Jonathan Swift’s dark view of humanity is expressed in his novel, Gulliver’s Travels. Swift believed that society, which is meant to protect people from inequality and injustice, actually encourages the worst evils, promotes immorality, and allows injustices to occur. In Gulliver’s Travels, Swift asks whether “civilization” is only an elaborate cover for the lowest forms of human behavior. Swift raises this question through satire, a literary form which he brings to perfection in Gulliver’s Travels. Following in the great tradition of classical satirists, Swift uses Gulliver’s Travels to point out the underlying ridiculousness of the society around him. In one section of Gulliver’s Travels, for example, Gulliver describes his native England to the king of a land of giants. Gulliver talks enthusiastically to the giant king about the class system, laws, constitution, military glory, and history of his homeland. After carefully listening to Gulliver’s speech, however, the king proceeds to point out the many shortcomings of Gulliver’s native land. Gulliver is unable to come up with adequate responses to the criticism. He can only stand there in embarrassed silence as the king eventually concludes that the institutions of the human world should be condemned.

Jonathan Swift’s dark view of humanity is expressed in his novel, Gulliver’s Travels. Swift believed that society, which is meant to protect people from inequality and injustice, actually encourages the worst evils, promotes immorality, and allows injustices to occur. In Gulliver’s Travels, Swift asks whether “civilization” is only an elaborate cover for the lowest forms of human behavior. Swift raises this question through satire, a literary form which he brings to perfection in Gulliver’s Travels. Following in the great tradition of classical satirists, Swift uses Gulliver’s Travels to point out the underlying ridiculousness of the society around him. In one section of Gulliver’s Travels, for example, Gulliver describes his native England to the king of a land of giants. Gulliver talks enthusiastically to the giant king about the class system, laws, constitution, military glory, and history of his homeland. After carefully listening to Gulliver’s speech, however, the king proceeds to point out the many shortcomings of Gulliver’s native land. Gulliver is unable to come up with adequate responses to the criticism. He can only stand there in embarrassed silence as the king eventually concludes that the institutions of the human world should be condemned.

Jonathan Swift’s dark view of humanity is expressed in his novel, Gulliver’s Travels. Swift believed that society, which is meant to protect people from inequality and injustice, actually encourages the worst evils, promotes immorality, and allows injustices to occur. In Gulliver’s Travels, Swift asks whether “civilization” is only an elaborate cover for the lowest forms of human behavior. Swift raises this question through satire, a literary form which he brings to perfection in Gulliver’s Travels. Following in the great tradition of classical satirists, Swift uses Gulliver’s Travels to point out the underlying ridiculousness of the society around him. In one section of Gulliver’s Travels, for example, Gulliver describes his native England to the king of a land of giants. Gulliver talks enthusiastically to the giant king about the class system, laws, constitution, military glory, and history of his homeland. After carefully listening to Gulliver’s speech, however, the king proceeds to point out the many shortcomings of Gulliver’s native land. Gulliver is unable to come up with adequate responses to the criticism. He can only stand there in embarrassed silence as the king eventually concludes that the institutions of the human world should be condemned.

Jonathan Swift’s dark view of humanity is expressed in his novel, Gulliver’s Travels. Swift believed that society, which is meant to protect people from inequality and injustice, actually encourages the worst evils, promotes immorality, and allows injustices to occur. In Gulliver’s Travels, Swift asks whether “civilization” is only an elaborate cover for the lowest forms of human behavior. Swift raises this question through satire, a literary form which he brings to perfection in Gulliver’s Travels. Following in the great tradition of classical satirists, Swift uses Gulliver’s Travels to point out the underlying ridiculousness of the society around him. In one section of Gulliver’s Travels, for example, Gulliver describes his native England to the king of a land of giants. Gulliver talks enthusiastically to the giant king about the class system, laws, constitution, military glory, and history of his homeland. After carefully listening to Gulliver’s speech, however, the king proceeds to point out the many shortcomings of Gulliver’s native land. Gulliver is unable to come up with adequate responses to the criticism. He can only stand there in embarrassed silence as the king eventually concludes that the institutions of the human world should be condemned.

Jonathan Swift’s dark view of humanity is expressed in his novel, Gulliver’s Travels. Swift believed that society, which is meant to protect people from inequality and injustice, actually encourages the worst evils, promotes immorality, and allows injustices to occur. In Gulliver’s Travels, Swift asks whether “civilization” is only an elaborate cover for the lowest forms of human behavior. Swift raises this question through satire, a literary form which he brings to perfection in Gulliver’s Travels. Following in the great tradition of classical satirists, Swift uses Gulliver’s Travels to point out the underlying ridiculousness of the society around him. In one section of Gulliver’s Travels, for example, Gulliver describes his native England to the king of a land of giants. Gulliver talks enthusiastically to the giant king about the class system, laws, constitution, military glory, and history of his homeland. After carefully listening to Gulliver’s speech, however, the king proceeds to point out the many shortcomings of Gulliver’s native land. Gulliver is unable to come up with adequate responses to the criticism. He can only stand there in embarrassed silence as the king eventually concludes that the institutions of the human world should be condemned.

Passage 1
Healthcare is a right that should be afforded to everyone in an evolved society. The amount of money you have should not dictate the kind of medical care you receive. Poor Americans are dying of diseases and maladies that wouldn’t even be a second thought for a rich American, who would be able to easily afford access to the medicine or care that would easily cure them. The longer that we as a country allow healthcare to be dictated by a person’s wealth, the more we reinforce the unethical privilege that the wealthy enjoy at the expense of the lives of poor Americans.

Passage 2
Healthcare is an important part of life and should be something that everyone works to earn. America is a capitalist society that rewards success, and to suddenly give healthcare to people who don’t even have a job would go against everything our country stands for. When the government starts to provide things for people who don’t have to work for them, America becomes a communist nation. People who don’t have adequate healthcare can change their circumstances by getting educated and starting a more prestigious career. Everyone in America should have the opportunity to succeed; that’s how our country thrives. If we give things away, what motivation does the average citizen have to work hard and make something of themselves?

Passage 1
Healthcare is a right that should be afforded to everyone in an evolved society. The amount of money you have should not dictate the kind of medical care you receive. Poor Americans are dying of diseases and maladies that wouldn’t even be a second thought for a rich American, who would be able to easily afford access to the medicine or care that would easily cure them. The longer that we as a country allow healthcare to be dictated by a person’s wealth, the more we reinforce the unethical privilege that the wealthy enjoy at the expense of the lives of poor Americans.

Passage 2
Healthcare is an important part of life and should be something that everyone works to earn. America is a capitalist society that rewards success, and to suddenly give healthcare to people who don’t even have a job would go against everything our country stands for. When the government starts to provide things for people who don’t have to work for them, America becomes a communist nation. People who don’t have adequate healthcare can change their circumstances by getting educated and starting a more prestigious career. Everyone in America should have the opportunity to succeed; that’s how our country thrives. If we give things away, what motivation does the average citizen have to work hard and make something of themselves?

Passage 1
Healthcare is a right that should be afforded to everyone in an evolved society. The amount of money you have should not dictate the kind of medical care you receive. Poor Americans are dying of diseases and maladies that wouldn’t even be a second thought for a rich American, who would be able to easily afford access to the medicine or care that would easily cure them. The longer that we as a country allow healthcare to be dictated by a person’s wealth, the more we reinforce the unethical privilege that the wealthy enjoy at the expense of the lives of poor Americans.

Passage 2
Healthcare is an important part of life and should be something that everyone works to earn. America is a capitalist society that rewards success, and to suddenly give healthcare to people who don’t even have a job would go against everything our country stands for. When the government starts to provide things for people who don’t have to work for them, America becomes a communist nation. People who don’t have adequate healthcare can change their circumstances by getting educated and starting a more prestigious career. Everyone in America should have the opportunity to succeed; that’s how our country thrives. If we give things away, what motivation does the average citizen have to work hard and make something of themselves?

Passage 1
Healthcare is a right that should be afforded to everyone in an evolved society. The amount of money you have should not dictate the kind of medical care you receive. Poor Americans are dying of diseases and maladies that wouldn’t even be a second thought for a rich American, who would be able to easily afford access to the medicine or care that would easily cure them. The longer that we as a country allow healthcare to be dictated by a person’s wealth, the more we reinforce the unethical privilege that the wealthy enjoy at the expense of the lives of poor Americans.

Passage 2
Healthcare is an important part of life and should be something that everyone works to earn. America is a capitalist society that rewards success, and to suddenly give healthcare to people who don’t even have a job would go against everything our country stands for. When the government starts to provide things for people who don’t have to work for them, America becomes a communist nation. People who don’t have adequate healthcare can change their circumstances by getting educated and starting a more prestigious career. Everyone in America should have the opportunity to succeed; that’s how our country thrives. If we give things away, what motivation does the average citizen have to work hard and make something of themselves?

Passage 1
Healthcare is a right that should be afforded to everyone in an evolved society. The amount of money you have should not dictate the kind of medical care you receive. Poor Americans are dying of diseases and maladies that wouldn’t even be a second thought for a rich American, who would be able to easily afford access to the medicine or care that would easily cure them. The longer that we as a country allow healthcare to be dictated by a person’s wealth, the more we reinforce the unethical privilege that the wealthy enjoy at the expense of the lives of poor Americans.

Passage 2
Healthcare is an important part of life and should be something that everyone works to earn. America is a capitalist society that rewards success, and to suddenly give healthcare to people who don’t even have a job would go against everything our country stands for. When the government starts to provide things for people who don’t have to work for them, America becomes a communist nation. People who don’t have adequate healthcare can change their circumstances by getting educated and starting a more prestigious career. Everyone in America should have the opportunity to succeed; that’s how our country thrives. If we give things away, what motivation does the average citizen have to work hard and make something of themselves?

Passage 1
Many teachers across the country are noticing the importance of film in the modern classroom. No longer is putting a movie on meant as an invitation for students to check out while the teacher does work at their desk. Films are a versatile medium, and can function as textbooks, pieces of literature, or pieces of art that can bring a new dimension to a student’s learning. Modern education standards (including the much-maligned Common Core Standards) recognize visual media as an important learning tool and require it as part of a students’ education. Not all teachers are comfortable teaching with films, however, most likely because they are used to the stigma of showing movies as a substitute for actual teaching. The teachers leading the charge for the effective use of film in the classroom know that teaching a film effectively means preparing lessons with the same amount of time and effort as any other days. When teachers allow themselves to approach teaching with a film with the same sense of care that they treat teaching with a short story, a novel, or a textbook, the students will be the ones who reap the benefits.

Passage 2
Picture a history classroom that has been studying World War II for the past two weeks, most recently focusing on the Invasion of Normandy Beach (D-Day). A traditional teacher might simply shut the lights and throw on the first 20 minutes of Steven Spielberg’s “Saving Private Ryan.” Students put their heads down, go on their phones, or pass notes throughout the lesson; nothing is gained. Or the teacher could spend a class period analyzing the same 20-minute scene with the class, looking at how the director, Steven Spielberg, builds anxiety in the beginning, how he creates the chaos of the beach, and how he gets the audience to care for characters they haven’t even met yet. Students would get much more out of this second approach and would be able to appreciate the carnage and the pandemonium that soldiers experienced on the beaches of Normandy. When teachers try to get students to understand a novel, they don’t just read the novel aloud straight through and then move on to the next lesson. They use class time to do in-depth analysis of the novel. Why should it be any different when a teacher uses a film? Teachers with the second approach are revolutionizing what it means to watch a movie in class and taking advantage of a great learning tool.

Passage 1
Many teachers across the country are noticing the importance of film in the modern classroom. No longer is putting a movie on meant as an invitation for students to check out while the teacher does work at their desk. Films are a versatile medium, and can function as textbooks, pieces of literature, or pieces of art that can bring a new dimension to a student’s learning. Modern education standards (including the much-maligned Common Core Standards) recognize visual media as an important learning tool and require it as part of a students’ education. Not all teachers are comfortable teaching with films, however, most likely because they are used to the stigma of showing movies as a substitute for actual teaching. The teachers leading the charge for the effective use of film in the classroom know that teaching a film effectively means preparing lessons with the same amount of time and effort as any other days. When teachers allow themselves to approach teaching with a film with the same sense of care that they treat teaching with a short story, a novel, or a textbook, the students will be the ones who reap the benefits.

Passage 2
Picture a history classroom that has been studying World War II for the past two weeks, most recently focusing on the Invasion of Normandy Beach (D-Day). A traditional teacher might simply shut the lights and throw on the first 20 minutes of Steven Spielberg’s “Saving Private Ryan.” Students put their heads down, go on their phones, or pass notes throughout the lesson; nothing is gained. Or the teacher could spend a class period analyzing the same 20-minute scene with the class, looking at how the director, Steven Spielberg, builds anxiety in the beginning, how he creates the chaos of the beach, and how he gets the audience to care for characters they haven’t even met yet. Students would get much more out of this second approach and would be able to appreciate the carnage and the pandemonium that soldiers experienced on the beaches of Normandy. When teachers try to get students to understand a novel, they don’t just read the novel aloud straight through and then move on to the next lesson. They use class time to do in-depth analysis of the novel. Why should it be any different when a teacher uses a film? Teachers with the second approach are revolutionizing what it means to watch a movie in class and taking advantage of a great learning tool.

Passage 1
Many teachers across the country are noticing the importance of film in the modern classroom. No longer is putting a movie on meant as an invitation for students to check out while the teacher does work at their desk. Films are a versatile medium, and can function as textbooks, pieces of literature, or pieces of art that can bring a new dimension to a student’s learning. Modern education standards (including the much-maligned Common Core Standards) recognize visual media as an important learning tool and require it as part of a students’ education. Not all teachers are comfortable teaching with films, however, most likely because they are used to the stigma of showing movies as a substitute for actual teaching. The teachers leading the charge for the effective use of film in the classroom know that teaching a film effectively means preparing lessons with the same amount of time and effort as any other days. When teachers allow themselves to approach teaching with a film with the same sense of care that they treat teaching with a short story, a novel, or a textbook, the students will be the ones who reap the benefits.

Passage 2
Picture a history classroom that has been studying World War II for the past two weeks, most recently focusing on the Invasion of Normandy Beach (D-Day). A traditional teacher might simply shut the lights and throw on the first 20 minutes of Steven Spielberg’s “Saving Private Ryan.” Students put their heads down, go on their phones, or pass notes throughout the lesson; nothing is gained. Or the teacher could spend a class period analyzing the same 20-minute scene with the class, looking at how the director, Steven Spielberg, builds anxiety in the beginning, how he creates the chaos of the beach, and how he gets the audience to care for characters they haven’t even met yet. Students would get much more out of this second approach and would be able to appreciate the carnage and the pandemonium that soldiers experienced on the beaches of Normandy. When teachers try to get students to understand a novel, they don’t just read the novel aloud straight through and then move on to the next lesson. They use class time to do in-depth analysis of the novel. Why should it be any different when a teacher uses a film? Teachers with the second approach are revolutionizing what it means to watch a movie in class and taking advantage of a great learning tool.

Passage 1
Many teachers across the country are noticing the importance of film in the modern classroom. No longer is putting a movie on meant as an invitation for students to check out while the teacher does work at their desk. Films are a versatile medium, and can function as textbooks, pieces of literature, or pieces of art that can bring a new dimension to a student’s learning. Modern education standards (including the much-maligned Common Core Standards) recognize visual media as an important learning tool and require it as part of a students’ education. Not all teachers are comfortable teaching with films, however, most likely because they are used to the stigma of showing movies as a substitute for actual teaching. The teachers leading the charge for the effective use of film in the classroom know that teaching a film effectively means preparing lessons with the same amount of time and effort as any other days. When teachers allow themselves to approach teaching with a film with the same sense of care that they treat teaching with a short story, a novel, or a textbook, the students will be the ones who reap the benefits.

Passage 2
Picture a history classroom that has been studying World War II for the past two weeks, most recently focusing on the Invasion of Normandy Beach (D-Day). A traditional teacher might simply shut the lights and throw on the first 20 minutes of Steven Spielberg’s “Saving Private Ryan.” Students put their heads down, go on their phones, or pass notes throughout the lesson; nothing is gained. Or the teacher could spend a class period analyzing the same 20-minute scene with the class, looking at how the director, Steven Spielberg, builds anxiety in the beginning, how he creates the chaos of the beach, and how he gets the audience to care for characters they haven’t even met yet. Students would get much more out of this second approach and would be able to appreciate the carnage and the pandemonium that soldiers experienced on the beaches of Normandy. When teachers try to get students to understand a novel, they don’t just read the novel aloud straight through and then move on to the next lesson. They use class time to do in-depth analysis of the novel. Why should it be any different when a teacher uses a film? Teachers with the second approach are revolutionizing what it means to watch a movie in class and taking advantage of a great learning tool.

Passage 1
Many teachers across the country are noticing the importance of film in the modern classroom. No longer is putting a movie on meant as an invitation for students to check out while the teacher does work at their desk. Films are a versatile medium, and can function as textbooks, pieces of literature, or pieces of art that can bring a new dimension to a student’s learning. Modern education standards (including the much-maligned Common Core Standards) recognize visual media as an important learning tool and require it as part of a students’ education. Not all teachers are comfortable teaching with films, however, most likely because they are used to the stigma of showing movies as a substitute for actual teaching. The teachers leading the charge for the effective use of film in the classroom know that teaching a film effectively means preparing lessons with the same amount of time and effort as any other days. When teachers allow themselves to approach teaching with a film with the same sense of care that they treat teaching with a short story, a novel, or a textbook, the students will be the ones who reap the benefits.

Passage 2
Picture a history classroom that has been studying World War II for the past two weeks, most recently focusing on the Invasion of Normandy Beach (D-Day). A traditional teacher might simply shut the lights and throw on the first 20 minutes of Steven Spielberg’s “Saving Private Ryan.” Students put their heads down, go on their phones, or pass notes throughout the lesson; nothing is gained. Or the teacher could spend a class period analyzing the same 20-minute scene with the class, looking at how the director, Steven Spielberg, builds anxiety in the beginning, how he creates the chaos of the beach, and how he gets the audience to care for characters they haven’t even met yet. Students would get much more out of this second approach and would be able to appreciate the carnage and the pandemonium that soldiers experienced on the beaches of Normandy. When teachers try to get students to understand a novel, they don’t just read the novel aloud straight through and then move on to the next lesson. They use class time to do in-depth analysis of the novel. Why should it be any different when a teacher uses a film? Teachers with the second approach are revolutionizing what it means to watch a movie in class and taking advantage of a great learning tool.

The recent film “Hidden Figures” has brought a lot of much-earned recognition to one of America’s greatest mathematicians, Katherine Johnson. In a time when the country was still segregated, Katherine Johnson challenged racial and gender barriers to become one of the most trusted mathematicians at NASA during John Glenn’s 1961 Mercury Mission. As is famously portrayed in the 2017 film, NASA entrusted Johnson with the final calculations that brought John Glenn back to Earth safely and pinpointed where he would land for safe recovery. Katherine Johnson faced discrimination every day and still rose to be one of the most important behind-the-scenes figures in America’s burgeoning space program. The recent film has Americans wondering why stories like Johnson’s aren’t taught more specifically in school as everyone can benefit from such a story of resilience and strength amidst a fragile social climate. Perhaps stories like this challenge the white patriarchy in America and threaten to break the wheel of privilege, but that’s not a bad thing. Stories like Johnson’s would also help young women, and especially young women of color, connect with role models who have excelled in the fields of science and mathematics.

The recent film “Hidden Figures” has brought a lot of much-earned recognition to one of America’s greatest mathematicians, Katherine Johnson. In a time when the country was still segregated, Katherine Johnson challenged racial and gender barriers to become one of the most trusted mathematicians at NASA during John Glenn’s 1961 Mercury Mission. As is famously portrayed in the 2017 film, NASA entrusted Johnson with the final calculations that brought John Glenn back to Earth safely and pinpointed where he would land for safe recovery. Katherine Johnson faced discrimination every day and still rose to be one of the most important behind-the-scenes figures in America’s burgeoning space program. The recent film has Americans wondering why stories like Johnson’s aren’t taught more specifically in school as everyone can benefit from such a story of resilience and strength amidst a fragile social climate. Perhaps stories like this challenge the white patriarchy in America and threaten to break the wheel of privilege, but that’s not a bad thing. Stories like Johnson’s would also help young women, and especially young women of color, connect with role models who have excelled in the fields of science and mathematics.

The recent film “Hidden Figures” has brought a lot of much-earned recognition to one of America’s greatest mathematicians, Katherine Johnson. In a time when the country was still segregated, Katherine Johnson challenged racial and gender barriers to become one of the most trusted mathematicians at NASA during John Glenn’s 1961 Mercury Mission. As is famously portrayed in the 2017 film, NASA entrusted Johnson with the final calculations that brought John Glenn back to Earth safely and pinpointed where he would land for safe recovery. Katherine Johnson faced discrimination every day and still rose to be one of the most important behind-the-scenes figures in America’s burgeoning space program. The recent film has Americans wondering why stories like Johnson’s aren’t taught more specifically in school as everyone can benefit from such a story of resilience and strength amidst a fragile social climate. Perhaps stories like this challenge the white patriarchy in America and threaten to break the wheel of privilege, but that’s not a bad thing. Stories like Johnson’s would also help young women, and especially young women of color, connect with role models who have excelled in the fields of science and mathematics.

The recent film “Hidden Figures” has brought a lot of much-earned recognition to one of America’s greatest mathematicians, Katherine Johnson. In a time when the country was still segregated, Katherine Johnson challenged racial and gender barriers to become one of the most trusted mathematicians at NASA during John Glenn’s 1961 Mercury Mission. As is famously portrayed in the 2017 film, NASA entrusted Johnson with the final calculations that brought John Glenn back to Earth safely and pinpointed where he would land for safe recovery. Katherine Johnson faced discrimination every day and still rose to be one of the most important behind-the-scenes figures in America’s burgeoning space program. The recent film has Americans wondering why stories like Johnson’s aren’t taught more specifically in school as everyone can benefit from such a story of resilience and strength amidst a fragile social climate. Perhaps stories like this challenge the white patriarchy in America and threaten to break the wheel of privilege, but that’s not a bad thing. Stories like Johnson’s would also help young women, and especially young women of color, connect with role models who have excelled in the fields of science and mathematics.

The recent film “Hidden Figures” has brought a lot of much-earned recognition to one of America’s greatest mathematicians, Katherine Johnson. In a time when the country was still segregated, Katherine Johnson challenged racial and gender barriers to become one of the most trusted mathematicians at NASA during John Glenn’s 1961 Mercury Mission. As is famously portrayed in the 2017 film, NASA entrusted Johnson with the final calculations that brought John Glenn back to Earth safely and pinpointed where he would land for safe recovery. Katherine Johnson faced discrimination every day and still rose to be one of the most important behind-the-scenes figures in America’s burgeoning space program. The recent film has Americans wondering why stories like Johnson’s aren’t taught more specifically in school as everyone can benefit from such a story of resilience and strength amidst a fragile social climate. Perhaps stories like this challenge the white patriarchy in America and threaten to break the wheel of privilege, but that’s not a bad thing. Stories like Johnson’s would also help young women, and especially young women of color, connect with role models who have excelled in the fields of science and mathematics.