constitutionality c) If Britain or France repealed the commercial restrictions America would restore the embargo act against the non-repealing nation d) Sent 4,000 people to war 5. Who were the war-hawks? a) They were the new hot headed replacements put into congress b) An Indian tribe attacki ng America c) Secret British soldiers dressed as Indians d) A nick name for Federalist 6. Who were the two people that united all the Indians east of the Mississippi? a) Lewis and Clark b) Jefferson and Hamilton c) Tecumseh and the prophet d) Squanto and Sacajawea . What was NOT a outcome from the battle at New Orleans? a) 2000 British soldiers were killed in just a half Hour b) Jackson became a war hero c) The British made the mistake attacking first d) None of the above 8. What was the treaty of Ghent supposed to accomplish? a) Free the slaves b) To get both sides to agree to stop fighting and restore conquered territory c) To build new roads d) To give the man Ghent a new name 9. What was NOT a effect of the war of 1812? a) It heightened nationalism b) Broke the nation apart c) Inspired a lot of writers and painters d) Created a large army and navy 10.What was the main cause of the panic of 1819 a) Unemployment b) Immigrants c) Bank failures and bankruptcies d) Over speculation i n frontier lands 11. The Missouri compromise broke up the salve states and free states at which area did this happen? a) West of the Mississippi b) 36 30’ c) Oklahoma state line d) East of the Mississippi 12. What was NOT part of the American system? a) Created a path breaking tariff for protection not revenue against the British b) Had strong banking system c) Created a network of roads and canals d) Got rid of the central government 13. McCulloch v. Maryland stated that†¦ a) The state can not tax