Look at the opening of Nicolas Hytner Essay Example for Free

Look at the opening of Nicolas Hytner Essay The music gets faster as he finds his way through the trees and bushes, Then he comes close to the area where the girls are though he does not it is them the music changes to a drum beat with Parris footsteps being able to be heard. The camera changes back to the girls with Abigail walking up to Tituba and then Abigail whispers in Abigails ear and Tituba looks scared and shocked as she say no. Abigail then turns around to the pot runs to it and picks up the chicken by its feet and hits its head of a rock breaking its neck the Abigail drinks the blood of the chicken. Then Abigail takes her clothes off, all the girls are screaming then one of the girls sees Parris coming towards them so they all run away except Betty who says that she cannot move. The camera angles through all of this were very fast and furious. Then everything starts to slow down with a picture of Parris on his own looking at the cauldron he lifts up the large spoon inside the pot and drops as if he was scared of it, when he see the chicken as well he gets annoyed though he is a bit scared. The next scene shows Betty in her bed, with a suspicion of witchcraft floating about the place. Only Tituba and Abigail are in the room with Betty there have about eight minutes of filming yet we hear no words spoken. There is obvious tension between Tituba and Abigail over what has happened. More tension is shown when Parris questions Abigail about the incident in the forest. Now music is played again with Abigail saying that they danced but Parris suspects witch craft though Abigail is saying that no spirits have been conjured. The next scene is of Elizabeth and John Proctor who are showing a lot of tension. This tension is raised because John Proctor had an affair with there former servant, and guess who that servant was Abigail Williams. The scene starts of quite pleasant really with John Proctor and his sons working, the music is quite cheerful, the camera angles are quite far of. John Proctor and his go inside with his sons going to bed and him going to have his dinner. Elizabeth gives it to him without speaking but when they do speak it is about how there marriage is falling apart. Then the final scene of tension is in Church with the whole village there when a song is sung the girls go over to Bettys room then Abigail speaks to Betty saying she has told her father everything that happened in the woods. Then like lightning Betty wakes up with her saying I bet you never told him that you drank a charm Abby, a charm to kill Goody Proctor. Then the music gets very loud this is emphasising how important this scene really is. The others girls get quite scared and start to walk away so Abigail threatens them that she would kill anyone who tells on her doings. The camera is only on Abigail, but then Betty jumps up shouting she wants her mom and tries to fly to her out of the window but the girls hold her back and everyone in the church rubs out to them. This causes a lot of tension between all the girls and makes witch craft a better conclusion to what has been happening. In conclusion to Nicolas Hytners film of the play The Crucible was directed extremely well making them beginning of the film already better to the book the film sets the scene better and I believe that it also creates more tension. Also with the plot being so old it was sometimes easier to understand the words better with them being said correctly and with also being able to see what is going on. Nicolas Hytner has used cinematic features to the best they could be in this film there fore making the filming better for all viewers. Matthew Brooke English Coursework 20th Century Drama Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our  GCSE Arthur Miller  section.

Missile Defense System is Useless Against Terrorists Essay -- Septembe

A Missile Defense System is Useless Against Terrorists Donald Rumsfeld, was confirmed as Secretary of Defense with barely a whimper from the media. Rumsfeld's career in public service has been a lengthy one including serving as a former ambassador to NATO, a Congressman, and Secretary of Defense under the Ford administration from 1975 to 1977. But Rumsfeld's claim to fame is that he headed a 1998 Congressional panel that identified a growing threat of ballistic missile attack from rogue nations such as North Korea, Iraq, and Iran. Identifying the possibility of a real threat in the next five years, the report endorsed the development of a ballistic missile defense system to protect the U.S. from such attacks. America should want to protect itself from rogue nations bent on wreaking havoc. Who doesn't want to raise a shield against the mistakes and intentions of a dangerous world? But aside from the fact that most of the intelligence community believes that such a threat does not exist and will not for at least fifteen years, there is also one serious problem with a national missile defense system: It doesn't work. In the last two decades alone, the United States government has invested over $130 billion on Ronald Reagan's "Star Wars" dream. With Bush at the helm, the U.S. appears poised to invest billions more. What has $130 billion and the valuable time of the military-industry complex given us? A system that is unable to reliably shoot a single, low-speed missile out of the sky. Nothing suggests that this system will work. The optimism exhibited by its advocates distorts the truth. The military has had to admit that the Patriot missile defense system, which was initially her... ...ses the treaty as "ancient history." At a time when Russia is becoming increasingly angry with the U.S.'s imperialist actions ‚ so much that they have threatened to withdraw from future arms control talks ‚ the last thing the U.S. should do is make an enemy out of a nation with one of the world's largest nuclear stockpiles. There are many serious threats to national security that demand our attention. In the post-Cold War era, the answers are complicated and require careful consideration. Unfortunately, Rumsfeld and the Bush administration have chosen a winning political sound byte which fails miserably in real life. We should focus on worldwide arms reduction. If Rumsfeld has his way, we may live in a far more dangerous world of anxious nuclear powers that engage in offensive-defensive arms races and keep their fingers on the nuclear button.

Earth and Planet Essay

God create our planet earth for us to have a home so we have to take care of our planet because God gave it to us and if we don’t take care of our planet someday our planet earth will be destroy or it will be gone. We have to protect our nature specially the trees because if we don’t protect our nature and if we cut down all the trees we will experience stronger floods and typhoon that will destroy our planet. We can save our planet earth by simply throwing your garbage in the right place not in the river or in the streets. If we throw our garbage in the river it will be stock and if there is a typhoon the flood will go higher than we expected because of the garbage that is stock in the river so we have to practice our selves not throwing garbage anywhere but in the right place only. For me it’s very important to protect our planet because God entrusted the planet earth to us so we have to protect it and love it. We can save our planet by stopping the mining company’s because if the mining in the earth continues someday the mountains in the earth will destroy and will cause a flashflood that people will be getting hurt or die. So if we want to live longer in this earth we have to protect our planet and save it before it’s too late.

Locke: Founder of British Empiricist

John Locke had a number of major influences on society in general, but his influences on education have stood the taste of time. His idea of Tabula Rasa, his introduction of empiricism, and idea of the use of all senses are all objectives that are used in schools today. The idea of Tabula Rasa is basically defined as a â€Å"blank slate.† Locke believed that everyone is born with a clean mind, a supposed condition that he attributed to the human mind before ideas have been imprinted on it by the reaction of the senses to the exterior world. â€Å"Thus the first capacity of human intellect is that the mind is fitted to receive the impressions made on it; either through the senses by outward objects; or by its own operations when it reflects on them. This is the first step a man makes towards the discovery of anything†¦Ã¢â‚¬  -John Locke (On Ideas as the Materials of All Our Knowledge) Locke considers the new mind as white paper or wax. It is to be moulded and formed as one pleases. It is up to the teacher to insure that it is formed the correct way and that there is no inate knowledge. This is incorporated into education the grade system. Children start out in kindergarten or pre-school with a blank slate; we start teaching the very basics as if they know nothing. The more information and experience they gather, the further they move along the grade continuum. Locke was considered the founder of British empiricist. He believed that all knowledge comes to us through experience. â€Å"No man's knowledge here can go beyond his experience.† Basically, all knowledge has its origin and end in experience, or perception using the senses. He says, â€Å"Experience is twofold, sensation and reflection. From both sources we obtain ideas.† Sensation is the perception of external phenomena and reflection is the perception of the operations of the mind itself. This view of empirical thinking is widely used in schools today, especially in the science fields. Concepts and skills are much easier to learn if you can experience them. The empirical way of teaching has brought about the use of the scientific method. First, students must observe a situation and decide if there is a problem. Secondly, make an educated guess, or hypothesis, of what will happen. Next, test this hypothesis. If it is true then draw a conclusion. If not, make a new hypothesis and test again. This is a very valuable way to learn. The students get to experience the whole situation and will in tern retain and understand this information better. Along with using empirical methods of learning, Locke insisted that all the senses be used when learning. It is not enough for a teacher to just stand in front of a classroom and lecture; students are only using one sense (hearing) to try to comprehend the material. Locke feels that you must hear, feel, see, smell, taste everything in order to get the full potential knowledge. This is very relative to today's teachings because we, as teachers, need to appeal to all learning styles. Some students learn better visually, others orally and so on, so we have to hit all area in order to give all students an equal chance to learn. In closing, John Locke was a very significant figure on how we educate children today. He gave us the idea of starting students with a clean slate, the use of the scientific method, and the essential use of all the senses. All these ideas are important aspects of today†s classroom and will most assuredly be a continued use in the future.

The style of Gabriel Garcia Marquez Essays

The style of Gabriel Garcia Marquez Essays The style of Gabriel Garcia Marquez Paper The style of Gabriel Garcia Marquez Paper As the novel reaches its concluding stages, critics say the mood is paradoxically apocalyptic (Telgen 236). It reveals the conflict ahead. As Fermina and Florentiono are taking their boat trip together, he tells the captain to fly the yellow flag symbolizing cholera so that no passengers will get on or off. The captain does so however admonishes Florentino by saying that the surrounding towns are almost stripped bare of wood. As if predestined, they get stuck in the water and are questioned by the police as to the cholera on board. Here, they finally realize that barriers still exist in their love and they cannot simply sail off with the privacy that they wished for. It is paradoxical because this is the moment Florentino has been waiting for all his life and the current situation inhibits him from living in that dream. The theme that love knows no boundaries is still seen here as Florentino takes drastic measures to retain privacy for himself and Fermina. However, he must come to the realization that navigating the rivers forever concealed behind a yellow cholera flag is no solution. The point of view and structure of the novel, two things that contribute to helping the reader identify the theme of the piece, are masterfully intertwined with what critics term the Garcimarquesian voice (Ryan 217). It is told from a limited omniscient point of view, hence, the existence of one narrator through multiple flashbacks, and Marquez may sometimes withhold omniscient insight from his characters (Telgen 228). This is especially true in the latter part of the book when Fermina goes away and Florentino is alone to contemplate why she has suddenly left. The reader knows but it is impossible for the characters to have that same knowledge. The structure of the novel, divided into three main books, is characterized by a parallel series of boat rides (229). Each character seems to leave individually at some point and make vows to himself or herself that will change the outcome of the novel, and, therefore, the theme. The first boat ride, taken by Florentino, is an attempt to forget about Fermina. However, it proves fruitless as he resolves to love Fermina for the rest of his life (225). The second boat ride, taken by Fermina, is the beginning of a new life as she is now married to Dr. Urbino; she resolves to love her husband with mind and heart. The third boat ride occurs as a consummation of their own love and symbolizes the union of two elderly people who come together despite societal stereotypes. It accurately displays an elderly persons wishes as he/she can continue to receive emotional fulfillment to the end. Themes of continuous love and how true love can triumph are apparent while tracing the development of love through the maturation of the characters; this theme is again reflected in the idea of parallel boat rides. The Garcimarquesian voice (Ryan 217) comes about because of Marqeuzs incredible mastery of language and his special style known as magical realism. Although not as apparent in Love in the Time of Cholera as in his other works, such as 100 Years of Solitude, magic realism is defined by the critics as something that moves when nothing else does. It is what a stage director looks for when instructs a performer to keep the hands or feet still; to bind them, so that the features of the shoulders can make a more expressive performance. Garcia Marquezs art is a mighty transfiguration of these bound movements (Telgen 237). It has a simplicity that is so complex and expressive. The reader can sense each movement and make distinctions among all the actions. Another more concrete definition is that magical realism is a genre of fiction which blends mysterious, supernatural, and even surreal events with the hard political and social realities of life (Telgen 223). It juxtaposes two opposites, reality and utopia, so well that the characters seem engulfed in their own world and the reader is taken in by that. Love in the Time of Cholera is based more on social realism which focuses on social problems and the hardships of everyday life (Coover 253). More social detail is present with less mysticism as Marquez sets this novel in a city plagued by cholera. The sharp class divisions are shown by the detail with which certain events are described. On Dr. Urbinos visit to the slave quarters upon the request of a late friend, Dr. Urbinos horse drawn carriage was distinguishable from the few still left in the city because the patent leather roof was always kept polished, and it had fittings of bronze that would not be corroded by salt, and wheels and poles painted red with gilt trimming like gala nights at the Opera (Marquez 12). Also, the novel is primarily focused on urban society, as can be inferred from the presence of a busy ship port, and active elite society (Telgen 229). This setting contributes to the theme in making the connection that the symptoms of love and cholera are the same (224). Love, like cholera during epidemic times, leaves its mark, especially in the case of Florentino, who waited fifty one years. The continuous love and faithfulness expressed by him is admirable. Love in the Time of Cholera successfully intertwines several stylistic devices to create a novel with deep meaning. The age old theme of love knowing no boundaries is clearly demonstrated by Marquezs blend of legend and history in ways that make the legends seems truer than truth (Ryan 218). His writings are mystical and magical and accurately portray the transient nature of life, particularly recognizable as the main characters continue to age and mature (218). The novel stresses that nothing is everlasting and love never remains because people change, but rather remains because it has changed with the time that has changed the people. Love, sometimes portrayed as ephemeral, has managed to become permanent in the life of Florentino Ariza as he waited fifty one years, nine months, and four days to be with the one he loves. Beetz, Kirk. Love in the Time of Cholera. Beachams Encyclopedia of Popular Fiction. Vol. 5. Florida: Beacham, 1996. 14 vols. Coover, Robert. The Gossip on the Wall. New York Times Book Review. Rpt. In Gabriel Marquez. Contemporary Literary Criticism. Ed. Sharon Gunton. Vol 15. Detroit: Gale Research, 1980. 78 vols. 252-255 . Marquez, Gabriel G. Love in the Time of Cholera. Trans. Edith Grossman. New York: Alfred A. Knopf,Inc. , 1988. Ryan, Bryan. Gabriel Garcia Marquez. Hispanic Writers. Vol. 2. London: Gale, 1991. 2 vols. Telgen, Diane. Love in the Time of Cholera. Novels for Students. Vol 1. Detroit: Gale, 1997. 13 vols. 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our University Degree Social Theory section.

A Complete History of AP Classes and Controversies

A Complete History of AP Classes and Controversies SAT / ACT Prep Online Guides and Tips You probably imagine the AP exam program as one of the mysterious primordial forces of the galaxy, along with gravity and taxes. But, in actuality, the AP program is only about 60 years old. From its unabashedly elitist beginnings to its present attempts to democratize advanced high school coursework, read on to discover a brief history of AP classes and exams, some current AP controversies, and some thoughts on the program’s future. History of the AP Program The story of the AP program begins in the 1950s. In the midst of the Cold War, American policymakers began to fear that high school was not adequately preparing students for college and post-graduate studyand students with advanced training were viewed as an essential part of the American triumph over the Soviet Union.In response to the need to better integrate secondary and university education, the Ford Foundation created the Fund for the Advancement of Education (FAE) in 1951. One of FAE’s initial investigations involved examining the records of graduates of elite prep schoolsLawrenceville, Exeter, and Andoverwho were seniors at Yale, Harvard, and Princeton. They found that most students were taking entry-level coursework in their freshman year at college that merely repeated things they had already learned in high school. The final report suggested that more advanced high school students be allowed â€Å"advanced placement† in college coursework based on exam results. Meanwhile, a parallel FAE project worked on developing universal introductory college-level curriculafor implementation in high schools. Both studies together led to a pilot program with 27 schools administering the first AP tests in 1954. After the strong performance of the test-takers as compared to college freshman who had taken introductory university coursework, ten AP exams were rolled out nationally in 1956: Mathematics, Physics, Chemistry, Biology, English Composition, Literature, French, German, Spanish, and Latin. Management of the AP program was passed off to the College Board in 1955. In the early days, no exams were longer than three hours and students could take any number of exams for a $10 fee. From the beginning, students received scores from 1 to 5, as they do today. The 1960s saw the beginning of an increased focus on teacher training and exam grading standardization to increase overall program consistency.Subsequent decades have seen both a huge expansion in the number of students taking exams and in the number of different exams offered. Many exam and program revisions have also taken place amid concerns that the program is biased towards students of a higher socioeconomic status. Over the years, the price of each exam has risen dramatically. In 2015, each exam cost $91. Financial aid was available for a $26-28 discount, but this still leaves the cost at over $60 per exam. There are currently 37 courses, and over 2 million students took over 4 million AP exams in 2014. There are about 16 million high school students (of all grades) in the country, which means that one in eight, or about 12%, took at least one AP exam last year. For more on the history of the AP, see this in-depth article by history teacher Eric Rothschild. In the 1960s the AP Program expanded, and Buzz Aldrin prepared to go to the moon. Current Controversies For all that AP exams have become a key marker in high school coursework rigor and an integral part of the high-school-to-college transition, the history of AP classesis not without its issues and controversies. There are four main issues with the AP program currently under debate in the national discourse on education. The Program Is Biased Towards the Privileged In spite of the College Board’s attempts to make the exam fair for all and somewhat standardize curricula, the fact remains that the AP program is most successful at schools with more resources. These schools can afford the best teachers, smaller class sizes, newer textbooks, and better technology, all of which contribute to preparing students for AP exams. This means that students at less well-resourced public schools often do not receive adequate preparation for the exam, even if their schools offer AP courses. In this sense, the AP program does little to address real education inequity and may even perpetuate it. Even the cost of the exam is prohibitive to low-income studentswith financial aid, each exam is still over $60. The Too-Rapid Expansion of the AP Program A similar concern is that the rapid expansion of the AP program has set many students up to fail on their exams. Some have argued that the College Board pushes APs into low-income schools and promotes opening AP courses to all students (not just honors-level ones) too rapidly. Then, it’s argued, they don’t provide adequate support or resources in making sure schools can actually prepare students for the exams. This just leads to many students wasting money taking exams they are likely to fail. The Coursework Is Not College-Level Another common complaint is that AP coursework is not an adequate substitute for introductory college coursework. There are concerns that AP classes skim too much material too quickly, preventing students from developing in-depth knowledge or true understanding of the subject. This leads to students being unprepared for advanced-level coursework when they use their AP coursework to skip introductory classes. Some Schools Are Dropping the AP Program Some schools, most notably the University of Chicago Lab School, are dropping AP courses from their offerings amid concerns that the courses prevent teachers and students from truly rewarding, in-depth academic inquiry of subjects. Of course, others have pointed out that it’s really only prestigious high schools that can afford to drop AP classes since, for many schools, AP coursework is the primary marker of academic rigor on student college applications. In that sense, it’s unlikely that there will be a mass exodus away from the AP program anytime soon. Only fancy schools can drop their AP courses for other advanced coursework. The Future of the AP Program There are, in general, two major movements within the AP program to address some of these concerns: revising courses and introducing new courses. Course Revisions A huge number of AP Courses have been recently revised or are in the process of revision. Of course, each course is different, but there have been some general themes to the changes. One major aim is to reduce the content scope of many of the courses so that students can get more mastery over a narrower span of subject matter. Another major change is to focus more on critical thinking and analysis skillsan example of this change is the focus on analyzing sources on the revised history exams. The hope is that by teaching more skills and less content for rote memorization, students will gain more concrete academic competencies from AP courses that they can carry forward into college. Introducing New Courses and Programs Another change has been to introduce some new courses, like AP Computer Science Principles. The most notable addition, however, is the AP Capstone program, which is designed to compete with IB. To get an AP Capstone diploma, students need to take one year of the new AP Seminar course followed by one year of the new AP Research course, in addition to four other AP courses. Students need to score a 3 or better on all exams/courses to get the AP Capstone diploma. AP Seminar and AP Research are designed to much more closely mimic the feel of a small college seminar class, with an interdisciplinary focus and lots of extended individual inquiry. The AP Capstone program aims both to better prepare students for college coursework and to bring more cohesion to the AP program in general. Will future AP exams be proctored by robots? KeyPoints in the History of AP Exams and Courses The AP Program started as a pilot program in the 50s, amid concerns that students in high school were not being adequately prepared for advanced coursework and college and graduate education.From its small beginnings, the AP Program has become a giant, with over 2 million students taking AP exams in 2014. However, the program isn’t without its critics. There are concerns that the program perpetuates education inequity, that it has expanded too rapidly to prepare schools or students for the coursework, and that the coursework is not college-level. Some elite high schools have even dropped their AP programs. In response to some of these issues, the College Board is in the midst of an extensive revision process that has narrowed the content scope of many courses and placed an increased focus on academic skills and critical thinking. They have also introduced the AP Capstone program, an AP diploma program designed to create a more cohesive AP experience. In spite of its issues, it doesn’t seem like the AP program is going anywhere anytime soon. It continues to be one of the primary markers of rigor on a student’s high school transcript. But it will be interesting to see what the future holds! What’s Next? Wondering about the new AP Capstone program described in this article? See our guides to AP Seminar, AP Research, the AP Capstone program, and which schools are currently participating the AP Capstone program. If you’re looking for more information about the AP program, see our articles on whether or not the College Board is mismanaging the AP program and five problems with the AP program. Curious about the IB program, too? See our introduction to the IB program.

Biography of Chief Massasoit, Native American Hero

Biography of Chief Massasoit, Native American Hero Chief Massasoit (1580–1661), as he was known to the Mayflower Pilgrims, was the leader of the Wampanoag tribe. Also known as The Grand Sachem as well as Ousemequin (sometimes spelled Woosamequen), Massasoit played a major role in the success of the Pilgrims. Conventional narratives of Massasoit paint the picture of a friendly Native American who came to the aid of the starving Pilgrims- even joining them in what is considered the first Thanksgiving feast- for the purpose of maintaining peaceful relationships and harmonious co-existence. Fast Facts: Known For: Leader of the Wampanoag tribe, who helped the Mayflower PilgrimsAlso Known As: The Grand Sachem, Ousemequin (sometimes spelled Woosamequen)Born: 1580 or 1581 in  Montaup, Bristol, Rhode IslandDied: 1661Children: Metacomet,  WamsuttaNotable Quote: What is this you call property? It cannot be the earth, for the land is our mother, nourishing all her children, beasts, birds, fish and all men. The woods, the streams, everything on it belongs to everybody and is for the use of all. How can one man say it belongs only to him? Early Life Not much is known about Massasoits life before his encounters with the European immigrants other than he was born in Montaup (now Bristol, Rhode Island) around 1580 or 1581. Montaup was a village of the Pokanoket people, who later became known as the Wampanoag. By the time of the Mayflower Pilgrims interactions with him, Massasoit had been a great leader whose authority extended throughout the southern New England region, including the territories of the Nipmuck, Quaboag, and Nashaway Algonquin tribes. Colonists Arrival When the Pilgrims landed in Plymouth in 1620, the Wampanoag had suffered devastating population losses due to a plague brought by Europeans in 1616; estimates are that upwards of 45,000, or two-thirds of the entire Wampanoag nation, had perished. Many other tribes had also suffered extensive losses throughout the 15th century due to European diseases. The arrival of the English with their encroachments on Indian territories combined with the depopulation and the Indian slave trade, which had been underway for a century, led to increasing instability in tribal relationships. The Wampanoag were under threat from the powerful Narragansett. By 1621, the Mayflower Pilgrims had lost half of their original population of 102 people as well; it was in this vulnerable state that Massasoit as the Wampanoag leader sought alliances with the equally-as-vulnerable pilgrims. The Pilgrims were impressed with Massasoit. According to MayflowerHIstory.com, Plymouth colonist Edward Winslow described the chief as follows: In his person he is a very lusty man, in his best years, an able body, grave of countenance, and spare of speech. In his attire little or nothing differing from the rest of his followers, only in a great chain of white bone beads about his neck, and at it behind his neck hangs a little bag of tobacco, which he drank and gave us to drink; his face was painted with a sad red like murry, and oiled both head and face, that he looked greasily. Peace, War, and Protection When Massasoit entered into a treaty of mutual peace and protection with the pilgrims in 1621, there was more at stake than a simple desire to make friends with the newcomers. Other tribes in the region were entering into agreements with the English colonies as well. For example, the Shawomet Purchase (todays Warwick, Rhode Island), in which sachems Pumhom and Sucononoco claimed they had been forced to sell under duress a large tract of land to a rogue Puritan group under the leadership of Samuel Gorton in 1643, led to tribes placing themselves under the protection of the Massachusetts colony in 1644. By 1632, the Wampanoags were engaged in a full-scale war with the Narragansett. Thats when Massasoit changed his name to Wassamagoin, which means Yellow Feather. Between 1649 and 1657, under pressure from the English, he sold several large tracts of land in Plymouth Colony. After abdicating his leadership to his eldest son Wamsutta (aka Alexander), Massasoit is said to have gone to live the rest of his days with the Quaboag who maintained the highest respect for the sachem. Later Years and Death Massasoit is often held up in American history as a hero because of his alliance and assumed love for the English, and some of the documentation hints at an overestimation of his esteem for them. For example, in one story when Massasoit contracted an illness in March 1623, Plymouth colonist Winslow is reported to have come to the side of the dying sachem, feeding him comfortable conserves and sassafras tea. Upon his recovery five days later, Winslow wrote that Massasoit said that the English are my friends and love me and that whilst I live I will never forget this kindness they have showed me. However, a critical examination of the relationships and realities casts some doubt over Winslows ability to heal Massasoit, considering the Indians superior knowledge of medicine and likelihood that the sachem was being attended to by the tribes most skilled medicine people. Still, Massasoit lived for many years after this illness, and he remained a friend and ally of the Mayflower Pilgrims until his death in 1661. Legacy Peace between the Wampanoag Nation and the Pilgrims lasted for four decades after the 1621 treaty, and centuries after his death, Massasoit has not been forgotten. For more than 300 years, Massasoit, and many artifacts related to his time as chief were buried in Burr’s Hill Park, which overlooks Narragansett Bay in the present-day town of Warren, Rhode Island. A confederation of Wampanoags, who still live in the area, worked for two decades to secure funding and dig up Massasoits remains and the remains and artifacts of many other Wampanoag tribe members who were buried in Burrs Hill. On May 13, 2017, the confederation re-interred the remains and items in the park in a concrete vault marked with a simple boulder during a solemn ceremony. They hope the burial site will eventually be added to the National Register of Historic Places. Ramona Peters, the repatriation coordinator of the Wampanoag Confederation who led the project, explained shortly before the re-interment: I would hope Americans would be interested too. Massasoit made it possible for the colonization of this continent. Sources Daley, Jason. â€Å"Massasoit, Chief Who Signed Treaty With the Pilgrims, To Be Reburied.†Ã‚  Smithsonian.com, Smithsonian Institution, 21 Apr. 2017.Hayes, Ted. â€Å"Burrs Hill Re-Burial to Be Solemn, Private Affair.†Ã‚  RhodyBeat, 12 May 2017.â€Å"Massasoit.†Ã‚  MayflowerHistory.com.â€Å"Massasoit Quotes. AZ Quotes.