Teaching the Id, Ego, and Superego With Dr. Seuss

One of the best secondary classroom crossover units between the discipline of English Language Arts and the courses that cover Psychology—usually through the discipline of Social Studies—is a unit on the National Council of Teachers of English  (NCTE)  on their  Read, Write, Think  website.  This unit covers the key concepts of Freudian psychology as a science or as a tool for literary analysis  in a highly engaging manner. The unit is titled  Ã¢â‚¬Å"Id, Ego, and the Superego in Dr. Seuss’s  The Cat in the Hat. Julius Wright of  Charleston, South Carolina—the lesson creator—uses  the iconic elementary text from The Cat in the Hat  to teach students to analyze a literary work using the plot, theme, characterization, and psychoanalytic criticism. The unit is designed for eight 50 minute sessions. Students will read Dr. Seusss  The Cat in the Hat  and analyze the development of each character from the text and pictures using Sigmund Freuds  personality theories. The students will determine which characters exhibit the characteristics of id, ego, or superego. Students can also analyze the static nature of characters (i.e.: Thing 1 Thing 2) locked in one stage. Wright provides student-friendly definitions and commentary for each psychoanalytic stage in one of the handouts on the  Read, Write, Think  website. Freuds Psychoanalytic Personality Theory for Students Wright provides a student-friendly description for each of the three elements of personality: The id is the part of the personality that contains our primitive impulses—such as thirst, anger, hunger—and the desire for instant gratification or release. The id wants whatever feels good at the time, with no consideration for the other circumstances of the situation. The id is  sometimes represented by a devil sitting on someone’s shoulder. As this devil sits  there, he tells the ego to base behavior on how the action will influence the self, specifically how it will bring the self pleasure. Example from the Dr. Seuss text, The Cat in the Hat: â€Å"I know some good games we could play,† said the cat.â€Å"I know some new tricks,† said the Cat in the Hat.â€Å"A lot of good tricks. I will show them to you.Your mother will not mind at all if I do.† Wrights student-friendly description for the Superego  stage: The superego is the part of the personality that represents the conscience, the moral part of us. The superego develops due to the moral and ethical restraints placed on us by our caregivers. It dictates our belief of right and wrong. The superego is sometimes represented by an angel sitting on someone’s shoulder, telling the ego to base behavior on how the action will influence society. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"No! Not in the house!† Said the fish in the pot.â€Å"They should not fly kites In a house! They should not.Oh, the things they will bump! Oh, the things they will hit!Oh, I do not like it! Not one little bit!† Wrights student-friendly description for the  Ego stage: The ego is the part of the personality that maintains a balance between our impulses (our id) and our conscience (our superego). The ego works, in other words, to balance the id and superego. The ego is represented by a person, with a devil (the id) on one shoulder and an angel (the superego) on the other. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"So we sat in the house. We did nothing at all.So all we could do was to Sit! Sit! Sit! Sit!And we did not like it. Not one little bit.† There are many examples in ​The Cat in the Hat, and the personality types may overlap, which encourages healthy debate and discussion between students. Common Core  Standards Other handouts for this unit include a  Defining Characterization  worksheet that supports details about direct and indirect characterization, as well as a chart of the five different methods of indirect characterization for students to use in analyzing The Cat in the Hat.  There are also extension activities featured on the handout  The Cat in the Hat  Projects  with a list of potential essay topics for an analytical or evaluative essay of characters. The lesson meets specific Common Core standards, such as these anchor standards (for grades 7-12) for reading that can be met with this lesson: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.Compare and contrast treatments of the same topic in several primary and secondary sources. If there is an essay assigned from suggested topics, the anchor writing standards (for grades 7-12)  for writing could be met: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Using the Illustrations as a Visual Guide In teaching the lessons, it is very important that each student has a copy of The Cat in the Hat  as  the illustrations contribute to their characterizations of the different Freudian stages. In teaching the lesson to grade 10 students, many of their observations were centered around pictures. For example, students could connect illustrations to specific behaviors: The bland faces of the Narrator and his sister, Sally, at the beginning (ego stage);The manic behavior of Thing 1 and Thing 2 as they fly kites in the house (id stage);The fish out of the water, risking his life to lecture the Narrator and Sally (superego). Literary Analysis and  Psychology Class Students in grades 10-12 may be taking psychology or AP Psychology as an elective. They may be already familiar with Sigmund Freuds work  Beyond the Pleasure Principle  (1920),  The Ego and the Id  (1923), or  Freud’s seminal work  The Interpretation of Dreams (1899). For all students, Psychoanalytic Criticism builds on the Freudian theories of psychology.  The OWL at Purdue website features the commentary of  Lois Tyson. Her book, Critical Theory Today, A User Friendly Guide discusses a number of critical theories that students may use in text analysis.   In the chapter on psychoanalytic criticism, Tyson notes that: [...]Some critics believe that we read psychoanalytically[...]to see which concepts are operating in the text in such a way as to enrich our understanding of the work and, if we plan to write a paper about it, to yield a meaningful, coherent psychoanalytic interpretation  (29). Suggested questions for literary analysis using psychoanalytic criticism are also on the OWL website include:   How can characters behavior, narrative events, and/or images be explained in terms of psychoanalytic concepts of any kind?What does the work suggest about the psychological being of its author?What might a given interpretation of a literary work suggest about the psychological motives of the reader?Are there prominent words in the piece that could have different or hidden meanings?Could there be a subconscious reason for the author using these problem words? Literary Applications of  Psychoanalysis After the unit students can take this idea and analyze a different piece of literature.  The use of psychoanalytic criticism humanizes literary characters, and discussions after this lesson can help students develop an understanding of human nature. Students can use their understanding of id, ego, and superego from this lesson and apply these understandings to characters in more sophisticated works, for example:   Frankenstein  and the Monsters shifts between id and superego.Dr. Jekyll and Mr. Hyde  and his attempts to control id through science.Hamlet  and his ego as he wrestles with the dilemma of avenging his fathers murder. All literature can be viewed through this psychoanalytic lens.

A Guide to Conjugating Battre (to Beat)

The French word battre means to beat. (The reflexive se battre means to fight, as does the verb combattre.) It is an irregular -re verb, meaning youll have to memorize the conjugations, rather than rely knowing on the regular -re conjugation pattern. How to Conjugate the French Verb Battre You can start as you would when conjugating a regular -re verb and determine the stem by dropping the -re (batt-). Heres where things deviate from a regular verb: In the present tense, the singular forms also drop the second t. These charts show you how to conjugate this irregular verb. (Other verbs that include battre, like  abattre, combattre  and dà ©battre, also follow this irregular pattern.) Present Future Imperfect Present Participle je bats battrai battais battant tu bats battras battais il bat battra battait nous battons battrons battions vous battez battrez battiez ils battent battront battaient Subjunctive Conditional Pass simple Imperfect subjunctive je batte battrais battis battisse tu battes battrais battis battisses il batte battrait battit battt nous battions battrions battmes battissons vous battiez battriez batttes battissiez ils battent battraient battirent battissent   Ã‚  Imperative(tu)bats(nous)battons(vous)battez How to Use  Battre  in the Past Tense Though this is a lesson about simple conjugation, its important to touch on the compound tense passà © composà ©, as it is the most common way to put something in the past tense in French. For battre, the auxiliary verb is avoir and the past participle is battu. For example: Il a battu les oeufs avec une fourchette.He beat the eggs with a fork.

Experience from Part Time Job Free Essays

EXPERIENCE FROM PART-TIME JOB Every young person eventually needs to consider a career path, and working part-time jobs are a common way to gain experience in determining which career field is right for the individual. Part-time jobs are good way to gain experience not only in a particular position, but are also instrumental in teaching a newcomer to the working world a number of important skills that are necessary to succeed in the long-term. From the real situation – one day to be a serving staff at a coffee shop, I myself find that part-time work activities give me many useful lessons. We will write a custom essay sample on Experience from Part Time Job or any similar topic only for you Order Now Working environment is the way to have many interactions between us and customers, partners, also the managers. The important thing I want to mention is â€Å"to be welcoming, friendly and polite†. Sometimes, the complaint of customers, the criticism of the manager make u so confused. However, learning how to suffer from such things like that is also a lesson when you are engaged in a part-time job. So, â€Å"work quickly and stay calm under pressure†. Besides, being in working environment compels me to improve communication skills. At the first time, I felt so shy because of my influent communicability. But, thank to character of the job, I try to overcome myself and make it better as much as possible. I think it works some way. Finally, what I learned from a part-time job is ability to multi-task. Having organization skills is very important even in the most unorganized, chaotic atmosphere. Although the part-time job I chose is not relevant to my major, I still think it`s useful, at least in the current time. Part-time jobs are a good way to learn experience not only about working, but offer a number of soft skills that I am sure it will be very necessary for my job in the future. How to cite Experience from Part Time Job, Essays

Bogdan Ficeac 8211 The Communist censorship and th Essay Example For Students

Bogdan Ficeac 8211 The Communist censorship and th Essay e formation of the new manBogdan Ficeac The Communist Censorship and theFormation of the New Man, Nemira Publishing House,Politica collection ,1999, Bucharest, 125 pagesFirst published in 1999 at Nemira publishing house in the Politica collection, i may say that it is one of the first books that looks upon the instruments of opression and manipultion during the communist rgime period in Romania. But what stroke me about Ficeacs book was the multitude of examples of how the Communist Party very rapidly succeded in gaining control over all the forms of mass-information of that time. The study that Bogdan Ficeac makes is quite thoroughly, a proof of the hard work of collecting data that he had done. The book consists mainly of two parts. The first part deals with the internal motivation of a totalitatian rgime to make its citizens to worship the political leaders. The second one is more arid because of the many quatations from the RCP govrmental ordinances, laws, and regulamentations, but in spite of this fact is the juciest part of the book, you will convince of that yourselves. The subject is not new, but the approach is very accurate.First, an social-psychological attempt to find the utility of thought control for totalitarian rgimes, because thought control is what Ficeac says is the supreme goal of a communist or fundamentalist rgime. If you ever wondered how did the socialists induce that great amount of obedience to the great majority of the population, the answer that Bogdan Ficeac offers will surprise some of you it is not a case of obedience but rather a case of belief, a much more internal resort.The main goal of the leaders of a totalitarian system is not to govern by the use of force (coercion) nor to destroy their enemies, but rather to determine their the subjects to sincerely think the way the leaders want. In order to achieve that the leaders resort to controling the information. Thus, the indivuduals life experience and the totality of his impressions, conceptions and life conclusions are remodeled for the use of the leaders. What is the use of the leaders if not a population of hard-working, 100% compliant individuals ? Only that the leaders (do you remember ?) want their subjects to act according to the state ideology freely, by every citizen own choice. In that sense, they (the leaders) begin to create the proper framework for the (artificial) emrgence of what Ficeac calls the new man. In Romania this complicated and wicked plan was carried following the USSRs example, sometimes even to the smallest details, a good example in this sense I can recall the replacement of the word censure with a more soften formula : the control of the press, publications, and printings. This replacement has not brought any change; on the contrary, it was made for a better concealment of the hardening of the state control over basically any type of source of information. The communist rgimes controlled all the sources of mass information for two reasons: on one hand to feed the minds of their subjects so as to direct them in the desired direction and on the other to eliminate the other sources of information that could jeopardize their mission. Bogdan Ficeac takes a close look at the emotional and internal aspects of how people embrace the state ideology and censorship. Here he identifies eight ways trough which the state can gain control over the peoples mind : the control of human communications, the mystic manipulation, the purity request, the cult of confession, the sacred science, the re-molding of the language, the doctrine above human, and the social delimitation. The author gives examples for every way showing the actions through which the Romanian Communist Party concealed any facts that would have prejudiced the reputation of the socialist system (you have to bear in mind that the Cold War was on and the Soviet Union along with all its allies wanted to prove to the whole human kind that a socialist rgime was the best system ever, for they posed in defenders of human rights, liberty, and popular democracy ). This is not new for Ficeac, who had studied the phenomenon of manipulation very closely and he has underlined the effects of mental manipulation especially through mass-media. The theorists of totalitarianism use lie as their most effective instrument in order to redefine the past (the national and even international history) and finally the language. By redefining the language they ease the implementation of the new theories concerning the superiority of the socialist rgime. .ucbae0643696018df352d4ef58a08a425 , .ucbae0643696018df352d4ef58a08a425 .postImageUrl , .ucbae0643696018df352d4ef58a08a425 .centered-text-area { min-height: 80px; position: relative; } .ucbae0643696018df352d4ef58a08a425 , .ucbae0643696018df352d4ef58a08a425:hover , .ucbae0643696018df352d4ef58a08a425:visited , .ucbae0643696018df352d4ef58a08a425:active { border:0!important; } .ucbae0643696018df352d4ef58a08a425 .clearfix:after { content: ""; display: table; clear: both; } .ucbae0643696018df352d4ef58a08a425 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucbae0643696018df352d4ef58a08a425:active , .ucbae0643696018df352d4ef58a08a425:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucbae0643696018df352d4ef58a08a425 .centered-text-area { width: 100%; position: relative ; } .ucbae0643696018df352d4ef58a08a425 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucbae0643696018df352d4ef58a08a425 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucbae0643696018df352d4ef58a08a425 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucbae0643696018df352d4ef58a08a425:hover .ctaButton { background-color: #34495E!important; } .ucbae0643696018df352d4ef58a08a425 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucbae0643696018df352d4ef58a08a425 .ucbae0643696018df352d4ef58a08a425-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucbae0643696018df352d4ef58a08a425:after { content: ""; display: block; clear: both; } READ: The Ramayana Family Role EssayBibliography:1.Bogdan Ficeac, Tehnici de manipulare(rom), Nemira 2.R.J. Lifton, Reforma gandirii si psihologia totalitarianismului (rom.) blishing House, Politica collection, 1998