Initiative Essay -- Education Educational Papers

Initiative The aftermath of Proposition 227, formally titled the English Language for Immigrant Children Initiative, is as varied as the bilingual teaching methods it replaces. The issue of how to educate limited English proficient (or LEP) children has become so politicized that the research on the subject is difficult to interpret. However, two aspects that appear to be problematic for all of California’s school districts are the vague language of the initiative (which is now law), and the lack of methodology for the new "sheltered immersion" programs. The resulting confusion has created a bilingual education system more fragmented than ever. According to the state Department of Education, approximately 1.4 of the 5.5 million school children in the United States are classified as LEP. Of those 1.4 million children, eighty percent are Spanish speaking and the remainder identify fifty-three other languages as their primary language (Prop #227 1). Prior to the passage of proposition 227, 70 percent of California’s LEP students received instruction primarily in English, including 31 percent who received specialized instruction in English only, 22 percent received specialized instruction in English with some primary language support, and 17 percent receive no specialized services: The remaining 30 percent were in traditional bilingual classrooms and received a great deal of instruction in their primary languages (Prop #227 1). It is clear from the variety of services that had been offered (or not) that "bilingual education" varied greatly in the amount of primary language support that was used. It was also only used to teach approximately 50 percent of the LED student population. The amount of primary language support is t... ...ll Kemper. "Sheltered Immersion: Contrasts and Controversy". 1-4. Online. Internet. November 14,1998. Available http://coe.sdsu.edu/people/jmora/pages/seivcanadian.html. "Proposition #227: English Language in Public Schools". 1-9. Online. internet. November 15,1998. Available http://www.sen.cagov/ftp/sen/sor/_home/educate/prop227.htm. Puente, Maria, Carol Morello. "Bilingual Battle Still Rages In Classroom". USA Today. November 13,1998: News; 4A. Online. Internet. November 15,1998. Available http://web.lexis- nexis.com/universe/doc...23&md5=84077f81fr06bb22396cd3alf8be5ed8. Ramirez, Jaime. Telephone interview. December 1,1998. Terry, Don. "Bilingual Education Lives After All". New York Times. October 3, 1998: Section A; 7. Online. Internet. November 7,1998. Available http://web.lexis- nexis.com/universe/doc...ae&_md5=11a5d46e28d2958c8088df8df8267172c64.

The Buddhist Architecture

The Buddhist architecture has a lot of history that comes along with the culture, India is known for being the center of Buddhism as well as the highlight Buddha teachings. Different parts of Buddha life is instilled in the architecture. According to â€Å"The Buddhist Architecture† (2007), â€Å"Caves or grottoes are the oldest form of the Buddhist architecture. They are also known as the rock-cut monasteries, which were hewn from the cliffs and rock walls of the valleys. In India, the most significant cave is Junta caves, near modern Arranged, Maharajah's. † (Para. Two and Four).The caves had played a large part in the history of Buddhist architecture; it was more than Just a building or even a simple rock. According to â€Å"The Buddhist Architecture† (2007), â€Å"Pagodas are the principle form of Buddhist architecture, which are used as religious multistory Buddhist towers, erected as a memorial or shrine. The most important factor was Consciousness, which is the ultimate reality. † (Para. Two and Four). There are various buildings associated with religion, but the one that came out at the most in my search was, â€Å"Amphibian Temple,† this place is known or being a place where â€Å"Buddha† obtained inspiration and enlightenment.There were other temples in China called, â€Å"Ethane Temple†, â€Å"Lama Temple†, and † Gangue Temple† these temples hold a lot of education surrounding Buddhism and what it represents, it is an important place to be visited while in China. The Elder (2008) website â€Å"Numerous churches, monasteries, convents and shrines show sites connected with the earliest years of Christianity, and the life and ministry of Jesus and his disciples. The design of these constructions was affected as much by the religious traditions of the individual Christian community.Christianity was instilled in the buildings such as churches, even from the rooftop the column of a church . â€Å"Plans. ?Many Early Christians shadowed the basilicas model for their new churches (up. 198, 206) and may also have used old Roman halls, baths, dwelling- houses, and even pagan temples as places of worship. Walls. ?These were still constructed according to Roman methods of using rubble or concrete, faced with plaster, brick, or stone (p. 210 B). Mosaic design was added internally (p. 21 1), and sometimes also externally on west facades; though little regard was paid to external architectural effect (p. 09). † (â€Å"Early Christian Architecture – Comparative Analysis†, 1921). The walls expressed certain parts of the religion was alters, roofs and openings in a church. Some names of the buildings surrounding this architecture were, â€Å"The Church of the Holy Sepulcher, Jerusalem and The Church at Gal. Loused. † Islamic architecture and art pieces were in different areas that Islam either dominated or still remains dominant while still embodying M uslim precepts in its themes. The earliest architectural monument of Islam is the Dome of the Rock Jubbah al-Sahara) in Jerusalem, created in 691-92.Some Muslims believe it to be the area from which Muhammad rose to heaven. â€Å"It has mosaics depicting scrolling vines and flowers, Jewels, and crowns in greens, blues, and gold. Similar in some aspects is the later Great Mosque of Damascus (built c. 705-14) the culture of Islamic Spain reached its apogee in Moorish art and architecture. The Mud © Carlyle of Spain employed through the 18th cent. And, important until much later in time, is founded on this architecture. † (â€Å"Islamic Art And Architecture 2012).

Stereotypes ESL Lesson Plan

One thing we share as humans is our vulnerability to both prejudice and stereotyping. Most of us hold prejudices (thoughts or tendencies based only on limited knowledge) against certain things, ideas, or groups of people, and it is very likely that someone has been prejudiced against us or thought of us stereotypically as well. Prejudice and Stereotyping are heavy topics. Yet, people’s (sometimes subconscious) beliefs profoundly affect everyone’s lives.  If these conversations are led right, ESL classes can provide safe spaces for our students to dive deeper into such broad, sensitive, and yet so crucial aspects as race, religion, social status, and appearance. The estimated time for this lesson is 60 minutes, but it is strongly suggested to be used in tandem with the Extension Activity below. Objectives Enrich students vocabulary about the topic of prejudice and stereotypes.Become aware of the complexities and negative consequences of prejudice and stereotypes.Develop deeper empathy and tools to help themselves and others out of the outsider feelings created by prejudice and stereotyping. Materials Board/Paper and markers or projectorWriting utensils for the studentsPosters labeled with names of the countries corresponding to the students in your class and yourself (make sure you include a poster for the U.S as well)Slide/Poster prepared with a list of possible stereotyping characteristicsTwo Posters—one labeled Insider, one Outsider—each has a column for Feelings and BehaviorsSlide/Poster prepared with a list of possible questions about stereotypes Key Terms prejudice origin romantic stereotype orientation respectful national discrimination hard-working race bias emotional included excluded well-dressed unfair assumption outgoing tolerant punctual nationalistic talkative sociable serious quiet formal aggressive polite humorous rude lazy sophisticated educated ignorant hospitable casual flamboyant reliable stern Lesson Introduction Begin the lesson by acknowledging that as ELLs, your students will experience, and probably already have experienced, feelings of being an outsider. Perhaps they have even been victims of prejudice and stereotyping based on their levels of language, accent, or non-American looks. Let your students know that in this lesson you will talk about these topics in more depth—all in an effort to help them navigate such situations and also enlarge their vocabulary on the topic. It is a good idea to solicit students’ opinions on the meaning of prejudice and stereotype at the very start, and only then provide them with the actual definitions. A good reference for this part is a basic dictionary, such as the Oxford Advanced American Dictionary. Make sure you write or project the words and definitions on the board. Prejudice: an unreasonable dislike of or preference for a person, group, custom, etc., especially when it is based on their race, religion, sex, etc. A victim of  racial prejudiceTheir decision was based on ignorance and prejudice.Prejudice  against somebody/something:  There is much less prejudice today against women in the medical profession. Stereotype: a fixed idea or image that many people have of a particular type of person or thing, but which is often not true in reality. Cultural/gender/racial stereotypesHe doesnt conform to the usual stereotype of the businessman with a dark suit and briefcase. Instruction and Activity—Insider/Outsider Exercise Objective: Identify the feelings and behaviors when people feel like insiders and outsiders, learn how to cope with them, generate empathy and solutions to help others. Outsider Feelings List all the student nationalities on different posters on the board and by nationality, have students name the stereotypes (only) about their own countries and cultures (to avoid any animosity). 5 minHang the posters around the classroom and invite students to walk around with pens or markers and add any other stereotypes that they have heard. (Reinforce that what they are writing down isn’t necessarily what they believe, simply what they heard to be said.) 3 minRing a bell or play a sound to announce the transition, in which you model the next step in the activity: The students will move onto introducing themselves to others by sharing two negative outsider feelings that they experienced while reading the national stereotypes (i.e., â€Å"Hi, I am angry and confused.† â€Å"Hi, I am shy and uncomfortable.†)  Display the bank of possible words on the board, and preview it with students before continuing the activity. 8 minAfter a few minutes, ask students to s it back down and call out the negative feelings they have heard (while you record them on the Outsider poster). 3 min Insider Feelings Now, direct your students to imagine they are on the inside of a certain group. (Provide some examples: Maybe they are back in their country or belonged to a group as kids, at work, etc.) 3 minStudents call out insider feelings and you record them on the corresponding poster. 3 minAt this point, prompt students to describe the behaviors that correspond to each situation—when they were outsiders and insiders. (Let students come up with their own or even let them act them out if they don’t have the right word for the behaviors or you can suggest and/or act out additional ideas.) Examples: Outsider—feel alone (feeling), shut down, don’t dare, dont communicate much, speak low, stand away from the group (behaviors); Insider—opposite (that’s what we want for our students). 8 minAcknowledge to your students one more time that in their lives as non-native English speakers, they will sometimes experience feelings of being an outsider. And sometimes in their lives as humans, they will witness someone else feeling that way.Remind them of the goals of this activity and brainstorm how they can apply what they learned. Goal 1: Cope with Outsider FeelingsInstruct students to list a few Insider moments and to remember these and their corresponding feelings when they find themselves in Outsider situations. 4 minGoal 2: Empathy and Help OthersDirect students to imagine they meet someone who is feeling like an outsider and discuss possible reactions/solutions. (Maybe they’ll be able to empathize with them more thanks to their own experiences. And based on their personal knowledge of the different negative feelings, they may be able to offer the person constructive help—offer water to diffuse anger, a joke, personal anecdote, or a friendly conversation to help them relax.) 5 min Lesson Extension—Discussion on Prejudice and Stereotypes Go back to the beginning of the previous activity, and remind your students of the meaning of prejudice and stereotype. 2 minAs an entire group, identify the areas on which people sometimes base inclusion or exclusion. (Possible answers: sex, sexual orientation, beliefs, race, age, appearance, abilities, etc.). 7 minProject or write the following questions on the board and invite students to discuss these in small groups. They should also be ready to later share their ideas with the entire class. 10 min What do you think about the stereotypes listed in the Insider/Outsider activity?Are they true or not? Why?  Where do some of these stereotypes come from?  Can they be useful?  What can be the problem with these labels?What prejudiced attitudes and behaviors can stereotypes and labeling lead to?  How could these stereotypical and prejudicial views be tackled?   Differentiation The best lessons have differentiation strategies infused within each and every step. Guidelines/questions/vocabulary always postedAfter assigning an activity, either model/provide examples of what it should look like OR have students tell you back what their understanding of the assignment is.Circulate among your students frequently, check in on them, and offer additional support in the form of one-on-one explanations and modeling.Because of the different learning styles out there, this lesson includes a variety of activities, some of which require students to move their bodies; write, read, and speak; work independently, in small groups, or as a whole class. Assessment For homework, exit ticket, and/or the lesson’s assessment, ask your students to write a paragraph-long reflection on the ideas that came up during the lesson.  Provide the required minimum of sentences, based on your students’ levels. Requirements: Correctly use at least four of the new terms relating to stereotypes and four character adjectives.Choose a stereotype or two from the list that you may have been guilty of, and: explain why some people might think that label is incorrectexplain how people targetted by this stereotype might be affected Differentiation here would include variety in the number of sentences and/or vocabulary used and possibly a fill-in-the-blanks text. Important Considerations Consider the issue of sensitivity among your students. You could inform them ahead of time that you will be exploring a controversial subject matter and it is not your intention to upset anyone. However, if anyone is offended during the class, inform them they are free to speak to you or email you afterward. If any disclosures are made, you will need to follow your school’s child protection procedure. Be aware that some students may express negative attitudes. It is important to allow them to voice their views and they should be probed, but this should be followed by clearly stating that as a community of learners, you don’t tolerate offensive and harmful attitudes and promote the importance of respect towards difference. Sources Kite, Mary E.  Activities for Teaching about Prejudice and Discrimination. Virginia Ball Center, Ball State University, 2013, Muncie, IN.â€Å"Lesson 5—Prejudice and Stereotypes. Equality and Human Rights Commission, 29 Jan. 2019.

Trade Between Australia and China - 2020 Words

Many products we use today are made in China. Trade between Australia and China has heightened in the last couple of years. China has one of the world’s largest economies. It has an increasing role in shaping the world economy, accounting for a third of the increase in the world’s gross domestic product and imports for the period 2000 to 2003 (The Economist 2004). It is also home to a population of 1.3 billion inhabitants, consuming a variety of goods from food items to luxury commodities, toys, clothing, gifts, most car parts and many more things Australia benefits from. For non-agricultural goods, Australian import tariffs are generally low. The most notable exceptions are on motor vehicles and textiles, clothing and footwear imports.†¦show more content†¦Labour costs are lower, and more importantly, labour is largely subservient. In contrast, China’s merchandise exports to Australia are mainly labour intensive manufactures, with the major categories being textile, clothing and footwear products, as well as machinery and electronics. Together these items amounted to $4 billion in 2003, around 70 per cent of China’s exports to Australia. China’s gross domestic product has been growing annually at 7 per cent on average over the past five years, reaching $6.4 trillion (in purchasing power parity index) in 2003 ( Anderson K., 1995). China’s integration into the world economy through trade was one of the key drivers of this strong economic growth. China has adopted measures to transform its economy from a centrally planned system to a more market oriented one. These measures included the opening of China’s economy to world trade. Many of the Australian companies such as Black Decker, makes many of its power tools and locks in a factory it owns in Suzhou, outside Shanghai, and a separate 50/50 joint venture plant in Shenzhen, southern Chinas manufacturing boomtown. Ford Motor also planned to buy up to $3 billion worth of auto parts from Chinese suppliers. Wal-Mart also spends more than $18 billion annually on products made in China (D. Uren, The Australian News, 2008). According to Baier, S.L. and Bergstrand, Chinese motorcycle manufacturers dont make hugeShow MoreRelatedEssay about Trade Between Australia And China1888 Words   |  8 PagesMany products we use today are made in China. Trade between Australia and China has heightened in the last couple of years. China has one of the world’s largest economies. It has an increasing role in shaping the world economy, accounting for a third of the increase in the world’s gross domestic product and imports for the period 2000 to 2003 (The Economist 2004). 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The Power of Relationship in Hemingways Cat in the Rain...

The power of relationship is a major theme in both Hemingways Cat in the Rain, and in Ibsens A Dolls House. In both stories, patriarchy is the pervasive social structure under which the individual relationships develop. Relationship therefore defines and reinforces gender roles and norms. The heterosexual dynamic also constructs and reinforces individual identity. Romantic relationships have the power to perpetuate social norms and values, especially those related to gender. Furthermore, romantic relationships have the power to transform the individual. The individual can find liberation and release through a relationship; or the individual may choose to remain personally stagnant within it. In both A Dolls House and Cat in the Rain, the female protagonists are utterly dissatisfied within their respective relationships. Relationships restrict their creative self-expression and their ability to construct identities that are independent from their role within a marriage. In A Dolls House, for example, Nora Helmer acts on her own volition to help her husband. Her desire to act independently is subsumed by the patriarchal norms to which her husband and her friends like Christine Linde ascribe. The relationship between Nora and Torvald could potentially result in Noras self-implosion but instead, Nora chooses to extricate herself from the negative situation. Her leaving her husband represents the symbolic liberation of all women from the subjugation of

Lord of the Flies Jack Essay Example For Students

Lord of the Flies Jack Essay At the start of the novel, there has been an atomic explosion, and the children have been evacuated in an aircraft with a detachable passenger tube. The aircraft has been attacked and released the tube while flying over tropical seas. The tube has crash landed in the jungle of a tropical island, and the plane has flown off in flames. This is the point when the novel starts. There are four main characters in the book ? Ralph, Piggy, Jack and Simon. Simon is part of the choir, which is led by Jack, but Ralph and Piggy are not members of the choir, and are in no way related. There are no adults ? There aren? any grown ups P. 43 Ralph has found a conch P. 21, and has used it to call all the boys on the island together. This is where Jack is introduced into Lord of the Flies Something dark was fumbling along P. 26. This refers to the choir walking along the beach in the distance. This use of language shows us that the choir is dark, evil, and sinister, and immediately Golding tells us that this group will not be a good force on the island. The choir are a militaristic group ? marching approximately? with a hambone frill P. 26. This shows us that their leader is in total control of the group. This leader is Jack ? The boy who controlled them? his cap badge was golden P. 26 This shows the authority and status that Jack has over the choir. When the choir reach the platform, Jack shows off ? swaying in the fierce light? his cloak flying P. 27. This is an attempt to impress the group, create a good impression, enough so he commands their respect as well as the choirs? , enough so that he can eventually control them as well as the choir. Jack does not introduce himself to everyone; he first words to the group are Where? s the man with the trumpet? P. 27. He just gives out demands, and expects the group to answer him. This is what he is used to. Jack is a direct contrast with Ralph ? peered down at Ralph? the conch did not seem to satisfy him P. 27 This shows us that he believes no-one is as good a leader as him, and that the conch, which called the group together, is below him. This is simple arrogance P. 29 on the part of Jack. He uses his cloak as a prop ? Inside the floating cloak he was tall, thin, and bony P. 27. He uses the cloak a sign of power to make him into something he? s not, he uses it to gain authority. His hair was red beneath the black cap P. 27. The colour of his hair shows signs of a fiery temper, and the colour of his cap reinforces his sinister side. Jacks main aim of the assemblies in the novel are to first become chief, and then control the group. He says on page twenty-nine with simple arrogance, I ought to be chief. Jack believes that no-one else has the right to control him, and he should be in control of everyone. During the assemblies, he rejects Piggy ? Shut up, Fatty P. 28. He has no respect for Piggy due to his appearance, even though Piggy could be a very useful asset to the group. He takes control of the assembly ? We? ve got to? P. 29. Jack does this because he wants to decide and be in control of what the group does. When the boys on the island say they want to vote on a chief, Jack started to protest P. 30. This is because Jack knows that he is not in control of the boys on the island who are not in the choir, which is the majority, and therefore they will not vote for him. He also believes that he should be proclaimed the leader of the group without voting, because in his opinion, no-one has the right to be in control of him. This is because he is a natural leader, and has never been in a position without control. This is born out when Ralph is voted chief ? and the freckles? a blush of mortification P. 30. Jack is very embarrassed when he is, for the first time in his life, not in total control. Jack? s personality makes him use violence to command respect ? Jack snatched from behind him a sizeable sheath-knife and clouted it into a trunk P. 32, Jack slammed his knife into a trunk and looked round challengingly P. 43. The Story of the Door EssayThis shows the determined and fearless image Jack has created for himself. After the fear of the beast has started to dismantle the civilized force inside the group, Jack looks for someone to blame ? the littluns ? You littluns started all this? P. 103. He again repeats that there is no beast, but maybe at this stage of the novel, he is a little less sure than on page fourty-eight. Jack uses the fear in the group to make himself look good. After he repeats I? ve been all over this island? there is no beast in the forest P. 104, the whole assembly applauded him P. 104. Jack had used the beast to his advantage, to gain status. He still remains defiant, even after it has been claimed that the beast comes from the sea, that if there is a beast, we? ll hunt it down P. 114. As I have already pointed out, Jack is obsessed with hunting, and his preoccupation with it has increased ever since he was introduced into the novel. Everything he sees on the island he links with hunting. He sees the fire as a way to cook meat P. 92, hunted by himself. When he hears about the beast, he says he will hunt it and kill P. 48. The major changes in his identity occur, however, in chapters three and four. He has become animalistic, like a dog ? his nose only a few inches from the humid earth? dog-like bolting he became a furtive thing, ape-like. P. 61-2. His physical characteristics have changed ? His hair, longer? peeling sunburn? he was naked P. 61. He has changed his image from a choirboy to a furtive hunter. He has become primitive P. 62. His eyes give away his inner-self, a mad animal ? eyes that in this frustration seemed bolting and nearly mad. P. 62. He is on the edge ? The madness came into his eyes? rage? compulsion P. 65. He has become a physical hunter swung? urled? strength? hard? castanet? seductive? maddening? rushed? snatched P. 63. Jack is totally taken with hunting, for when he tries to describe hunting o page sixty-seven, he is unable to describe the excitement he feels for it ? That? s how you can feel, He flushed suddenly P. 67. Jack has become so obsessed with hunting, that he has forgotten about being rescued ? Jack had to think for a moment before he could remember what rescue was. P. 67. As he becomes more and more primitive, his grasp on civilization weakens, and eventually dies. By smearing his face ? He smeared on the clay P. 79, he covers up the old Jack, and replaces him with an awesome stranger P. 80. The mask covers up Jacks face, and gives something for Jack to hide behind ? the mask? behind which Jack hid P. 80. This shows that Jack wants to give himself this awesome new identity in order to gain more control and power, and to start the formation of a tribe, which can hunt. When Jack eventually kills a pig on page eighty-six, he is terribly excited ? There were lashings of blood. P. 86. He is happy to recite the horrific details, he is proud of the kill. This is a syntax, and we can cross reference it to page fourty-one, where Jack lets a pig escape because of the thought of cutting into living flesh? the unbearable blood. P. 41. When Jack is introduced into the novel, we recognize him as an organised natural leader with evil potential. Over the first five chapters of the book, this is born out in his transformation from a choirboy to a fearless, furtive hunter. His priority has changed from being rescued to hunting and killing pigs. He has become less and less civilized, until his appearance becomes one of a tribal nature.

Uncle Toms Cabin Essays (1892 words) - Literature, Film,

Uncle Tom's Cabin Uncle Toms Cabin Harriet Beecher Stowe UNCLE TOM -Uncle Tom manages the Shelby plantation. Strong, intelligent, capable, good, and kind, he is the most heroic figure in the novel that bears his name. Tom's most important characteristic is his Christian faith. God has given Tom an extraordinary ability. He can forgive the evil done to him. His self-sacrificing love for others has been called motherly. It has also been called truly Christian. AUNT CHLOE- Aunt Chloe, Uncle Tom's wife, is fat, warm, and jolly. She is a good housekeeper and a superb cook, and justly proud of her skill. She loves Tom, and urges him to escape to Canada rather than to go South with Haley. After Tom is sold, she convinces the Shelbys to hire her out to a baker in Louisville and to use her wages to buy Tom's freedom. She is heartbroken to learn of his death. - MOSE, PETE, AND POLLY - Mose, Pete, and Polly, the children of Uncle Tom and Aunt Chloe, are playful and rambunctious. Polly is Tom's special favorite, and she loves to bury her tiny hands in his hair. ELIZA HARRIS - Eliza Harris is raised by her mistress, Mrs. Shelby, to be pious and good. Described as light-skinned and pretty, Eliza dearly loves her husband, George Harris, and their little boy, Harry. When she learns that Harry is about to be sold, Eliza carries him in her arms to the Ohio River, which she crosses on cakes of ice. Although generally a modest and retiring young woman, Eliza becomes extraordinarily brave because of her love for her son. GEORGE HARRIS- George Harris, portrayed as a light-skinned and intelligent slave, belongs to a man named Harris. He is married to Eliza, who lives on the Shelby plantation, and they have a son, Harry. HARRY AND LITTLE ELIZA - Harry and little Eliza are the children of George and Eliza Harris. Harry, born a slave on the Shelby Plantation, is bright and cute, and sings and dances for Mr. Shelby and Haley. He is so beautiful that he is disguised as a girl in order to escape into Canada. Once there, he does very well in school. Little Eliza is born free in Canada. - SAM AND ANDY- Sam and Andy, slaves on the Shelby plantation, provide comic relief through their mispronunciations and deliberate mishaps. Andy, who likes to makes speeches, is meant to satirize politicians. But Sam and Andy make an important contribution to the novel's plot- their clowning allows Eliza to escape across the Ohio River. MR. SHELBY - Mr. Shelby, the owner of a Kentucky plantation, generally treats his slaves well, but he decides to sell two of them, Uncle Tom and little Harry, to pay off a debt. Although he regrets the sale, Shelby feels he has no other choice. MRS. SHELBY - Mrs. Shelby, a kind, religious woman, tries to raise the family's slaves with Christian values. She attempts to convince her husband not to sell Tom and Harry, and she helps Eliza escape. Warm-hearted Mrs. Shelby treats her slaves like people, crying with Aunt Chloe when Uncle Tom leaves and consoling her when they learn he is dead. - GEORGE SHELBY- George Shelby, the son of Mr. and Mrs. Shelby, is thirteen years old when the novel begins, and eighteen when it ends. He likes to spend time with Uncle Tom and Aunt Chloe, basking in their kindness and attention. He teaches Uncle Tom to read and write, and reads the Bible at the slaves' religious meeting. On Uncle Tom's grave, he swears to do whatever he can to fight against slavery, and he begins by freeing the slaves on his own plantation. George is one of the few characters who changes during the course of Uncle Tom's Cabin, as he develops from a good-hearted but somewhat self-centered boy into a noble and effective man. HALEY-Haley sets the plot of Uncle Tom's Cabin in motion by insisting that Mr. Shelby sell him Tom and little Harry. Haley curses, smokes, drinks, and dresses badly. He claims to be humane because he is not completely cruel to the slaves he buys. But you can see that he's a nasty person. He doesn't believe slaves have feelings, so he doesn't think twice about separating a mother and child- like Eliza and little Harry, or about the woman who