The Concept of Good Versus Evil in Harry Potter
Light and darkness, two aspects of life that differ in all magnitudes and shapes. The world is split in two, good people and bad people, both have good and bad inside of them. What matters is the part people choose to act on. From the wizarding world or muggle world. Foremost, it is harder to understand what is worse than the punishing, unloving Dursleys and their bully son, or the wizarding bullies like Draco, who besides insults with, can cast spells along them. But, there is someone half-alive, half-defeated, unicorn blood drinker, the evilest wizard ever, Lord Voldemort.
Furthermore, everyone understands what an act of evil is, and Voldemort qualifies extravagantly for acts of evil representing hatred, greed, and intolerance. He has killed for self-defense, not to protect others, not for any of the reasons that people might all be able to imagine. He has killed cold-bloodedly, sometimes for enjoyment, sometimes for his own personal gain. That is called evil, and at the end of both books there is a clash of two extremely different, want a better world, souls. One that has been damaged and has become less human, because human includes the capacity to love and Voldemort has deliberately dehumanized himself. And there is this flawed, vulnerable, wounded, and yet still fighting, still loving, still daring to hope soul which is Harry on the good side. They meet, and they clash, and it is what happens when they clash what gives the audience the rush of adrenaline to make them interested in the story. Consequently, during their first confrontation for the sorcerer’s stone, Lord Voldemort tells Harry, “There is no good and evil, there is only power, and those too weak to seek it…”. This statement refers to how Voldemort wants to change the perception of bad justifying being evil as his search for power against others with the absence of it, better known as “weak.” Questioning the goodness of his actions in order to attract Harry to his side. In the Chamber of Secrets, Professor Dumbledore states “it is our choices, Harry, that show what we truly are, far more than our abilities.”
In this book, the audience begins to understand that despite the fact that Harry and Voldemort share a lot of life circumstances practically speaking, it is their decisions that characterize them and make them truly different. In essence, the concept of good versus evil is meant to represent most people in society. As the yin and yang symbol represents, the light is good, the dark is bad, the black dot in the light side means the amount of darkness that is in the good, and the white dot in the dark side means the amount of good that is in the darkness. No one is one hundred percent good or evil, all people have both inside of them, but it depends on which urges they choose to act on.
The Importance of Socks and Sock Memorial Day
Do you recall how crestfallen Dumbledore appeared while he confessed that “you may never have enough socks…every other Christmas has come and long past, and that i didn’t get a single pair. humans nevertheless insist on giving me books.” If this announcement from an all-effective wizard doesn’t help you comprehend the importance of socks, then perhaps the truth that socks helped a person attain independence from a lifestyles of servitude need to make you recognize the significance of the same; Dobby the elf did gain freedom with the assist of a single slime-covered sock talented to him by Harry Potter!
Within the fictional world as well as the actual international, you can’t overlook the preserve a couple of socks has for your lives; you lose all and sundry hell breaks unfastened. regardless of the efforts you placed into seeking out the misplaced twin, the possibilities of seeing it once more are quite skinny. You aren’t the best man or woman in the international who has a drawer complete of socks that misplaced their twin. To pay homage to the lost sock, and so that you can circulate on and accept the truth that the misplaced sock is never going to satisfy its better 1/2 and adorn your feet, human beings rejoice the lost Sock Memorial Day on can also nine. that is an unofficial holiday and is widely known by humans across the u . s . a ..
The starting place of the lost Sock Memorial Day remains shrouded in thriller; no person knows who got here up with the genius concept of letting pass of your single sock whose accomplice changed into both dragged into one of the corners of your property, never to be found, or the washing machine determined that it had to be separated from its soul mate. regardless of how you misplaced your precious sock, at the moment is meant so as to metal yourself to carry out one of the most heart-wrenching obligations – eliminating the one sock that turned into left at the back of via its associate.
Before the misplaced Sock Memorial Day, you’ve got one remaining danger to look for the misplaced sock in the nooks and crannies of your property; take a look at every place that could possibly shelter the lost sock. If in the direction of the end of the day, you couldn’t trace the misplaced sock, then prepare your self for the hard assignment the subsequent morning. If at the misplaced Sock Memorial Day, you can not throw away the handiest reminder of your favored pair of socks, you may convert the ones into sock bunnies, and entertain your self and the people around you.
How Harry Potter Can Impact Children
In the 1930s, Nazi Germany distributed an anti-Semitic storybook called “Trust No Fox on his Green Heath and No Jew on his Oath”. A hundred thousand copies of this were circulated to the school-children of Germany.
Around the same period, USSR was producing storybooks such as “Mochin the Pioneer’s Heroism.” This encouraged Pioneers; the youth organisation of soviet Russia, to support the Red Army in battle.
The children raised on these books would go on to support two of the most murderous regimes in history.
So what are we raising our children on now?
Here, I look to the bestseller’s chart, where Harry Potter sits at number one for children’s novels. With 400 million sales across the series there’s no denying it’s successful. Too often, however, is success used as a deterrent for the critical evaluation of texts, and as I stand here justifying that Harry Potter indoctrinates sexism, racism and the assimilation of minorities – it’s its success that makes you doubt me.
Petunia Dursely’s first described action is to wrestle Dudley into his high-chair. Molly Weasley’s is helping her children get through to platform 9 ¾, and Narcissa Malfoy, while not making an appearance, is mentioned first looking at wands for her son. Their jobs outside of being a mother? Non-existent, with a concession made to Molly as a member of the Order of the Phoenix, where her most notable action was taking revenge on Bellatrix for taunting her about the death of her son. Each women’s motivations, desires and skills lie within their mothering, and this is consistent across the series; even Lily Potter’s final act was one of love for her child. One of the smartest witches for her age, praised most for her immense capacity to love her child. Women loving their children isn’t inherently bad, but when women cease to exist outside of their capacity to be a mother in the Harry Potter franchise, it begs the question; how do children apply this to their worldview and their expectations of woman, or of their mothers?
The character of Narcissa actually also leads into another narrative within the novels, that of Slytherin’s.
Now, there were over 400 Slytherin students that attended Hogwarts over the course of the books, tens of thousands that attended before them, and a reader is lead to believe that every single one of them were cruel, elitist and altogether entirely unpleasant. This is reinforced from the readers first introduction to houses by Hagrid, who claims that “not a single witch or wizard who went bad who wasn’t in Slytherin”, and is maintained throughout by Ron’s fierce hatred of “those slimy snakes”. But Slytherin’s narrative follows a larger one, of minorities being pigeonholed, and the actions of a few forming the perception of a whole. Whether it’s Muslims being terrorists, or Asians being bad drivers, grown adults are struggling to reject these stereotypes that have become ingrained into society, which leads one to ask; how difficult will it be, then, for the children who grew up hearing their favourite characters agree with and justify stereotyping, to then reject the very notion of them?
The issue of muggles in the books, I think, is the greatest one there is, because no one finishes reading Harry Potter wanting to be a muggle. While J.K tries to deal with racial tensions through the existence of muggle-borns and half-bloods and the constant preaching that they’re just as valid as purebloods, this only serves to perpetuate more toxic concepts of cultural assimilation. In the novels, if someone’s a wizard, irrespective of their parents, they can enter wizarding society. The issue, however, arises if they try to maintain “muggle” culture, apparatus, or ideologies – the more muggle they are, the less intelligent they are, and the sillier they look. Intelligence and goodness is to be found if one conforms to wizarding society. It’s a racial narrative that perpetuated during the stolen generation, and that preservers today, and one has to wonder how we can expect our children grow up to a new age of racial progressiveness when our books regurgitate the racist views of the past century.
I’ve asked, today, a lot more questions than I’ve answered. Because I truly don’t know how Harry Potter has impacted children, but what I do know is that Propaganda isn’t singular. It isn’t a single book, a single movie, a single flyer. It’s systematic, and it’s gradual. I don’t think a brick should be blamed for a whole wall, nor do I think Harry Potter should be blamed for the discrimination that occurs today. But I do think that it shouldn’t be on our shelves. Because bricks make walls stronger, and while Harry potter doesn’t create prejudice, it normalises it, and the more interwoven prejudice becomes with our world view, the harder it becomes to unravel.
The Dark Arts
The Dark arts, unlike some wizards and witches may think, do not exist only for evil. They do require extreme will in doing them but they are much more efficient as offensive spells when compared with regular charms. (This does not apply to the “darkest art” according to a brief description from Harry Potter himself in the book ” how to fight against darkness” which held the compilation of all his battles against the dark lord Voldemort. – He explains that there is a reason why it should be concealed and that this sort of magic should not be said again, but it was “his greatest weakness and power” and to do so he had to destroy many ancient artefacts some that were even heirlooms from the house founders themselves -)
There are Jinxes, Hexes and Curses. They are all dangerous to some extent, therefore, knowing how to defend yourself is an extremely important method to survive( or live a happy life).
Morgan le Fay was one of the first dark wizards and witches that a Wyltt has ever heard of ( the story of our ancestor Myrddin Wyltt – Merlin the Wild – would always include her – the lady of the lake ( Audrey Loch) that would become Audrey Wyltt soon after marrying Myrddin – and all of the other legends from the story of King Arthur (the actually first Half-blood prince (or King) in history). Other dark wizards include Voldemort, some members from the houses Gaunt and Lestrange.
The intent and outcome to use the dark arts is what decides what will happen to the Wizard. Hexes and Jinxes can be dealt with, though Curses usually depend on the side of the user. Harry Potter himself has used all three of the Unforgivable Curses and is celebrated as a hero nowadays. The use of dark arts to save others can happen, but the heart of the user should be pure (therefore a proof that would deny his evil intents and should not give him a life sentence in Azkaban would be a complete Patronum .)
Byronic Hero in Harry Potter
The Byronic hero can be considered as a cultural figure as much as a literary phenomenon. It has survived through time and can be seen in films and fiction even today. The famous predecessors of Byronic hero such as Heathcliff in Emily Bronte’s Wuthering Heights and Rochester in Charlotte Bronte’s Jane Eyre, continue to attract attention of the leading actors even to the present day. He is a character with a brooding sense and stays away from the social mainstream, thus considered an outcast. He seeks constantly the woman he loves though she rejects him. hoping beyond hope that she will finally accept his devotion. He does not accept that his lover is simply not interested and he carries a torch for her. One result of this rejection is that the Byronic hero, when not feeling miserable, takes out his misery on those around him. In Byron’s day Lord Thomas Maccaulay described the Byronic figure as “proud, moody, cynical – with defiance on his brow, and misery in his heart, a scorner of his kind, implacable in revenge, yet capable of deep and strong affection” (qtd. in Wolfson 695).
The common criteria among Professor Snape and the Byronic hero is that they both hate humanity. A common example is his hate for his students. He calls them “a big bunch of Dunderheads” (Sorcerer’s Stone 137).
J.K. Rowling portrays Snape as a Byronic hero in his relationship with Lily Evans and as the tormentor of Harry Potter. Snape is much like the other Byronic heroes – Heathcliff in Wuthering Heights and Rochester in Jane Eyre, in his characteristics of showing unrequited love, an alltime devotion to Lily, constant brooding, enjoying loneliness and taking out his misery on those around him. The seventh book, The Deathly Hallows,shows the darker side of romantic love and its adult pain. It is here that the frustrated love that Severus Snape, the potions professor and tormentor of Harry Potter, bears for Lily Evans, Harry’s mother is reveled. The presentation of Snape’s love for Lily throughout all the seven books resembles the Byronic hero. He hates Harry and does not stop once to humiliate or torture him.
Harry is humiliated in his first class when Snape questions him about potions and Harry is unable to answer. Snape comments sarcastically, “Tut, Tut– fame clearly isn’t everything.”
In The Chamber of Secrets, Snape calls Hermione an “insufferable know it all”. He goes out of his way to place Harry in difficult situations- like he arranges for Harry to duel Draco Malfoy at a school assembly.
In The Prisoner of Azkaban Snape catches Harry sneaking back to the castle from an unauthorized visit to Hogsmeade and copares him to his father with a face “face full of malice” (284). He also tells about the trick played on him by Harry’s father and his friends that almost cost him his life, “with a terrible grin twisting his face,” The story concludes when Snape’s “uneven, yellowish teeth [are] barred” (285).
Snape always speaks of harry with a sneer. In the Tri Wizard Tournament Snape was convinced that Harry had stolen the gillyweed from his private stocks to perform the second task he threatens him with the banned truth serum, Veritaserum to get the truth out (Goblet of Fire 517).
Snape lacks the qualities of a good teacher. Even when Harry follows Snape’s instructions and makes a good potion he is criticized as not being a good wizard. He tells Harry that while he may “live under the delusion that the entire wizarding world is impressed with you,” for his part, Snape considers “Potter … nothing but a nasty little boy who considers rules to be beneath him” (516).
Like a typical Byronic hero Snape has very few social skills and maintains a cold relationship with his colleagues but respects their skills. Snape qualifies as a Byronic hero as the reason of his hatred for Harry is a mystery in most part of the novel. As a student of Hogwarts Snape had an interest in Dark Arts and though he was a Mudblood, he took pride in being a member of the Slytherings. His fellow students teased him mercilessly about his dress and hair calling him Snivellus.
In The Prisoner of Azkaban, when he meets his fellow students in Shrieking Shack, it is found that Snape dislikes them considerably. When later he joins Hogwarts after leaving Lord.
The Psychology of Harry Potter
The Psychology of Harry Potter edited by Neil Mulholland investigates the world of Harry Potter. A variety of professors speak on the psychological theories of the wizarding world. Psychology professors contributed their time to connect various theories to the events that took place in Harry Potter’s world.They looked into the aspects of Harry’s life that can reflect on our everyday situations or choices. One of the main arguments in this book is child development.
That creativity and curiosity are often involved in the development of a mentally stable child.Teachers that emphasize on creative problem solving techniques allows children to approach creative ways of problem solving. Divergent and convergent thinking helps approach problems in a particular way. Which leads to critical thinking and making the right judgement call. Intergroup conflict leads to our chosen group of friends defining us.
Groups are created structures that create conflicts with other groups.’’Direct contact with conflicting groups cause stereotypes,discrimination, and prejudice (35)’’. Schools in America were once segregated and because of this discrimination was more eminent. Politicians and school admin believed that increasing contact between different ethnic and racial backgrounds will decrease discriminatory behavior. Curriculum provides professional training.
Students getting instruction they need to make it in the real world but at Hogwarts in the magical world.It’s mostly talking about how we provide students with a base to make it in the real world. It gives us a structure to succeed in life especially if we have positive peers around us. This book is full of surprises and very thought provoking. This book relates to psychology by giving compatible answers to the life of Harry Potter. It gave us answers and reasons to which events and emotions led to the ending.
Many professors had different opinions on Harry and the life at Hogwarts. The book made arguments well. Some professors were contradictory other opinions I didn’t agree with. They backed up their opinions with quotes from the book. I learned that psychology has a lot to do with feelings and thoughts.You have to really ask yourself questions to go in depth with your opinions. I think that when you read someone else’s opinions on a matter it broadens your spectrum to think outside the box. Many peoples opinions may not be right but it helps you look at it from a different point of view. While reading this book I learned that everyone comes from different circumstances but if you express it in a positive way it can benefit you in the long run.
Harry Potter in Schools: Should Children Read It?
From evolution to witchcraft, education pushes the traditional parent away from some parts of lessons because of religious or personal opposition. In every classroom, decisions need to be made that pit student’s learning against parents’ disapproval in importance. While parental involvement is undeniably vital, students can miss out on important learning opportunities because of their parents’ beliefs. In literature, J. K. Rowling’s Harry Potter has proven to be a tool to inspire children to independently learn and love reading, following the daily life of a young wizard, Harry, as he embarks on challenges with his friends. However, since the first novel’s publication in 1997, the series has endured constant criticism for its themes of witchcraft in the hands of the youth. Despite these criticisms, the strong themes, plot, and symbolism have the potential to not only break from the routine of “boring” literature, but it offers a variety of learning opportunities to help high school educators teach this modern classic with literary implications. In freshman and sophomore years, these novels can teach a variety of basic literary terms, like plot, theme, and characters. In the upper level classes, juniors and seniors can find metaphors, symbols, and deeper meanings in the pages. In their senior year, what is designated as, “British literature,” students can learn about the most massive contribution to British modern literature, which would become a worldwide phenomenon. High school educators must learn to adapt their normal lesson plans to incorporate this modern literature and answer for the possibility of outcry from the parents involved. Ultimately, as a justifiably immense part of modern literature, this series as a lesson plan ought to only be tackled by an educator who can explain its usefulness, no matter what naysayers they encounter along the way.
Upon their publication, the Harry Potter novels were met with a largely positive review. Educators and parents alike were shocked to find that their technologically-inclined children were away from the computer long enough to read the novels with zeal. Despite inspiring children to independently read, parents across America were concerned for their children. Parents were concerned about a child’s tendency to be receptive to the themes of witchcraft, even claiming that children would be more likely to pursue the avenues of the occult. Religious sectors cited biblical scriptures that warned against allowing children to be taught by role models, or vessels, of Satan through witchcraft or wizardry. Though most of these claims were by religious minorities, they were effective. In some places of the United Kingdom and the United States, the Harry Potter series has been banned as a result of parental uproar. Although the book has been shown to create an environment of self-sufficient reading that is unprecedented in modern classrooms, parental interference keeps these books out of the hands of students who may be one novel away from a love of reading. Because many educators have recognized this as a problem, solutions and adaptations of the novel have been made available in classrooms across the globe. Harry Potter has been shown in parts, or edited, or offered as free-reading material. By implementing these strategies, students can access this series without upsetting their parents, giving them a desire to read without hurting the moral conscious of the guardians involved.
The standards surrounding Harry Potter would differ depending on the grade level, because Harry Potter can be accessible to many grades on a variety of topics, including themes, novels, plot, character development, symbolism, foreshadowing, metaphors, and conflict. For example, a ninth grade English teacher could utilize The Prisoner of Azkaban, the third installment in the Harry Potter series, in a novel unit for their English class. This unit could cover a multitude of standards the state of Louisiana set for English education. The anchor standards set forth could include, “Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.” This standard is covered with any character within Harry Potter, but it is most easily traced in the main character, Harry. Another standard that could fit within this unit is, “Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.” The ninth graders in this class would find a variety of thematic issues in the novel to write about. In addition, the standard, “Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise,” fits well with the time-travelling plot of the novel. To fulfill a sense of diversity in the classroom, this unit will also incorporate the standard, “Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.” After incorporating these standards, the criticized text is justifiably used because it has an immense educational value to offer a classroom.
After adopting these standards, the objectives for the unit lesson plan become clearer for the ninth-grade English teacher. The teacher will create a list of objectives for the novel unit to cover. The objectives will include, “The learner will be able to identify the theme of various plots within a novel,” and, “The learner will compare interactions between characters to showcase the interactions’ importance in both characters’ development.” These objectives will follow along with the standards that are set up in the beginning of the unit. The teacher would create the assessment to prove the mastery of those (and a variety of other) standards. The assessment for this unit will be a traditional paper-and-pencil assessment, a presentation, an essay, and a performance. For a novel this length, assigning forty-four pages of reading a night, it would take about two weeks to complete the unit. However, whenever you factor in final projects that can only be completed when finished with the novel, it is best to assign about three weeks to complete this unit. Because it covers a variety of overarching standards, as well as course-specific standards, and it can fulfill the class requirement of prose writing, it is not a misuse of time. In fact, allotting this much time to enjoyable reading may be a good break between a poetry unit or Shakespeare production, which are not as well-received, but can be related to, Harry Potter.
After creating the objectives, the nitty-gritty of lesson planning comes with a day-by-day lesson plan. Each part of the unit must be broken down into lessons to cover the standards and objectives of the lesson plan. The first lesson for this unit will be themes and how they interact with one another. The second lesson will cover the characters and how they grow in the novel and in the other books. Finally, the last lesson will consist of studying J.K. Rowling’s particular choices in plot devices, time, and storytelling to create her piece of fiction. When broken into these parts, the standards are clearer and easier to achieve. If the unit covers three weeks, the first lesson will consist of themes of the novel. The students will be reading chapters individually at home. The lesson will consist of lectures at the beginning of class that are made interactive by the use of slips of paper that the students turn in with discussion questions or concerns that they have about their assigned chapter. Students will then be split into groups to discuss each chapter and find themes that they find unique to the chapter and across the book as a whole. The first project will be a paper on themes. Each student will be given a theme that was discussed in class on a slip of paper. They will be required to define that theme and showcase where it is most evident in the book, how it is maintained throughout the book, and what the resolution to the theme is at the end of the book (or if it is most likely to be continued into a sequel. In the next week, the lesson will be about characters. Students will be assigned one of the characters in the novel when they come into class the first day of the second week. During each lecture, they will be called upon as advocates for a particular character and asked to speak the opinions of a character on many different issues in the novel. Because the characters come from diverse races, genders, socioeconomic statuses, and countries, this can be an opportunity to discuss diversity in their classroom as well as the classroom in which the lesson is occurring. Afterwards, we will discuss character interactions with “Think, pair, share,” in mind, grouping the students in pairs to brainstorm the importance of having rival characters for both plot and character development. There could be a group activity in which students, representing their particular characters, are grouped and asked to act out a scene from the book and describe the ways that characters interact with each other. This scene will be the final assessment, not on acting ability, but on the ability to explain the importance of the character interaction for the characters involved and for the novel as a whole. Finally, in the last week, we will begin to understand Rowling’s particular choices in the novel. The beginning discussion will start with a four corner debate on the importance of a variety of plot points. For example, a student can “Agree,” “Disagree,” “Strongly Agree,” or, “Strongly Disagree,” on Rowling’s incorporation of the time turner as a solution to Harry Potter’s dilemma in the final chapters. This discussion will call into question how Rowling used these devices, why they are important, and other options that she may have had when writing the novel. With this introductory activity in mind, students will group together and do “KWL,” charts, modified as, “understood or unclear,” charts, on a variety of teacher statements, including, “Do you understand the role of Lupin in this novel?” or, “Can you explain the theme of fatherhood for Harry Potter?” There will be an activity where the instructor compiles the “unclear” questioning of students and has student-based answering that is mediated by the instructor. In essence, the students will answer each other’s questions. The final activities will be to redesign the cover of The Prisoner of Azkaban to include themes, character interactions, and a particular plot device. Finally, they will take a test that combines the essential parts of recall and memory (multiple choice) with higher-level essay questions on all three basic standards. After this novel unit, students will display mastery of themes, characters, and plot devices, which cover a huge amount of ninth-grade literature in a single novel. To skip this novel because of its “witchy” content would be a mistake, because it offers an opportunity to allow students to learn necessary skills while reading something they might actually enjoy.
There will be obvious criticisms with the inclusion of Harry Potter in a classroom. Although these complaints have been largely silent since the early 2000s, it is possible to encounter these outcries when incorporating this novel into an English classroom. Therefore, it is imperative to preemptively answer the parental response to keep the classroom running smoothly and avoid derailment of an entire unit of instruction. For starters, it is recommended to make the controversial nature of the topic known at the beginning of the lesson. It is recommended to set up ground rules and focus on the topic in order to avoid the students themselves getting sidetracked into the controversy. However, most of the time, the parents are more responsible for the controversy than the children. Therefore, having a system of awareness for the parent can make them feel respected. A teacher should make the parents aware of what the children are reading. In the beginning of the year, the teacher could provide the book list and let parents decide what they want their children reading. Before the lessons are crafted, the teacher should come up with comparable pieces of literature that a student with an opposition could read in tangent with the rest of the class. If a student or parent opposed this novel, the teacher could provide a novel like The Goldfinch, a Pulitzer Prize winning novel by Donna Tartt, which in reviews is shown to have similar themes, including friendship and the loss of parents, to Harry Potter, without the magic. The student would be able to follow similar essay questions, similar discussions, and be included, ultimately making the parent and student feel as though their decision to abstain is respected while ensuring the child still learns the important concepts. In addition, if a large percentage of a class were opposed to Harry Potter or sought a different novel, this lesson plan could adapt to fit any number of literary works. This work can function in tangent with other novels from different countries or backgrounds, or parts and pieces of this novel can be used as comparatives to find the plot, characters, and devices work both similarly and differently in other cultures. This book is an epic of modern literature because it teaches a variety of subjects while remaining adaptable to fit into other lessons. Despite its controversial nature, it should not be left out of classrooms, but instead, molded to fit into a variety of learning experiences as it is needed.
When Rowling created the fictional world of Harry Potter, she created a masterpiece that inspired children of all ages, countries, and backgrounds to read. This powerful motivation can be utilized by teachers to create lesson plans so long as they respect the rights of parents and justify their use of the novel. Because this novel can teach everything from plot, characters, and themes, to important political issues and symbolism, it is transcendent in its use for high school English students and should be adapted for lessons across the board. When the parents are notified and given options, the majority of students will still have access to the novel and its ability to teach. Teachers should incorporate this novel by creating an environment that accepts it, because the lessons of Harry Potter extend far beyond the walls of Hogwarts.
Are Harry Potter and Peter Pan Movies Similar?
Movies can have a lot of differences but still be similar. Books can be the same way. The Harry Potter Series and Peter Pan are based on children’s books. Harry Potter is a young wizard whose parents died when he was a baby and got sent to live with his mean aunt, uncle, and cousin. He gets a visit from Hagrid and gets sent away to Hogwarts where he meets his best friends Ron and Hermione. Peter Pan is a young boy who lives on a magical island called Neverland where no one ages. He is scared of growing up and wants to stay a twelve and a half year old boy forever. He meets Wendy, who then changes his life forever. The Harry Potter Series and Peter Pan happen to be my favorite childhood movies because of the thrilling magic that is in it. If one movie is similar to another one, then someone will most likely want to see the other movie because it appeals to their taste. If someone likes The Hunger Games they will probably like Divergent because they are similar in many ways. The characters in the movies Peter Pan and The Harry Potter Series are alike in the following ways: They have magic powers, villains, and the ability to fly.
The characters in both The Harry Potter Series and Peter Pan have magic powers. Harry Potter and his friends are wizards that cast spells using wands. When their wands are taken away, however, wizards and witches can not use their magic. In Harry Potter and the Chamber of Secrets, Harry doesn’t have his wand while in the chamber and he can not protect himself from Tom Riddle. However, Professor Dumbledore’s bird brings Harry the choosing hat that appears to be empty. Later he realizes that there is a sword in the hat that can kill the giant snake-like creature attacking him. This is another form of magic in The Harry Potter movies. Similar to Harry Potter, Peter Pan also uses magic throughout the movie. Neverland is the supernatural place that Peter Pan lives in along with mystical creatures and the pirates. This place is magical itself because anyone that enters this place stops aging instantly. Anyone could live there forever and not age. Peter is a young boy who has lived in Neverland for a long time and doesn’t want to grow old on earth. He does visit earth occasionally and one day he meets Wendy. He shows her and her brothers the magic of flying and takes them to Neverland. They meet Peter’s friends, the lost boys, and some of the fairies. Eventually Hook gets in the way of their fun and kidnaps Wendy and her brothers. Hook also tried to poison Peter in his sleep but Tinkerbell drank the poison saving Peter. Tinkerbell started to die but Peter said the chant “I do believe in fairies” and somehow Wendy sensed what was happening and also said the chant causing a domino effect around the world. Eventually the power of so many people saying the chant saved Tink’s life. This brings about a new type of magic to a movie. Although Harry and Peter seem different in many ways, magic is one of their biggest similarities.
Next, Harry Potter and Peter Pan both have Villains that try to destroy them. Harry Potter has had a villain since the day he was born. Voldemort killed his parents and only managed to leave Harry with just a scar. Voldemort tried to kill Harry multiple times but failed. He thought he killed Harry in the last movie Harry Potter and the Deathly Hallows Part Two, but he was faking his death so he could kill Voldemort while his guard was down. His plan worked and he killed Voldemort, leaving the wizarding world a peaceful place. Also, Peter Pan has a relentless villain that won’t go away. Hook is the leader and captain of his pirate crew in Neverland. He is jealous of Peter and Wendy’s relationship and he kidnapped Wendy with intentions of killing her and her brothers along with the lost boys. He didn’t get the chance to do that since Peter and Wendy outsmarted Hook and ultimately defeated him and the others. Hook and Voldemort are alike in the ways that they both got outsmarted and defeated.
Another common factor in these two movies is the character’s ability to fly. Harry and his friends fly by using a broom. However, it’s not always a smooth ride. In one of the movies, Harry’s broom gets out of control and almost kills Harry. The broom was under a spell by another wizard. Harry’s ability to fly is also a good thing because he was able to get away from the marauders faster while on his broom. In Peter Pan, the characters fly by using happy thoughts and pixie dust. Hook doesn’t have very many happy thoughts so it was almost impossible for him to fly but he managed to do it anyway. Fairies are the main reason Peter and the others can fly. The fairies fly by using their wings and pixie dust. Hook finds out the secret to flying and Peter almost get defeated and killed by him. Being able to fly is essential to both Harry and Peter.
Finally, Harry and Peter share the same passion for magic but in different ways. Harry strives to be the best wizard he can be without hurting anyone. This is why he was “the chosen one.” He does whatever it takes to save his friends and his school. With Harry’s enemy hunting him down all the time, it isn’t easy to have fun and relax. However, with the help of his friends, he manages to get some relaxation time. Also, Peter would be nowhere without the power of Neverland’s magical capabilities. He wouldn’t be able to fly, he wouldn’t be a young boy, and he would probably be dead. His enemy also gives him a hard time. Hook is jealous of Peter’s happiness. He tried to steal it away from him but he failed miserably. These two characters are from two very different movies but share a common love for magic. Being able to fly is a plus for both of these characters. However, for Peter, it is not only a fun way to transport himself, it’s his greatest weapon against Hook. If a child likes The Harry Potter Series, they will most likely like Peter Pan, too.
Harry Potter Alliance Organization
Let me tell you a story about Harry Potter. How many of you have read Harry Potter? Okay, great, for those of you who haven’t, it’s a very popular book series. For those of you who have, this story is probably not the Harry Potter story you’re thinking of. This story is about a plane, a Boeing 727. On March 3rd 2010 it took off from Miami, Florida filled to the brim with life saving medical supplies. Two hours later, it landed in Port au Prince, Haiti. In the wake of the Haitian earthquake, there were a lot of planes flying into Haiti, but what made this one unique was that it had a name- Harry Potter, and it was sent by his fans, the Harry Potter Alliance.
The Harry Potter Alliance is a nonprofit that’s mission is making activism accessible through the power of story. They reason that, if Harry Potter obsessives are willing to camp out overnight for a book, they may be able to be persuaded to channel that passion in even more productive ways. As the Alliance’s website states, “Unironic enthusiasm is a renewable resource.” The organization gives young people the opportunity to make a tangible impact in ways that they can feel good about. Reality is that teenagers want to be engaged in issues but just don’t know where to start- most opportunities are to inaccessible or intimidating, but by connecting to a book that we love it becomes accessible and exciting.
The Alliance was founded in 2005 as a reaction to certain conflicts around the world and human rights violations. All of the service programs that the Alliance engages in can be traced back to J.K. Rowling and the wizarding world in a concrete way- for example, helping victims of abuse is related to the abuse of house elves like Dobby in the Harry Potter series. By doing this, organization members always have a common knowledge of something personal to them, which often translates to a special bond with the project and this special bond is making a huge difference in national issues.
Take Darfur, for instance- before the issues became mainstream and widely known, the Harry Potter Alliance was trying to get the word out and was pushing congress to take action. They worked on a marriage equality campaign in Maine, Massachusetts and Rhode Island through a non-profit called Mass Equality, which supports same sex marriage and a soon as they partnered with the Alliance, the number of phone calls they got in one day grew by 1,2000 percent. Alliance chapters have donated more than 250,000 books to underprivileged readers around the globe since 2009 and have helped build libraries around the world. The Huffington Post publicized a 2010 initiative that expressed concerns to Warner Brothers that their Harry Potter chocolate products have a trail going right back to the people who are kidnapping and enslaving children and forcing them to grow cocoa on the ivory coast.
When J.K. Rowling herself is asked about the organization, Time Magazine says she “practically levitates off the couch, spilling her coffee along the way.” “It’s incredible, it’s humbling, and it’s uplifting to see people going out there and doing that in the name of your character,” she says.
But let’s return to Harry Potter the cargo plane. This plane really is one of the strongest demonstrations of the power of young people- they were the vast majority that funded, through small donations, the $123,000 that sent those 5 cargo planes to Haiti full of medical supplies, each of them named after a Harry Potter character. Beyond the concrete medical supplies and relief that they provided, these planes serve prove anyone who’s told a child to stop reading or watching and focus on the real world that they’re so incredibly wrong in the assumption that fantasy and story is not productive or important.It shows that fantasy isn’t an escape from our world, it’s an invitation deeper into it. Through fantasy and people’s love of story, we have the ability to take the energy that’s already demonstrated in our culture and redirect it to make a tangible change. This is bigger than just Harry Potter, it’s about how we look at pop culture. Take the Hunger Games, The Maze Runner, Avatar- the potential for using these stories for social change is limitless and through this we can shape and change and uplift the human story in this critical time for the human narrative.
We’ve seen a lot of damage to our world through story- Hitler used story, Bin Laden used story, and companies now are using story though 30 second advertisements. Now is the time time for the good guys to start using use story, and that’s exactly what the Harry Potter Alliance is doing.
Harry Potter and Severus Snape: Analysis and Comparison of the Two Characters
A character that I found to be of the same importance in the entire Harry Potter series other than Harry Potter is Severus Snape. Both of these characters share a unique love/hate relationship within the entire series. The interaction of love/hate between both these characters is seen since the first book Sorcerer’s Stone by J.K. Rowling. To readers, that isn’t even the start between how long the history of love/hate the Potters and Snape have in the series. Since Severus Snape was a young boy, he had a deep emotional attachment for the mother of Harry Potter, Lily Potter. This deep emotional attachment to Harry’s mother will soon be the main cause of
why Snape has such hatred but love for Harry with risking his own life and soon dying later in the series to defeat Voldemort. A confused, young, and curious Harry takes all these actions all the wrong way which makes him despise Snape for almost the whole series. A relationship built of deep secrets and miscommunication makes a very emotional and detailed friendship. The more continuations of the books we got, the more detail we are given about why and how Snape does what he does in the series for the pure love he as for “the boy” Harry Potter and his mother Lily Potter. Severus Snape and Harry Potter have a long history among one another that is built of hate, love, and Lily Evans Potter that at the end of the series builds one of the strongest bonds among most characters.
In the first book and movie Sorcerer’s Stone by J.K. Rowling, the first interaction between Harry and Snape is introduced by hate. The first interaction among them two is when Snape asks Harry “Potter! What would I get if I added powdered root of asphodel to an infusion of wormwood?” (Rowling 544). To the reader that text may just be a way to humiliate Harry the first day of school in front of all his classmates as he obviously wouldn’t know the answer but the meaning is deeper later in the series. Harry immediately dislikes Snape due to his unfair treatment and cold demeanor thinking just simply that he hates popular kids. In the book The Order of the Phoenix, Harry’s hate for Snape increases as he blames Snape for Sirius’s death, concluding that his baiting Sirius made him wait too long for Sirius to die. The blame of Sirius’s death comes right after Snape taunts Harry with his worst memories with the spell Protego. In the book, “Reading Harry Potter Again”‘ by Giselle Anatol she states, “he tells Harry cruel part-truths about his father in order to wound him— ugly” (81 Anatol). In the book The Half-Blood Prince by J.K. Rowling, Harry’s Hatred for Snape grows beyond hate. Snape makes it clear that he could care less about the death of Sirius in a disrespectful way. Once Snape kills Dumbledore, Harry’s hatred for him, according to J.K., now most likely surpasses his hatred for Voldemort himself. After Snape kills Dumbledore, Harry was casting spells at him. In the book, the Half-Blood Prince Harry states “fight back you coward” (Rowling 604) to Snape and “his face was suddenly demented, inhuman, as though he was in as much pain as the yelping, howling dog stuck in the burning house behind them—”(Rowling 604) Snape then states “DONT—CALL ME COWARD!” (Rowling 604). Harry swears to kill Snape for everything he has done.
In the final book The Deathly Hallows by J.K. Rowling, it is clear that Harry has more hatred for Snape more than Voldemort. Moments such as chapter 9 “A Place to Hide” in where it becomes the highest point of hatred Harry ever had for Snape by becoming obsessed with meeting Snape again. The hatred among both Harry and Snape shows character growth that would lastly tight up the entire series.
The first sign of love between Snape and Harry is seen in the first book and movie Sorcerer’s Stone by J.K. Rowling. During the Quidditch game, there was a conflict where Harry’s broom was under a spell and Harry first thought it was Snape as he was mouthing spells. He learns late in the book that Snape was placing a “counter curse” against Quirinus Quarrell protecting Harry. When Dumbledore tells Snape that a part of Voldemort lives in Harry and for Voldemort to die, Harry must die, first he reacts with “I thought… all these years… that we were protecting him for her. For Lily” (Rowling 182). Snape then becomes more aggressive telling Dumbledore “You have kept him alive so that he can die at the right moment? —You have used me” (183). After he becomes more emotional for Harry’s wellbeing stating, “I have spied for you and lied for you, put me in mortal danger for you. Everything was supposed to be to keep Lily Potter’s son safe. Now you tell me you have been raising him like a pig for slaughter—”(Rowling 185). Dumbledore then questions Snape on how he truly feels after all these books, “have you grown to care for the boy, after all?” (185). In book 7, The Deathly Hallows by J.K. Rowling, the hatred Harry has for Snape continues until the final few chapters when he learns of Snape’s role and his dedication to his mother. From that point forth, he does his best to publicly clear Snape. Harry knows what Snape truly is and what he’s done, but understands that Snape is the result of bad circumstances that weren’t too different from what he went through. In the novel “Methods of Rationality” by Eliezer Yudkowsky he states some information about Snape being “he was a double agent, Snape lives lies within lies for seventeen years, risking everything for good as he once did for evil as a Death Eater” (81 Yudkowsky). Harry finally realizing this lasted him his whole life with him having a baby boy and naming him “Albus Severus Potter” and he states “you were named after two headmasters of Hogwarts, one of them was a Slytherin and he was the bravest man I’ve ever know” (Rowling 9).
The history between Harry and Snape goes past Harry’s existence when Snape was a young child. The biggest difference of an intermedial perspective from the novels to books of Harry Potter is all the background information about Snape and Lily Potter that the movies leave out. In the novel, we are informed that by the age of 10, Snape found Lily Evans as she lived near him and watched her from a distance and discovered that she was in fact a witch. They both ended up going to Hogwarts together but then were divided by Snape being chosen to be a part of Slytherin and Lily Gryffindor. One day Snape overheard a conversation between Sybill Trelawney and Dumbledore in which Lonny foretold of a prophecy that would later be associated with Harry and Voldemort. He goes to Voldemort and tells him of the prophecy. Voldemort knew it had to be about Harry or Neville and he decides to go after Harry Potter. In the article “Harry Potter Fans and Severus Snape: A Love-Hate Relationship”. he states what Snape had in mind as a Death Eater stating “he felt as he had the magical power to take his cult-leader Voldemort down, and vowed to Dumbledore that he would do “anything” to keep Lily safe” (3 Dahlenburg) . When Lily died, Snape states in the Prisoner of Azkaban, “he looked like a man who had lived a hundred years of misery” (Rowling 203). Snape kept saving harry all year and Dumbledore believes it’s his way of making him and James even after saving him all those years. “then he could go back to hating your father’s memory in peace” (Rowling 217). James’ best friend Remus Lupin was a werewolf and was brought out to the shrieking shack where he would transform. Snape was very interested in where Lupin was going every month and serious code Snape or the entrance to the shack was and how to get passed the tree. He followed series instructions and when he was almost at the shack, James grabbed him at great personal risk of his own and saved Snape from being killed by the Lupin. Snape refused to admit he did it for him but rather to save his and his friend’s own necks. He was very upset that he was in James’s debt. He talks to Dumbledore about how he told Voldemort to spare Lily’s life and Dumbledore responds “you disgust me — you do not care, then, about the deaths of her husband and child? They can die, as long as you have what you want?” (Rowling 219). In the book, “Ravenclaw Reader”. by John Pazdziora he dives into Harry’s relationship with death by stating “Harry Potter is about love and death, but if I had to choose one over the other, I’d say the books are about death” (31 Pazdziora). Until the last two movies of the Deathly Hallows is when we are given what is interrupted by the books. Voldemort needs to kill Snape to be the true owner of the elder wand with his snake Snape spoke “juvie” Harry was in his invisibility cloak and saw him dead. Snape tears of memories which make Harry realize the truth that he was a triple agent, that he was always loyal to Dumbledore, the truth that Harry must die for Voldemort to die, and the truth that Snape loved Harry’s mother “The green eyes found the black, but after a second, something in the depths of the dark pair seemed to vanish, leaving them fixed, blank, and empty. The hand holding Harry thudded to the floor, and Snape moved no more”. (Rowling 571) The movie version does an excellent job of transforming the text into the big screen with the same emotions as in the book. As I read Deathly Hallows for the first time I always had Allan Rickman and Daniel Radcliffe in my mind when this scene happened and to see it on the big screen for the first time was a dream to me.
The hatred and love Harry and Snape have for one another is a long history that is surrounded by Lily Potter which creates one of the most emotional bonds in the entire series. From the first to the last book and movie by J.K. Rowling, the hatred between both Harry and Snape was seen in every novel from the biggest situation to the smallest. But every action that was done among the two was done in some way or form to build one another characters and defeat Voldemort and the Death Eaters. Snape’s bravery was not taken for granted by having Harry finally finding out his reasoning for everything he had done since he first met him at Hogwarts. After Harry saw the memories Snape wanted him to see, his respect for the man grew and he learned to love Snape. The memories brought Harry back to his mother Lily Potter and the importance she was to Snape and him. In conclusion, Snape could be seen more as a father figure that Harry never had, and Harry can be seen as the son Snape never had.
- Anatol, Giselle. “Reading Harry Potter Again”. New Critical Essays. Press 2015
- Dahlenburg, Meg. “Harry Potter Fans and Severus Snape: A Love-Hate Relationship”. The Isthmus, 4 June 2017,
- Pazdziora, John. “Ravenclaw Reader”. The St Andrews University Harry Potter Conference, 17 November 2015
- Yudkowsky, Eliezer. “Methods of Rationality”. LessWrong. Press 2016
- Books: Sorcerers Stone, Order of Phoenix, Half-Blood Prince, Deathly Hallows
- Movies: Deathly Hallows Pt1 & Pt 2