Class Update: 12/20 & 12/21

On Thursday, we researched the Battle of Vicksburg. The battle was fought near the Mississippi River between the Union and the Confederacy. The Union wanted control of the river for transportation and so they would control the economy. After losing multiple times while trying to break into the city, the Union eventually laid siege to Vicksburg. Life became difficult for Confederate soldiers and citizens, and they eventually surrendered. The battle affected the result of the war by giving the Union a major advantage in the control of the Mississippi River. We then created a "billboard sign" about the battle explaining its importance.

Today, I was performing in the in-school concert and did not attend class. We have a writing assignment due tonight, though.

Class Update: 12/18 & 12/19

Yesterday, we discussed the unwritten law of habeas corpus. It protects citizens from the powers of the government by preventing imprisonment without a reason and explanation. This law can be suspended, or ignored, if the public is endangered during a rebellion. Lincoln suspended habeas corpus during the Civil War, causing many people to be arrested just for speaking out against Lincoln. They were exercising their Constitutional rights, but still arrested anyways. Lincoln felt it was necessary to do so as a measure to keep people from splitting the country apart and ruining his hope of "Liberty to all."

Today, we reviewed some major battles in the Civil War. The Union was not well trained and expected a short war, but found the reality to be otherwise. At the First Battle of Bull Run, the Union seemed to break enemy lines, but was defeated while retreating. The Confederate army won many battles, and eventually decided to take a more offensive tactic. Shortly after a battle at Antietam, Lincoln issued the Emancipation Proclamation as a military measure. It freed slaves in all states in rebellion, but not in border states. The class was then given a worksheet on the document as homework.

Class Update: 12/14 & 12/17

Last Friday, we went to the computer lab to create a GoogleDocs Powerpoint about whether the North or the South had the advantage at the start of the Civil War. I had to find information about the training of the military commanders on both sides. All of the Confederate commanders attended West Point for training, while only 7 out of 10 Union commanders attended West Point. The Confederate commanders also ranked better in their class overall. I believe this gives the Confederacy an advantage going into the war, because their military leaders would have more experience and training.

Today, we did a scavenger hunt with QR codes about the battles of the Civil War. I was surprised that not many of the battles occurred in New England, or the northern parts of the Union. I know that New York had the best farmland in the Union and there were many factories in the North, so I was surprised that the Confederacy would not target those areas first to weaken the economy in the North. I am interested to learn more about the battles to see if any advantages at the beginning of the war played into the victories and losses of each side.

Class Update: 12/11 & 12/12

Yesterday, we discussed why South Carolina felt they were justified in seceding from the Union. They argued that they had made an agreement with all the other states, but the other states were breaking the agreement to follow the Constitution. Because some parties were not keeping their agreement, South Carolina was no longer obligated to be part of the Union because they were allowed to be a "free, independent state."

Today, we expanded on this concept by comparing the views from the Constitution and the New Orleans Newspaper. The Constitution required the president to "preserve, protect, and defend the Constitution." The New Orleans Newspaper attacked Republicans and President Lincoln by saying that they only worked to demolish slavery and control the government, giving the Lower South reason to secede. Lincoln believed that the states could not secede, because he needed to spread his concept of  "Liberty to all." The Constitution did not give the states a right to secede, because a government would not include ways for its territories to end the rule of the government. I agree with Lincoln about this because South Carolina and all the other states signed the Constitution. Their agreement to become part of the Union cannot be cancelled just because their state's vote was the minority. This disagreement over the right to secede added to the conflict brewing in the US.

Class Update: 12/7 & 12/10

Last Friday, we did not have class due to the half day. Today, we started the unit on the Civil War. We read documents about the "unalienable rights" that all Americans are given, and how President Lincoln viewed the rights of "life, liberty, and the pursuit of happiness." He compared this concept to a proverb about golden apples and silver settings. The natural rights were like a golden apple. The founding documents of the US (Declaration of Independence and the Constitution) were like silver settings to protect and preserve the golden apple of "Liberty for all." The concept of "Liberty for all" gave Americans the gift of opportunity. To some extent, that principle is still alive today. For example, all American children are given the opportunity and privilege to attend school. This gives them possible opportunities for the future, if they have the initiative to take this advantage. Maybe some Americans did not believe in "Liberty for all," contributing to the conflict that would lead to the Civil War.

Class & Goal Update: 12/5 & 12/6

This week, we have been wrapping up the Civil Rights 1850s unit. Yesterday, we had an EdCafe about significant people during that period. I thought this EdCafe went very well because we all had background information on the topics because we had watched the VoiceThreads. I agree with the class that Abraham Lincoln was the most significant person of the 1850s. It is impressive that he became an important person in such a short period of time, even though he came from a poor background. Though his election caused secession of the Confederate States, he still played his role well in a controversial time.

Today, we took a unit test. I think it went well, but my hand was very tired from writing!

Yesterday, I finished the last day of my goal. I never missed a day of writing in the journal. Though it was a good habit, I will not consistently continue the goal - it took up a lot of time!

Class & Goal Update: 11/30 & 12/3

Over the past two days in class, we have been discussing the events leading up to the secession of the Confederate states from the Union. On Friday, we had a substitute and we were left a packet to complete. It discussed political issues that may have cause the "lower South" to break away. Today, we looked at a political cartoon of the presidential election of 1860. It showed candidates Lincoln and Douglas fighting over a map of the western states, while Bell tried to glue the states back together and Breckinridge held onto the Southern states. I think this not only represents the regional voting in 1860, but also the divisons between the citizens of each area. I am not surprised that the Southern states seceded, because even the leaders of the country were on hostile terms. These events must have added to the hostility that led to the Civil War.

My 30 day goal is still working out. I think it ends on Wednesday, so in 3 days I will have one less thing to remember every day!

1850s Timeline

Link to Rebuttal Essay

https://docs.google.com/document/d/10-dYkvOLfUb-9jXHNnnoBtokD59LUo1ZAlQwSCN7oM8/edit

Class & Goal Update: 11/28 & 11/29

Yesterday, I was not in class because I went on a field trip for Student Council. So, I got notes and a handout from Emily. According to the papers, the class learned about the incident with John Brown at Harper's Ferry, VA. Brown attemped to seize the federal arsenal so he could arm black men with weapons to fight for the abolition. This showed the violent time period in America.

Today, we filled out a chart about eyewitnesses at Harper's Ferry. These people included John Starry, Robert E. Lee, and John Brown. The first two believed that Brown was not justified in his actions. I was surprised that Brown claimed to have no intention of violently killing people. It would be expected that his motive for seizing weapons would be to harm others.

My goal is still continuing well. I will be happy when the 30 days are over so I don't have to be concerned with remembering to journal every night.

Class and Goal Update: 11/26 & 11/27

Yesterday, we took a look at the Dred Scott vs. Sandford case of 1857. Dred Scott, a slave, had been moved by his master to a free state, but was then moved back to the slave state of Missouri. He took the case to court because he believed he should be free after living in one free state. He lost the case because he was not considered a person, and slavery was becoming a bigger problem at the time. Though Scott lost the case, I believe his lawsuit caused greater actions from abolitionists because they realized slavery could occur anywhere.

Today, we watched a video clip about the Lincoln-Douglas Debates, which occured in Illinois during the senate election. Douglas supported popular sovereignty and that natural rights applied only to white men. Lincoln promoted giving slaves natural rights, even though he did not want to be around them in a social or political setting, as he almost viewed black people as a different species. Though I do not agree with the racism either candidate displayed, I think Lincoln is more correct in recognizing the immediate need for rights, or else the country would become divided.

My goal has been extremely successful. Even over the vacation, I remembered to journal every day. I think my goal only continues until December 5th, so I am getting close!

Class and Goal Update: 11/19 & 11/20

Yesterday, we followed up on our reading of Uncle Tom's Cabin to discuss its purpose in the Civil Rights period. When Harriet Beecher Stowe wrote the novel, her goal was to bring awareness to slavery and make Americans relate to and sympathize with the slaves. I did not know that the novel was also performed as a play. I wonder if the storyline has been included in any other works of literature or drama.

Today, we learned about the Kansas Nebraska Act, which organized the territories in the west by allowing them to decide their standpoint on slavery, which was known as "popular sovereignty." This caused many violent conflicts in Kansas between anti-slavery and slavery supporters as they tried to gain support in Congress. There was even an attack in the Senate. I think each of these "battles" should be included as part of the Civil War, because Americans were forcefully fighting each other over the issue of freedom.

I have still been keeping my goal of writing in a journal every day. It has been fairly easy to form a good habit, but I do not think it would be as easy to break a bad habit. Most of my habits have been formed over a long period of time, and I'm not sure I could break them!

Class and Goal Update: 11/15 & 11/16

In class yesterday, we extended our knowledge of the Mexican War to discuss the results in America. A decision had to be made about slavery in the new territories, so we voted as a class over how we would solve the issue. The majority of the class wanted to let the territories choose how they felt about slavery. In actuality, the American leaders chose to do nothing about the issue. Another issue that came up was the Compromise of 1850, which would combine 5 bills about slavery. The class voted to pass the set of bills, but the bills were actually passed one at a time. I was not surprised that the leaders of the country voted this way, as they did not want to create any major conflicts.

Today, we discussed how slaves escaped to freedom. We looked at a drawing of escaping slaves. I was surprised that many of the slaves were smiling. Maybe they were hopeful about becoming free. A Fugitive Slave Law was passed to make escape more difficult. Slaves had to be returned to their owners without trial. We then read an excerpt from the novel Uncle Tom's Cabin, which showed the evils of slavery. It told how a slave named Eliza made a dangerous escape, and was chased after by slave-catchers. I would not want to be an escaping slave because it would be terrifying to be followed by men and dogs.

My 30 day goal has been successful so far. I am starting to write in my journal daily without having to deliberately remind myself. I don't know if I will continue it after the 30 days, but I think it has been helpful so far. I will be able to form other positive habits after this because it has been fairly easy forming this habit.

VoiceThread: Daniel Webster

Class and Goal Update: 11/13 &11/14

For a change, we spent class in the library yesterday. Using an interactive map online, we researched statistics and facts about the US map in the 1800s. It did not surprise me that there were more black people living in the South than in the North, because slavery was so common in the South. I was surprised that there were more women than men in some Northern states. Maybe this contributed to why Northerners wanted to free slaves. Women did not have a lot of rights, and would have promoted equality for all people. We also learned about the Missouri Compromise and the 36-30 line that prevented slavery in new territories to the North.

Today, we took notes on the Missouri Compromise. I do not agree that it was the best decision to try to balance the number of slave states with free states. Whichever type of state was the majority would accurately represent the country, even if it meant an unbalanced Senate. We also took notes on how the Missouri Compromise led to the Mexican War, because the Southerners needed to look west for a new territory that would allow slavery. At the end of class, we watched a short movie and took a quiz.

As far as my 30 day goal, I haven't missed a day yet in my journal. I'm actually finding this goal to be more difficult than I expected. I don't forget to write in my journal, but sometimes I don't have anything interesting to write about.

Class and Goal Update: 11/7 & 11/8

Yesterday, we took notes on a PowerPoint about slavery in the early United States. We learned how the invention of the cotton gin increased slavery by making production faster and worsening the need for slaves. I did not know that the Industrial Revolution also influence slavery. The clothing factories in the US and England needed cotton to manufacture their products. Slaves in the South either did "gang labor," doing the same job in groups, or "task labor," with single slaves assigned to each job. After this, we each answered questions written on a document by an opponent or defendent of slavery.

Today, we added to our notes with information about the Underground Railroad. The Underground Railroad was a series of abolitionists who helped slaves to the North and Canada so they could become free. I thought it was interesting that some slaves used this system to pass through towns in our area. To expand our knowledge on the Underground Railroad, we then read excerpts about the topic from textbooks. It was surprising how some textbooks tried to describe the system as unorganized or as meaningless, considering the number of slaves still in the South. I think the Underground Railroad was actually a brilliant way to help people to safety in secrecy.

As far as the goal I set for the next 30 days, it has been going well. I am enjoying writing in a journal every day because it helps me think about everything that has happened, even if I don't write very much.

Class and 30 Day Goal Update: 11/5 & 11/6

To follow up on the activity we did last week reading documents about slavery, we made Venn diagrams about the readings on Monday. Every document discussed the life of a slave, but one talked about how wonderful the life of a slave was under a kind mistress, while the other talked about how slaves experienced whippings and hardships. After that activity, we filled out tables about the opponents of slavery (William L. Garrison, Abraham Lincoln, and Frederick Douglass) and the defenders of slavery (John C. Calhoun and James H. Hammond).

Today, we compared the opponents and defendents of slavery. The opponents lived in New England or the Middle Colonies, where slaves were not as common. They had experienced poverty and hardships, and were likely not well educated. The defendents usually had money, were well educated, and held government positions. I was not surprised by these tendencies, as people who suffer from slave-like conditions would be more likely to speak out against slavery rather than educated people who do not experience the harshness of slavery.

We were also told to watch a TedTalk on goals today. The speaker said that a habit can be set in 30 days as long as it is repeated every day. For example, the speaker chose to ride his bike to work every day, and has still kept the habit. The challenge for our class is to choose a goal to better ourselves that we can achieve in 30 days. My goal will be to keep a journal every day for the next 30 days. I have always wanted to keep a journal, but have never committed to it. I think it will help me organize my thoughts about what happens daily in my life. I can't wait to see if I can form a habit over the next 30 days.

Class Update: 11/1 & 11/2

Yesterday, we turned in our integrated projects. We answered a survey about our reactions to the assignment and gave suggestions on how to improve integrated projects in the future. After lunch, we went to the library to look at the projects of all the sophomores. I tried playing one review game that was based on Clue. It was interesting to see how each student took the same assignment and came out with an original project.

Today, we transitioned into the Civil Rights unit with new projects assigned to us. First, we disscussed a TedTalk about modern slavery. Then we took a look at slavery in the 18th century by reading a document, "The Interesting Narrative of the Life of Olaudah Equiano," which recorded the troubles for a slave on a ship during the slave trade. These horrors included unsanitary conditions, starvation, and whippings. Each group then made a storyboard of their document, representing the main points and ideas with pictures. The reading did not surprise me, but it did surprise me that so many people in that time period did not understand slavery, and were certainly not sympathetic towards the slaves.

Class Update: 10/29 & 10/30

Yesterday, we did not have school due to a hurricane that flooded coastal areas and left many of us without power. Today, we continued in-class work on our Integrated Projects, which are due on Thursday. I had already written my script and declaration for Act 5 of Julius Caesar, so I worked on editing them. It was interesting to think about how written agreements versus oral agreements can reverse the outcome of a situation.

Class Update: 10/25 & 10/26

Over the past week, we had been assigned to memorize a section of the Declaration of Independence. Yesterday, we took a quiz in which we had to write down the section we memorized. Afterwards, we quickly covered some of the closing battles of the American Revolution in preparation for the test today. Some of these battles included the Battle of Saratoga and the Battle of Yorktown, both of which were important victories for the colonists that moved them closer to freedom. This morning, we took the unit test, which covered geography, definitions, memorization, and short answer questions. Now, our class is done learning material about the Revolution, and will have time in class next week to work on our American Revolution/ Julius Caesar integrated projects.

Class Update:10/23 &10/24

Yesterday, the class split into five groups for a scavenger hunt. We were to find QR codes around the first floor of the high school. Each QR code was linked to a clue about a battle. Each group then used class resources to find which battle the clue described as well as the date. My group was the first to finish. Then, we had a few minutes to review our notes for the upcoming test.

Today, we discussed art of the American Revolution, including works by John Trumbull, John Singleton Copley, Emanuel Leutze, and Grant Wood. It surprised me how many inaccuracies were in each painting. Instead of historical representations, the works were more like pieces of propaganda. My favorite painting was the Midnight Ride of Paul Revere, because I could see how it related to the poem by Henry Wadsworth Longfellow, with Paul Revere racing through the towns yelling the news that the troops were approaching. Both the poem and the painting are inaccurate. This presentation of Revolutionary art will hopefully expand my knowledge of the time period during the war.

Timeline

Civic Values VoiceThread

Class Update: 10/18 & 10/19

Yesterday, Mr. Boyle was not at school and instead left an assignment for us with our substitute. The assignment consisted of reading an essay, "The Crisis, No. 1" by Thomas Paine, who lived during the Revolutionary War. He promoted the war, and was calling the colonists to action to fight against the British soliders. The most famous line reads, "These are the times that try men's souls." In an essay of our own, we had to decide whether current times "try men's souls" and support our belief with examples.

Today, we discussed our ideas about "The Crisis" with Mr. Boyle. I believe that these are the times that try men's souls because the economy is worsening, but people have not truly taken action yet to improve the problems. Next, we used an interactive map on the projector to learn about the battles in New York City and New Jersey. I had never realized that German soldiers were hired to fight for the British. Maybe they did this to increase their numbers over the colonists. This series of battles was truly a turning point for the colonists, renewing their determination with a few important wins, and helping them to overcome "the times that try men's souls".

Class Update: 10/16 & 10/17

Today in class, we used the summaries of the Declaration of Independence we created yesterday. We had worked in groups to read the Declaration, and were assigned a section to summarize. Afterwards, we had to shorten the summary into 140 characters, so it could be made into a fake "tweet." My group was assigned the 3rd and 4th sections, which pointed out the issues with the king, including the limitations he put on government in the colonies and his refusal to answer their petitions.

Using our knowledge about the Declaration of Independence today, we had a class discussion about the significance of the signatures on the Declaration. We decided that the signatures not only legalized the document, but were written proof of the committment of the delegates to a revolution. This brought up the idea of trust in government. Though many people trust another until the person breaks that trust, there may not be enough trust in our government. We must trust the people we elect into office, but we also need to speak out if we do not trust them for some reason, whether it is through voting or through petitioning. The concept of trust was present in the Declaration, and has grown more complicated over time.

Class Update: 10/12&10/15

On Friday, groups read documents written in response to the Second Continental Congress in May of 1775. The Congress met in Philadelphia, PA to discuss how they felt about being under the control of the King of England. The first document was the Olive Branch Petition (written by the Congress), which promoted a compromise of Loyalist and radical ideas. These people liked the king, and would not go to a war unless the king ignored the request for changes. "Common Sense", by Thomas Paine, was written to share his belief that the colonist should be free from England, as he did not like the monarch. "Plain Truth", by James Chalmers, was written in response to this pamphlet. Chalmers liked the current government, and did not want the colonists to develop new, radical ideas. These documents all played a role in the coming of American independence.

Today, the class presented their Revolutionary Replica projects. Each person made a life-size cutout of their assigned person, and explained why they were important to the American Revolution. Each cutout had a pocket with a small symbolic item. I made a replica of John Hancock, who promoted independence from Britain, and was a politician in Massachusetts. I was surprised to learn that women played an important role in the Revolution. I would have assumed their opinions would have been ignored. For example, Molly "Pitcher" helped soldiers during battles and even manned a cannon. It was interesting to learn about each Revolutionary figure.

Replica Project: John Hancock

Search Story

Class Update: 10/9 & 10/10

To begin class yesterday, we watched a TED video on the way the mind remembers events. The speaker gave the example of a murder case, in which witnesses claimed they could identify the murderer, though it was scientifically impossible to do so. This video gave us the background knowledge necessary to decide whether different primary source documents were reliable or not. We each read a primary source document about who fired the first shot at the Battle of Lexington and Concord - a British Regular or a colonist. In groups, we compared the key points of the documents, recording them in a chart. It is important to read these documents thoroughly to determine the point of view of the author and their motive.

Today, we summarized the Battle of Lexington and Concord and the Battle of Bunker Hill, using an interactive map projected onto the whiteboard. The Battle of Lexington and Concord was fought by the militia against the Regulars, who were going to the ammunition store in Concord. The militia grew in size and was able to defeat the soldiers using hit and run tactics along with surprise attacks. The Battle of Bunker Hill occurred a few months after, but was technically a British victory. Using their strong navy, they were able to attack the militia, which was running out of ammunition. The soldiers charged up to their trenches. Though the militia lost one early battle, maybe these battles demonstrated how serious the colonists were about fighting for freedom, even against a trained army. Groups created Google Search Stories afterwards about the battles.

Civic Values VoiceThread

Class Update: 10/4 & 10/5

The class discovered the causes for the American Revolution during an EdCafe yesterday. We discussed events such as the Stamp Act, the Townshend Act and Boston Massacre, the Boston Tea Party, the Intolerable Acts, and the First Continental Congress. Each discussion went smoothly, but they all made me wonder if Britain was justified in their actions. Maybe the British were truly trying to help the Americans with the taxes on paper goods and imported goods, because the British did not have unlimited funds either to protect Americans.

Today, the first part of class was spent reviewing the topics discussed during the EdCafe by taking notes. Afterwards, Mr. Boyle read a poem: "Paul Revere's Ride", by Henry Wadsworth Longfellow. The poem glorified Revere's contributions during the night when the British soldiers began to attack the colonists. We had to become historical detectives to find out which other people contributed to the events that night, creating a Shakespearean sonnet to record our findings. I had never learned that Revere was not the only person involved, and Longfellow's poem was mainly propaganda. I think Prescott, Dawes, and all the other riders deserve as much credit for spreading the news and risking their lives. It is interesting how historical information can be distorted over time. The class was ended by passing back tests and a project on replicas of historical figures.

Class Update: 10/2 & 10/3

This week, our class has transitioned into the American Revolution Unit. Yesterday, we were handed a reading on the French and Indian War. In groups, we read the handout, stopping occasionally to review with the class. We took notes on the reasons why farming colonists wanted to expand their land westward for their crops, and the opening battles. Our class headed to the library today in preparation for the EdCafe tomorrow. With two other students, we created Google Presentations on our EdCafe event. I found this especially helpful to review the key facts of the event. I was surprised to learn in the reading that the delegates at the Constitutional Convention considered living under the control of a British monarch to increase safety. I'm glad that idea was not selected!

Comic Strips: Justice & Resourcefulness

Class Update: 9/27 & 9/28

Yesterday, we ended the Constitution unit with a "quest". Today marked the start of the transition into the American Revolution unit. After reviewing a map activity we completed for homework, it was up to groups to decide what a typical person was like from each of the colonies based on the industry and background maps. For example, most colonists in New England attended an Anglican or Congregational church; a typical Middle colonist would likely have been an ironworker. My group selected the Southern colonies, including Virginia, North and South Carolina, and Georgia. Our character was named John Jacobs, and was a colonist from England who owned his own rice and indigo plantation in Charleston. He owned many slaves as well! We felt his industry and background well represented the majority of colonists living in the South. The class was concluded by creating animated Voki characters to represent our typical colonist. It was entertaining to imagine what a colonist would have been like, and then create them afterwards!

Class Update: 9/26

Today, we explored the new class format of an EdCafe, which is like a conversation in a coffee shop, minus the coffee. We discussed the rights outlined in the 1st Amendment of the Bill of Rights including freedom of speech, religion and media, and the rights to peacefully assemble and petition the government. I started off presenting to a group about freedom of religion. I quickly found that the group became more involved in the discussion if I made connections to our lives today, and how the impact of the right has changed over time. I think this activity would work even better if each conversation leader had to find a current event to include in the discussion to make the situation relatable. I especially enjoyed being a participant in the EdCafe. Because each of my classmates has a different opinion about the rights, they all presented thoughtful questions. For example, one classmate talked about how freedom of speech is related to the freedoms of religion and press, and how those freedoms are needed for our opinions to be acted upon. I think the process might work even better if each group leader prepared multiple questions for the group, in addition to explaining the topic. Occasionally, I felt that the discussion would come to a halt if we did not have something to discuss. I am excited already for the next EdCafe, and find it a relatable way to discuss topics we are learning about in class.

Constitution Timeline

Class Update: 9/21&9/24

Due to the half day on Friday, we unfortunately did not have history class, and instead attended an entertaining assembly about school activities. Today, after clarifying class questions about current assignments, we became the defensive lawyers for a mock case in which a group of partygoers, a landowner, and Madonna were arrested and punished by the government. Using the Bill of Rights, which gives Americans rights in respect to the actions of the government and limits governmental powers, groups identified conflicts between the Bill of Rights and how the case was dealt with. For example, all citizens have a right to a trial by jury, but the partygoers were given a bench trial without a jury. Madonna was hanged for writing a non-Puritan song, which violates the right to religious freedom in the 1st Amendment and the ban of cruel and unusual punishment in the 8th Amendment. I enjoyed this activity because I feel better informed about my rights as a citizen of the United States.

Class Update: 9/18 & 9/19

On Tuesday, after completing an activity on the checks and balances system, we were presented with the task of creating an “infograph” on the branches of government and their jobs. Surprisingly, this seemed to be the only day when none of the students had an appropriate web-enabled device, so we set to work using crayons and paper. I was surprised to learn that the president must be 35 years old to run for election. Maybe this law is to ensure that the president has enough life experiences to make wise decisions.

Today, groups took notes on the Federalist and Anti-federalist views of the Constitution. The Federalists believed the Constitution would create a necessary strong central government to prevent anarchy and international issues. Anti-federalists were concerned with the missing Bill of Rights, which could limit freedoms gained during the Revolution and state power. I agree with the Federalists, especially how James Madison said, “Different interests necessarily exist in different classes of citizens.” He is saying that a constitution can still allow opinions, and also protect opinions. To apply our notes, we created magazine covers promoting one view on the topic. We tried to draw Federalist readers by pointing out all the issues that could happen without the Constitution – even anarchy!

Spreaker Podcast: Friends

Infograph: 9/18

Class Update: 9/14 & 9/17

During class last Friday, we reviewed the syllabus and assignments for the Constitution Unit. Today, we discussed the constitutional ideas for the executive branch: The Virginia Plan, the New Jersey Plan, and the Hamilton Plan. The Virginia Plan proposed one Congress- elected president with a council. They would serve for a specific number of years, but couldn’t be re-elected or removed from office during their term. This president would have the power to make laws and veto policies with the council. Unlike the Virginia Plan, the New Jersey Plan suggested having multiple executive leaders, elected by Congress. After their term, they could not be re-elected, and Congress could remove them from power at any time. They would direct the military, choose officers, and execute laws. The Hamilton Plan promoted one leader, elected by representatives to stay in office for an indefinite period of time. They could only be removed from power if they committed an offense. This president would pass laws, create treaties, control the military, and forgive criminal offenses (except for treason). I agree with the New Jersey Plan about electing multiple executive leaders. This would separate the power between many people, and represent multiple opinions and parties, as opposed to one. The main problem would be that it would take longer to come to conclusions between numerous opinions. Today, we have one citizen-elected president who makes laws, treaties, and controls the military, combining aspects of each plan.

9/12-9/13

In class yesterday and today, we have been exploring representation at the Convention of 1787. The main issues discussed were bicameralism, methods of election, and rules about the right of the people to vote. In a group, I read a primary source document about the debate between equal representation for the states, or proportional representation based on population. Some delegates argued that equal representation was best, because smaller states needed to have a say in government. Others argued that proportional representation was better because it represented a majority of people and their interests. I found it interesting that some people did not believe in proportional representation. Maybe it reminded them of living under a monarch, because the most powerful states could dominate the government.

            Today, the first portion of class was spent on a quiz on the Preamble to the Constitution, which was created at the same convention. Afterwards, groups combined to share notes on the other decisions made. Bicameralism, the principle of having two houses of legislature, was only supported by some at the Convention. Many delegates wanted to add power to Congress later since the current system was working, while others wanted to spread the power. Another group shared notes about the right of people to elect representatives. Though it is important for the general public to share their ideas about government and give support, I can understand why some opposed this concept. People today can easily still be misinformed. Advertising about candidates can imply false goals and portray other candidates negatively. To conclude the lesson, we took notes on the final product: the Connecticut Compromise. This resulted in a Congress with two houses (the Senate and House of Representatives), one state-elected and one citizen-elected, and one with equal representation and the other proportional. The Convention of 1787 and Connecticut Compromise have contributed greatly to our government, and our daily lives.

Photo Essay Link

Link to Photo Essay: http://private.rewindy.com/story/prNOfqsW/view/1

3 Artifacts: If my belongings could talk...

            After fourteen years, I have many possessions and special items, each with its own personal meaning. If people in the future could study my belongings as artifacts, I would have many that would help them capture my personality and lifestyle. I would first save my piano, which holds my love for music. I have taken piano lessons for 10 years, and my piano has helped me as I learn and improve. To me, my piano represents my dedication and creativity. Though it has often been difficult to struggle through a complicated piece, my hours at the piano have helped strengthen my determination and work ethic, even in other areas of my life. Tackling a difficult piece of music has given me the skills and strategies to approach other life challenges with a determined attitude. Playing the piano has also been a way for me to share my creativity and interest in music with others. I often perform for my family and friends so I can communicate who I am as a musician, as well as my emotions. Recitals and performances have gradually become more enjoyable, because I feel as if I am communicating with my audience. Now, I teach piano lessons at my piano, and I can share my knowledge in a new way. My piano shapes me through determination and sharing, and would show others my passion for making music, as well as how it influences my character.

 

            Though seemingly an insignificant artifact, I would select my family recipe box. Though the actual container has changed many times, the favorite recipes remain and are joined by new ones. One of my favorite methods of relaxation is to bake or cook. The collection of recipes symbolizes not only my hobby, but a way that I connect with my family. Most of my favorite recipes are from my aunts and uncles, my grandparents, and other close friends. Making their recipes creates a common topic between us, and helps me become closer to my extended family. I enjoy sharing my recipes with them, and observing the appreciation others feel when I can create something that they enjoy. Whenever I sift through the recipe box, I also recall some of my favorite memories. I remember baking traditional Swedish holiday cookies with my grandmother when I was seven, and teaching my little sister how to bake the perfect chocolate cake. Inside this box are not only the recipes for my favorite foods, but a personal recipe for blending my interests and the valued time I spend with family.

 

            Although I could choose many more potential artifacts, my third item would be my first quilt. I made the quilt on my own about a year ago. The vibrant pink, orange, and yellow fabrics seem to embody my positive nature. Besides showing my creativity and craftsmanship, the quilt demonstrates my desire to try new things. I have always loved sewing, but I had never made a quilt before. My goal was to create something useful while trying a new skill. The task of completing such a difficult and precise project seemed impossible at first, but became easier as I strengthened my own skills and sought help from my aunt and grandmother. To my surprise, I discovered that I truly enjoy quilting. This first quilt captures my love of learning and my artistic skills, which I apply to create something I can use and share.

 

            Many of my belongings will never be studied as artifacts, but if I could show others something about myself, I would want them to be able to identify my creativity, my loves of music, baking, and crafts, and my desire to learn and share throughout life.