Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
Filtering by
- All Subjects: community
- All Subjects: Parents
- Creators: Division of Teacher Preparation
Did He Kill the Mockingbird? provides an alternate ending to To Kill a Mockingbird. In the original play, the townspeople never discovered that Arthur Radley killed Bob Ewell. In Did He Kill the Mockingbird? a townsperson overhears Atticus Finch and Heck Tate discussing Bob Ewell's death. This leads the townsperson to tell others in Maycomb County of the events that had unfolded the night Bob Ewell died.
As the play progresses, we explore how ignorance, willful and not, change the daily lives and actions of individuals who have mental illnesses and disabilities such as Autism. The townspeople may not see a problem with the way they treat Arthur Radley, as he is just a man who they believe stabbed his mother. However, in reality, they are causing more harm by encouraging and perpetuating rumors about Arthur Radley. In turn, the rumors enhance the stigma that plagues Arthur Radley.
Jean Louise Finch is the main character in Did he Kill the Mockingbird? Jean supports Arthur Radley, and is able to see the good in him although the rest of the townspeople continue to believe he is a bad person.
I hope that my version of this alternative ending to original play brings to light the changes that we need to make as a society to encourage the acceptance of all people. As a society, we need to treat all people, whether disabled or not, as equals. Rather than perpetuating stereotypes, we need to encourage everyone to work hard and reach for their goals whatever they may be.
benefits. Fathers are often not a part of this experience due to outdated gender roles that have led
to the classification of reading as a feminized activity. This review discusses the literature
surrounding the cognitive and social-emotional benefits of reading aloud to children. In addition
to academic literature, this paper takes into account the experiences of educators and parents
shared through social media and literacy organizations external to academia due to their presence
on the front lines of the reading aloud. This paper is divided into five sections, each of which
addresses a different domain of the read aloud practice. The first section is a personal narrative in
which the author shares a story surrounding her experience with read alouds to provide context
on why this topic was chosen for her undergraduate thesis. Section two addresses the importance
of read alouds in a child’s literacy journey and serves as a framework for the remainder of the
review. Section three discusses the vitality of the participation of fathers in the practice and
includes the explanation of the feminization of reading and the implications of the lack of fathers
within the read aloud experience. Section four discusses the implications of fathers taking an
active role in reading aloud. Lastly, section five serves as a resource pool for fathers, including
tips, a guide to community resources, and sample book lists.
Keywords: read aloud, gender roles, educator, literacy, parents, fathers