Role of Parsi community in Ice Candy Man Essay Example

Role of Parsi community in Ice Candy Man Essay Question: Demonstrate how the changing peceptions of the characters towards each other is a reflection of the instability surrounding them.Answer: Actions, behaviour, gesture, sickness: these are all indications of an unconscious and involuntary mode of existence common to all which, if nothing else, shows that one is alive. The novel, Ice-Candy Man is an emotional book about dispassion and fairness by a Parsi perspective. The novelist, Bapsi Sidhwa adopts a psychoanalytic approach towards her writing inorder to reveal the revulsion of partition of the sub-continent. Sidhwa states, I dont have much faith in human nature. This statement justifies the instablity and chaos that the mindsets of the characters undergo during the partition, especiallythe Ice-Candy Man.The partition of the sub-continent is like the background music of the novel which channelizes the preference and emotions of people from all sects of the society. Ice-Candy Man is a complex character and the way he represent s humanity is something that the ordinary man carries and at the same time he is ignorant of it. He is an embodiment of binary oppositions: good and evil, love and hatred, peace and violence, friendly and reserved, pleasant and unpleasant, sensibility and insanity. However, he is not an amalgam of these attributes at the same time. Infact, he is a victim of the changing circumstances and from positvity he eventually starts to exhibit negative traits.The recurring phrase, the pitiless face of love aptly suits his character. However, his character development contains the element of cause and effect. As Aristotle says, All causes are beginnings. Therefore, the train from Gurdaspur loaded with heaps of dead bodies and womens breasts becomes the cause that paves way to unleash the evil within him. In a rage, he confesses to the Government House Gardener that the sight of the train containing dead Muslims has changed him and he is not reluctant in killing even his acquiantances. It is su bstantiated when he deceives his love Ayaah by abducting her and forcing her into prostitution. He is candid about his hatred and fanaticism for other communities. Thereby, we observe that the external event, i.e. the partiton internalizes and changes his perception which in turn externalizes in the form of violence and suspicion. As a result, he becomes averse to all who do not belong to his community. The conflict between the rational and the illogical is meticulously defined in his mental agony.Partition signifies the disintegration of individual selfhood and the development of a mass-consciousness or will, which disrupted individual self-development. The Aayah who is the nucleus of the circle of various religions portrays the hybridity and complexity of the society. However, the competitors of her love are initially jealous of each other on sexual basis but with the atrocities being committed by numerous sects in the backdrop; suddenly make them aware of their respective religio us identities and practices. Soon, one mans religion becomes another mans poison. Lenny says, The change was sudden.Hence, religion transformed into politics and became a matter of psychological egoism. Jokes were formed inorder to ridicule other religions. Imam Din and Yousaf started to take Friday afternoons off to offer Juma prayers. Similarly, Aayah visited temples and offered joss sticks and flowers to gods. A Brahmin pandit disowns his food when he feels that it has been corrupted by the shadow of an alien religious identity. In the tense communal situation, people felt an urge to keep and sharpen their weapons. Moreover, Aayahs perception towards the Pathan also goes through a vivid change as she acts calmly in his presence. The term, Sikh is used for Sher Singh because Sikhism is his religion and he would represent all Sikhs.Within a broad climate of inherited culture, there are endless variations: each individual differs from the other in outlook and day-to-day religious ph ilosophy. Thus, one incident creates havoc among humanity and things eventually fall apart. It is through the character of Ice-Candy Man that the author effectively communicates the frenzy and madness that jolted the people during the time of partition. On the other hand, we also tend to learn that one must synchronize as he evolves. Otherwise, the negative percetions towards others can transform one into a beast. Indeed, the novel is a trustworthy guide to the heart and mind of human-beings.

Exemplar Lesson Plan and rationale Essay Example

Exemplar Lesson Plan and rationale Essay Example Exemplar Lesson Plan and rationale Essay Exemplar Lesson Plan and rationale Essay Three objectives have been chosen connecting knowledge and awareness, with understanding and then extending into enhancement of personal resilience skills. This progression of knowledge to conceptual understanding and then skills development is constructivist in design (Piaget 1952) and also equips children with strategies to cope with loss as well as awareness of it, a key principle of effective loss education (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011) They include awareness of feelings associated with the death of parent, which could be challenged as too sensitive for Y4 children, yet the reality is that many children are bereaved of a parent or experience similar emotions through separation and divorce by the time they are eight or nine (Childhood Bereavement Network 2009). The context here is softened by the use of fiction characters, allowing for empathy and transference of emotions (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011) but this objective would be reconsidered if there was a child in this class who had been bereaved within the previous two years. In this situation I would consult with the child on the content and give the option of alternative work outside the classroom. Choice and involvement in planning for children who are affected by bereavement is critical to their coping success in these situations (Brown 2000, Stokes 2009, Winstons Wish 2011, Child Bereavement Charity 2011, Jigsaw4u 2011). In addition, Christs (2000) extensive research identified that children of the Y3-4 age range who are bereaved often want to talk about their situation and their lost parents.  The objectives are simple but require both imagination and some recognition of emotions/ feelings. These can be expected from Y4 pupils (DfES SEAL 2005, DfEE 1999, Antidote 2008) but individual class composition and stage of development would need to be a factor in the selection of objectives and in the differentiation of work (Kyriacou 2007, Pollard 2008). Curriculum Links The objectives and content link to the DfEE (1999) National Curriculum Non-statutory Guidelines for PSHE for Key Stage 2 which are currently in use in schools. These require children to communicate their own ideas and views, to use their imagination to identify with other peoples experiences and feelings and to now where support can be obtained for themselves or their family and friends. In addition it has drawn on the SEAL unit on Changes (DfES 2005) which identifies the need for coping strategies in times of life change such as parental loss. Content and Teaching and Learning Approaches  The content has been selected to meet the learning objectives (Kyriacou 2007). It involves interactive group storming of ideas to clarify the orphan status of the fiction character Harry Potter. However the storming in groups then feeding back to the class on all we know about Harry Potter is a way of briefing those children unaware of this character and his situation. The use of the word orphan (written on the board to assist visual recognition of the word and support visual learners (Kyriacou 2007) will focus attention on the main objective of the lesson and context for the following activities. The lesson then adopts a visual stimulus, (again supporting visual learners and introducing variety into the lesson input (Kyriacou 2007) showing an extract from the fist Harry Potter film when Harry is still of primary school age. This is done because this extract The Mirror of Erriseg deals directly with Harrys longing to know and meet his dead parents, something which the extract establishes is impossible. This, whilst sad, reflects the reality of the world the children live in and presents the truth rather than wish fulfilment, a factor which assists adjustment to real events in later life (Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011. The development through question and answer addresses how and from whom Harry Potter gets help when he is feeling this sad or miserable moves the lesson onto the issue of strategies for support and also develops pace in the lesson (Kyriacou 2007).  The final activity asks children to draw around their own hand on paper and consider who they could go to if they are feeling sad or miserable. It is designed to help identify multiple support sources in their own life, and is both kinaesthetic in learning approach, developmental, in extending recognition of help and crucially takes the child from a fiction character to themselves all of which assist learning (Kyriacou 2007, Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011). Careful supervision of this activity is needed, with those struggling to think of help sources supported by the teacher (who can at least add themselves to a finger on each of these hands (Stokes 2004, Child Bereavement Charity 2011, Winstons Wish 2011, Jigsaw4u 2011). The important point is that the children do have at least someone to turn to and thus should add a positive end to this lesson. Reference List Antidote (2008) The Emotional Literacy Handbook, London: Fulton  Child Bereavement Charity accessed at www.childbereavement.org.uk on 3/9/11  Brown, E. (2000) Loss, Change and Grief: An Educational Perspective, London: Fulton  This book provides a really practice and insightful guide to the support of children with bereavement needs in primary school. It addresses age related needs and responses and practical activities for teachers and support staff to use. It includes a detailed application of grief theory and offers advice on professional support outside school.  Childhood Bereavement Network National Childrens Bureau (2009) Key Findings from new CBN and NCB research in bereaved children, London: CBN/NCB