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.